Search

Supplemental material, sj-docx-1-jei-10.1177_10538151231155411 for Small-Group Emergent Literacy Intervention Dosage in Preschool: Patterns and Predictors by Shayne B. Piasta, Alida Hudson, Robin Sayers, Jessica A. R. Logan, Kandia Lewis, Cynthia M. Zettler-Greeley and Laura L. Bailet in Journal of Early Intervention

This project, "Bird Behaviors within the Prairie Pothole Region", was completed in 2022 by United Tribes Technical College Students who participated in our HDR Earth Data Science Corps (EDSC) summer internship, which focuses on teaching technical data science skills to diverse student populations.

Supplemental material, sj-docx-1-jei-10.1177_10538151231155411 for Small-Group Emergent Literacy Intervention Dosage in Preschool: Patterns and Predictors by Shayne B. Piasta, Alida Hudson, Robin Sayers, Jessica A. R. Logan, Kandia Lewis, Cynthia M. Zettler-Greeley and Laura L. Bailet in Journal of Early Intervention

UTTC students present their group project, "Bird Behaviors within the Prairie Pothole Region", which was completed in 2022 for the HDR Earth Data Science Corps summer internship.

Presenting metascientific research on the results of a survey of devleopmental science researchers and their data managment and data sharing beliefs and practices. Presentation given at the 2023 Society for Research in Child Development conference.

Creative Curriculum is one of the most commonly used curricula in preschool classrooms in the U.S. Despite its widespread usage, little is known about the variability of teacher practices and children's learning experiences within classrooms using this curriculum. The first aim of this project is to understand how teachers' implementation of evidence-based language and literacy practices and children's opportunities for learning vary in classrooms that use Creative Curriculum. The second is to examine how teacher's background characteristics moderate associations between teachers' implementation of evidence-based language and literacy practices and children's opportunities for learning and children's early language and literacy gains. Results will provide a better understanding of variability in teacher practices and children's experiences within classroom using Creative Curriculum and will shed light on the ways in which malleable factors shape children's language and literacy gains in these classrooms.

Language input is important for children’s language learning (Hadley et al., 2022a; Rowe & Snow, 2020). In the context of the preschool classroom, this includes the linguistic features of teacher and child talk during routine classroom activities, such as circle/large group time. Circle/large group time is a fairly ubiquitous aspect of the preschool day (Cutler et al., 2022) and a potentially rich opportunity for promoting children’s language learning (Bustamante et al., 2018; Cabell et al., 2013; Dickinson et al., 2014; Zhang et al., 2015). Yet, the literature is limited with respect to understanding language input during circle/large group time and how this may be associated with children’s language learning. In this exploratory study, we will address three aims: (1) Characterize the linguistic features of teacher and child talk in the fall and spring during circle/large group time, including stability over time; (2) Explore associations between these linguistic features and children’s language learning; and (3) Explore whether associations are moderated by children’s initial language skills. Findings may identify malleable aspects of the classroom linguistic environment for better supporting children’s language development and also help address inconsistencies in prior work examining associations between teacher talk and child language learning.

