Readiness Profiles Research Articles

A Latent Transition Mixture Model Using the Three-Step Specification

The 3-step method for estimating the effects of auxiliary variables (i.e., covariates and distal outcome) in mixture modeling provides a useful way to specify complex mixture models. One of the benefits of this method is that the measurement parameters of the mixture model are not influenced by the auxiliary variable(s). In addition, it allows for models that involve multiple latent class variables to be specified without each part of the model influencing the others. This article describes a unique latent transition analysis model where the measurement models are a latent class analysis model and a growth mixture model. We highlight the application of this model to study kindergarten readiness profiles and link it to elementary students’ reading trajectories. Mplus syntax for the 3-step specification is provided.

School-readiness profiles of children with language impairment: linkages to home and classroom experiences.

This study represents an effort to advance our understanding of the nature of school readiness among children with language impairment (LI), a population of children acknowledged to be at risk of poor academic achievement. The academic, social-emotional, and behavioural competencies with which children arrive at kindergarten affect the nature of their future educational experiences, and their overall academic achievement. To examine whether there are reliable profiles that characterize children with LI just prior to kindergarten entrance, and the extent to which profile membership is associated with characteristics of children's homes and preschool experiences. Questions addressed were twofold: (1) To what extent are there reliable profiles of children with LI with respect to their school readiness? (2) To what extent is children's profile membership associated with characteristics of their homes and preschool classrooms? Participants were 136 children with LI from early childhood special education classrooms. We utilized latent class analysis (LCA) to classify individuals into profiles based on individual responses on school readiness measures. We then used multilevel hierarchical generalized linear models to examine the relations between profile membership and children's home/classroom experiences. LCA analyses revealed that a four-profile solution was the most appropriate fit for the data and that classroom experiences were predictive of these profiles, such that children in classrooms with more instructional/emotional support were more likely to be placed in profiles characterized by higher school readiness skills. These results suggest that the school readiness profiles of young children with LI are associated with the quality of children's classroom experiences, and that high-quality classroom experiences can be influential for ensuring that young children with LI arrive in kindergarten ready to learn.

Abstract 18698: Poor Quality of Life Impacts Successful Adoption and Completion of a Behavioral Weight Management Program for Overweight and Obese Patients With Heart Failure

Background: Clinical trials involving behavioral interventions for weight management in obese persons are often compromised by moderate levels of attrition. Previous studies have shown pretreatment variables (e.g. initial body weight, quality of life [QOL]) to be significantly related with successful completion of a behavioral weight management program, but is poorly understood in heart failure (HF) patients. Objectives: To assess personal and psychosocial differences between successful - defined as ability to complete a 3-month behavioral weight loss program - and unsuccessful participants in a RCT examining the effects of a high protein vs. standard protein diet on adiposity; and 2) identity predictors of program completion. Methods: Demographic and psychosocial assessments inclduing the Minnesota Living with Heart Failure Survey (higher score, worse QOL) were completed at baseline and 3 months. Comparisons were made between participants who completed the 3 month weight management program (n = 34) and participants who did not (n = 15). Results: Thirty four (70%) of the 49 participants - mean age 59.1 ± 9.8; weight 248.8 ± 29.7 lbs.; VO 2 max 12.5 ± 3.7 mg/kg/ml; 55% White; 20% Hispanics; 16% Blacks; 8% Asians - completed the weight management program. There were no age or gender differences between the two groups; Whites were less likely to complete the intervention compared to their counterparts (p = 0.47). There were statistically significant differences in QOL scores between completers and non-completers; overall QOL 40.8 ± 20.3 vs. 58.7 ± 24.2, p = 0.010; physical QOL 16.4 ± 9.3 vs. 24.7 ± 10.4, p = 0.008; emotional QOL 9.1 ± 7.0 vs. 14.5 ± 7.5, p = 0.020. After controlling for age, gender, race, initial weight, and functional status, QOL explained an additional 19% of the variance in successful completion of the weight management program. Conclusion: Personal and psychosocial variables may be useful as pretreatment predictors of success level and/or attrition in obese patients who participate in a RCT to test the effects of a behavioral weight management program. These factors can be used in developing readiness profiles for weight management, a potentially vital tool to address the issue of low success/completion rates in behavioral management of obesity.

