The hypnotic efficacy of temazepam capsules (30 mg) was studied in twelve patients who had objective polysomnographic evidence of sleep onset insomnia. Patients slept in the laboratory, retiring at their usual bedtime after taking placebo or temazepam 30 min earlier, and were monitored for 8 h using standard polysomnographic techniques. Acute (nights 5‐7) and chronic (nights 11‐13) temazepam improved the sleep of these patients by reducing sleep latency and increasing sleep time compared to the placebo baseline (nights 2‐4). No detrimental effects on daytime function the following morning were observed using questionnaires and objective tests of performance. No consistent evidence of disturbed sleep after discontinuation of treatment was obtained over three recovery nights.
Summary: Forty-eight patients complaining of insomnia were studied at two sleep laboratories using an identical protocol to evaluate hypnotic efficacy. All met the screening requirement of a mean sleep latency of 30 min or greater on 3 laboratory nights following an adaptation night. Of these patients 34 still complaining of insomnia were screened a second time 2 to 6 months later. Sixteen of the 34 failed the second screen. Sleep parameters for the 34 on screen 1 compared with screen 2 were the same except for sleep latency (the eligibility criteria), which was significantly shorter. There was no evidence of a systematic difference between laboratories, a change in procedure from screen 1 to 2, or a systematic loss of patients from screen 1 to 2. The data show that the statistical phenomenon of regression toward the mean must be considered in designing hypnotic efficacy studies.
Advisor: Sara Rimm-KaufmanThe purpose of this study was to: (a) examine the underlying factor structure for collective teacher efficacy, (b) describe individual teacher perceptions of collective efficacy, as well as correlation patterns with classroom observation scores, and (c) analyze the strength of association between the collective efficacy perceptions of 392 fourth-and fifth-grade teachers and their scored observed interactions with students in the classroom. This study is the first to examine individual teacher perceptions of collective efficacy as a member of a teaching team and their observed performance in the classroom. Three stages of analyses were conducted to obtain results.
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