The preschool years are important for children’s literacy development in the foundational areas of print knowledge, phonological awareness, oral language, and emergent writing (National Early Literacy Panel [NELP], 2008). Many children who demonstrate risk for later reading difficulties benefit from early targeted literacy small-group interventions (Bailet et al., 2009, 2013; Ehri, 2001; Goldstein et al., 2017; Gonzalez et al., 2011; Kelley et al., 2015; Kruse et al., 2015; Lonigan, Farver, et al., 2011; Pollard-Durodola et al., 2016; Zettler-Greeley et al., 2018). However, as not all children benefit from these targeted interventions it is worth investigating under what contexts and for whom an intervention promotes positive outcomes (Kim, 2019). Broadly, the bioecological framework posits that the environment where learning occurs interacts with the learner; thereby, contributing to skill development (Bronfenbrenner & Morris, 2006). Two primary environments that support child literacy development are the classroom and home environments (Crosnoe et al., 2010; Snow et al., 1998). Importantly, children at-risk for later reading difficulties benefit from literacy-enriched classroom and home environments (Crosnoe et al., 2010). The classroom environment is composed of physical (e.g., reading and writing centers) and/or instructional supports (e.g., modeling language) that contribute to child print knowledge (Guo et al., 2012; Xu et al., 2014), phonological awareness (Phillips et al., 2008), vocabulary (Lane & Allen, 2010; Xu et al., 2014), and emergent writing (Guo et al., 2012; Zhang et al., 2015). Within the home environment, engaging in code-focused teaching and/or shared reading activities contributes to child literacy skill growth in print knowledge (Hindman & Morrison, 2012; Hood et al., 2008), phonological awareness (Foy & Mann, 2003), vocabulary (Hood et al., 2008; Sénéchal & LeFevre, 2002), and emergent writing including letter writing (Puranik et al., 2018). These two environments provide varied literacy experiences that each may contribute to a child’s literacy development to promote positive outcomes. In the current study, the physical and instructional supports of the classroom environment and the literacy activities (i.e., code-focused teaching and shared reading) engaged in the home environment will be examined. However, much of the classroom and home environment literature has focused on a variable-centered approach to explaining the association between these environments and child literacy skills. The primary aim of this study is to use a person-centered approach to examine how characteristics of the classroom and home environments may jointly contribute to child literacy skill gains for children at-risk for reading difficulties.

This study examines the activity structure of preschool classrooms and the extent to which the activity structure predicts children’s language gains.

Children’s early understanding of mathematics provides a foundation for later success in school. Identifying ways to enhance mathematical instruction is crucial to understanding the ideal ways to promote academic success. Previous work has identified mathematical language (i.e., the words and concepts related to early mathematical development such as more, same, or similar) as a key mechanism that can be targeted to improve children’s development of early numeracy skills (e.g., counting, cardinality, and addition). Current recommendations suggest a combination of numeracy instruction and quantitative mathematical language instruction to promote numeracy skills. However, there is limited direct support of this recommendation. The goal of the proposed study is to compare the unique and combined effects of each type of instruction on children’s numeracy skills in the context of picture book reading. We will recruit at least 220 children (ages 3 to 5) who will be randomly assigned to one of four conditions where they will work with trained project staff who will read picture books targeting: (1) quantitative mathematical language only (e.g., more or less), (2) exact numeracy only (e.g., cardinality, addition), (3) a combination of quantitative mathematical language and exact numeracy, or (4) a non-numerical (control) picture book. Contrasts between conditions will be used to investigate the unique and combined effects of quantitative mathematical language and exact numeracy instruction on children’s quantitative mathematical language and numeracy skills. The results will advance our understanding of children’s development of numeracy skills and instructional processes.

Preregistration of a study of the relationship between preschool teachers’ language and literacy knowledge, self-efficacy, and children’s emergent literacy development.

The purpose of this study is to examine associations between children's language gains in preschool and reading outcomes in elementary school and to identify malleable classroom factors that are associated with children's language gains. Children's early language development is important for their school readiness and later reading success. Researchers will use secondary data and collect primary data to identify and examine policies and classroom processes and practices to determine malleable factors that support children's language development in center-based early childhood classrooms.

Hackathon products from the SIPS 2021 annual meeting. We welcomed to this session anyone who has ever thought about missing data or who wants to learn more. Our goal was to collectively procure a list of resources, decisional guidelines, and software code on multiple imputation and missing data.

Preregistration of a study of whether any effects of the Nemours Brightstart! Curriculum vary by subgroups of preschool children.

The goal of this paper is to examine how policy-malleable factors are associated with children's language gains across one year of early childhood care and education.

This study aims to identify data management practices of education researchers and examine how these activities are related to open science principles.