Identifying Family and Classroom Practices Associated With Stability and Change of Social-Emotional Readiness for a National Sample of Low-Income Children

Among a nationally representative sample of 2,529 Head Start children, patterns of social-emotional readiness were identified at the beginning and end of children's first preschool year. This study documented that although the majority of children remain in a qualitatively similar social-emotional readiness profile across the year, 34% of children move to a qualitatively different profile reflecting improvements and declines in social-emotional functioning. Child and family attributes (e.g., child age, disability status, and maternal education), as well as contextual factors (e.g., weekly parent home involvement) were significant predictors of these classification patterns, and parents' involvement in educational activities at home significantly moderated transitions among the profiles.

Exploring patterns of Latino/a children's school readiness at kindergarten entry and their relations with Grade 2 achievement

This study contributed to the school readiness literature by taking an intrachild perspective that examined the relations between Latino/a children's school readiness profiles and later academic achievement. Teachers rated the school readiness of 781 Latino/a kindergartners during the first month of school using the Kindergarten Student Entrance Profile (KSEP). Latent class analysis (LCA) examined KSEP profiles across social-emotional, physical, and cognitive domains and identified five distinct school readiness classes that described students’ strengths and weaknesses at kindergarten entry. Among the predictors examined, gender was the only significant difference among the top two readiness classes, with girls less likely to be in the lower of these two classes (OR=0.38). In addition, children in the bottom three readiness classes were significantly less likely than students in the top readiness class to have preschool experience (ORs=0.02–0.19) and had significantly lower levels of English proficiency (ORs=0.51–0.72). Class membership was significantly associated with scores on the Grade 2 California Standards Tests and only the top two readiness classes had reading fluency rates near or above a national benchmark at the end of Grade 2. The variation of early achievement found across readiness classes also showed that considering the pattern of a child's social-emotional and cognitive readiness might enhance school readiness assessment. Implications for integrating universal school readiness screeners within a comprehensive multigating assessment model are also discussed.

Methodology of differentiation of means of fitness taking into account a profile of physical readiness of students

Аннотация В статье представлены результаты разработки и обоснования методики дифференцирования средств фитнеса в процессе физического воспитания студенток в условиях академических занятий физической культурой в вузе, позволяющей устанавливать индивидуальный профиль уровня развития физических качеств занимающихся и подбирать на основе его учета адекватные программы фитнеса и величину их нагрузки. Разработанная методика дифференцирования средств фитнеса в процессе физической подготовки студенток вузов включает в себя: определение индивидуального профиля физической подготовленности занимающихся, выявление особенностей воздействия отдельных программ фитнеса на развитие конкретных физических качеств, дифференцирование величины нагрузки видов фитнеса с учетом их развития, дифференцирование состава фитнеспрограмм с учетом уровня физической подготовленности, реализацию, контроль и коррекцию содержания учебного процесса. Ключевые слова: студентки, академические занятия, физические упражнения, средства фитнеса, дифференцирование, методика.

Readiness towards entrepreneurship education

PurposeThe purpose of this paper is to observe the readiness of students and the internal environment of Malaysian public universities in the implementation of entrepreneurship education.Design/methodology/approachThe authors employed a quantitative approach and the main instrument used to gauge the entrepreneurship readiness among students in Malaysia public universities was the questionnaire. The data were analysed using Statistical Package for Social Sciences (SPSS) software to obtain descriptive statistics that describe the profile of entrepreneurship readiness, both among the students themselves and in the internal environment of the universities, as the students perceive it.FindingsAccording to the findings, students in Malaysian public universities demonstrate strong readiness, in terms of entrepreneurial willingness and capabilities. Within the internal environment of public universities, however, readiness for entrepreneurship education remains, from the students’ perspective, imperfect, and requires improvement if these institutions are to support future entrepreneurship education.Research limitations/implicationsThis research is limited to students in Malaysian public universities. It is suggested that further research should include the students of private universities also, in order to mine a wealth of information pertinent to the readiness of Malaysian students, as well as to provide material for the remodelling of the internal environments of higher learning institutions.Practical implicationsReadiness profiles of students and institutions towards the implementation of entrepreneurship education provide important resources for policymakers responsible for Malaysian public universities, enabling them to enhance the implementation of entrepreneurship education.Originality/valueThere has been little discussion or analysis of the readiness of students and the internal environments of public universities in Malaysia towards the implementation of entrepreneurship education. This paper attempts to fill this gap in current research.

