Piquette-Tomei, Noëlla

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    Visual impediments to learning
    (Optometric Extension Program Foundation, 2013) Piquette-Tomei, Noëlla A.; Boulet, Charles
    Cognition, learning, and motor planning are dependent upon accurate encoding of stimuli from the environment. If there is an error in, or an impediment to, sensory perception, higher cognitive functions, such as reading, memory, emotional awareness, and impulse control can be affected. In schools, deficiencies of the visual process impede and impair reading acquisition and learning and influence other behavior. Children are affected by different types of functional impediments to eyesight and visual function. The degree to which children are impacted varies according to the depth and nature of the impediments present, and to some degree to socioeconomic status. Some children are at a greater disadvantage simply because of the greater visual demands of the neo-traditional classroom. These visual impediments to learning (VIL) are rarely detected in common sight screenings and are associated with limited socioeconomic success and increased criminality. Significant VIL limit academic and life outcomes, with some ethnicities affected by a greater prevalence of reading-impairing impediments. This presents difficulties for various public agencies at all levels of government. To complicate matters further, children who are affected by vision difficulties will most often not report the problem, nor will VIL be detected during standard pediatric or psychoeducational assessment. VIL are described in brief, as is how they alter children’s academic outcomes, health, and behavior. A model of sufficient vision care in the prevention and management of most vision-related learning and behavioral difficulties is proposed. The position is advanced that ensuring adequate vision management for children entering the 12-year academic cycle is a matter of fundamental human rights.
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    A cluster randomized control field trial of the ABRACADABRA web-based reading technology: replication and extension of basic findings
    (Frontiers, 2014) Piquette-Tomei, Noëlla A.; Savage, Robert S.; Abrami, Philip C.
    The present paper reports a cluster randomized control trial evaluation of teaching using ABRACADABRA (ABRA), an evidence-based and web-based literacy intervention (http://abralite.concordia.ca) with 107 kindergarten and 96 grade 1 children in 24 classes (12 intervention 12 control classes) from all 12 elementary schools in one school district in Canada. Children in the intervention condition received 10 - 12 h of whole class instruction using ABRA between pre- and post-test. Hierarchical linear modeling of post-test results showed significant gains in letter-sound knowledge for intervention classrooms over control classrooms. In addition, medium effect sizes were evident for three of five outcome measures favoring the intervention: letter-sound knowledge (d = +0.66), phonological blending (d = +0.52), and word reading (d = +0.52), over effect sizes for regular teaching. It is concluded that regular teaching with ABRA technology adds significantly to literacy in the early elementary years.
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    Getting the right grasp on executive function
    (Frontiers, 2014) Gonzalez, Claudia L. R.; Mills, Kelly J.; Genee, Inge; Li, Fangfang; Piquette-Tomei, Noëlla A.; Rosen, Nicole; Gibb, Robbin L.
    Executive Function (EF) refers to important socio-emotional and cognitive skills that are known to be highly correlated with both academic and life success. EF is a blanket term that is considered to include self-regulation, working memory, and planning. Recent studies have shown a relationship between EF and motor control. The emergence of motor control coincides with that of EF, hence understanding the relationship between these two domains could have significant implications for early detection and remediation of later EF deficits. The purpose of the current study was to investigate this relationship in young children. This study incorporated the Behavioral Rating Inventory of Executive Function (BRIEF) and two motor assessments with a focus on precision grasping to test this hypothesis.The BRIEF is comprised of two indices of EF: (1) the Behavioral Regulation Index (BRI) containing three subscales: Inhibit, Shift,and Emotional Control; (2) the Metacognition Index (MI) containing five subscales: Initiate, Working Memory, Plan/Organize, Organization of Materials, and Monitor. A global executive composite (GEC) is derived from the two indices. In this study, right-handed children aged 5–6 and 9–10 were asked to: grasp-to-construct (Lego®models); and grasp-to-place (wooden blocks), while their parents completed the BRIEF questionnaire. Analysis of results indicated significant correlations between the strength of right hand preference for grasping and numerous elements of the BRIEF including the BRI, MI, and GEC. Specifically, the more the right hand was used for grasping the better the EF ratings. In addition, patterns of space-use correlated with the GEC in several subscales of the BRIEF. Finally and remarkably, the results also showed a reciprocal relationship between hand and space use for grasping and EF. These findings are discussed with respect to: (1) the developmental overlap of motor and executive functions; (2) detection of EF deficits through tasks that measure lateralization of hand and space use; and (3) the possibility of using motor interventions to remediate EF deficits.
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    Journaling ... explored as an effective counseling tool with women gamblers
    (Paradigm, 2011) Piquette-Tomei, Noëlla A.; Dwyer, Sonya Corbin; Buckle, Jennifer L.; McCaslin, Evelyn
    With ever-increasing opportunities to gamble and a record number of women reporting problem gambling, evidence-based treatment protocols closing the gap between research and practice are required to best treat female gamblers. One tool with the potential to enhance gambling treatment is journaling.
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    Women and Gambling Addiction
    (Saturday Mornings with Joy Keys, 2010-03-06) Piquette-Tomei, Noëlla A.; Rugle, Lorie; Keys, Joy
    This item is a sound recording of the March 6, 2010 episode of "Saturday Mornings with Joy Key" entitled "Women and Gambling Addiction". Guests are Noëlla Piquette-Tomei, Ph.D., Associate Professor at the University of Lethbridge and Lorie Rugle, Ph.D., Director of Problem Gambling Services (PGS) with the Department of Mental Health and Addiction Services for the State of Connecticut. Saturday Mornings with Joy Keys is an interactive, live Internet talk-radio show that focuses on providing people with tools to enrich and advance their lives mentally, physically and emotionally.