Outcomes following humeral head autograft glenoid reconstruction in primary reverse total shoulder arthroplasty.

Background: Patients with severe glenoid bone loss are at increased risk for poor implant fixation, scapular notching, dislocation, joint kinematic disturbances, and prosthetic failure following reverse total shoulder arthroplasty (rTSA). Glenoid bone grafting has proven useful when performing rTSA in patients with inadequate glenoid bone stock, although the current literature is limited. The purpose of this study is to evaluate clinical outcomes in patients with significant glenoid deformity undergoing primary rTSA with one-stage glenoid reconstruction using a humeral head autograft.

Ulnar Collateral Ligament Repair With Internal Brace Using Linked Knotless Suture Anchors.

This article presents an adaptation of the internal brace ulnar collateral ligament (UCL) repair technique using knotless suture anchors, which shows promise for improved postsurgical functionality and a shortened recovery period in patients with UCL injuries. Traditional methods of UCL reconstruction often require a lengthy 12- to 18-month recovery period, presenting a significant challenge for athletes keen to return to their sport. The modified technique uses smaller sutures and drill holes, thereby eliminating the need for larger anchors and simplifying the surgical process.

Outcome and complication comparison for intramedullary nail versus open reduction internal fixation in humeral diaphyseal fractures for 2800 matched patient pairs utilizing the Nationwide Readmissions Database.

Introduction: Open reduction internal fixation (ORIF) and intramedullary nail fixation (IMN) are the predominant repair methods for operative treatment of humeral diaphyseal fractures; however, the optimal method is not fully elucidated. The purpose of this study was to analyze whether IMN or ORIF humeral diaphyseal surgeries result in a significantly higher prevalence of adverse outcomes and whether these outcomes were age dependent. We hypothesize there is no difference in reoperation rates and complications between IMN and ORIF for humeral diaphyseal fractures.

Comparison of Efficiency and Effectiveness Between a Slap Hammer and Rigid C-Frame Device for Extraction of an Intramedullary Nail.

Background: Removal of orthopaedic intramedullary implants can be difficult and time-consuming. Instrumentation for implant removal is frequently deficient for effective removal. The purpose of this study was to compare the efficiency of a C-type jig with a standard slap hammer attachment.

Identification of Independent Predictors of Increased 90-Day Complication and Revision Rates Following Total Elbow Arthroplasty.

Introduction: Total elbow arthroplasty (TEA) is an increasingly popular surgical option for many debilitating conditions of the elbow. There currently exists a paucity of literature regarding patient and hospital factors that lead to inferior outcomes following TEA. The purpose of this study is to identify independent predictors of increased complication and revision rates following TEA.

Timing and frequency of screening in schools: A latent variable analysis of behavioral stability over time.

The growth of school-based initiatives incorporating multitiered systems of support (MTSS) for social, emotional, and behavioral domains has fueled interest in behavioral assessment. These assessments are foundational to determining risk for behavioral difficulties, yet research to date has been limited with regard to when and how often to administer them. The present study evaluated these questions within the framework of behavioral stability and examined the extent to which behavior is stable when measured by two school-based behavioral assessments: the Direct Behavior Rating-Single-Item Scales (DBR-SIS), and the Behavioral and Emotional Screening System (BESS).

Methods matter: A multi-trait multi-method analysis of student behavior.

Reliable and valid data form the foundation for evidence-based practices, yet surprisingly few studies on school-based behavioral assessments have been conducted which implemented one of the most fundamental approaches to construct validation, the multitrait-multimethod matrix (MTMM). To this end, the current study examined the reliability and validity of data derived from three commonly utilized school-based behavioral assessment methods: Direct Behavior Rating - Single Item Scales, systematic direct observations, and behavior rating scales on three common constructs of interest: academically engaged, disruptive, and respectful behavior. Further, this study included data from different sources including student self-report, teacher report, and external observers.

Examining the stability of social, emotional, and behavioral risk status: Implications for screening frequency.

Responsive service delivery frameworks rely on the use of screening approaches to identify students in need of support and to guide subsequent assessment and intervention efforts. However, limited empirical investigations have been directed to informing how often screening should occur for social, emotional, and behavioral difficulties in school settings. The purpose of the current study was to evaluate the stability of risk status on 3 different screening instruments across 3 administrations across the course of a school year.

Test order in teacher-rated behavior assessments: Is counterbalancing necessary?

Counterbalancing treatment order in experimental research design is well established as an option to reduce threats to internal validity, but in educational and psychological research, the effect of varying the order of multiple tests to a single rater has not been examined and is rarely adhered to in practice. The current study examines the effect of test order on measures of student behavior by teachers as raters utilizing data from a behavior measure validation study. Using multilevel modeling to control for students nested within teachers, the effect of rating an earlier measure on the intercept or slope of a later behavior assessment was statistically significant in 22% of predictor main effects for the spring test period.

Evaluating the technical adequacy of DBR-SIS in tri-annual behavioral screening: A multisite investigation.

The implementation of multi-tiered systems in schools necessitates the use of screening assessments which produce valid and reliable data to identify students in need of tiered supports. Data derived from these screening assessments may be evaluated according to their classification accuracy, or the degree to which cut scores correctly identify individuals as "at-risk" or "not-at-risk." The current study examined the performance of mean scores derived from over 1700 students in Grades 1, 2, 4, 5, 7, and 8 using Direct Behavior Rating-Single Item Scales.

A comparison of measures to screen for social, emotional, and behavioral risk.

The purpose of this study was to examine the relation between teacher-implemented screening measures used to identify social, emotional, and behavioral risk. To this end, 5 screening options were evaluated: (a) Direct Behavior Rating - Single Item Scales (DBR-SIS), (b) Social Skills Improvement System - Performance Screening Guide (SSiS), (c) Behavioral and Emotional Screening System - Teacher Form (BESS), (d) Office discipline referrals (ODRs), and (e) School nomination methods. The sample included 1974 students who were assessed tri-annually by their teachers (52% female, 93% non-Hispanic, 81% white).

Direct behavior rating as a school-based behavior universal screener: replication across sites.

The purpose of this study was to evaluate the utility of Direct Behavior Rating Single Item Scale (DBR-SIS) targets of disruptive, engaged, and respectful behavior within school-based universal screening. Participants included 31 first-, 25 fourth-, and 23 seventh-grade teachers and their 1108 students, sampled from 13 schools across three geographic locations (northeast, southeast, and midwest). Each teacher rated approximately 15 of their students across three measures, including DBR-SIS, the Behavioral and Emotional Screening System (Kamphaus & Reynolds, 2007), and the Student Risk Screening Scale (Drummond, 1994).

Direct behavior rating scales as screeners: a preliminary investigation of diagnostic accuracy in elementary school.

This study presents an evaluation of the diagnostic accuracy and concurrent validity of Direct Behavior Rating Single Item Scales for use in school-based behavior screening of second-grade students. Results indicated that each behavior target was a moderately to highly accurate predictor of behavioral risk. Optimal universal screening cut scores were also identified for each scale, with results supporting reduced false positive rates through the simultaneous use of multiple scales.