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Cheat sheet
Synthesizing research, cheat sheet.
PSY 311: Research Methods
When we synthesize the literature we write about behavior and phenomena not about specific researchers or their specific studies. As the Lecture Video demonstrates, when we synthesize the literature we write sentences such as
- “ Phoney painkillers can lessen our pain ” rather than writing the sentence, “A study by Colloca and Bendetti (2006) showed that phoney painkillers can lessen our ”
- “ Phoney alcohol can lead us to do things we might otherwise resist ” rather than the sentence, “Cheong and Negate (1999) found that phoney alcohol can lead us to do things we might otherwise ”
- “ Phoney feedback can even cause us to shed body fat ” rather than “It has been found that phoney feedback can even cause us to shed body ”
When we synthesize the literature, rather than MadLibbing it, we DO write sentences such as
- Cognitive Dissonance’s range extends from maze running in rats (Lawrence & Festinger, 1962) to the development of values in children (Aronson & Carlsmith, 1963); from the hunger of college sophomores (Brehm et al., 1964) to the proselytizing behavior of religious zealots (Festinger et al., 1956).”
When we synthesize the literature, rather than MadLibbing it, we DON’T write sentences such as “Lawrence and Festinger (1962) reported that cognitive dissonance occurs in rats” OR
“In a recent study, Aronson and Carlsmith (1963) found that cognitive dissonance affects the development of values in children” OR
“It has been revealed that college sophomores show cognitive dissonance (Brehm et al. 1964)” OR “Cognitive Dissonance has been found to occur in religious zealots (Festinger et al. 1956).”
IF you find yourself
- making the grammatical subject of your sentence researchers’ names (“Yi and Ortega found …” or “Williams et reported …” ) or making the grammatical subject “some researchers” (“Some researchers have shown …”) or “some research,” “much research,” “recent research” (e.g., “Recent research has shown …”);
- using expressions such “It was found …” or “It was reported …” or “It was shown …” or “It was revealed …” (and their parallel expressions, e.g., “[Something] has been found/reported/shown/revealed…”);
- using the words “Significant results have been found for …” or “Significant results have been reported for …” or “Significant results have been shown for …”
you’re probably NOT synthesizing the literature. But you want TO synthesize the literature!
Synthesizing the literature means writing about behavior and phenomena, rather than MadLibbing the literature, which looks like you’ve filled in the blanks with the researchers’ names, the number of participants, the task they used, and the like, as though you were playing the game of MadLibs.
The reason why you are learning in this course how to synthesize the literature rather than MadLib it is synthesizing the literature will make your writing more enjoyable for others to read.
- About Erin Sundseth Ross, PhD, CCC-SLP
- Mission and Values
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Communication Skills for Teamwork within the NICU Culture
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Critical Review of Literature Cheat Sheet
$ 10.00
Worksheet to help you review articles. What should you be looking for? This worksheet steps you through the sections of an article, and provides you with questions to critically review articles. (note: this is access for one year)
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This downloadable resource is for nurses, speech/language pathologists, physical and occupational therapists working with infants in the hospital, the NICU, the rehabilitation center and/or the home more critically review the evidence when reading research articles. Dr. Ross has taken her expertise in Health Services Research and created this fillable form to guide the practitioner through the process of a critical review.
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Continuing Education
SOFFI® Online Certificate Course:
ASHA: This course is offered for 1.3 ASHA CEUs (Intermediate Level, Professional content area). This course will focus on the SOFFI® Method and will not discuss other similar or related treatments. This course is not offered for partial credit. Each agenda item must be completed and quiz passed before you may move to the next section of the course. Completion of all 12 sections and quizzes passed is needed to award ASHA CEU’s. ASHA MEMBERS: You MUST provide your ASHA number at the time you register, and complete all of the quizzes within the stated timeframe to receive your CEUs. Members who do not provide their ASHA number at the time of registration will not be sent to ASHA for CEU credit.