Alphabet knowledge, as measured during early childhood, is an important indicator of later reading success and difficulties (National Early Literacy Panel, 2008; Piasta et al., 2012). Although most children eventually master letter names and letter sounds, developmental patterns in children’s alphabet learning may matter for later outcomes (Heilmann et al., 2018; Piasta, Logan, Farley, et al., 2022; Torppa et al., 2006). For example, some children may have initially lower levels of alphabet knowledge in the fall of preschool, perhaps due to limited learning opportunities to that point, yet readily learn letter names and sounds across the preschool year. Other children with initially lower levels of alphabet knowledge may not make much progress, which may signal difficulties with orthographic or phonological processing. As such, both levels and learning of alphabet knowledge may be important to consider. In the current study, we conceptually replicate and extend emerging work examining profiles of young children’s alphabet learning and associations with later outcomes. First, we use a large sample of preschool children who are and are not identified as at-risk for later reading difficulties and apply a person-centered approach to determine whether we are able to replicate prior profiles of alphabet knowledge and learning. The person-centered approach allows for consideration of measures of both initial level and gain in alphabet knowledge, such that we can consider levels and learning, and overcomes statistical limitations inherent to measures on which mastery is expected. Previous studies have identified profiles that comprised (a) children who had initially high alphabet knowledge and little gain due to ceiling effects/mastery, (b) children who had lower alphabet knowledge initially but exhibited substantial learning over time, and (c) children who had lower alphabet knowledge initially and minimal learning over time (Piasta, Logan, Farley, et al., 2022; Torppa et al., 2006). Second, we extend prior work by closely examining the profiles of alphabet learning exhibited by children identified as at-risk for reading difficulties and determining whether profile membership predicts their word identification, word attack, and spelling skills 1.5 years later. Torppa et al. (2006) found that letter name knowledge profiles predicted Grade 1 reading skills, and Piasta, Logan, Farley, et al. (2022) found that letter name and letter sound profiles predicted literacy skills at kindergarten entry, even when profiles did not differ substantially in initial alphabet knowledge levels. We specifically test three hypotheses derived from this available literature. In addition to furthering understanding of alphabet development, findings have research and practice implications for early literacy assessment, progress monitoring, and risk identification.

Presentation at the 2022 EHE Research Forum, College of Education and Human Ecology, The Ohio State University. Data management is crucial to any research involving quantitative data. However, little is known about how data management activities are accomplished and the extent to which researchers have received training in these areas within the education field. To fill this gap, this study describes the data management activities of education researchers.

Poster from Earth Lab and ESIIL Education teams for AGU 2022 (Chicago, IL).

Oral language is critical for academic success, including skilled reading comprehension (Dickinson et al., 2010; Gough & Tunmer, 1986; Hjetland et al., 2020; Language and Reading Research Consortium, 2015). Language is recognized as a foundational emergent literacy skill (Whitehurst & Lonigan, 1998) and included in early learning standards (Daily et al., 2010; Wright et al., 2021). It is thus a key target of early childhood education. Yet, current research characterizes classroom language practices as less than ideal (Cabell et al., 2013; Justice et al., 2008; Pelatti et al., 2014), many efforts to better support language learning in the preschool context have had limited success (Chiang et al., 2017; Dickinson, 2011; Language and Reading Research Consortium et al., 2022; Piasta et al., 2020, 2022), and few curricula/interventions have evidence of improving language (Goldfeld et al., 2022; Schachter et al., 2020). To date, recommended practices and curricula/intervention development have largely been drawn from research conducted outside the preschool classroom (e.g., see Hoff, 2009; Owens, 2016) and focused on general language-promoting strategies (e.g., recasts, expansions, asking open-ended questions; Cleave et al., 2015; Hoff-Ginsberg, 1986; Pence Turnbull et al., 2009; Zucker et al., 2010), linguistic features of teacher and child talk (Hadley et al., 2022), and interactive shared book reading practices (Mol et al., 2009). As an alternative, in our prior work, we drew on the “beating the odds” and “effective teachers” research literature (Pressley et al., 1996; Taylor et al., 2000; Taylor et al., 1999; Wharton McDonald et al., 1998) to qualitatively identify characteristics that differentiated preschool classrooms in which children made higher or lower language gains. We found that generativity in classroom practices distinguished the higher language gains classrooms, as characterized by (1) cohesive integration of systems of concepts and cognitive challenge, (2) explicit guidance and opportunities to practice/apply knowledge, (3) flexibility and adaptivity, and (4) targeting and consolidation of concepts, skills, and/or processes across activities (Cutler et al., 2023). We subsequently operationalized these themes and concepts into the Generative Early Language Practices (GELP) coding system, which uses interval- and event-based coding to capture the frequency of generative language practices in classrooms. In this study, we examine whether classroom generativity, as measured by the GELP, predicts individual children’s latent language gains.

