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Academic Parent-Teacher Teams (APTT)
Parent-Teacher Collaboration To Drive Student Achievement Bilingual Coordinators Network November 16, 2012 Maria C. Paredes Senior Program Associate - WestEd
Today We Will: Develop a collective understanding of effective family engagement Look at supporting research Learn about Academic Parent-Teacher Teams as a promising practice and its outcomes to date
Family Engagement is parent-teacher collaboration to drive student achievement.
National Family, School, and Community Engagement Working Group. June 2009
Leveraging Time: Connecting Home and School Learning
57% Away from school Student time: Six hours and fifteen minutes of instruction 180 days per year
Research Indicates That Family Engagement Is A Key Component Of Effective School Reform
Family Engagement Matters for Students and Schools
% of schools substantially improving in reading 5 "essential supports" predicted dramatic school improvement Combined, supports had greater impact Weakness over time in any area undermined improvement 9:45 Bryk, A.Sebring, P., Allensworth, A., Luppescu, S., & Easton, J. (2010). Organizing schools for improvement: Lessons from Chicago. Chicago, IL: University of Chicago Press.
Meta-analyses find that:
What Kinds of Family Engagement Lead to Increased Academic Achievement? The Research Meta-analyses find that: Academic socialization matters most. Home-based family engagement efforts predict student achievement. Communication with school staff and participation in school- based activities is also important. There is conflicting evidence about homework help.
APTT Theoretical Framework
Concerted cultivation—Annette Lareau, 2003 Research suggests that schools have standardized views of the proper role of parents in schooling. Social class and cultural capital provide parents with unequal resources to comply with teachers' requests for participation in student learning. Self-efficacy—Hoover-Dempsey, 1997 Research underscores that parents' contributions to students' education are grounded in large part in their role construction, invitations to participate, and self-efficacy for involvement. High expectations—William Jeynes, 2003, 2005, 2007 A series of three meta-analyses hold that the most influential components of family engagement are the most subtle, like high expectations, loving and effective lines of communication, and parental style.
Academic Parent-Teacher Teams: A Promising Practice
Academic Parent Teacher Teams
Started in Creighton, Arizona in 2008 as part of district-wide reform effort Repurposes traditional parent-teacher conferences Three classroom/group meetings and one individual meeting a year Main components: Sharing data, modeling and practicing learning activities, setting short-term goals, and developing classroom networks Outcomes on: reading fluency, Mathematics, parent efficacy Participating teachers need ~8-10 hours of professional development support
From Low to High Impact Strategies
Academic Parent-Teacher Teams Parent-Teacher Conferences 30-40 minutes a year of parent-teacher contact time 25-30 hours of teacher time per year to prepare and deliver Little to no accountability for teachers and families Inconsistent quality from classroom to classroom No measurable outcomes 4.25 hours a year of parent-teacher collaboration time Data drives engagement Families receive information, tools, and strategies to support learning SMART goals for every student High expectations for teachers and families Measurable outcomes
Theory of Action
In The Video Look for: Welcome and Icebreaker Data Review
Modeling of Activities Practice of Activities and Materials Setting 60-Day Goals
APTT Video
Activity In teams, discuss reactions to the APTT video. Include observations about: Data, modeling, materials, practice, and academic goals Implications for parents of English learner students Implications for school improvement
Modeling, practice and materials
APTT Framework Personal invitation Student data Modeling, practice and materials Goal setting Networking Three 75-minute team meetings One 30-minute individual APTT Group Meeting Process Welcome and Icebreaker Review of grade-level foundation skills Data review Modeling, materials, and practice Setting S.M.A.R.T. goals
Foundational Grade-Level Skills To Anchor Parent-Teacher Communication and Collaboration
Aligned to Common Core Standards Promote grade-level success Demand home practice Are measured regularly through common formative assessments Are the academic currency between parents and teachers
Background on APTT: The Creighton Story
Inner city district Nine K-8 schools 92% Free or reduced lunch 85% Hispanic 45% English learners 65% of parents had less than an 8th grade education 23% of parents have a GED or high school diploma 11% of parents started high school but did not finish 1% of parents have a college degree
Steps Taken at Creighton
Year 1 = 11 teachers Year 2 = 79 teachers Year 3 = 187 teachers This year = over 210 teachers Professional development system for teachers and administrators System for Parent Liaison training System for APTT teacher planning assistance and coaching System of parent workshops focused of student grade-level learning System for evaluation and improvement
The APTT Model To Date: Districts/Schools in: Arizona California
Colorado Nebraska Nevada Washington, DC = 11 classrooms = 79 classrooms = 245 classrooms = about 1,095 classrooms or about 27,375 children
Professional Development and Technical Support to Schools
Orientation and action planning with school leadership team Ongoing training, planning support, and coaching for teachers Develop internal expertise Parent focus groups Data collection, evaluation, and refinement of practice
Data Sources at Creighton
iSTEEP Student Data Results Parent Surveys Teacher Interviews Teacher Reflections Parent Interviews Student Interviews
2011-2012 Assessment Outcomes at Creighton (iSTEEP Scores in nine schools)
Apparent APTT benefit for decreasing % of students at frustration level 30% - 19% =11% Apparent APTT benefit for increasing % of students at Mastery in Reading 42% - 27% =15%
2011-2012 Assessment Outcomes at Creighton (ISTEEP Scores in nine schools)
Apparent APTT benefit for decreasing % of students at Frustration in Math 53% - 36% = 17% Apparent APTT benefit For increasing students at Mastery Level 36% - 21% = 15%
Assertions: Qualitative Outcomes (surveys, interviews, and teacher reflections)
Parent-teacher communication—The academic information shared with families increased awareness and facilitated shared effort in the student learning process. Parent engagement—Parents welcomed teachers' invitations to be involved and to be held to a higher set of expectations for engagement because coaching and support were provided. Teacher capacity—Teachers' ability to lead and motivate their parent classroom communities was a process of adaptation, time commitment and preparedness.
Assertions: Qualitative Outcomes (surveys, interviews, and teacher reflections)
Student achievement—Many students met or exceeded academic expectations with confidence when parents and teachers created collaborative structures of support. Systematic approach—APTT provided the additional time and structure teachers needed to share expectations, data, activities and materials that parents needed to be engaged in the student learning process.
APTT in Washington, DC with support from the Flamboyan Foundation
Seven schools in Seventeen schools in
2011-2012 Pilot Results in DC Flamboyan Foundation, Washington ,DC
Grades # students % of students receiving a home visit Average APTT attendance Daily student attendance # of suspensions per student DC-CAS Overall Proficiency * DCPS School #1 Pres-5 243 73% 42% 95.1% 96.9% 21 6 7.8% 10.6% +1.8% -68% +2.8% DCPS School #2 PreK-8 676 36% 93% 97.7% 98.4% 10 1 81.7% 82.7% +0.7% -87% +1.0% DCPS School #3 PreS-5 379 62% 54% 92.8% 96.4% 246 12 9.6% 23.4% +3.6% -95% +13.8% PCS School #4 PreK-6 310 77% 94.4% 94.7% 60.3% 61.0% +0.3% DCPS school #5 PreS-8 472 11% 59% 93.2% 96.8% 23 40 18.9% 28.0% +3.4% +63% +9.1% Partner School Average 44% 65% 94.6% 96.6% 300/1739 59/1770 35.6% 41.2% +2.0% -83% +5.6% DCPS Elementary Average 94.0% 95.0% 1,192/ 20,214 1,579/ 20,521 42.5% 45.4% +31% +2.9% 10:26 Flamboyan Foundation, Washington ,DC
Operationalizing Family Engagement
Create a shared vision of what effective family engagement looks like Adopt a research-based model: APTT Provide ongoing professional development and support for school administrators, teachers and staff Integrate FE into the selected core areas of school improvement Build internal expertise for sustainability Collect data, evaluate, refine
Challenges Refocusing the mind set of administrators and teachers
Perceptions and believes about families Fidelity to the model Budget allocations Teacher professional development Practice materials Translation services for families Childcare Time
Potential Funding Sources
Title I Title III 21st Century Homeless Migrant Early Childhood Special Education These programs require compliance in family engagement but efforts by schools/districts are fragmented and lack a shared vision for effective family engagement
Contact Information Maria C. Paredes
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|Publication number
|Publication type
|Application number
|Publication date
|May 16, 1978
|Filing date
|Aug 8, 1975
|Priority date
|Aug 9, 1974
|Also published as
|Publication number
|Giuseppe Stradella, Umberto Stradella, Giuliano Daniele, Fernando Gatti
|Original Assignee
|Giuseppe Stradella, Umberto Stradella, Giuliano Daniele, Fernando Gatti
|Export Citation
|BiBTeX, EndNote, RefMan
|Patent Citations (10), Referenced by (3), Classifications (15), Legal Events (1)
|External Links: USPTO, USPTO Assignment, Espacenet
Substantially, the article is intended for use in the field of underwater respiration apparatus as well as in other sportive, professional or industrial applications having similar service requirements. Presently, for these applications, several types of dispensers are known, all based substantially on a lever-and-pivot system that due to inertia requires a certain inspiration effort that renders respiration uncomfortable. To overcome this difficulty, several researches and improvements have been carried out, and recently dispensing devices with reduced-inertia balanced valve have been produced, all based on complicated and costly systems comprising members requiring extreme-precision finishing, with micrometric-size air passages liable to obstructions, several springs, small pistons and many other components to be mounted in composite members that in turn must be assembled by means of mechanical systems of several types. These balanced dispensing devices, while granting acceptable results, are not reliable in operation. In facts, there operation -- and more specifically the balancing action to sensitize the dispensing valve -- is based upon the use of micrometric-size passages, some of which -- namely those running through the thin diaphragm dispensing valve -- in order to restrain the flow of feed compressed air, contain a nylon braid or a sliver or the like, which initially is efficient but after some time tends to clog like a filter, to such an extent as to block the operation of the dispensing device.