Profiles of school readiness among four-year-old Head Start children

This study uses the Family and Child Experiences Survey (FACES) data from 1997 to investigate the degree to which child, family, classroom, teacher, and Head Start program characteristics are related to children's school readiness and continued development over the four-year-old Head Start year. Latent class analyses were used to examine the constellation of school readiness competencies within individual Head Start children in both the fall and spring of the four-year-old Head Start year. Multinomial regression analyses examined patterns of association between demographic and program characteristics and profile membership over time. Four distinct developmental profiles were found in the sample in the fall, and three were found in the spring. Furthermore, a substantial proportion of Head Start children (43%) moved from a developmental profile including some risk to a strengths profile between the fall and spring of the Head Start year. Child age, family structure, parental educational attainment, classroom quality and teacher's level of educational attainment emerged as important factors associated with stability and change in profile membership over the four-year-old Head Start year, but receipt of social services through Head Start was not associated with stability or change in profile membership.

Patterns of School Readiness Forecast Achievement and Socioemotional Development at the End of Elementary School

A person-oriented approach examined patterns of functioning in social and executive function domains at 54 months and in turn forecasted 5th-grade socioemotional and achievement outcomes for 944 children. Six distinct profiles of 54-month school readiness patterns predicted outcomes in 5th grade with indications of cross-domain association between 54-month performance and later functioning. A group of children at 54 months characterized by low working memory exhibited elevated levels of socioemotional problems and low achievement in 5th grade. Patterns in which high social competence or high working memory were prominent predicted high 5th-grade achievement. Unexpectedly, a group distinguished by attention problems performed well on later achievement outcomes. After controlling for children's early demographics, readiness profiles accounted for math achievement in 5th grade.

National profiles of school readiness skills for Head Start children: An investigation of stability and change

Abstract Among a nationally representative sample of 2336 Head Start children, patterns of school readiness were compared at the beginning and end of children's first preschool year, and predictors of stability and change across readiness profiles were examined. The present study documented that although the majority of children remain in a qualitatively similar school readiness profile across their first year in Head Start, 20% of children move to a qualitatively different profile over the school year, reflecting both improvements and declines in functioning. Child and family attributes (e.g., child age, ELL status, maternal education, and family structure), as well as contextual factors (e.g., teacher education and experience, parenting style, and parent involvement) were significant predictors of both profile stability and change. Given that we have little understanding about what factors practice or policy can manipulate to improve school readiness, these findings shed light on what we might do to promote school readiness and prevent declines in functioning over time. Thus, findings from this study provide a population- and pattern-based perspective of Head Start children's strengths and needs, relevant for informing both individual and systems level change in Head Start programs across the nation.

Profiles of importance, readiness and confidence in quitting tobacco use

Objective: This study examined whether rulers of importance, readiness and confidence (IRC) in quitting smoking could be used to identify subgroups of smokers, with the future goal of potentially tailoring interventions to specific readiness profiles.Methods: Consecutive emergency department patients ≥18 years old were considered for enrolment. Participants provided information on their tobacco use and motivation to quit smoking using 10-point IRC rulers. We used latent profile analysis on the IRC rulers to identify subgroups of smokers and examined associations between profile membership and participant’s nicotine dependence and demographics.Results: A total of 1549 patients were screened, yielding a sample of 609 tobacco users. According to statistical fit indices, a four-profile solution fits best: 32% displayed maximum importance and readiness with strong confidence, 43% of the sample displayed relatively average levels of all three variables, 17% displayed below average importance with least favourable readiness and confidence and 7% displayed least favourable importance and readiness but relatively high confidence. Profiles were then shown to differ on nicotine dependence and educational level.Conclusions: Four distinct profiles of IRC responses were observed. Identifying and describing these patterns has the potential to enhance future targeted intervention efforts and has implications for theory development.

Readiness to adopt a self-management approach to pain – Are profiles of subscale scores on the Pain Stages of Change Questionnaire useful?