Supplemental material, sj-docx-1-ldx-10.1177_00222194221079355 for Small-Group, Emergent Literacy Intervention Under Two Implementation Models: Intent-to-Treat and Dosage Effects for Preschoolers At-Risk for Reading Difficulties by Shayne B. Piasta, Jessica A. R. Logan, Cynthia M. Zettler-Greeley, Laura L. Bailet, Kandia Lewis and Leiah J. G. Thomas in Journal of Learning Disabilities

Lighting talk presented at the 2022 Unconference on Open Scholarship Practices in Education Research. In this talk, we discuss the connection between data management and open science in the context of educational research. We present the findings on researchers’ preparation in data management and their confidence in their data management activities. Furthermore, we demonstrate the relationship between data management practices and open science principles.

In modeling student achievement across multiple years, children’s classroom memberships shift and create complex data structures. Several statistical methods are available to account for shifting upper-level memberships, but they have been designed for use with school memberships. Can these methods be used to fit the smaller sample sizes within classrooms?

Talk given to the Behavior Genetics Association on how I have incorporated the racist history of statistics into statistics teaching.

Presentation given at the Society for the Scientific Study of Reading conference in July 2021. Data sharing is relatively new to the fields of education and developmental science, but it is becoming increasingly more in demand. In this talk, I describe some steps to take to prepare your data for sharing, describe a data repository, and how you can find data that have already been shared.

A version of a talk introducing the listener to the way to ask research questions using latent class or profile analysis, including examples from published literature. I also provide Mplus code to run the models yourself. These slides are from a research workshop given in 2016.

The Center for Open Science (COS) will create an ECR Data Resource Hub to facilitate rigorous and reproducible research practices such as data sharing and study registration. The Hub will integrate training materials, infrastructure, community engagement, and innovation in research to advance rigorous research skills and behavior across the STEM education research community. The Hub will foster innovation in open and reproducible research practices for the breadth of research activities in education including experimental, observational, longitudinal, and qualitative methods. Finally, the Hub will connect the STEM education research community with neighboring communities to leverage shared insights and knowledge building.

This is a one hour workshop that I gave to the Ohio State University Research methodology center in the College of Education and Human Ecology. It reviews how to approach a power analysis when designing a research study. Analyses considered here are based in a regression-based framework, and include both single-level and multi-level research designs.

Presentation describing some of the methods I use for establishing good data collection practices. Includes information on data management plans, which are now required for most federal grant agencies. A well-documented data collection, management, processing, and cleaning plan implemented when data is being collected is an excellent foundation for preparing data to be shared in an online repository.

Reference to accompany poster

This storyboard was presented at the Global Implementation Conference on Monday September 16, 2019 in Glasgow Scotland

Reference to accompany poster

Poster presented at the National Research Conference on Early Childhood, 2018.