This invention relates to a dispensing device for respiration apparatus having one or more floating valves operating according to an improved system with pivots free from mechanical connections.
The device according to this invention is intended to overcome said remaining drawbacks and affords a reliable, single-body dispensing device provided, in a basic embodiment, with two floating valves operating with a pivot system which is free from mechanical connections and which is, therefore, very sensitive and reliable. Said floating valves are preferably in the number of two or more, although a single-valve embodiment is within the scope of the invention, and are so arranged as to work usually in parallel, though only one of them, if necessary, could perform the same task. The construction of the embodiment according to the invention is relatively simple, and, therefore, the invention can be realized easily and economically. Moreover, the invention assures a reliable operation that, as will appear hereinafter, results directly from the simple construction of the components and from the elimination of mechanical pivots and joints which, according to one of the basic characteristics of the invention, are replaced by a valve control system which is based on an arm fixed on the stem of said valve and operating by being tilted (and not displaced axially), so that the actuation effort is almost zero. Moreover, the invention uses a disc-shaped, relatively thick dispensing valve without said micrometric-size or very narrow holes for passage of feeding air, which are required for damping the incoming flow of air.
The enclosed drawing shows, as a non-limitating example, a preferred embodiment of a twin-floating valve dispensing device according to the invention. In the drawing:
FIG. 1 is a cross-sectional view of said dispensing device wherein the main diaphragm and other components shown on the right-hand portion are omitted on the left-hand portion;
FIG. 2 is a fragmentary axial sectional view, in a larger scale, of a service valve in the opening position thereof.
With reference to the Figures, the preferred two-floating valve embodiment of the dispensing device according to the invention comprises a single main body 1 made of die-cast metal, plastics or any other suitable material and having a bottom opening 2 for connection with the mouthpiece, and having in the upper portion thereof, in a V-shaped configuration, the two main floating valves. These main valves being identical and symmetrical with each other, only one of them will be described, namely the right-hand one.
From one side of the chamber of said opening 2, a control and respiration duct 3 extends upwardly and leads into a chamber wherein a diaphragm floating valve 4 is located, opposite the undersurface of said diaphragm. Another duct 3a extends from one side of duct 3 and leads into an upper chamber 5 formed between a suitable seat in said body 1 and a control main diaphragm 6 that is fixed on said body by any suitable frame member, not shown. Said duct 3a also communicates with an expiration opening provided with a non-return valve 7. Sealingly and completely embedded in a bottom wall of said chamber 5 is a disc 8 having a central hole and having partially embedded in the undersurface thereof a disc-shaped gasket 9 that, according to a main feature of the invention, is provided with a central hole having an annular projecting sealing bead around its bottom opening. Said sealing bead is engaged by the disc-shaped valve 10 which is urged upwardly towards its closed position by a coil spring 11 the lower end of which rests against the bottom of a recessed seat in a spacer member 12 that in turn rests against the upper surface of said dispensing valve 4 that is constituted by a solid, relatively thick disc of rubber or similar material. Said spacer member 12 has an axial hole and its upper surface engages against an annular washer 13 having a central hole and intended to keep said gasket 9 in the seat therefor. According to another basic feature of the invention, the peripheral surface of said spacer member 12 and the surface thereof abutting against said washer 13 are suitably made very rough so as to allow, as will be explained later, for a seepage of air, thus avoiding any passage through any capillary hole or any larger hole with a restraining insertion of nylon braid or the like. Fixedly mounted on the free end of the servo-control valve 10, approximately perpendicularly to the axis of said valve, is a control arm 14 resting against the undersurface of said main diaphragm 6. As may be seen, the undersurface of the disc-shaped valve 4 rests on two annular projections, a peripheral one and a central one, located around the opening of the feeding duct 15, which therefore is a normally-closed duct. Said duct 15 leads to a central three-way valve or rotating diverter 16 through which the feed gas flows in. By means of said valve 16, both floating valves can be parallely connected, or either of them can be cut out. From a rear axial chamber of said valve 16 extend, in a V-shaped configuration, two auxiliary ducts 17 of reduced diameter but not of micrometric size, which lead, respectively, to the seat of one of said diaphragm valves 4. In FIG. 1, said ducts 17 are shown in dotted lines as they are in a plane which is behind the sectional plane of said Figure. These ducts 17 are intended to balance said valve diaphragm 4 according to a principle which will be explained hereinafter. Finally, said control and respiration duct 3a communicates also with an expiration opening 18 having mounted therein a non-return valve 7 that in this instance is formed by a resilient bell-shaped membrane which permits a peripheral discharge to atmosphere.
The operation of the dispensing device according to the invention will be hereinafter described with particular reference to FIG. 2.
The compressed air or gas reaches the floating valves through the central bore of said rotating diverter 16 and through said main ducts 15 and balance ducts 17. In the normal condition, when diaphragm 6 is not urged, said valve 10 is co-axial with the device and therefore completely engages said annular projecting sealing bead of said embedded sealing gasket 9 and closes its central hole. In the chamber above said dispensing valve 4 the same pressure is present as in the feeding duct 15; inasmuch as the exit of this duct is closed by said valve 4 that is urged by the pressure above, said compressed air or gas is conveyed into the auxiliary duct 17 leading into said annular chamber around said spacer member 12. As stated above, the upper and peripheral surfaces of said spacer member have an irregular or rough finishing so that the fluid seeps with damped force into the chamber of valve 4 so as to establish a status of balance or equilibration by loading valve 4 from above, as already stated. As soon as pressure in chamber 5, under diaphragm 6, decreases due to an inspiration effected in chamber 2 and transferred through ducts 3 and 3a, the arm 14, urged by diaphragm 6, is tilted and in turn tilts the valve 10 making it pivot on said annular bead of gasket 9 so as to open the central upward passage. This passage is somewhat large and consequently the pressure above valve 4 decreases so that the central portion of said valve raises due to the feeding pressure urging it from below. Consequently, as indicated by the arrow in FIG. 2, the feeding air can pass from duct 15 to duct 3 and thence to the respiration chamber 2. At this point, the diaphragm 6 and the valve 10 return to their normal position and, therefore, said diaphragm valve 4 closes again automatically until a new inspiration is effected. During expiration, the expired gas flows through duct 3a and out to the atmosphere through the opening 18 wherein the non-return valve 7 is mounted.
Inasmuch as the auxiliary duct 17 is large, and said seepage rough surfaces of the spacer member 12 are also large, the device according to the invention, while granting an efficient damping effect on the flow, affords a constant passage and, therefore, a reliable and safe operation, which is very important particularly for underwater equipment. Moreover, the considerable length of the control arm 14 and the extreme proximity of the pivotal contact of valve 10 make the servo-control device very sensitive in operation and, therefore, afford an extremely easy and confortable respiration for the user of the dispensing device according to the invention.
It is to be understood that the illustrated positions of ducts 3 and 15 could be inverted, obviously modifying accordingly the positions of ducts 3a and 17, without affecting the described mode of operation.
It is also to be noted that in case either of the two valves fails to operate, the broken-down valve can be cut off by simply rotating through 90�, in a clockwise or anticlockwise direction, said diverter 16 so that either of the two ducts 15 will no longer register with the central feeding duct of said diverter.
