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31 results on '"Peterson, Rosemary"'

1. Transition Guide Dissemination to Foster Patient-Care Team Conversations: A Childhood Arthritis Rheumatology Research Alliance Transition Learning Collaborative Pilot Implementation Study.

Author

Chang, Joyce, Alonzi, Gabrielle, Sears, Cora, Bitencourt, Nicole, Hernandez, Alex, Peterson, Rosemary, Alperin, Risa, Overbury, Rebecca, Dela Paz, Mariel, Waqar-Cowles, Lindsay, White, Patience, Carandang, Kristine, and Lawson, Erica

Abstract

OBJECTIVE: Uptake of evidence-informed health care transition processes among pediatric rheumatologists is low despite poor outcomes of transition from pediatric to adult care. We piloted a learning collaborative model to implement transition guides. We dually assessed implementation outcomes and changes in reported patient-care team discussions about transition. METHODS: This was a type II hybrid effectiveness-implementation pilot study of transition guide dissemination to patients at least 14 years old with rheumatic conditions across nine pediatric rheumatology centers in the Childhood Arthritis Rheumatology Research Alliance Transition Learning Collaborative. We evaluated implementation outcomes (feasibility, adaptations, and fidelity) and the proportion of patients surveyed that reported having discussions with their care team regarding transfer planning. RESULTS: Six sites were retained through the COVID-19 pandemic (below 70% target). Five out of six sites contributed outcome data (met 80% target) but with substantial heterogeneity in how transition guides were shared (eg, in-person, electronic messages, and posted flyers), and data were collected. The pooled proportion of respondents having discussed transfer planning with their care team was 39% preimplementation (n = 239; 95% confidence interval [CI] 32%-46%) and 55% postimplementation (n = 864; 95% CI 36%-73%). After implementation, there were significant increases in the likelihood of respondents recalling receiving a transition guide (odds ratio [OR] 2.58, 95% CI 1.35-4.92) and discussing transfer planning (OR 2.14, 95% CI 1.30-3.52), adjusted for age and site of care. CONCLUSION: Transition guide dissemination is a simple intervention associated with increased awareness among young people with rheumatic conditions and discussions with their care team about transition preparation. The learning collaborative model facilitated identification of several dissemination strategies adaptable to site-specific resources.

Published
2024

7. Positive Behavior Intervention for Emotionally Disturbed Children: The Counselor as Team Leader.

Author

Peterson, Rosemary and Joyce, LaVonne M.

Abstract

Recognizing the increase in school violence, California recently enacted the Hughes Bill that requires a positive behavioral intervention plan for individuals with exceptional needs. Although special education teachers are required to develop positive behavioral intervention plans, most have not been trained in the skills necessary to develop or implement goals or objectives. This paper describes how to build a positive behavioral plan to bring about lasting positive changes in an individual's behavior. The steps to building a plan are: (1) describe the learner; (2) define the behaviors of concern; (3) conduct an assessment; and (4) develop replacement positive behaviors. The paper argues that teachers who make plans without the collaborative efforts of the counselor may solve the short-term needs of students without teaching lifelong coping and social skills. The skills that teach the child to interact in a positive way at school are skills that can prepare him or her for success in all settings. (JDM)

Published
1998

9. Implementation of Rheumatology Health Care Transition Processes and Adaptations to Systems Under Stress: A Mixed‐Methods Study

Author

Chang, Joyce C., primary, Sears, Cora, additional, Bitencourt, Nicole, additional, Peterson, Rosemary, additional, Alperin, Risa, additional, Goh, Y. Ingrid, additional, Overbury, Rebecca S., additional, Sadun, Rebecca, additional, Smitherman, Emily, additional, White, Patience H., additional, Lawson, Erica F., additional, and Carandang, Kristine, additional

Published
2022
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10. Pediatric to Adult Transition Literature: Scoping Review and Rheumatology Research Prioritization Survey Results

Author

Bitencourt, Nicole, primary, Lawson, Erica, additional, Bridges, John, additional, Carandang, Kristine, additional, Chintagunta, Ela, additional, Chiraseveenuprapund, Peter, additional, DeQuattro, Kimberly, additional, Goh, Y. Ingrid, additional, Lee, Tzielan C., additional, Moore, Katharine F., additional, Peterson, Rosemary G., additional, Roberts, Jordan E., additional, Ronis, Tova, additional, Sadun, Rebecca E., additional, Smitherman, Emily A., additional, Stringer, Elizabeth, additional, White, Patience H., additional, and Chang, Joyce C., additional