This brief presentation provides an overview of the What Works Clearinghouse (WWC), and an introduction to the standards handbook for evidence in experimental and quasi-experimental designs. The WWC standards handbook is now used to review all ingoing efficacy or effectiveness grants to the Institute of Education Sciences, and proposed projects must meet strict criteria to be eligible for funding. This presentation reviews why the WWC exists, why it reviews studies, and what design elements constitute the three different tiers of evidence standards: Meets standards without reservation, meets standards with reservation, or does not meet standards.

Little is known about why people differ in their levels of academic motivation. This study explored the etiology of individual differences in enjoyment and self-perceived ability for several school subjects in nearly 13,000 twins aged 9 to 16 from 6 countries. The results showed a striking consistency across ages, school subjects, and cultures. Contrary to common belief, enjoyment of learning and children’s perceptions of their competence were no less heritable than cognitive ability. Genetic factors explained approximately 40% of the variance and all of the observed twins’ similarity in academic motivation. Shared environmental factors, such as home or classroom, did not contribute to the twin’s similarity in academic motivation. Environmental influences stemmed entirely from individual specific experiences.

Studies have suggested genetic and environmental influences on overall level of early reading whereas the larger reading literature has shown environmental influences on the rate of growth of early reading skills. This study is the first to examine the genetic and environmental influences on both initial level of performance and rate of subsequent growth in early reading.Participants were drawn from the Western Reserve Reading Project, a study of 314 twin pairs based in Ohio. Twins were assessed via three annual home visits during early elementary school. Assessments included word identification, letter identification, pseudoword decoding, expressive vocabulary, phoneme awareness, and rapid naming. Measures were analyzed using latent growth curve modeling.The heritability of initial performance (latent intercept) ranged from h(2) = .38 for word identification to h(2) = .72 for rapid naming. Shared environment ranged from c(2) = .11 for rapid naming to c(2) = .62 for word identification. The heritability of the rate of subsequent growth (latent slope) was statistically significant for rapid naming h(2) = .58 and phoneme awareness h(2) = .20. Shared environment accounted for nearly 100% of variance in rate of growth for word identification, letter identification and pseudoword decoding, and was statistically significant and large for phoneme awareness (c(2) = .80). Genetic variance for rapid naming and phoneme awareness latent slopes overlapped entirely with genetic variance on the intercepts. In contrast, one-third to two-thirds of the shared environmental variance on the slope was independent from the shared environmental variance on the intercept.Genetic influences were related primarily to those already present at the initial level of performance. In contrast, shared environmental influences affecting rate of growth were both predicted by and independent from initial levels of performance. Results suggested that growth in early reading skills is amenable to family, school, or other environmental influences as reading skills develop.

Frontal contributions to cognitive decline in aging were explored using functional MRI. Frontal regions active in younger adults during self-initiated (intentional) memory encoding were under-recruited in older adults. Older adults showed less activity in anterior-ventral regions associated with controlled use of semantic information. Under-recruitment was reversed by requiring semantic elaboration suggesting it stemmed from difficulty in spontaneous recruitment of available frontal resources. In addition, older adults recruited multiple frontal regions in a nonselective manner for both verbal and nonverbal materials. Lack of selectivity was not reversed during semantically directed encoding even when under-recruitment was diminished. These findings suggest two separate forms of age-associated change in frontal cortex: under-recruitment and nonselective recruitment. The former is reversible and potentially amenable to cognitive training; the latter may reflect a less malleable change associated with cognitive decline in advanced aging.

Refereed/Peer-reviewed Cutaneous melanoma is one of the most aggressive forms of skin cancer, with the development of advanced stage disease resulting in a high rate of patient mortality. Accurate diagnosis of melanoma at an early stage is essential to improve patient outcomes, as this enables treatment before the cancer has metastasised. Histopathologic analysis is the current gold standard for melanoma diagnosis, but this can be subjective due to discordance in interpreting the morphological heterogeneity in melanoma and other skin lesions. Immunohistochemistry (IHC) is sometimes employed as an adjunct to conventional histology, but it remains occasionally difficult to distinguish some benign melanocytic lesions and melanoma. Importantly, the complex morphology and lack of specific biomarkers that identify key elements of melanoma pathogenesis can make an accurate confirmation of diagnosis challenging. We review the diagnostic constraints of melanoma heterogeneity and discuss issues with interpreting routine histology and problems with current melanoma markers. Innovative approaches are required to find effective biomarkers to enhance patient management.