Obviously, as stated above, the dispensing device according to the invention can be realized also with a single floating valve or with more than two floating valves, and can be used for any other purpose after being suitably modified or improved, if necessary, still within the basic principle of the invention.
|Cited Patent
|Filing date
|Publication date
|Dec 14, 1956
|Feb 3, 1959
|Christian J Lambertsen
|Breathing apparatus
|Feb 14, 1956
|Aug 4, 1959
|Henry W Seeler
|Respiratory apparatus
|Jun 29, 1956
|Jul 26, 1960
|Drager Otto H
|Lung-controlled breathing valve
|Dec 22, 1960
|Jun 22, 1965
|Air Reduction
|Breathing system
|Jun 30, 1966
|Nov 11, 1969
|High capacity pressure regulated gas diaphragm valve
|Nov 24, 1967
|Sep 1, 1970
|Robertshaw Controls Co
|Oxygen-air diluter for breathing apparatus
|Aug 20, 1971
|Aug 14, 1973
|Robertshaw Controls Co
|Altitude compensating pressure regulator
|Jan 20, 1975
|Apr 27, 1976
|Dragerwerk Aktiengesellschaft
|Breathing gas supply controller
|May 13, 1960
|Nov 12, 1964
|Bendix Corp
|Vorrichtung zum Regeln des Gasdruckes unter Atemschutzmasken von Hoehenatemgeraeten
|Title not available
|Citing Patent
|Filing date
|Publication date
|Jun 25, 1981
|Feb 14, 1984
|Baxter Travenol Laboratories, Inc.
|Fluid flow control device
|Dec 15, 1986
|May 24, 1988
|Baxter Travenol Laboratories, Inc.
|Membrane plasmapheresis apparatus and process which utilize a flexible wall to variably restrict the flow of plasma filtrate and thereby stabilize transmembrane pressure
|Jun 11, 1982
|Jan 6, 1983
|Baxter Travenol Lab
|Fluid flow control device
|U.S. Classification
|137/102, 137/908, 137/489, 128/204.26, 137/599.01
|International Classification
|Cooperative Classification
|European Classification
|Jan 4, 1988
Owner name: SALVAS S.P.A.,
Free format text: ASSIGNMENT OF ASSIGNORS INTEREST.;ASSIGNORS:STRADELLA, GUISEPPE;STRADELLA, UMBERTO;DANIELE, GIULIANO;AND OTHERS;REEL/FRAME:004854/0448
Effective date: 19871117


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Eastman Outdoors 2 oz. Monster Marinade Injector
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Airbnb Rallies Its User Base Around a Questionable Petition Drive
Early Monday, Airbnb launched a petition drive among its hosts and users to stop New York state's legal offensive against the company. Hoping to hit 20,000 signatures by October 20, one Airbnb host going by the name Mishelle has pledged to hand-deliver the petition to the New York Senate to stop the state Attorney General's office from accessing the private user data of over 15,000 New York City Airbnb hosts.
It appears that the petition drive is a top-to-bottom all-hands-on-deck operation. Company functionaries from local community managers all the way to the company's head of community engagement are rallying site users into signing the petition:
The Attorney General's Office has not responded to Runnin' Scared's requests for comment. We will update when when it does.
Valleywag's Sam Biddle goes in on Airbnb, calling it an astroturf campaign that obfuscates Airbnb's corporate interests with high-minded community-building rhetoric and phony indignation at falling under laws meant to crack down on slumlords. He writes:
What kind of monster wouldn't want to save communal sharing? Except it's not really sharing, because you pay for it, and it's not really communal, because it's hugely lucrative for Airbnb ...
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Airbnb has had a rough go of it lately. New York State Attorney General Eric Schneiderman issued a demand that all of the site's 15,000 New York City apartment hosts hand over user data going back three years in an investigation of the site's legality in the state. This comes even after an Airbnb user won an appeal against a $2,400 fine levied against him for housing two Russian tourists in his apartment.
Airbnb's lawyers have been to court to fight the order, saying that the A.G.'s dragnet invades the privacy of Airbnb users. Given the current political climate in which any potential for government seizure of personal data is likely to stir mass hysteria, New York state is losing the PR game, and it appears Airbnb is going to the mat with this one--at press time the petition has reached nearly 13,000 signatures.
Send your story tips to the author, Raillan Brooks.
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Dr. Uraiwan Hompluem MD Patient Reviews
- Pediatrics East Alton, IL
Overall Rating
3 Patient Reviews
- Easy Appointments
- Promptness
- Friendly Staff
- Fair and Accurate Diagnosis
- Bedside Manner
- Spends Time With Patients
- Appropriate Followup
- Wait Time 45 minutes
Showing 1 - 3 reviews
1.0 of 5
January 26th, 2015
Dont go to this doctor. She is rude, doesn't listen to the patients issues and diagnosis are inaccurate.
1.0 of 5
September 8th, 2014
Would not recommend
I've been bringing my children here. She does not listen to her patients or the parents when they come in to see her about issues. Brought my kids in here for about 2 years and finally switched doctors because she did not listen or take my child's needs seriously. I would not recommend this doctor.
4.0 of 5
August 17th, 2011
She is an amazing, caring person. The medical office she works for, not so much.
Health Guides
Type 2 Diabetes
Type 2 diabetes is a chronic disease in which your body is unable to maintain a normal blood sugar (glucose) level.
Nearby Doctors
Dr. Uraiwan Hompluem, MD is similar to these 3 Doctors near East Alton, IL.
Dr. Fei-Tung Leu
Dr. Christopher Suhre
Dr. Wak Chia


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On Saturday I photographed a Civil Partnership! Catherine; a friend I went to School with, got hitched to a beautiful girl called Rebecca. I felt very touched to be asked to photograph such a special moment and day in their lives, that I wanted to make sure I captured every detail possible.
I have always wanted to photograph weddings; a lot of people say it's just the 'bread and butter' of the photography world, but I genuinely enjoy it. What is better then being part of two peoples best day of their lives and celebrate LOVE?!
I took a good 200 photos on the day but I am yet to share them
on the internet until the happy couple have s
een them! The photo of me I took of Catherine's facebo
My website has launched! Finally! A lovely person called Jay built it for me and I have now be
en trying to promote myself even more.....
I don't like plastic cups. Why can't people use a MUG and rewash it?! So much waste. So
I did a little doodle on the big box in the offic
e today. No one noticed. Well until I started giggling and pointed it out. Still not sure if I made my point.....
Last Friday I went to see Hazels creative writing exhibition.... go see her blog: http://hazelmc
michael.wordpress.com . I like this photo I took...the bed is actually part of her installation, however she decided
to climb into it...then Sian and I followed, eating blueberries under the covers and shutting the doors; shutting the world out for a few hours. Another creative writing student had her installation ne
xt to Hazels and we were hypnotized by her poem playing over and over and over in a softly spoken woman's voice. I was tired and left at 6 to prepare all
my stuff for the wedding job. But before I left I took this photo of two other creative writing students sat outside in the sun.
I also have a new favourite band; Japanese Voyeurs. Yayy!


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Chase Electrical77 Feedback reviews, 100% positive
Chase Electrical are a registered NICEIC Domestic Installer. We cover single phase period and modern homes, shops and offices. Internal and External Lighting and Power, Cookers, Hobs and Electric Showers, Rewires, Fuse board upgrades, Alterations for RCD protection and...
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Lifestyle Home Appliances56 Feedback reviews, 98% positive
At Lifestyle home appliances we have a small team of fully trained qualified registered electricians that offer a personalised service in the whole of East Anglia. We garauntee to beat any price and still deliver first class service 24/7. We specialise in all domestic,...
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DJT Electrical32 Feedback reviews, 100% positive
Our business is based in East Anglia providing cutomers with over 10 years expierience. We work in partnership with Elecsa to ensure our knowledge and product use is the most up to date, modern and cost effective, enabling the best finished work to be achieved, followed by...
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Holman Electrical Services42 Feedback reviews, 100% positive
We are a Family run business and have been trading for a number of successful years. We provide Electrical Installation and maintenance to a number of regular domestic and commercial satisfied customers. We are an expanding business and would like too provide quotes for all...
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C J Electrical47 Feedback reviews, 100% positive
I have many years experience working in domestic properties. My services include Homebuyers/Landlords surveys, fault diagnosis and rectification and all manner of alterations, additions and replacements. I pride myself on providing a friendly, reliable and professional...