AOTA: Feeding Fundamentals, LLC is an AOTA Approved Provider of professional development. PD activity approval ID# 03389 This Distance Learning – Independent event is offered at 1.3 CEUs, Intermediate, Foundational Knowledge/Occupational Therapy Service Delivery. The assignment of AOTA CEUs does not imply endorsement of specific course content, products, or clinical procedures by AOTA or indicate AOTA approval of a certification or other professional recognition.
SOFFI® Virtual “LIVE” Course:
ASHA: This course is offered for 1.55 ASHA CEUs (Intermediate Level, Professional content area). This course will focus on the SOFFI® Method and will not discuss other similar or related treatments. This course is not offered for partial credit. Full attendance and passed grade on quiz is needed to award ASHA CEU’s
AOTA: Feeding Fundamentals, LLC is an AOTA Approved Provider of professional development. PD activity approval ID# 03389 This Distance Learning – Interactive event is offered at 1.3 CEUs, Intermediate, Foundational Knowledge/Occupational Therapy Service Delivery. The assignment of AOTA CEUs does not imply endorsement of specific course content, products, or clinical procedures by AOTA or indicate AOTA approval of a certification or other professional recognition.
While the content is the same for each of these offerings, the virtual live course offers a chance for interaction and questions/answers. It therefore is scheduled as such.
Gastro-esophageal Reflux: When to worry and what to do:
ASHA: This course is offered for .15 ASHA CEUs (Intermediate Level, Professional content area). This course will focus on the SOFFI® Method and will not discuss other similar or related treatments. This course is not offered for partial credit. Full attendance and attestation that the entire webinar was viewed is needed to award ASHA CEU’s. ASHA MEMBERS: You MUST provide your ASHA number at the time you register, and complete all of the quizzes within the stated timeframe to receive your CEUs. Members who do not provide their ASHA number at the time of registration will not be sent to ASHA for CEU credit.
AOTA: Feeding Fundamentals, LLC is an AOTA Approved Provider of professional development. PD activity approval ID# 03913 This Distance Learning – Independent event is offered at 0.2 CEUs, Intermediate, Foundational Knowledge/Occupational Therapy Service Delivery. The assignment of AOTA CEUs does not imply endorsement of specific course content, products, or clinical procedures by AOTA.
A Structured Approach to Critical Thinking: RINGGCAST
ASHA: Start date April 5, 2022. This course is offered for 0.3 ASHA CEUs (Intermediate Level, Professional content area). This course will focus on RINGGCAST and the SOFFI® Method and will not discuss other similar or related treatments. This course is not offered for partial credit.
AOTA: Feeding Fundamentals, LLC is an AOTA Approved Provider of professional development. PD activity approval ID# 03409. This Distance Learning – Independent event is offered at 0.3 CEUs, Intermediate, Foundational Knowledge/Occupational Therapy Service Delivery. The assignment of AOTA CEUs does not imply endorsement of specific course content, products, or clinical procedures by AOTA.
ASHA: Start date April 5, 2022. This course is offered for 0.2 ASHA CEUs (Intermediate Level, Professional content area). This course is not offered for partial credit.
AOTA: Feeding Fundamentals, LLC is an AOTA Approved Provider of professional development. PD activity approval ID# 4067. This Distance Learning – Independent event is offered at 0.2 CEUs, Intermediate, Occupational Therapy Service Delivery. The assignment of AOTA CEUs does not imply endorsement of specific course content, products, or clinical procedures by AOTA.
Speakers/Disclosures
Dr. Erin Sundseth Ross is a Speech Pathologist with a Doctoral degree in Clinical Sciences – Health Services Research. She completed a two-year post-doctoral training in the Section of Nutrition and is an Assistant Clinical Professor in the School of Medicine, Department of Pediatrics, at the University of Colorado Denver. She is also on faculty at the Rocky Mountain University of Health Professions. Dr. Ross has over 30 years of experience working in the NICU within several HealthONE hospitals, and with older children when she was at the SOS Feeding Solutions clinic in Denver, Colorado. Dr. Ross is the creator of SOFFI®, a feeding program for use in the NICU. She has specialized in the development of feeding skills, and the etiology and treatment of feeding and growth problems in infants and very young children from initial hospitalization through the first 5 years of life.