On November 30, 2022, OpenAI enabled public access to ChatGPT, a next-generation artificial intelligence with a highly sophisticated ability to write, solve coding issues, and answer questions. This communication draws attention to the prospect that ChatGPT and its successors will become important virtual assistants to patients and health-care providers. In our assessments, ranging from answering basic fact-based questions to responding to complex clinical questions, ChatGPT demonstrated a remarkable ability to formulate interpretable responses, which appeared to minimize the likelihood of alarm compared with Google’s feature snippet. Arguably, the ChatGPT use case presents an urgent need for regulators and health-care professionals to be involved in developing standards for minimum quality and to raise patient awareness of current limitations of emerging artificial intelligence assistants. This commentary aims to raise awareness at the tipping point of a paradigm shift.

Simple summary: A novel biomarker panel (Appl1, Sortilin and Syndecan-1) was demonstrated as a strong independent predictor for both clinical and biochemical recurrence outcomes, with a higher prediction performance than traditional grading. This suggests that panel-derived patient reclassifications improve risk stratification. Gleason scoring is used within a five-tier risk stratification system to guide therapeutic decisions for patients with prostate cancer. This study aimed to compare the predictive performance of routine H&E or biomarker-assisted ISUP (International Society of Urological Pathology) grade grouping for assessing the risk of biochemical recurrence (BCR) and clinical recurrence (CR) in patients with prostate cancer. This retrospective study was an assessment of 114 men with prostate cancer who provided radical prostatectomy samples to the Australian Prostate Cancer Bioresource between 2006 and 2014. The prediction of CR was the primary outcome (median time to CR 79.8 months), and BCR was assessed as a secondary outcome (median time to BCR 41.7 months). The associations of (1) H&E ISUP grade groups and (2) modified ISUP grade groups informed by the Appl1, Sortilin and Syndecan-1 immunohistochemistry (IHC) labelling were modelled with BCR and CR using Cox proportional hazard approaches. IHC-assisted grading was more predictive than H&E for BCR (C-statistic 0.63 vs. 0.59) and CR (C-statistic 0.71 vs. 0.66). On adjusted analysis, IHC-assisted ISUP grading was independently associated with both outcome measures. IHC-assisted ISUP grading using the biomarker panel was an independent predictor of individual BCR and CR. Prospective studies are needed to further validate this biomarker technology and to define BCR and CR associations in real-world cohorts. Refereed/Peer-reviewed

Diagnosis and assessment of patients with prostate cancer is dependent on accurate interpretation and grading of histopathology. However, morphology does not necessarily reflect the complex biological changes occurring in prostate cancer disease progression, and current biomarkers have demonstrated limited clinical utility in patient assessment. This study aimed to develop biomarkers that accurately define prostate cancer biology by distinguishing specific pathological features that enable reliable interpretation of pathology for accurate Gleason grading of patients. Online gene expression databases were interrogated and a pathogenic pathway for prostate cancer was identified. The protein expression of key genes in the pathway, including adaptor protein containing a pleckstrin homology (PH) domain, phosphotyrosine-binding (PTB) domain, and leucine zipper motif 1 (Appl1), Sortilin and Syndecan-1, was examined by immunohistochemistry (IHC) in a pilot study of 29 patients with prostate cancer, using monoclonal antibodies designed against unique epitopes. Appl1, Sortilin, and Syndecan-1 expression was first assessed in a tissue microarray cohort of 112 patient samples, demonstrating that the monoclonal antibodies clearly illustrate gland morphologies. To determine the impact of a novel IHC-assisted interpretation (the utility of Appl1, Sortilin, and Syndecan-1 labelling as a panel) of Gleason grading, versus standard haematoxylin and eosin (H&E) Gleason grade assignment, a radical prostatectomy sample cohort comprising 114 patients was assessed. In comparison to H&E, the utility of the biomarker panel reduced subjectivity in interpretation of prostate cancer tissue morphology and improved the reliability of pathology assessment, resulting in Gleason grade redistribution for 41% of patient samples. Importantly, for equivocal IHC-assisted labelling and H&E staining results, the cancer morphology interpretation could be more accurately applied upon re-review of the H&E tissue sections. This study addresses a key issue in the field of prostate cancer pathology by presenting a novel combination of three biomarkers and has the potential to transform clinical pathology practice by standardising the interpretation of the tissue morphology. Refereed/Peer-reviewed