Published
2022
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11. 2021 American College of Rheumatology Guideline for the Treatment of Juvenile Idiopathic Arthritis: Therapeutic Approaches for Oligoarthritis, Temporomandibular Joint Arthritis, and Systemic Juvenile Idiopathic Arthritis

Author

Onel, Karen B., primary, Horton, Daniel B., additional, Lovell, Daniel J., additional, Shenoi, Susan, additional, Cuello, Carlos A., additional, Angeles‐Han, Sheila T., additional, Becker, Mara L., additional, Cron, Randy Q., additional, Feldman, Brian M., additional, Ferguson, Polly J., additional, Gewanter, Harry, additional, Guzman, Jaime, additional, Kimura, Yukiko, additional, Lee, Tzielan, additional, Murphy, Katherine, additional, Nigrovic, Peter A., additional, Ombrello, Michael J., additional, Rabinovich, C. Egla, additional, Tesher, Melissa, additional, Twilt, Marinka, additional, Klein‐Gitelman, Marisa, additional, Barbar‐Smiley, Fatima, additional, Cooper, Ashley M., additional, Edelheit, Barbara, additional, Gillispie‐Taylor, Miriah, additional, Hays, Kimberly, additional, Mannion, Melissa L., additional, Peterson, Rosemary, additional, Flanagan, Elaine, additional, Saad, Nadine, additional, Sullivan, Nancy, additional, Szymanski, Ann Marie, additional, Trachtman, Rebecca, additional, Turgunbaev, Marat, additional, Veiga, Keila, additional, Turner, Amy S., additional, and Reston, James T., additional

Published
2022
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12. 2021 American College of Rheumatology Guideline for the Treatment of Juvenile Idiopathic Arthritis: Recommendations for Nonpharmacologic Therapies, Medication Monitoring, Immunizations, and Imaging

Author

Onel, Karen B., primary, Horton, Daniel B., additional, Lovell, Daniel J., additional, Shenoi, Susan, additional, Cuello, Carlos A., additional, Angeles‐Han, Sheila T., additional, Becker, Mara L., additional, Cron, Randy Q., additional, Feldman, Brian M., additional, Ferguson, Polly J., additional, Gewanter, Harry, additional, Guzman, Jaime, additional, Kimura, Yukiko, additional, Lee, Tzielan, additional, Murphy, Katherine, additional, Nigrovic, Peter A., additional, Ombrello, Michael J., additional, Rabinovich, C. Egla, additional, Tesher, Melissa, additional, Twilt, Marinka, additional, Klein‐Gitelman, Marisa, additional, Barbar‐Smiley, Fatima, additional, Cooper, Ashley M., additional, Edelheit, Barbara, additional, Gillispie‐Taylor, Miriah, additional, Hays, Kimberly, additional, Mannion, Melissa L., additional, Peterson, Rosemary, additional, Flanagan, Elaine, additional, Saad, Nadine, additional, Sullivan, Nancy, additional, Szymanski, Ann Marie, additional, Trachtman, Rebecca, additional, Turgunbaev, Marat, additional, Veiga, Keila, additional, Turner, Amy S., additional, and Reston, James T., additional

Published
2022
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13. Piaget: A Handbook for Parents and Teachers of Children in the Age of Discovery--Preschool Through Third Grade.

Author

Mulberry Tree Preschool, Moraga, CA., Felton, Victoria, and Peterson, Rosemary

Abstract

This handbook, primarily for parents and teachers of preschool through third grade children, provides some insights into Piaget's theories about how children think and learn and presents ideas for using Piagetian-type activities and games in the home or classroom. (The handbook does not attempt to give a comprehensive analysis of Piaget's theory or a complete survey of all Piagetian tasks.) Topics covered include Piaget the man, Piaget's theory, including the stages of cognitive development, the three types of learning (social, physical, and logico-mathematical), and the implications of the theory for education. There are also sections on understanding the preoperational and the early concrete operations child and on the importance of play. Another section includes specific learning activities related to language development, learning through questioning, visual perception and visual memory, premath experience, classification, seriation and conservation. There is a note about how to use and extend the activities, a glossary of terms, and references and suggested readings. (Author/MS)

Published
1976

19. A case of prolidase deficiency in a male patient.

Author

Haller, Courtney N., George‐Abraham, Jaya K., Peterson, Rosemary G., and Diaz, Lucia Z.