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PAR Electrical Services43 Feedback reviews, 100% positive
PAR Electrical Services is based in Ipswich covering East Anglia for all kinds of electrical work. Domestic and Commercial. For jobs big and small. This can be from a new socket to a full house re-wire. Very reasonable rates. Part P Registered
Latest Electrical feedback review:
By graham_smith_15 on 29th Oct, 2014
N Hall Electrical21 Feedback reviews, 100% positive
N Hall Electrical is a small business . With 10 years experience in domestic and commercial, we are fully qualified to 17th edition and elecsa registered for testing and inspecting We do all types of work , from changing light bulbs , sockets and switches through to ...
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Anytime Electrical Ltd19 Feedback reviews, 100% positive
Electricians in Beccles providing high quality affordable electrical installations inline with the BS7671 regs AMD 3 and Part P of the building regulations. We are NICEIC registered Domestic Installers. The team are all qualified and have in excess of 20 years experience....
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By samuelpollard on 16th Apr, 2017
Aaron's Electrical Services13 Feedback reviews, 100% positive
Local electrician. I undertake all types of electrical works from simple switch/ socket changes through to new extensions. All my work is carried out to the highest of standards while complying with BS7671 wiring regulations.
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PP ELECTRICS16 Feedback reviews, 100% positive
PP Electrics based in Ely,& Bury St Edmunds, brings you over 30 years of experience in the Electrical Contracting Industry. We are fully approved NAPIT electrical contractors,We pride ourselves on the quality of our work,and customer care at all times. Some of the services...
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DAB Electrical14 Feedback reviews, 100% positive
Hi, my name is Kieron. I started DAB Electrical 6 years ago. This was after working for other electrical company's for 7 years. We carry out all of our works right and right first time! All works carried out meet current regulations. We are a NICEIC registered company.
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Electrics Expert16 Feedback reviews, 100% positive
All types of Electrical installations Works signed off to Part P and certificates issued 34 yrs exp, small solid family run. Home office, so costs low. Check our great reviews since joining my builder. No travel charges within an hour for full days works. Call now...
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By matt_martin_45 on 28th Apr, 2017
J.E.M. Electrical Contractors Ltd12 Feedback reviews, 100% positive
J.E.M. Electrical Contractors Ltd is a family business, with over 25 years' experience. We cover all aspects of electrical work, from an extra socket to large commercial or industrial jobs. We pride ourselves on making sure we always give our customers the service they...
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J Reeve Electrical12 Feedback reviews, 100% positive
my name is Jonathan reeve and I've been an electrician for 11 years. I am registered with the niceic and the electrical safety register.
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DW Cook Electrical Services15 Feedback reviews, 100% positive
I'm a qualified electrician & plumber whose been in business in Norfolk for 25 years.Work includes changing a plug to full rewires,fixing leaky taps to fitting a complete bathroom suite.I pride myself in giving a friendly,reliable,& professional service that fulfils my...
Latest Electrical feedback review:
By caroline_s_14 on 17th Jan, 2017
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Hearing aids
Below you can find the different brands of Hearing aids for which manuals are available. Click on your brand to find the manual you want. Can't find the brand of your Hearing aid? Send us a message on Facebook, and we will try to find the manual for you.


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Fun with Problems
Fun with Problems
by Robert Stone
Robert Stone, author of the National Book Award winner Dog Soldiers, returns with this collection of stories and novellas involving violence, longing, black humor, and various vices.
Robert Stone, author of the National Book Award winner Dog Soldiers, returns with this collection of stories and novellas involving violence, longing, black humor, and various vices.
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- Stone delves deeply into the male soul, casting an unwavering light on a variety of characters who are experiencing failed hopes, dead dreams, violence, and addiction. Narrator David Colacci gets to the heart of each piece with the perfect ironic tone while still expressing the characters' wonder at nature's beauty and life's follies. In Colacci's narration women's voices are voluptuously soft, accents are spot-on, and the dialogue of Stone's seedy men is flawless. Colacci carefully delivers the stark and sordid details that are revealed in the characters' moments of introspection. Each well-wrought story concludes abruptly, highlighting Stone's economy and leaving the listener wishing for more. A.W. Winner of AudioFile Earphones Award (c) AudioFile 2010, Portland, Maine
Starred review from September 7, 2009
Lonely and frustrated lives are explored in this new collection from the National Book Award–winning author of Dog Soldiers
. Stone's evocative prose treads through the murky waters of dead dreams and waning hopes, bringing out the pathetic and nasty side of people warped by addiction, sex, violence and time. Characters are almost blind to redemption, like the alcoholic professor-artist of "The Archer" who lashes out at a world that wants to celebrate him, or the Silicon Valley executive in "From the Lowlands" who has built a mansion, only to discover that no matter how much of the world you conquer, there's always something hunting you. "High Wire," a story about a Hollywood screenwriter's on again/off again affair and friendship with a bipolar actress, condenses the years between "the death of Elvis Presley and the rise of Bill Clinton" into a wrenching treatise on love, addiction, success and failure. Stone doesn't just let his wounded characters whimper in the corner. He turns them loose on a world hard enough to knock them down but indifferent enough to not care about them once they're gone.
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Published byDorothy Moudy Modified over 2 years ago
Can good academic attainment ever be achieved by children with ADHD? Prof Maurice Place Prof Maurice Place email@example.com Copies of this presentation can be found at: tinyurl.com/yzxk2v5 Meeting funded and organised by Shire Pharmaceuticals Item code: UK/EQU/09/0127 Date of preparation: September 2009
Disclosure: Currently member of the speakers panel of AstraZeneca AstraZeneca Eli Lilly Eli Lilly Janssen Cilag Janssen Cilag Shire Shire
What are the Academic and Educational Characteristics of Children with ADHD? Children with ADHD show significant academic underachievement poor academic performance educational problems ( Hinshaw, 1992; Fergusson & Horwood 1995; Rapport et al 1999; Sayal 2008; Galéra et al 2009)
What are the Academic and Educational Characteristics of Children with ADHD? IQ - compared with controls score on average within the normal range (Biederman et al 1996) BUT score significantly lower on reading and arithmetic achievement tests than controls. (Biederman et al 1996) Children with ADHD are 4 to 5 times more likely need special educational services. (LeFever et al 2002; Jensen et al 2004)
Academic difficulties begin early in life. Symptoms are common in children aged 3 to 6 years, (Gadow et al 2001) preschool children with ADHD are more likely to be behind in basic academic readiness skills. (Mariani & Barkley 1997; DuPaul, et al 2001) have impaired handwriting performance characterized by illegible written material and/or inappropriate speed of execution ( Racine et al 2008) What are the Academic and Educational Characteristics of Children with ADHD?
In adolescence: achieve lower ratings on all school subjects have lower class rankings perform poorly on standardized academic achievement tests (Gittelman et al 1985; Barkley et al 1990; Weiss et al 1999). x2 likely to repeat a grade (Currie & Stabile 2006; Beiderman et al 2006) x2 - 4 to have lower than expected grades (Todd et al 2002) What are the Academic and Educational Characteristics of Children with ADHD?
School histories indicate persistent problems in social participation more years to complete high school lower rates of college attendance lower rates of college graduation (Mannuza et al 1993; Weiss et al 1999; Barkley 2002). What are the Academic and Educational Characteristics of Children with ADHD?
In College relative to other students have lower GPAs more academic concerns depressive symptoms social concerns emotional instability and substance use. BUT most said were coping. (Blase et al 2009) What are the Academic and Educational Characteristics of Children with ADHD?
longitudinal studies into young adulthood Initial symptoms of hyperactivity distractibility impulsivity aggression tend to decrease in severity over time BUT remain present and increased in comparison to controls (Weiss et al 1999). What are the Academic and Educational Characteristics of Children with ADHD?
26 ADHD individuals and 31 controls (paired for gender, age, & intelligence) Using mathematics and language scores academic underachievement was 2.98 times higher in students with ADHD (Pastura et al 2009)
Ethnically diverse cohort of 823 assessed at 6 years for behavioural problems and IQ and at 17 years of age for academic achievement in math and reading, and other parameters. Attention problems predicted maths and reading achievement with little benefit from intervention. Whereas reducing externalizing and internalizing problems materially reduced academic problems. (Breslau et al 2009)
3 main groups of outcome as young adults: (1) approximately 25% eventually function comparably to matched normal controls (2) the majority show continuing functional impairment, limitations in learning and applying knowledge restricted social participation, particularly poor progress through school (3) less than 25% develop significant, severe problems, including psychiatric and/or antisocial disturbance (Hechtman 2000) What are the Academic and Educational Characteristics of Children with ADHD?