Statement of Financial Disclosures for Speaker: Dr. Erin Ross is a paid consultant for Nestec Ltd and Intertek, and is a paid speaker for Toomey and Associates. She owns intellectual property as the principal owner of Feeding Fundamentals, LLC., and created and receives a salary as compensation for SOFFI® and all other live and recorded trainings.
Statement of Non-financial Disclosure for Speaker: Dr. Ross is the Chair of the Advocacy Pillar of Feeding Matters, which is a voluntary position.
Attendance & Policies In order to achieve the intended Learning Outcomes and to satisfy the completion requirements for the conference and Continuing Education Units, learners are expected to attend the live conference or view the entire online workshop. Not attending/viewing the workshop in its entirety will cause the learner to miss crucial information needed to be able to correctly use the specific topic area. Upon completion of the course/online workshop, and evaluation and a test will be assigned that covers the information taught within the course/online workshop. The attendee will be asked to verify they are the same person who attended and who is taking the test. ASHA Members must provide their ASHA number at the time of registration. Failing to provide the ASHA number will result in no CEUs provided as we will not know you are an ASHA member and we need to fulfill our obligations for timely reporting.
Complaint Policy & Procedures Feeding Fundamentals, LLC views complaints as an opportunity to learn and improve future programs and resources, as well as a chance to put things right for the person or organization that has made the complaint. Please read the full Complaint Policy and Resolution Procedures
Feeding Fundamentals, LLC and Toomey & Associates, Inc, complies with ADA provisions. Every effort will be made to accommodate requests. If you require special accommodations or need assistance, please contact Gina Gass at [email protected] We request that requests be made at least two weeks in advance of any live conference.
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Development of The Oral Motor System - Quiz
Your information.
- Name * First Last
- Professional license number (examples: ASHA, AOTA, NANN)
- Mature and Immature
- Sensory and Motor
- Mechano and Chemo
- Alpha and Beta
- Poor weight gain in those in the oral stimulation arm
- Better transition to solid foods
- Less facial defensive behaviors
- Enjoyment of hands-to-mouth
- Compression
- Breast milk
- 34 ½ weeks PMA
- 35 ½ weeks PMA
- 36 ½ weeks PMA
- 37 ½ weeks PMA
- Oral stimulation
- Co-regulatory approach
- Both C and D
- Fewer desaturations with breast feeding compared to bottle feeding
- Smaller volumes
- More frequent feedings
- None of the above
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Interventions to Support Homeostasis During Oral Feedings using SOFFI® - Quiz
- More volume in a shorter amount of time (efficiency)
- Parents are more satisfied
- Lower length of stay for infants
- Slowing the flow rate
- Regulated Pacing
- Talking to other people, singing and rocking while feeding
- Pre- and post-test weights
- Waiting until the infant is over 34 weeks to begin and oral experiences
- Avoiding pacifiers in the NICU and after discharged
- Using only expressed mother’s milk and not donor human milk
- When the infant loses homeostasis (is no longer physiologically stable), or is tired or has finished
- Based ONLY on whether the infant has taken the entire bottle
- ONLY after the baby has tried eating for a full 30 minutes
- Hydrostatic pressure
- Expense of the bottle
- Where you purchase the bottle
- Fast and Slow
- Regulated and Rested
- Consistent and Intermittent
- Premie and Ultrapremie
- If the baby is drooling
- Before the infant loses homeostasis, shows signs of distress
- If the infant chokes/coughs
- After 12 sucks without a breath
- Are accurate ways to determine transfer of milk at breast
- Make mothers want to stop breast feeding
- Help mothers be reassured that their baby is eating enough
- Both A and C
- A, B, and C
Supplemental Tube Feeding Considerations - Quiz
- More facial defensive behaviors
- Better eating skill development than with G-Tubes
- More sinus infections
- Less stomach problems
- Whether the tube was placed as a PEG or a Gastrostomy surgery
- Exposure to taste and textures during sensitive periods
- The number of times it comes out of the baby