Subjects
AMINO acid metabolism, MALES
Abstract

Prolidase deficiency is an extremely rare, autosomal recessive disorder resulting in defective collagen formation. We report a case of prolidase deficiency in a male child, highlighting the dermatologic features. Early diagnosis is important as these patients encounter significant multisystem comorbidities requiring multispecialty care. [ABSTRACT FROM AUTHOR]

Published
2022
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22. 2021 American College of Rheumatology Guideline for the Treatment of Juvenile Idiopathic Arthritis: Therapeutic Approaches for Oligoarthritis, Temporomandibular Joint Arthritis, and Systemic Juvenile Idiopathic Arthritis

Author

Onel, Karen B., Horton, Daniel B., Lovell, Daniel J., Shenoi, Susan, Cuello, Carlos A., Angeles‐Han, Sheila T., Becker, Mara L., Cron, Randy Q., Feldman, Brian M., Ferguson, Polly J., Gewanter, Harry, Guzman, Jaime, Kimura, Yukiko, Lee, Tzielan, Murphy, Katherine, Nigrovic, Peter A., Ombrello, Michael J., Rabinovich, C. Egla, Tesher, Melissa, Twilt, Marinka, Klein‐Gitelman, Marisa, Barbar‐Smiley, Fatima, Cooper, Ashley M., Edelheit, Barbara, Gillispie‐Taylor, Miriah, Hays, Kimberly, Mannion, Melissa L., Peterson, Rosemary, Flanagan, Elaine, Saad, Nadine, Sullivan, Nancy, Szymanski, Ann Marie, Trachtman, Rebecca, Turgunbaev, Marat, Veiga, Keila, Turner, Amy S., and Reston, James T.

Abstract

To provide updated guidelines for pharmacologic management of juvenile idiopathic arthritis (JIA), focusing on treatment of oligoarthritis, temporomandibular joint (TMJ) arthritis, and systemic JIA with and without macrophage activation syndrome. Recommendations regarding tapering and discontinuing treatment in inactive systemic JIA are also provided. We developed clinically relevant Patient/Population, Intervention, Comparison, and Outcomes questions. After conducting a systematic literature review, the Grading of Recommendations Assessment, Development and Evaluation approach was used to rate the quality of evidence (high, moderate, low, or very low). A Voting Panel including clinicians and patients/caregivers achieved consensus on the direction (for or against) and strength (strong or conditional) of recommendations. Similar to those published in 2019, these JIA recommendations are based on clinical phenotypes of JIA, rather than a specific classification schema. This guideline provides recommendations for initial and subsequent treatment of JIA with oligoarthritis, TMJ arthritis, and systemic JIA as well as for tapering and discontinuing treatment in subjects with inactive systemic JIA. Other aspects of disease management, including factors that influence treatment choice and medication tapering, are discussed. Evidence for all recommendations was graded as low or very low in quality. For that reason, more than half of the recommendations are conditional. This clinical practice guideline complements the 2019 American College of Rheumatology JIA and uveitis guidelines, which addressed polyarthritis, sacroiliitis, enthesitis, and uveitis. It serves as a tool to support clinicians, patients, and caregivers in decision‐making. The recommendations take into consideration the severity of both articular and nonarticular manifestations as well as patient quality of life. Although evidence is generally low quality and many recommendations are conditional, the inclusion of caregivers and patients in the decision‐making process strengthens the relevance and applicability of the guideline. It is important to remember that these are recommendations. Clinical decisions, as always, should be made by the treating clinician and patient/caregiver.

Published
2022
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23. 2021 American College of Rheumatology Guideline for the Treatment of Juvenile Idiopathic Arthritis: Recommendations for Nonpharmacologic Therapies, Medication Monitoring, Immunizations, and Imaging

Author

Onel, Karen B., Horton, Daniel B., Lovell, Daniel J., Shenoi, Susan, Cuello, Carlos A., Angeles‐Han, Sheila T., Becker, Mara L., Cron, Randy Q., Feldman, Brian M., Ferguson, Polly J., Gewanter, Harry, Guzman, Jaime, Kimura, Yukiko, Lee, Tzielan, Murphy, Katherine, Nigrovic, Peter A., Ombrello, Michael J., Rabinovich, C. Egla, Tesher, Melissa, Twilt, Marinka, Klein‐Gitelman, Marisa, Barbar‐Smiley, Fatima, Cooper, Ashley M., Edelheit, Barbara, Gillispie‐Taylor, Miriah, Hays, Kimberly, Mannion, Melissa L., Peterson, Rosemary, Flanagan, Elaine, Saad, Nadine, Sullivan, Nancy, Szymanski, Ann Marie, Trachtman, Rebecca, Turgunbaev, Marat, Veiga, Keila, Turner, Amy S., and Reston, James T.