Academic difficulties associated with inattention are cross-cultural and not specific to the Western countries. (Norvilitis et al 2010)
Girls do it different Girls do it different male-to-female ratio – child clinic-referred (10 to 1) child community (3 to 1) adults (3 to 2) (Keissler et al 2006)
Girls do it different Girls do it different Girls with ADHD more likely to have inattentive type less likely to have a learning disability, less likely to have problems in school or in their spare time. (Biederman et al 2002; Graetz et al 2005) more speech and language problems (Hinshaw 2002) more personality disorders (Burket et al 2005)
Girls do it different Girls do it different In addition, girls with ADHD less risk for conduct disorder, substance misuse oppositional defiant disorder (Biederman et al 2002) but substance misuse is only one that is attributable to gender + ADHD, others are gender only (Biederman & Faraone 2004) Inattentive girls more likely to present with anxiety disorder (Levy et al 2005)
The Impact of Medication
medication improves academic productivity as indicated by improvements in the quality of note-taking scores on quizzes and worksheets the amount of written-language output homework completion. (Evans et al. 2001) methylphenidate-induced dopamine increases the interest and motivation to do maths tasks (Volkow et al 2004) The Impact of Medication
However, stimulants are not associated with normalization of skills in the domain of learning and applying knowledge. (Rapport et al 1994) The Impact of Medication
1195 children were tested at 5 points: compared the academic performance of treated with untreated children at each testing node. medicated gained 2.9 points in mathematics performance between the first and final testing reading performance medicated gained 5.4 points above unmedicated Despite this improvement the performance of the medicated children with ADHD lagged their peers without ADHD. (Scheffler et al 2009) Early Childhood Longitudinal Study
177 ADHD effectively medicated vs 95 untreated ADHD and 101 normal controls. Neuro Cognitive Index - computed as the average of the z scores of five domains (memory, psychomotor speed, reaction time, complex attention, and shifting attention flexibility) untreated ADHD patients perform 15% lower than normals. However, treated ADHD patients perform 10% lower than normals. (Gualtieri & Johnson 2008)
Consistently in longitudinal studies subjects consistently demonstrate poor outcomes compared with controls whether or not they receive medication. (Gittelman et al 1985; Barkley et al 1990; Hechtman & Greenfield 2003; Fischer et al 2002; Loe & Feldman 2007; Powers et al 2008) The Impact of Medication
and in UK studies: Despite medication, ADHD association with poor attainment in GCSEs (Daley et al 2009)
"Given their well-established benefit for increasing attention and concentration, it seems counterintuitive that ADHD medications are not more effective in improving academic and occupational attainment," (Advokat 2009)
There are Brain Changes ADHD associated with decreased frontal lobe gray and white matter volumes Affected areas suggest problem in development of pre-motor and pre-frontal cortices. (Mostofsky et al 2002)
Children with ADHD show decrease in total cerebral volume of about 8% volume reduction throughout the cortex, significant reduction in all four lobes bilaterally. ADHD group also showed a decrease in surface area of over 7% bilaterally, and a significant decrease in cortical folding bilaterally (Wolosin et al 2009)
Boys with ADHD show significantly smaller basal ganglia volumes and compressed basal ganglia shapes. Volume compression bilaterally in caudate head and body anterior putamen left anterior globus pallidus right ventral putamen. No volume or shape differences in girls with ADHD. (Qiu et al 2009)
Amygdala volumes in patients with ADHD bilaterally smaller than in patients with depression and healthy controls. In ADHD, more hyperactivity and less inattention were associated with smaller right amygdala volumes (Frodl et al 2009)
There is also delayed cortical maturation ….especially in the frontal cortex
(Shaw et al 2007)
BUT evidence is of multiple and persistent neural processing deficits in ADHD NOT simply a developmental lag (Doehnert et al 2010)
Post-hoc comparisons suggested that comorbid ODD or CD do not greatly alter the extent of regional pathology in ADHD. (McAlonan et al 2007)
ADHD & Functionality
People with ADHD have difficulties with: planning, organization, reasoning, response inhibition, decision-making, set-shifting working memory (Tranel et al.1994; Pennington and Ozonoff 1996; Barkley 1997; Geurts et al 2004) abilities that are mediated by the prefrontal cortex and its extensive interconnections with other brain regions (Tranel et al. 1994).
Neuroimaging studies have shown deficits in Executive Functioning in ADHD probably related to structure and function of pre-frontal cortex and frontostriatal pathways (Seidman et al. 2005; Jurado & Rosselli 2007)
ADHD symptom severity is associated with magnitude of impairment in executive functions BUT this relationship can be obscured by the presence of comorbid disruptive disorders. (Barnett et al 2009)
Medication gives higher scores on neuropsychological measures of attention but differences not found for other measures of executive function. (Biederman et al 2008) SO medication helps with concentration aspect but not the more central aspects of functioning… especially working memory
Short-term memory Short-term memory is the term for short-term storage of information with no manipulation or organizational element Working memory Working memory is the structures and processes used for temporarily storing manipulating information and manipulating information.
How Memory Works Sensory inputs are held through transient functional changes in the strength of pre-existing synaptic connections The basal ganglia and pre-frontal cortex analyze sensory inputs and decide if they're worth remembering If So create stable and permanent changes in neural connections throughout the brain by the synthesis of new protein and the growth of new connections. Especially during sleep (Diekelman & Born 2010)
highly heritable (Campbell et al., 1997) Independent of socio-economic status (Engel et al., 2008) Working Memory Capacity & Learning
Professionals use working memory for… Getting to work on time Meeting deadlines at work Multi-tasking and prioritizing Working effectively in pressure situations Remembering important names and phone numbers Interaction with co-workers Writing emails, memos, or summaries
Indicators that a working memory needs improving Frequently late to work Underestimates time required to complete a task Problems breaking a project down into manageable steps or dealing with more than one task at a time Cant concentrate under pressure; prone to panicking Cant remember clients names or numbers after meeting them or hanging up the phone Difficulty creating neat and coherent emails, memos, or summaries
Associated with reading and mathematics ability (Gathercole & Pickering, 2000; Geary et al., 2004) Important for successful learning in individual classroom activities (Gathercole & Alloway, 2008) Working Memory Capacity & Learning
Message from the research: low working memory = educational underachievement Working Memory Capacity & Learning
assessed using simple cognitive tasks Automated Working Memory Assessment (Alloway, 2008) 4 aspects of memory verbal and visuo-spatial storage (simple span) verbal and visuo-spatial processing and storage (complex span) Working Memory
verbal short term memory – ability to hold verbal information in memory for a short period …eg new telephone number …problems mean slow to acquire new vocabulary verbal working memory – to hold and manipulate verbal information …links to academic ability including literacy and numeracy visuo-spatial short term memory – holding visuo-spatial information ….problems with mathematics, and word problems. visuo-spatial working memory – to hold and manipulate visuo-spatial information …links to academic ability including literacy and numeracy and is predictor of poor scholastic attainment. Working Memory
Working memory comparisons (Holmes et al 2009)
Computerised training programme developed by Klingberg et al. (2002) Used with children with ADHD who are not medicated for their symptoms (Klingberg et al., 2002;2005) Improving Working Memory
Participants 42 children, aged 8-11 years, with low working memory Identified via routine screening of 345 children on two verbal wm tasks (Listening Recall and Backward Digit Recall) Scores <86 on both tasks (bottom 15 th centile) Two groups Adaptive, standard version of training programme training at maximum span level Non-adaptive, control condition training at fixed span level of 2 Hartlepool Study (1) (Holmes et al 2009)
Working Memory Training working on memory tasks on a computer 20 minutes everyday for 20-25 days
Robo Memo
* Results from non-adaptive
Results from adaptive **
Results from adaptive Follow up **
Pre-trainingPost-training 6mth follow- up MeasureMSDM M Verbal IQ 88.7311.1490.8611.5292.789.10 Performance IQ 88.0513.0990.6812.9687.119.07 Reading 83.6812.3583.0015.0682.8314.1 Mathematics 84.2712.2885.6812.70 89.94*9.88 Following inst. 14.454.0218.27**4.3716.5*3.82 No significant improvements for non-adaptive group IQ, Reading & Maths Scores - adaptive
Impact of Medication & Robo Memo on Working Memory Participants: 25 children (21 boys, 4 girls), clinical diagnosis of ADHD-C receiving quick release stimulant medication (methylphenidate n=22, dexamfetamine n=3) aged 8-11 years diagnosis for at least 6 months no co morbid ASD (Holmes et al 2010) Hartlepool Study (2)
Research on Working Memory & Medication Stimulant medication improves working memory function in individuals with ADHD – mainly visuo-spatial simple span tasks (Bedard et al., 2004)
Effects of medication on working memory **