- Whether the parents put the tube in or professionals do
- Middle school
- Elementary school
- Complementary feeding (beginning of purees/solids)
- A referral to gastro-enterology
- A change in rate of infusion
- A change in volume
- All of the above
Interventions to Support Internal Regulation using SOFFI®- Quiz
- A feeding where the infant takes a whole bottle even if desaturating
- A feeding where the infant maintains homeostasis
- A feeding where the infant stays awake even if you have to wake them up
- Stop the feeding and help the infant regain stability; decide if the infant can continue
- Just keep increasing the oxygen
- Tell the next shift to try something else
- Stop the feeding and put the baby back to bed and leave- without re-stabilizing them
- Reduces maternal postpartum depression symptoms
- Helps to establish breastfeeding
- Increases parental sensitivity to infant cues
- Increased stability
- Decreased pain
- Fewer REMs sleeps
- A door or a shield for privacy and regulating socializing
- Having only staff feed the baby
- Turning on the television in the room
- Having medical rounds in the room during a feeding
- Every 20 minutes
- Every 1 hour
- Every 4 hours
- Letting a baby sleep for up to 5 hours between feedings
- Dads can bring it from home
- It decreases clinical sepsis
- It never goes bad- does not need to be kept cold
- They may help a baby transition from tube to oral feedings
- They help a baby keep calm or calm down
- They may help with weight gain
Evidence Base for SOFFI® - Quiz
- Physiologic stability
- Motor stability
- Behavioral state stability
- The monitors
- The infant’s observable behaviors
- The baby’s sucking
- Parental confidence
- Feeding problems
- Arching with meals
- Spitting/vomiting
- A Feeding Therapist
The BROSS Approach - Quiz
- Alternating
- Stability in Bed with Handling
- The caregiver needs to intervene to help the infant regain physiologic stability
- The baby can eat an entire bottle
- The baby stays calm and happy
- The baby is breathing within a sucking burst
- Alternating one oral feeding with one gavage feeding
- Alternating breathing pauses with sucking bursts – not breathing within the sucking burst
- Alternating breast then bottle feeding within a feeding
- Alternating right side and left side at the breast
- The ability to integrate social interaction during feeding
- Needing to integrate the feeder’s help to breathe while eating
- Integrating crying when upset
- Integrating the baby into the family unit
- Coordinating sucking/swallowing and breathing that is rhythmic and predictable
- Coordinating the transition between breast and bottle feeding
- Coordinating across multiple different bottle systems
- Coordinating feeding schedules
Understanding the Language of the Newborn - Quiz
- Motor behaviors
- Physiologic changes
- Changes in awake/asleep/fussing
- Appropriate digestion
- Rounded posture with tucked extremities
- Calm, alert state
- Drowsy state
- Unclear whether infant is alert or asleep
- Respiratory rate between 40-60 breaths/minute
- Muscle energy
- Both A and B
- Full range of behavioral states
- Rapid transitions in states
- Non-nutritive sucking
Medical Issues that Impact Oral Feeding Skills - Quiz
- Gastro-intestinal reflux disease
- Neurologic disorders
- Teenage mothers
- Lower birth weight
- Absent parents
- Adoptive situation
- Longer transition to full oral feedings
- Increased time spent awake
- Increased neurologic problems
- Increased vomiting
- Babies spend more time playing
- Difficulty with weight gain
- Laryngomalacia
- Vocal fold nodules
- Tracheal cleft
- Less than 5%
Development of Feeding Across the First Year - Quiz
- Downward-forward growth of the mandible
- Increased space in the oral cavity and oro-pharynx
- Growth of the tongue
- Ability to remain engaged in the feeding
- Ability to demand prior to the feedings
- Ability to grow
- Ability to transition from breast to bottle feedings easily
- Gross/fine motor skills, oral motor skills and sensory skills
- Emotional/cognitive/self-regulatory skills
- Parent skills
- Finger splays
- Hands to mouth
- Reflexive grasps
- Playing with toys
- Need to track pieces and changes in the visual inputs during eating
- Taste is bigger and there is more head shifting during chewing
- Textured foods may have sound as you chew them
- Multi-Directional
- Failure to adjust for prematurity
- Desire to offer sweet foods
Development of Internal Regulation and Feeding - Quiz