Abstract

To provide recommendations for the management of juvenile idiopathic arthritis (JIA) with a focus on nonpharmacologic therapies, medication monitoring, immunizations, and imaging, irrespective of JIA phenotype. We developed clinically relevant Patient/Population, Intervention, Comparison, and Outcomes questions. After conducting a systematic literature review, the Grading of Recommendations Assessment, Development and Evaluation approach was used to rate the quality of evidence (high, moderate, low, or very low). A Voting Panel including clinicians and patients/caregivers achieved consensus on the direction (for or against) and strength (strong or conditional) of recommendations. Recommendations in this guideline include the use of physical therapy and occupational therapy interventions; a healthy, well‐balanced, age‐appropriate diet; specific laboratory monitoring for medications; widespread use of immunizations; and shared decision‐making with patients/caregivers. Disease management for all patients with JIA is addressed with respect to nonpharmacologic therapies, medication monitoring, immunizations, and imaging. Evidence for all recommendations was graded as low or very low in quality. For that reason, more than half of the recommendations are conditional. This clinical practice guideline complements the 2019 American College of Rheumatology JIA and uveitis guidelines, which addressed polyarthritis, sacroiliitis, enthesitis, and uveitis, and a concurrent 2021 guideline on oligoarthritis, temporomandibular arthritis, and systemic JIA. It serves as a tool to support clinicians, patients, and caregivers in decision‐making. The recommendations take into consideration the severity of both articular and nonarticular manifestations as well as patient quality of life. Although evidence is generally low quality and many recommendations are conditional, the inclusion of caregivers and patients in the decision‐making process strengthens the relevance and applicability of the guideline. It is important to remember that these are recommendations. Clinical decisions, as always, should be made by the treating clinician and patient/caregiver.

Published
2022
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25. Beginning Reading In ECE and the Bilingual Classroom.

Author

Peterson, Rosemary

Abstract

A rationale for teaching beginning reading from a learning theory perspective that is compatible with Jean Piaget's theory of cognitive development is presented in this paper. The model offered is based on a linguistic analysis and on current research. The logical thinking skills characteristic of each stage of development proposed by Piagetian theory are related to the model and contrasted with cognitive-based approaches to beginning reading. The continuing public concern for teaching the basic skills is discussed in terms of the three types of knowledge described by Piaget. The paper notes that current research with learning handicapped and culturally different children stresses the importance of differentiating decoding from those tasks appropriately labeled developmental. It concludes with suggestions for applications of these principles to beginning reading, remedial reading, and the bilingual classroom. (Author/FL)

Published
1979

31. Transition Guide Dissemination to Foster Patient-Care Team Conversations: A Childhood Arthritis Rheumatology Research Alliance Transition Learning Collaborative Pilot Implementation Study.

Author

Chang JC, Alonzi G, Sears C, Bitencourt N, Hernandez A, Peterson R, Alperin R, Overbury RS, Dela Paz M, Waqar-Cowles LN, White PH, Carandang K, and Lawson EF

Abstract

Objective: Uptake of evidence-informed health care transition processes among pediatric rheumatologists is low despite poor outcomes of transition from pediatric to adult care. We piloted a learning collaborative model to implement transition guides. We dually assessed implementation outcomes and changes in reported patient-care team discussions about transition., Methods: This was a type II hybrid effectiveness-implementation pilot study of transition guide dissemination to patients at least 14 years old with rheumatic conditions across nine pediatric rheumatology centers in the Childhood Arthritis Rheumatology Research Alliance Transition Learning Collaborative. We evaluated implementation outcomes (feasibility, adaptations, and fidelity) and the proportion of patients surveyed that reported having discussions with their care team regarding transfer planning., Results: Six sites were retained through the COVID-19 pandemic (below 70% target). Five out of six sites contributed outcome data (met 80% target) but with substantial heterogeneity in how transition guides were shared (eg, in-person, electronic messages, and posted flyers), and data were collected. The pooled proportion of respondents having discussed transfer planning with their care team was 39% preimplementation (n = 239; 95% confidence interval [CI] 32%-46%) and 55% postimplementation (n = 864; 95% CI 36%-73%). After implementation, there were significant increases in the likelihood of respondents recalling receiving a transition guide (odds ratio [OR] 2.58, 95% CI 1.35-4.92) and discussing transfer planning (OR 2.14, 95% CI 1.30-3.52), adjusted for age and site of care., Conclusion: Transition guide dissemination is a simple intervention associated with increased awareness among young people with rheumatic conditions and discussions with their care team about transition preparation. The learning collaborative model facilitated identification of several dissemination strategies adaptable to site-specific resources., (© 2024 The Author(s). ACR Open Rheumatology published by Wiley Periodicals LLC on behalf of American College of Rheumatology.)

Published
2025
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