Effects of medication and training on working memory ** *
On Meds Post training (+ on meds) Inattentivity (teacher)69.84 (23.33)58.21 (20.27)** Hyperactivity (teacher)81.15 (21.69)70.31 (23.87)* Working memory problems (child)17.60 (5.72)13.25 (6.00)** Effects of training on behaviour ratings
Effect of medication on IQ
Sustainability of training effects – 6 mth follow-up **
Working Memory Intervention Significant gains in non-trained working memory tasks, which extended across all four aspects of working memory. Substantial increases in scores (low-average to average range). Significant reduction in ratings of problem behaviours No effect on IQ Unlikely to result from practice effect Comparison group showed no test re-test effect Consistent gains in both the repeated and non- repeated AWMA tasks in the ADHD group
SO: Working memory deficits associated with ADHD can be overcome by two different interventions RoboMemo intervention led to more generalized gains in WM, and reductions in problem behaviours Medication led to specific gains in visuo-spatial WM, and improves concentration and improves academic productivity (Holmes et al., 2010)
How is training enhancing working memory? changes in the density of prefrontal & parietal cortical dopamine D1 receptors. (McNab et al., 2009) may stimulate the development of WM strategies that compensate for weaknesses in basic processes (Holmes et al., 2010)
The Research Team Joni Holmes Senior Lecturer in Experimental Psychology Maurice Place Professor of Child & Family Psychiatry Torkel Klingberg Professor in Cognitive Neuroscience Joe Elliott Professor of Education Sue Gathercole Professor of Cognition & Neuropsychology
Can good academic attainment ever be achieved by children with ADHD? Prof Maurice Place Prof Maurice Place email@example.com Copies of this presentation can be found at: tinyurl.com/yzxk2v5
General classroom advice
children with ADHD are more likely to complete more problems and complete them accurately when high levels of engaging stimuli are included within the task. (Jitendra et al 2008) Pacing of tasks with periods to release energy Clarity of goals Instant feedback Novel & rapidly changing rewards Time out DOES NOT work
1.Draw or create vivid pictures depicting information that needs to be memorized. Since memory is enhanced by exaggeration, emotion, action, and color, the more ridiculous and detailed the image, the better. 2.Teach memory strategies. Such as mnemonics e.g. Dead Monsters Smell Bad (steps for long division: divide, multiply, subtract, bring down). 3. Create acrostics or whole sentences. Every Good Boy Does Fine is an excellent way to help recall the sequence of lines in the treble clef (EGBDF). 4. Try melody and rhythm to teach a series or sequence. There are raps, rhymes, and songs to help attention deficit students memorize multiplication tables, days of the week, etc. 5. Use songs specially created to teach content. Musically Aligned (musicallyaligned.com) creates music and lyrics geared to teach a science curriculum. For physical science, there are songs like Electromagnets and Heat, Light, and Motion. For teaching concepts in life science, there are Food Chain Gang and Decomposers. 6. After the lesson, have ADHD students list the things they remember. Ask them to do so as fast as they can, to increase memory recall. (Sandra Rief 2009)
Improved by reading interventions focused on basic skills e.g., decoding – such as activities to promote phonological awareness and alphabetic understanding (Blachman et al 2000). and maths strategies e.g. problem solving using schema-based instruction (Jitendra et al 2007). And strengthened by Peer mediated interventions Computer assisted instruction (Jitendra et al 2008) Task modification and varying classroom function (Daley & Birchwood 2010) Teaching parents homework strategies (Raggi & Chronis 2006).
References: Advokat C (2009). What exactly are the benefits of stimulants for ADHD? J Atten Disord. 12, 495 - 498. Alloway TP (2008). Automated Working Memory Assessment. Oxford: Harcourt. Barkley RA (1997). Behavioral inhibition, sustained attention, and executive functions: Constructing a unifying theory of ADHD. Psychol Bull, 121, 65–94. Barkley RA, Fischer M, Edelbrock CS, Smallish L. (1990) The adolescent outcome of hyperactive children diagnosed by research criteria: I. An 8-year prospective follow-up study. J Am Acad Child Adoles Psychiat 29, 546–557. Barkley RA, Fischer M, Smalllish L, Fletcher K. (2002) The persistence of attention-deficit/hyperactivity disorder into young adulthood as a function of reporting source and definition of disorder. J Abn Psychol 111, 279–289. Barnett R, Maruff P, Vance A, Luk ESL, Costin J, Wood C, Pantelis C. (2001). Abnormal executive function in attention deficit hyperactivity disorder: the effect of stimulant medication on age and spatial working memory. Psychol Med 31, 1107- 1115. Barnett R, Maruff P, Vance A. (2009) Neurocognitive function in attention-deficit-hyperactivity disorder with and without comorbid disruptive behaviour disorders. Aust N Z J Psychiat 43, 722 – 730. Bedard AC, Martinussen R, Ickowicz A, Tannock R. (2004). Methylphenidate improves visual-spatial memory in children with attention-deficit/hyperactivity disorder. J Am Acad Child Adolesc Psychiatry 43, 260 - 268. Biederman J, Faraone SV. (2004). The Massachusetts General Hospital studies of gender influences on attention-deficit/hyperactivity disorder in youth and relatives. Psychiatr Clin North Am. 27, 225 - 232. Biederman J, Faraone S, Milberger S, Guite J, Mick E, Chen L, et al (1996) A prospective 4-year follow- up study of attention-deficit hyperactivity and related disorders. Arch Gen Psychiat 53, 437–446. Biederman J, Mick E, Faraone SV, Braaten E, Doyle A, Spencer T, et al (2002).Influence of gender on attention deficit hyperactivity disorder in children referred to a psychiatric clinic. Am J Psychiat 159, 36 - 42. Biederman J, Petty C, Fried R, Fontanella J, Doyle AE, Seidman LJ, Faraone SV. (2006). Impact of psychometrically defined deficits of executive functioning in adults with attention deficit hyperactivity disorder. Am J Psychiat 163,1730 -1738. Biederman J, Petty CR, Fried R, Kaiser R, Dolan CR, Schoenfeld S, et al (2008). Educational and occupational underattainment in adults with attention-deficit/hyperactivity disorder: a controlled study. J Clin Psychiat 69, 1217 - 1222. Biederman J, Monuteaux MC, Spencer T, Wilens TE, Faraone SV. (2009) Do stimulants protect against psychiatric disorders in youth with ADHD? A 10-year follow-up study. Pediatrics 124, 71 - 78. Blachman BA, Ball EW, Black R (2000). Road To The Code: A Phonological Awareness Program For Young Children. Baltimore, MD: Paul H. Brookes.
Blase SL, Gilbert AN, Anastopoulos AD, Costello EJ, Hoyle RH, et al (2009). Self-reported ADHD and adjustment in college: cross-sectional and longitudinal findings. J Atten Disord. 13, 297 - 309. Breslau J, Miller E, Breslau N, Bohnert K, Lucia V, Schweitzer J. (2009). The impact of early behavior disturbances on academic achievement in high school. Pediatrics. 123, 1472 - 1476. Burket RC, Sajid MW, Wasiak M, Myers WC. (2005).Personality comorbidity in adolescent females with ADHD. J Psychiatr Pract. 11, 131 - 136. Campbell T, Dollaghan C, Needleman H, Janosky J (1997). Reducing bias in language assessment: Processing- dependent measures. J Speech, Lang Hear Res 40, 519–525. Capano L, Minden D, Chen SX, Schacher RJ, Ickowicz A. (2008). Mathematical learning disorder in school-age children with attention-deficit hyperactivity disorder. Can J Psychiat 53, 392 - 399. Currie J & Stabile M. (2006). Child mental health and human capital accumulation: the case of ADHD. J Health Econ. 2006 25, 1094 -1118. Daley D & Birchwood J. (2010) ADHD and academic performance: why does ADHD impact on academic performance and what can be done to support ADHD children in the classroom? Child Care Health Dev. In Press. Diekelman S & Born J. (2010). The memory function of sleep. Nat Rev Neurosci. 11,114-126. Doehnert M, Brandeis D, Imhof K, Drechsler R, Steinhausen HC. (2010). Mapping Attention-Deficit/Hyperactivity Disorder from Childhood to Adolescence-No Neurophysiologic Evidence for a Developmental Lag of Attention but Some for Inhibition. Biol Psychiat In Press. DuPaul GJ, McGoey KE, Eckert TL, Vanbrakle J. (2001). Preschool children with Attention-Deficit/Hyperactivity Disorder: impairments in behavioural, social, and school functioning. J Am Acad Child Adolesc Psychiat 40, 508– 522. DuPaul GJ, Weyandt LL, O'Dell SM, Varejao M. (2009) College students with ADHD: current status and future directions. J Atten Disord. 13, 234 - 250. Engel PMJ, Heloisa Dos Santos F, Gathercole SE. (2008). Are working memory measures free of socio-economic influence? J Speech, Lang Hear Res, 51, 1580– 1587. Evans SW, Pelham WE, Smith BH, Bukstein O, Gnagy EM, et al (2001). Dose-response effects of methylphenidate on ecologically valid measures of academic performance and classroom behavior in adolescents with ADHD. Exp Clin Psychopharmacol. 9, 163 - 175. Fergusson DM & Horwood LJ. (1995). Predictive validity of categorically and dimensionally scored measures of disruptive childhood behaviors. J Am Acad Child Adolesc Psychiatry 34, 477 - 485. Fischer M, Barkley RA, Smallish L, Fletcher K. (2002). Young adult follow-up of hyperactive children: self- reported psychiatric disorders, comorbidity, and the role of childhood conduct problems and teen CD. J Abnorm Child Psychol. 30, 463 - 475. Forness SR, Swanson JM, Cantwell DP, Youpa D, Hanna GL. (1992). Stimulant medication and reading performance: follow-up on sustained dose in ADHD boys with and without conduct disorders. J Learn Disabil. 25, 115 - 123. Frodl T, Stauber J, Schaaff N, Koutsouleris N, Scheuerecker J, et al (2009). Amygdala reduction in patients with ADHD compared with major depression and healthy volunteers. Acta Psychiatr Scand. 121, 111 - 118.