The study evaluated the ability of the Pain Stages of Change Questionnaire (PSOCQ) to classify subjects into specific profiles of readiness to adopt a self-management approach to pain. An analysis was made of whether the five earlier described PSOCQ-profiles Precontemplation, Contemplation, Non-contemplative Action, Participation and Ambivalent could be reproduced by two different methods, cluster analysis and visual analysis. The 184 included subjects completed the PSOCQ, the Hopkins Symptom Checklist (HSCL-25), the Tampa scale of Kinesiophobia (TSK) and five self-efficacy questions from the arthritis self-efficacy questionnaire (ASES). Profiles were drawn based on the mean scores of the four subscales in PSOCQ. All the five predefined profiles were identified visually by two coders with an interrater agreement of Kappa 0.731. A 6-cluster solution generated the four profiles Precontemplation, Contemplation, Non-contemplative Action and Participation. Discriminant function analysis (DFA) on cluster analysis classified 83.5% of cases in the same group, and DFA on visual classification 72.1% of cases. Fifty-three percent were classified in the same profile by cluster and visual analysis. The two profiles Precontemplation and Participation seem to identify distinct subgroups that differ in educational level, pain during activity and psychometric measures. Non-contemplative Action share characteristics with Precontemplation, and the Contemplation group has scores in between. In conclusion, more research on the validity of the PSOCQ is needed. Outcome studies after pain treatment programmes could focus three main states that differ on measures for concurrent validity: Profiles that can be identified as Precontemplation or Non-contemplative action, Contemplators, and subjects with Participation profiles.

P-27: A profile of readiness to change, motivation, and mood regulation in bariatric surgery candidates

P-27: A profile of readiness to change, motivation, and mood regulation in bariatric surgery candidates

Assessing readiness for change in adolescents with eating disorders.

The Readiness and Motivation Interview (RMI) is a semistructured interview measure of readiness and motivation to change that can be used for all eating disorder diagnoses. The RMI has demonstrated excellent psychometric properties and has both clinical and predictive utility in adult samples. This study examined the psychometric properties of the RMI in a younger population, namely, 12- to 18-year-old girls with eating disorders. Study participants (N = 65) completed the RMI and measures of convergent, discriminant, and criterion validity. Adolescents with eating disorders were able to conceptualize and articulate their readiness for change and to report the extent to which change efforts were for themselves versus for others. RMI readiness profiles across eating disorder symptom domains in adolescents were comparable to those in adults, with higher reported readiness to change binge eating than to change dietary restriction or compensatory strategies. Differences in internal consistency between adult and adolescent samples are discussed. Interviewing adolescents early in treatment about readiness may assist clinicians in forming an alliance with this difficult-to-engage population, while also providing valuable information for treatment planning.

The review panel process: An algorithm for the conditional release of insanity acquittees

The release of insanity acquittees requires making informed decisions regarding both the presence and severity of an individuals' mental illness and the dangerousness of these individuals. This study evaluated the usefulness of employing structured assessments of mental health and violence risk factors in the conditional release decision-making process. All persons found Not Guilty by Reason of Insanity at East Louisiana Mental Health System, Forensic Division who underwent a review panel between July 1, 1997 and July 1, 1999 were included in this study. The Classification and Regression Tree analysis was utilized to arrive at cutpoints that would optimize the predictive ability of the decision tree analysis. The results indicated that the Community Outpatient Treatment Readiness Profile score was the strongest predictor — all patients receiving a score of 62 or greater on this scale were recommended to remain at the facility. When women were recommended for release, it was to civil facilities and with moderate levels of symptoms. For males with moderate symptoms, low PCL-R scores were associated with recommendations for release, whereas high scores were associated with recommendations for continued commitment. Our data suggests that algorithms may be useful to governing bodies when making release decisions.

Pretreatment predictors of attrition and successful weight management in women.

