Although the cause of sudden unexplained death in epilepsy patients (SUDEP) is unknown, evidence implicates respiratory compromise. Most cases occur while the patient is in bed and unsupervised. We investigated the efficacy of the Medpage bed seizure monitor to detect generalized tonic-clonic seizures. Patients with a history of tonic-clonic seizures were enrolled on a video-EEG unit. The MP5 device was placed between the mattress and bed base between midnight and 8:00 a.m. 64 subjects were enrolled (1528 h). Five of eight tonic-clonic seizures were detected. There were 269 false positive alarms (146 h with false positive alarms). The sensitivity and specificity of the alarm were 62.5% and 90.4%, respectively. The negative predictive value of 99.8% illustrates the potential for this device to provide additional security for patients with tonic-clonic seizures, however individual calibration would likely be necessary to improve the positive predictive value of 3.3%, which requires further validation.

The authors provide a brief review of the instructional benefits of digital picture book use for beginning readers and present a detailed taxonomy for selecting quality picture book apps.

Children’s librarians have long recognized the value of libraries for the development of children and adolescents and have championed for appropriate funding to support programs and services targeted to children, adolescents, and families. Using data from the Institute of Museum and Library Services National Public Library Survey, this study examined the relationships between the expenditures and resources of public libraries and children’s and young adults’ use. Three groups of variables were chosen from the dataset to represent expenditures, resources, and children’s and young adults’ library use respectively. Correlation analysis results reveal that most of the expenditures and resources variables were significantly correlated with children’s and young adults’ library use in libraries of all sizes. Further, analyses of material circulation and program attendance rates reveal that children’s materials account for more than one-third of total library material circulations and 70% of public library program participants attend programs designed for children. The findings of this study provide empirical evidence to support the investment in library resources and services for children and young adults and are discussed in light of expansion of library services and programming focused on informal learning.

While storytime programs for preschool children are offered in nearly all public libraries in the United States, little is known about why adults choose to bring children to participate. This survey study gathered information from 346 parents and caregivers who attended storytime programs at 35 public libraries in three states. Parents and caregivers indicated child enjoyment of hearing stories and participating in activities and the opportunity for children to interact as the primary reasons for attending; however, differences in motivation to attend were noted by community density, relationship to the child, educational level of the adult, and length of attendance. In addition to identifying those aspects of storytimes that resonate most for children and building upon them, librarians should integrate cooperative activities that facilitate interaction. Further, librarians should take stock of their own contexts and modify programs to best address the needs of their specific community.

This article reports on the findings from a nationwide survey designed to investigate the perceptions of public library directors with regard to storytime programs. The results indicate that public library directors identify a number of reasons why storytime is important; prime among those are for encouraging children’s enjoyment of books, promoting children’s early literacy skills, and attracting patrons who might otherwise not participate in library services. The findings suggest that public library directors do not fully recognize how storytime programs might contribute to school readiness. Further, differences in library inputs to support storytime point to disparities based on library size. The implications for practice, education, and research are discussed.