Gadow KD, Sprafkin J, Nolan EE. (2001). DSM-IVSymptoms in community and clinic preschool children. J Am Acad Child Adolesc Psychiatry 40, 1383 - 1392. Galéra C, Melchior M, Chastang JF, Bouvard MP, Fombonne E. (2008). Childhood and adolescent hyperactivity-inattention symptoms and academic achievement 8 years later: the GAZEL Youth study. Psychol Med. 39, 1895 - 1906. Gathercole SE & Alloway TP (2008). Working Memory And Learning: A Teachers Guide.California: Sage Publishing. Gathercole SE & Pickering SJ. (2000). Working memory deficits in children with low achievements in the national curriculum at 7 years of age. Br J Educ Psychol. 70, 177 - 194. Geary DC, Hoard MK, Byrd-Craven J, DeSoto MC. (2004). Strategy choices in simple and complex addition: Contributions of working memory and counting knowledge for children with mathematical disability. J Exp Child Psychol. 88, 121 - 151. Geurts HM, Verté S, Oosterlaan J, Roeyers H, Sergeant JA. (2004).How specific are executive functioning deficits in attention deficit hyperactivity disorder and autism? J Child Psychol Psychiatry 45, 836 - 854. Gittelman R, Mannuzza S, Shenker R, Bonagura N. (1985). Hyperactive boys almost grown up. I. Psychiatric status. Arch Gen Psychiatry 42, 937 - 947. Goldberg MC, Mostofsky SH, Cutting LE, Mahone EM, Astor BC, Denckla MB, Landa RJ. (2005). Subtle executive impairment in children with autism and children with ADHD. J Autism Dev Disord. 35, 279 - 293. Graetz BW, Sawyer MG, Baghurst P. (2005).Gender differences among children with DSM-IV ADHD. Aust J Am Acad Child Adolesc Psychiatry 44, 159 - 168. Gropper RJ & Tannock R (2009) A Pilot Study of Working Memory and Academic Achievement in College Students With ADHD. J Attent Dis 12, 574 - 581. Gualtieri CT, Johnson LG. (2008). Medications do not necessarily normalize cognition in ADHD patients. J Atten Disord. 11, 459 - 469. Hechtman L.(2000). Assessment and diagnosis of attention-deficit/hyperactivity disorder. Child Adolesc Psychiatr Clin N Am. 9, 481 - 498. Hechtman L & Greenfield B. (2003). Long-term use of stimulants in children with attention deficit hyperactivity disorder: safety, efficacy, and long-term outcome. Paediatr Drugs 5, 787 - 794. Hinshaw SP. (1992). Academic underachievement, attention deficits, and aggression: comorbidity and implications for intervention. J Consult Clin Psychol. 60, 893 - 903. Hinshaw SP. (2002). Preadolescent girls with attention-deficit/hyperactivity disorder: I. Background characteristics, comorbidity, cognitive and social functioning, and parenting practices. J Consult Clin Psychol. 70, 1086 - 1098.
Holmes J, Gathercole S, Place M, Dunning D, Hilton K, Elliott J. (2010) Working memory deficits can be overcome: Impacts of training and medication on working memory in children with ADHD. Applied Cognitive Psychology In Press. Jansiewicz EM, Newschaffer CJ, Denckla MB, Mostofsky SH. (2004).Impaired habituation in children with attention deficit hyperactivity disorder. Cogn Behav Neurol. 17, 1 - 8. Jensen PS, Eaton Hoagwood K, Roper M, Arnold LE, Odbert C, et al (2004). The services for children and adolescents-parent interview: development and performance characteristics. J Am Acad Child Adolesc Psychiatry 43, 1334 - 44. Jitendra AK, DuPaul GJ, Volpe RJ (2007). Consultation-based academic intervention for children with attention deficit hyperactivity disorder: school functioning outcomes. School Psych Rev 36:217–236. Jitendra AK, DuPaul GJ, Someki F, Tresco KE (2008) Enhancing academic achievement for children with Attention-Deficit Hyperactivity disorder: Evidence from school-based intervention research. Dev Disabil Res Rev 14: 325 – 330. Jurado MB & Rosselli M (2007). The elusive nature of executive functions: a review of our current understanding. Neuropsychol Rev, 17, 213–233. Kessler RC, Adler L, Barkley R, Biederman J, Conners CK, et al (2006). The prevalence and correlates of adult ADHD in the United States: results from the National Comorbidity Survey Replication. Am J Psychiatry 163, 716 - 723. Klingberg T, Forssberg H, Westerberg H. (2002). Training of working memory in children with ADHD. J Clin Exp Neuropsychol. 24, 781 - 791. Klingberg T, Fernell E, Olesen PJ, Johnson M, Gustafsson P et al. (2005). Computerised training of working memory in children with ADHD-a randomized, controlled trial. J Am Acad Child Adolesc Psychiatry, 44, 177–186. LeFever GB, Villers MS, Morrow AL, Vaughan ES (2002). Parental perceptions of adverse educational outcomes among children diagnosed and treated for ADHD: a call for improved school/provider collaboration. Psychol Sch, 39, 63–71. Levy F, Hay DA, Bennett KS, McStephen M. (2005). Gender differences in ADHD subtype comorbidity. J Am Acad Child Adolesc Psychiatry 44, 368 - 376. Loe, I. M. & Feldman, H. M. (2007) Academic and educational outcomes of children with ADHD. J Ped Psychol, 32, 643–654. Mannuzza S, Klein RG, Bessler A, Malloy P, LaPadula M. (1993). Adult outcome of hyperactive boys. Educational achievement, occupational rank, and psychiatric status. Arch Gen Psychiatry 50, 565 - 576. Mariani, M. & Barkley, R. A. (1997) Neuropsychological and academic functioning in preschool children with attention deficit hyperactivity disorder. Devel Neuropsychol 13, 111–129. Martinussen R, Hayden J, Hogg-Johnson S, Tannock R (2005). A meta- analysis of working memory impairments in children with attention-deficit/hyperactivity disorder. J Am Acad Child Adolesc Psychiatry, 44, 377–384.