- Breathing slows in rate during sucking bursts
- Staff won’t try an infant on NCPAP
- Babies get tired during feeding
- Parents are afraid
- Teenage mother
- Patent ductus arteriosus
- Siblings present during feedings
- 5-7 weeks gestation
- 8-10 weeks gestation
- 11-13 weeks gestation
- 15-17 weeks gestation
- Conserves energy
- Slows the heart rate
- Relaxes the sphincter muscles in the GI tract
- Increases intestinal and gland activity
- At the front of the mouth
- On the inside of the lower lip
- On the dorsal surface of the tongue
- On the cheeks
Homeostasis as the Foundation for Feeding - Quiz
- Maintain Internal Regulation
- Tolerate the environment
- Look at your parent
- Escape/Avoidance behaviors
- Attention seeking
- Manipulative
- Low frequency sounds
- Tastes from the amniotic fluid
- Support for flexion of the arms and legs
- All the above
- External demands
- Medication delivery
- Maternal milk
- Conditioned response
- Conditioned stimulus
- Unconditioned response
- Unconditioned stimulus
Supporting Parents and Infants During Early Feedings in the NICU - Quiz
- Support during a period of training or development
- They include parents in decision-making.
- They encourage parents to get enough rest
- They help parents provide for their infant
- They tell families to go home and take a break
- Understand the cues of their baby
- Watch the monitor
- Provide stability for their baby’s motor system
- Provide rest breaks
- A, C, and D
- Adjusting volume/schedule
- Managing other children
- Getting all of the household things done
- Paying bills
- Picking a bottle system
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Cheatsheet to Library Resources for the Literature Review: Overview
Library resources for the literature review, library tips for the literature review: exhausting the literature, how to find a gap in the literature, psyc 9000 library lab, advanced library research for psychology students, one-on-one help for doctoral study and dissertation students, where to get help.
The Walden Library has a number of resources to help you with your Literature Review.
The best place to start is the Library's Guide to Capstone Literature Reviews .
Once you've had a look at that, feel free to explore some of the other resources available such as webinars, or make an appointment with a Librarian to talk more about your research strategy.
How do you know when you have exhausted the literature for your literature review? We'll explore advanced search techniques to make sure that you have been exposed to all literature in the field on your topic and discuss some indicators that you have reached the finish line.
Video: Exhausting the Literature (YouTube)
Recorded May 2018 (36 min 19 sec) Transcript
- Slides: Exhausting the Literature Note: slide 5 removed due to outdated links
- Checklist for Exhausting the Literature for Literature Review ok 2022
In this webinar designed for Ph.D. students, we will discuss a five-step strategy for using exploratory library research to find a gap in the literature followed by a practical demonstration in the Walden Library databases.
Video: How to Find a Gap in the Literature (YouTube)
Recorded May 2018 (50 min 22 sec) Transcript
- Slides: How to Find a Gap in the Literature
Covers how to conduct library research for the dissertation, including finding a gap, how to search the databases, how and when to use Google Scholar, and also how you know when you have exhausted the literature.
Video: PSYC 9000 Library Lab (YouTube)
Recorded April 2018 (80 min 15 sec)
- Slides: PSYC 9000 Library Lab
- PSYC 9000 Library Lab Transcript
Learn more advanced strategies to get relevant results in our psychology databases. This also covers how to effectively use Thoreau (the Library's multi-database search tool), Google Scholar, and how to search for methodologies and theories.
Video: Advanced Library Research for Psychology Students (YouTube)
Recorded March 2020 (56 min 13 sec) Transcript
- Doctoral Research Appointments Doctoral study and dissertation students can make an appointment to speak one-on-one with a librarian liaison in their subject area. These appointments are offered in order to brainstorm and develop effective research strategies for the dissertation or doctoral study literature review. Appointments are 30-minutes long and can be held via phone or email.
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