Immune checkpoint inhibitors (ICIs) are now a cornerstone of advanced non-small cell lung cancer (NSCLC) treatment. However, heterogeneity in ICI benefit is significant, and it is increasingly apparent that resistance is likely multifactorial. Refereed/Peer-reviewed

Fluorescence microscopy has become a critical tool for researchers to understand biological processes at the cellular level. Micrographs from fixed and live-cell imaging procedures feature in a plethora of scientific articles for the field of cell biology, but the complexities of fluorescence microscopy as an imaging tool can sometimes be overlooked or misunderstood. This review seeks to cover the three fundamental considerations when designing fluorescence microscopy experiments: (1) hardware availability; (2) amenability of biological models to fluorescence microscopy; and (3) suitability of imaging agents for intended applications. This review will help equip the reader to make judicious decisions when designing fluorescence microscopy experiments that deliver high-resolution and informative images for cell biology. Refereed/Peer-reviewed

Background: Proton pump inhibitors (PPIs) are commonly used concomitant to cancer treatment and they induce gut microbiota changes. It is increasingly apparent that gut dysbiosis can reduce the effectiveness of immune checkpoint inhibitors(ICI). However, little is known about PPI effects on outcomes with ICIs, particularly in combination, ICI approaches. Methods: Post hoc, Cox proportional hazard analysis of phase III trial, IMpower150 was conducted to assess the association between PPI use and overall survival (OS) and progression-free survival (PFS) in chemotherapy-naive, metastatic non-squamous non-small cell lung cancer participants randomised atezolizumab plus carboplatin plus paclitaxel (ACP), bevacizumab plus carboplatin plus paclitaxel (BCP), or atezolizumab plus BCP (ABCP). PPI use was defined as any PPI administration between 30 days prior and 30 days after treatment initiation. Results: Of 1202 participants, 441 (37%) received a PPI. PPI use was independently associated with worse OS (n = 748; hazard ratio (HR) [95% confidence interval (CI)] = 1.53 [1.21–1.95], P < 0.001) and PFS (1.34 [1.12–1.61], P = 0.002) in the pooled atezolizumab arms (ACP plus ABCP). This association was not apparent for BCP (n = 368; OS 1.01 [0.73–1.39], P = 0.969; PFS 0.97[0.76–1.25], P = 0.827). The observed OS treatment effect (HR 95% CI) of the atezolizumab (ACP plus ABCP) arms vs BCP was 1.03(0.77–1.36) for PPI users compared to 0.68 (0.54–0.86) for non-users (P [interaction] = 0.028). A similar association was noted for ABCP vs BCP (PPI users 0.96 [0.68–1.35]; PPI non-users 0.66 [0.50–0.87]; P [interaction] = 0.095). Conclusions: PPI use was a negative prognostic marker in patients treated with ACP or ABCP, but not BCP. The analysis suggests that PPIs negatively influence the magnitude of ICI efficacy. Refereed/Peer-reviewed