McAlonan GM, Cheung V, Cheung C, Chua SE, Murphy DG, et al (2007). Mapping brain structure in attention deficit-hyperactivity disorder: a voxel-based MRI study of regional grey and white matter volume. Psychiat Res. 154, 171 - 180. McInnes A, Humphries T, Hogg-Johnson S, Tannock R. (2003). Listening comprehension and working memory are impaired in attention-deficit/hyperactivity disorder irrespective of language impairment. J Abn Child Psychol 17, 37-53. McNab F, Varrone A, Farde L, Jucaite A, Bystritsky P, Klingberg T. (2009). Changes in cortical dopamine D1 receptor binding associated with cognitive training. Science, 323, 800–802. Miller AR, Kohen D, Johnston C. (2008). Child characteristics and receipt of stimulant medications: a population-based study. Ambul Pediatr. 8, 175 - 181. Miller M & Hinshaw SP (2010). Does Childhood Executive Function Predict Adolescent Functional Outcomes in Girls with ADHD? J Abnorm Child Psychol. In Press Mostofsky SH, Cooper KL, Kates WR, Denckla MB, Kaufmann WE (2002) Smaller prefrontal and premotor volumes in boys with attention-deficit/hyperactivity disorder. Biol Psychiatry, 52, 785–794. Norvilitis JM, Sun L, Zhang J. (2010). ADHD symptomatology and adjustment to college in China and the United States. J Learn Disabil. 43, 86 - 94. Pastura GM, Mattos P, Araújo AP (2009). Academic performance in ADHD when controlled for comorbid learning disorders, family income, and parental education in Brazil. J Atten Disord 12, 469 - 473. Pennington BF & Ozonoff S (1996). Executive functions and developmental psychopathology. J Child Psychol Psychiat 37, 51–87. Power TJ, Tresco KE, Cassano MC. (2009) School-based interventions for students with attention- deficit/hyperactivity disorder. Curr Psychiatry Rep 11, 407 - 414. Powers RL, Marks DJ, Miller CJ, Newcorn JH, Halperin JM. (2008). Stimulant treatment in children with attention-deficit/hyperactivity disorder moderates adolescent academic outcome. J Child Adolesc Psychopharmacol 18, 449 - 459. Qiu A, Crocetti D, Adler M, Mahone EM, Denckla MB, Miller MI, Mostofsky SH. (2009). Basal ganglia volume and shape in children with attention deficit hyperactivity disorder. Am J Psychiatry. 166, 74 - 82. Racine MB, Majnemer A, Shevell M, Snider L. (2008) Handwriting performance in children with attention deficit hyperactivity disorder (ADHD). J Child Neurol. 23, 399 - 406. Raggi VL & Chronis AM (2006) Interventions to address the academic impairment of children and adolescents with ADHD. Clin Child Fam Psychol Rev 9, 85–111. Rapport MD, Denney C, DuPaul GJ, Gardner MJ. (1994). Attention deficit disorder and methylphenidate: normalization rates, clinical effectiveness, and response prediction in 76 children. J Am Acad Child Adolesc Psychiatry 33, 882 - 893. Rapport MD, Scanlan SW, Denney CB (1999) Attention deficit hyperactivity disorder and scholastic achievement: a model of dual developmental pathways. J Child Psychol Psychiat 40, 1169–1183.
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To make reservations by phone, call 1-800-331-3131 in the USA and Canada (or any of our worldwide reservation telephone numbers).
4 Forge Parkway
Franklin, Massachusetts 02038
Boston Logan International Airport - BOS
Airport Phone: +1 800 235 6426
Hotel direction: 48 miles NE
This hotel does not provide shuttle service.
From Massachusetts Pike: 495 South, Exit 17 (Route 140). Bear right off exit onto 140 North. Straight thru light. Take left at 2nd light. Residence Inn on left.
T F Green Airport - PVD
Airport Phone: +1 401 737 8222
Hotel direction: 38 miles NW
This hotel does not provide shuttle service.
From I-95: To I-495 North, Exit 17 (Route 140). Left off exit onto 140 North. Straight thru 2 lights. Left at 3rd light. Residence Inn on left.
23 East Main Street
Milford, Massachusetts 01757
535 E Central St.
Franklin, Massachusetts 02038
Phone: +1-508-520-2400


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Hey! My name is Shelley and I've lived in Denver since October 2013. I'm originally from Canada but we actually moved here from Texas where we had resided for about 6 years. This group was started by another Texas gal a few years ago who valued low-key, drama-free, happy moms who love their children and want to give them a chance to interact with other kids. So while the kids play we can chat, laugh, cry, tell stories and ask advice in a completely judgment-free zone. It seems like we talk about everything from attachment parenting, breast-feeding, cloth-diapering and labor/birth to how to get vomit out of your velvet pants, how to avoid punching your significant other, sex, exercise, infertility and great movies, books and magazines.
We take our kids to the park, library, splash pad, Zoo and Museum as well as local festivals and special events. We love to get together at each other's homes for coffee and even have some mom-only nights as well. Our group is geared to all ages as we have meetups during the week and on weekends too!
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The Kestrel
Wetherby Road, Plompton, Knaresborough, HG5 8LY +44 8439597862
- Average
- Main course: £10
- Food spend: £25
- Opening hours
- Monday to Saturday: 12:00 - 23:00 Sunday: 12:00 - 22:30
Lovely intimate dining experience, nice food, good service
Cath Davenport
19 March 2017
from Leeds
Taking pride in its beautiful location, The Kestrel near Knareborough serves well-loved British pub food and has a luxurious Innkeeper's Lodge. In keeping with its remote setting, The Kestrel has an al fresco beer garden and an eye-catching stone design, including the warm hearth for winter dining.
Hearty Sunday roasts and trusty British dishes head The Kestrel menu, and a range just for kids offers mini versions of pub favourites. Signature Vintage pies offer fillings like beef & merlot with buttered peas, while The Kestrel 'Vintage classics' menu includes lemon & garlic-roasted chicken with seasoned chips.
Paying homage to the Great British pub, the Vintage Inn bar stock includes cask-conditioned beers, real ales and a meticulously compiled wine list. Thirst-quenching offerings include seasonal non-alcoholic cocktails and freshly-pressed juices, and rich coffee is brewed freshly throughout the day.
Despite its country location, The Kestrel is just 7 minutes' drive from Knaresborough, and 6 minutes from Harrogate.
The Kestrel
Wetherby Road, Plompton, Knaresborough, HG5 8LY
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Customer reviews for The Kestrel
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((((( 24 April 2017 by Margaret Levy from Redcar
Excellent venue very comfortable with stunning views. Service was attentive but not intrusive and food was Devine
(**** 19 April 2017 by Yvette Leonard from Harrogate
There were 4 of us dining at 1pm, it took 45mins before our order was taken. And another 40 mins before food came... then sat with finished plates for ages before anyone took them away. The staff were pleasant enough but would not recommend to my friends !
((((* 19 March 2017 by Cath Davenport from Leeds
Lovely intimate dining experience, nice food, good service
((((( 4 March 2017 by Sue Threadgold from Harrogate
Very enjoyable, efficient service, lovely food
((((( 4 February 2017 by Julia Wilcockson from Knaresborough
Lovely place to eat. Staff are friendly and helpful and the food was lovely. An enjoyable evening.
((((( 17 January 2017 by Brian Coates from Harrogate
Very enjoyable lunch.
((((( 17 January 2017 by LU from York
Enticed by a bookatable 25% discount we came as a party of 3 and were greeted by friendly staff. We all enjoyed our choice of meal - very large Main course so glad we didn't have a starter! The Thai cod was delicious - just the right amount of spiciness according to our vegetarian son and my husband and I thoroughly enjoyed the duck with orange sauce. Our waitress was very helpful and friendly.
((((( 13 December 2016 by Patricia White from York
Overall we received excellent service - our waitress was attentive to our requirements and dealt with the hosts dietary issues very well. The food was most enjoyable and all the party enjoyed it. The atmosphere was just like home with a warming log fire and all the trimmings. Thank you. We will be back!
((((( 26 October 2016 by Katherine Denning from York
Had a lovely meal lots of choice. Very friendly staff. Arrived early but table found quickly for us.
((((* 4 October 2016 by Robert Pryde from Harrogate
Really enjoy the food staff are always great on every visit
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Near of Madrid (30 minutes) optional course for authentic Spanish cuisine housewife (supplement 100 € total) Optional: Visit of the route of the "Toro Bravo Spanish" The house has a separate swimming pool and garden with large trees.
Beautiful choice in the nicest part of Granada : The ancient quarter of the Albayzin, 3 min walk up to the famous Mirador de san Nicolas and 3 min walk down to the cathedral. The Albayzin is appreciated for its village feel. You can walk anywhere f
Holiday studio for rental in La Cala. Sleeps 3/4. Only 2/3 minutes from the beach, bars, restaurants, supermarket & shops. Ideal holiday for small families and couples. Fully fitted kitchen area. Light and spacious living area. Satellite TV. Lift.
A very big suit-apartment with personality, unique furniture and lots of natural light thanks to it's four beautiful balconies. More than a tourist apartment, an opportunity to witness the future. A home where all objects are open source and locally
Find a Isla Canela, Spain vacation rental home for your vacation. Stay at one of our rustic Isla Canela, Spain cabins, cozy cottages, or authentic condos. We have everything from large rental homes to small villas. Rent for a weekend, week, month, or entire season! Vacation rentals are great accommodations for families and large groups. Enjoy the convenience of a full kitchen and save money by eating in. Living like the locals at a vacation rental assures you an authentic travel experience. Browse our Isla Canela, Spain vacation rentals and plan your vacation today!