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Class of 2012 Abstract / OBJECTIVES: The overall objective of this project is to conduct an evaluation of the impact of pharmacists’ early interventions on clinical outcomes in patients with candidemia infections using a new microbiology assay, peptide nucleic acid fluorescence in situ hybridization (PNA FISH). The primary purpose of part one of the project was to evaluate timing of antifungal therapy decisions for candidemia and patient outcomes prior to implementation of the PNA FISH assay. A second part of this project will evaluate patient outcomes and timing of antifungal therapy decisions after implementation of planned pharmacists' early intervention based on candida species determination by the PNA FISH assay. METHODS: In this part one IRB-­‐approved, retrospective study, all patients with a Candida species isolated from blood at a tertiary medical center during a one-­‐year period were reviewed. Subjects were excluded from analyses if discharged alive prior to the final blood culture report for the index Candida species isolated. The time to proper antifungal therapy in relation to timing of blood culture, detection of candida growth, and determination of candida species were evaluated. The second part of this study is IRB-­‐approved and data collection is currently in progress for a second one-­‐year period after implementation of the PNA FISH assay for Candida species. During the second part of this study, designated pharmacists provided antifungal therapy recommendations based on PNA FISH results to each patient's healthcare team. RESULTS: n part one of this study, a total of 61 patients with candidemia were evaluated. The majority of candida infections were caused by either C. albicans (n=24) or C. glabrata (n=11). Prior to implementation of the PNA FISH assay, the mean time to final identification of C. albicans was 82.4 +/-­‐ 19.2 hours while the mean time for C. glabrata was 143 +/-­‐ 39.2 hours (p < 0.0001). The mean time to detection of candida growth, which is approximately the time PNA FISH assay performed in part two of project, was 31.2 +/-­‐ 19.8 hours. Planned data analysis will include comparison of time to appropriate antifungal therapy and clinical patient outcomes between part one and part two patient populations. CONCLUSIONS: The preliminary results of this part 1 of 2 studies provides the baseline data for comparison of antifungal therapy decisions for candidemia pre-­‐ and post-­‐ implementation of pharmacists' intervention based on PNA FISH results.

Several evidence-based procedures based upon operant learning principles have been developed to teach language, and for young children with autism spectrum disorder (ASD), naturalistic interventions are commonly implemented as they are both effective and developmentally appropriate. The current investigation compared contingent responsive intervention and combined intervention on the effects of language use in four children diagnosed with ASD. Results suggest that a combined intervention procedure increases target language and requests in children with simplified language (e.g., one-word phrase) as well as complex language (e.g., simple sentences).

In his 2001 publication Art and Artifact: The Museum as Medium, independent curator James Putnam coins the term ‘museum intervention’ to describe a type of artwork created by some artists as a means to critique organizing principles of the museum. Putnam’s book analyzes examples of museum interventions, including his own 1994 exhibition, Time Machine: Ancient Egypt and Contemporary Art, but fails to offer a definition for the term. This thesis analyzes the trajectory of exhibition practices leading to the publication of the new term through an examination of historical changes in museum display. The paper then analyzes examples of museum intervention included in Putnam’s book in order to develop a definition for the term. The paper examines Time Machine in relation to the new definition and, contrary to Putnam’s assertions, concludes that the exhibition is not a museum intervention.

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School engagement has emerged as a consistent target variable in prevention and intervention efforts to improve student achievement and reduce risk of dropout. This dissertation study analyzed several student-level and intervention-level characteristics as potential predictors of student response to school engagement interventions. Participants included 757 6th graders who were a part of a large-scale, comprehensive intervention project for Oregon middle schoolers. The results of the current study indicated that students’ baseline school engagement (as measured by the Student Engagement Instrument), Limited English Proficiency (LEP) Status, and school district significantly predicted response. Implications for research and practice are discussed.