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Over decades and across grade levels, deaf/hard-of-hearing (d/hh) student performance in mathematics has shown a gap in achievement. It is unclear, however, exactly when this gap begins to emerge and in what areas. This study describes preschool d/hh children's knowledge of early mathematics concepts. Both standardized and nonstandardized measures were used to assess understanding in number, geometry, measurement, problem solving, and patterns, reasoning and algebra. Results present strong evidence that d/hh students' difficulty in mathematics may begin prior to the start of formal schooling. Findings also show areas of strength (geometry) and weakness (problem solving and measurement) for these children. Evidence of poor foundational performance may relate to later academic achievement.

AIMSThe aim of the study was to analyze the prescribing pattern of both newer and older AEDs. METHODSA population of almost 150 000 individuals registered with 123 general practitioners was included in this study. Patients who received at least one AED prescription over 2005-2011 were identified. The 1 year prevalence and cumulative incidence of AED use, by drug class and individual drug, were calculated over the study period. Potential predictors of starting therapy with newer AEDs were also investigated. RESULTSThe prevalence of use per 1000 inhabitants of older AEDs increased from 10.7 (95% CI10.1, 11.2) in 2005 to 13.0 (95% CI12.4, 13.6) in 2011, while the incidence remained stable. Newer AED incidence decreased from 9.4 (95% CI 8.9, 9.9) in 2005 to 7.0 (95% CI 6.6, 7.5) in 2011, with a peak of 15.5 (95% CI 14.8, 16.1) in 2006. Phenobarbital and valproic acid were the most commonly prescribed AEDs as starting therapy for epilepsy. Gabapentin and pregabalin accounted for most new pain-related prescriptions, while valproic acid and lamotrigine were increasingly used for mood disorders. Female gender (OR 1.36, 95% CI 1.20, 1.53), age ranging between 45-54 years (OR 1.39, 95% CI 1.16, 1.66) and pain as an indication (OR 16.7, 95% CI, 13.1,21.2) were associated with newer AEDs starting therapy. CONCLUSIONSOlder AEDs were mainly used for epileptic and mood disorders, while newer drugs were preferred for neuropathic pain. Gender, age, indication of use and year of starting therapy influenced the choice of AED type. The decrease of newer AED use during 2007 is probably related to the restricted reimbursement criteria for gabapentin and pregabalin.

One hundred and thirty-three mathematics teachers of deaf students from grades 6-12 responded to a survey on mathematics word problem-solving practices. Half the respondents were teachers from center schools and the other half from mainstream programs. The latter group represented both integrated and self-contained classes. The findings clearly show that regardless of instructional setting, deaf students are not being sufficiently engaged in cognitively challenging word problem situations. Overall, teachers were found to focus more on practice exercises than on true problem-solving situations. They also emphasize problem features, possibly related to concerns about language and reading skills of their students, rather than analytical and thinking strategies. Consistent with these emphases, teachers gave more instructional attention to concrete visualizing strategies than to analytical strategies. Based on the results of this study, it appears that in two of the three types of educational settings, the majority of instructors teaching mathematics and word problem solving to deaf students lack adequate preparation and certification in mathematics to teach these skills. The responses of the certified mathematics teachers support the notion that preparation and certification in mathematics makes a difference in the kinds of word problem-solving challenges provided to deaf students.

As society becomes increasingly more dependent on technology, information regarding the use, preference, and accessibility of commonly used devices and services among individuals who are deaf and hard of hearing (DHH) is crucial. Developing technologies that are functional and appropriately accessible allows persons who are DHH to fully participate in society, education, and business while also providing opportunities for personal and professional advancement. Although a few international studies have addressed the technology use of individuals who are DHH, none exist that focus on the needs, preferences, and accessibility of current Internet- and mobile-based technologies. Consequently, a national survey was conducted in the United States to determine the preference, frequency of use, and accessibility of various technologies (hardware, software, Web sites) by adults who are DHH and living in the United States. Findings indicate frequent use of smartphones and personal computers, specifically for text-based communication and web surfing, and little use of Teletypewriter/Telecommunications Device for the Deaf. Web site feature preferences include pictures and text, and captions over signed translations. Some results varied by demographics.

ObjectivesWe sought to evaluate the prescribing pattern of statins according to national and regional health policy interventions and to assess specifically the adherence to the therapy in outpatient setting in Southern Italy.MethodsA population-based study was performed on persons ≥15 years old, living in the catchment area of Caserta (Southern Italy), and registered in Arianna database between 2004 and 2010. Prevalence and incidence of new treatments with statins were calculated for each year and stratified by drug. Adherence to therapy was measured by Medication Possession Ratio. Sub-analyses by individual compound and type of cardiovascular prevention were performed.ResultsFrom 2004 to 2010, the one-year prevalence of statin use increased from 44.9/1,000 inhabitants to 79.8/1,000, respectively, consistently with the incidence of new use from 16.2/1,000 to 19.5/1,000, except a slight decrease after criteria reimbursement revision on 2005 (13.3/1,000). The incidence of new treatments decreased for atorvastatin, and increased for simvastatin over the study years. Overall, 43% of new users were still highly adherent to the treatment (MPR≥80%) after six months, while 26% after 4-years of follow-up. As compared with highly adherent patients, the probability to be non-adherent (MPR≤25%) at 4-years of follow-up was 26% higher for women than for men (full adj. odds ratio: 1.26; 95% CI: 1.10–1.45), and 64% higher in patients who started on primary rather than on secondary prevention (1.64; 1.29–2.07).ConclusionsPrevalence and incidence of statin use increased consistently with health policy interventions. Only one-fourth of patients who newly initiated a statin were adherent to the treatment after 4-year of follow-up. Since the benefits of statins in terms of cardiovascular outcome and costs are associated with their chronic use, the identification of patient-related predictors of non-adherence such as gender, primary prevention could be suitable for physicians to improve the patients' compliance.

Deaf and hard of hearing students' problem-solving strategies with signed arithmetic story problems. American Annals of the Deaf 156(5), 438-458.H E U S E O F problem-solving strategies by 59 deaf and hard of hearing children, grades K-3, was investigated. The children were asked to solve 9 arithmetic story problems presented to them in American Sign Language. The researchers found that while the children used the same general types of strategies that are used by hearing children (i.e., modeling, counting, and fact-based strategies), they showed an overwhelming use of counting strategies for all types of problems and at all ages. This difference may have its roots in language or instruction (or in both), and calls attention to the need for conceptual rather than procedural mathematics instruction for deaf and hard of hearing students.

In this study of deaf high school students, imagery and familiarity were found to be the best predictors of geometry word recall, whereas neither concreteness nor signability of the terms was a significant predictor variable. Recall of high imagery terms was significantly better than for low imagery terms, and the same result was found for high- over low-familiarity and signability. Concrete terms were recalled significantly better than abstract terms. Geometry terms that could be represented with single signs were recalled significantly better than those that are usually fingerspelled or those represented by compound signs. Teachers with degrees and/or certification in mathematics had significantly higher self-ratings for the strongest predictor variables, imagery (visualization), and familiarity, as compared with those without such formal training. Based on these findings, implications for mathematics instruction, teacher education, and research are provided.