This study analyzed baseline behavioral and psychosocial differences between successful and nonsuccessful participants in a behavioral weight management program. Success was defined by commonly used health-related criteria (5% weight loss). Noncompletion was also used as a marker of a failed attempt at weight control. A total of 158 healthy overweight and obese women (age, 48.0+/-4.5 y; BMI, 31.0+/-3.8 kg/m(2); body fat, 44.5+/-5.3%). Subjects participated in a 16-week lifestyle weight loss program consisting of group-based behavior therapy to improve diet and increase physical activity, and were followed for 1 y after treatment. At baseline, all women completed a comprehensive behavioral and psychosocial battery assessing dieting/weight history, dietary intake and eating behaviors, exercise, self-efficacy, outcome evaluations, body image, and other variables considered relevant for weight management. Participants who maintained a weight loss of 5% or more at 16 months (or 10% or more of initial fat mass) were classified as successful. Nonsuccessful participants were those who dropped out and completers who had not lost weight at follow-up. Of all participants, 30% (n=47) did not complete initial treatment and/or missed follow-up assessments (noncompleters). Noncompletion was independently associated with more previous weight loss attempts, poorer quality of life, more stringent weight outcome evaluations, and lower reported carbohydrate intake at baseline. In logistic regression, completion status was predicted correctly in 84% of all cases (chi(2)=45.5, P<0.001), using baseline information only. Additional predictors of attrition were initial weight, exercise minutes, fiber intake, binge eating, psychological health, and body image. A large variation in weight loss/maintenance results was observed (range: 37.2 kg for 16-month weight change). Independent baseline predictors of success at 16 months were more moderate weight outcome evaluations, lower level of previous dieting, higher exercise self-efficacy, and smaller waist-to-hip ratio. Success status at follow-up was predicted correctly in 74% of all starting cases (chi(2)=33.6, P<0.001). Psychosocial and behavioral variables (eg, dieting history, dietary intake, outcome evaluations, exercise self-efficacy, and quality of life) may be useful as pretreatment predictors of success level and/or attrition in previously overweight and mildly obese women who volunteer for behavioral weight control programs. These factors can be used in developing readiness profiles for weight management, a potentially important tool to address the issue of low success/completion rates in the current management of obesity.

Reconstructing the Vision: Teachers’ Responses to the Invitation to Change1

The student population in contemporary public middle schools is growing increasingly more diverse. While heterogeneously grouped classrooms are consistent with middle school philosophy as well as recommendations from leading middle school advocacy groups, many teachers in these settings seem to downplay the differences among the students and “teach to the middle.” This qualitative explores 200 middle school teachers’ responses to an initiative in differentiation intended to address the variation in student academic readiness, interests, and learning profiles. Using systematic grounded theory methodology, a model of teacher change emerged including four categories of teacher responses to the differentiation initiative. This study’s findings suggest that a variety of factors, including teachers’ pre-existing beliefs about teaching and learning, and teachers’ willingness and capacity for reflection greatly influence their responses to differentiation in heterogeneous, middle school classrooms.

The profile of client's readiness for change and preference to typical processes of change

In the theoretical part of this paper author considers the difficulties to define phenomenon of patient's readiness to change and proposes dimensions of transtheoretical model of change, that is, stages of change and processes as conceptual frames for exceeding those difficulties. Through the research author investigates the possibility to identify typical profiles of patient's readiness from the data about measured levels of particular stages of change. The results infer that several typical profiles of readiness can be identified and that it is possible that these profiles could be connected with tendency of patients to prefer passive or action-restructure processes of change.

Vers un profil de sortie: l’actualisation linguistique et le perfectionnement du français (ALF/PDF)

Abstract: The present study examined the current situation of language development programs (Actualisation linguistique et perfectionnement du français, ALF/PDF [French language upgrading]) to develop a readiness profile to assess student skills in communicating, learning, and cultural expression. The readiness profile, an overall and detailed assessment of student performance, can be used to guide and develop consistent conditions for the transfer of ALF/PDF students into the regular program.

Book reviews

Commonsense Methods for Children with Special Needs Peter Westwood, (1993). London: Routledge. Paper covers, 224 pp. Classroom Management: Theory and Practice, (2nd Edition) Robert T. Tauber, (1995). Sydney: Harcourt Brace College Publishers. Hard covers, pp. xi + 316 RRP $71.95 Violence and Abuse in the Lives of People with Disabilities: The End of Silent Acceptance? Dick Sobsey, (1994). Baltimore, D.C.: Paul H. Brookes Publishing Company. Paper covers, pp. xxii + 444 Price: $63.00, Distributed in Australia by MacLennan & Petty Work Readiness Profile: A criterion‐referenced tool to assist in the initial assessment of individuals with disabilities. Helga A.H. Rowe, (1995). Camberwell, Vic: Australian Council for Educational Research. The set comprises a Manual (56 pp), Answer Booklet (17 pp), Individual and Group Record Forms. Price $70 (Manual, plus packs of 10 Answer Booklets and Record Forms). Partners in Everyday Communicative Exchanges: A Guide to Promoting Interaction Involving People with Severe Intellectual Disability Nancy Butterfield, Michael Arthur, and Jeff Sigafoos, (1995). Sydney: MacLennen and Petty Paper covers, 181 pp. Price $45.00