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This article provides a comprehensive literature review examining virtual learning in the Aotearoa New Zealand schools sector, with a specific focus on understanding and addressing the needs of Maori learners in these online environments. It begins by tracing the historical development of virtual learning in Aotearoa New Zealand -- from early correspondence courses to the emergence of e-learning clusters and increasing digital technology use. The authors highlight the differences between teaching and learning virtually compared with traditional face-to-face classrooms, exploring unique pedagogical approaches, challenges, and the support structures required for effective online instruction and student engagement. Emphasis is placed on the crucial role of fostering strong teacher--student relationships in virtual settings. The article then reviews culturally responsive pedagogies and strategies identified as effective for engaging and supporting Maori learners, and discusses potential frameworks for translating these approaches to online learning environments. The potential of virtual learning to provide more equitable educational opportunities for Maori students, particularly in rural areas, is examined. However, pre-existing socioeconomic inequalities and the digital divide exacerbated by COVID-19 are noted as barriers. Overall, the author underscores the scarcity of research specifically examining Maori students' experiences and needs in virtual learning contexts. They call for further investigation to better understand and address these gaps, striving to ensure culturally responsive and equitable virtual education opportunities for Maori learners. The paper provides a valuable synthesis of literature and insights into this important issue in Aotearoa New Zealand education.

The personnel preparation of early intervention/early childhood special educator (EI/ECSE) candidates is a pivotal stage in supporting the development of professionals who can effectively work with young children with and at-risk of developmental disabilities, their families, and other service providers. This process encompasses a multifaceted approach to equip candidates with knowledge, skills, and attitudes/dispositions to successfully work within the field. This compilation article includes multiple authors of each section who share strategies, assignments, tools, and experiences to center the Initial Practice-Based Standards for Early Interventionists/Early Childhood Special Educators (Division for Early Childhood [DEC] of the Council for Exceptional Children [CEC], 2020; hereafter referred to as the EI/ECSE Standards) and DEC's Recommended Practices (RPs). These strategies are shared through a "spiraling curriculum" framework, and progress from an awareness level to reflection of candidates' own practice. In addition, this article shares related resources to consider in planning for innovative coursework and practicum/student teaching opportunities. Specific examples of spiraling experiences to deepen learning through opportunities to introduce content aligned to RPs and EI/ECSE Standards are included.

Sex trafficking of minors is a significant problem across North America, with sizeable numbers of youth being directly or indirectly manipulated into being exploited or trafficked. Identification of these youth remains difficult, in part because of a lack of knowledge about common characteristics and in part because of victims' reluctance engaging with and trusting law enforcement enough to disclose their experiences. Given that many youth are trafficked during school-aged years, school settings may represent an ideal location to target prevention and identification efforts, especially by health-related school professionals, whose training, professional duties, and often positive relationships with youth may make the professionals trustworthy disclosure recipients. Whether such professionals are effective, though, depends on their knowledge of who is at risk for trafficking, characteristics that distinguish trafficking from other forms of harm, and effective questioning approaches to elicit disclosures from victimized youth. To document whether this knowledge exists, we surveyed 361 school-based professionals concerning their ability to identify trafficking and knowledge of trafficking, adolescent development, and interviewing youth. Although nearly all (97%) school professionals recognized general student risk in the vignettes, only 18% identified that risk as trafficking. Professionals who had prior experience with trafficked youth were more likely to recognize trafficking than those without such experience. Finally, professionals evidenced some general knowledge about the existence of trafficking, adolescent development, and interviewing, but demonstrated more limited knowledge in the most common characteristics of trafficked minors and nuanced aspects of best-practice questioning approaches. Results highlight important directions for training of school-based professionals to improve prevention and identification of a highly vulnerable and often overlooked population of victims, namely trafficked minors.

Services to children are often provided through a transdisciplinary model, particularly when students are receiving special education services and supports. Given the individual and diverse needs of these children, professionals often work collaboratively in evaluating students, interpreting results, and making recommendations for appropriate services. Professionals are expected to have prior knowledge regarding the expertise of their trans-disciplinary peers. However, they may have never been presented with this opportunity during their preparation in higher education. Therefore, a project was designed to address this deficiency at two very different locations: a university campus-based child care center, and a residential facility supporting homeless women and young children experiencing poverty. Participants were 109 undergraduate psychology students in an advanced developmental psychology class, 93 exceptional education graduate students, and 24 undergraduate speech/language pathology students. In groups consisting of students from each discipline, students completed developmental screenings on 2-3 children ranging from 1 month to 5 years of age. Results of a pre-posttest evaluation indicated that students were significantly more comfortable working in transdisciplinary collaborative groups and more interested in working in transdisciplinary groups in a future professional capacity after completing this service-learning project.

Large numbers of Americans of all ages are interested in learning more about climate change education (CCE) (Perkins et al. 2017) and high schools have the opportunity to contribute to that learning. The "Next Generation Science Standards" (NGSS Lead States 2013) attempt to address climate change for high school students across disciplines. Despite the presence of climate change in NGSS, most high schools do not dedicate a class specifically to climate change or even to Earth Science. This leaves the burden of CCE to physics, chemistry, and biology classes, which often make space for it by mentioning the topic in ancillary form. To leave students with applicable knowledge, CCE must be interdisciplinary. This allows students to address the most important questions--ones left out when CCE is just taught from an Earth Science perspective--such as "How might farmers adapt to changing climatic conditions? How might such adaptations affect the price of staple foods, such as corn or wheat?" (Monroe, Oxarart, and Plate 2013). Many articles reference what CCE should do (Chang and Pascua 2017; Monroe, Oxarart, and Plate 2013; Monroe et al. 2017; Reid 2019; Schreiner, Henriksen, and Kirkeby Hansen 2005; Stapleton 2019). None of these lists can be accomplished in passing. A stand-alone climate change course provides time for students to develop needed synthesis and skills and allows teachers in other classes to address climate change as it naturally comes up. In this case study, the authors provide evidence of that demand and propose a path for schools to deliver on it.

Throughout this practitioner-oriented paper, we provide a rationale, framework, and supporting materials to promote the development and implementation of personalized, contextualized, and holistic individualized education plans (IEPs) with a strength-based orientation. We believe that adopting strength-based IEP writing practices is vital to reconstructing students with disabilities as capable contributors to their inclusive classrooms. The use of strengths-based approaches is not necessarily new, however supporting individuals' needs in a strength-based model has been largely overlooked in special education. Despite their growing application, inclusive pedagogical approaches are largely absent in the development of strength-based IEPs for students with disabilities. IEPs remain largely deficit-focused with only surface level attention given to documenting students' strengths and abilities. When present levels academic performance statements and IEP goals are written in a deficit-oriented manner, special educators miss opportunities to see beyond the limitations and challenges that their students may face, and instead, overly focus on the shortcomings of the student. However, by adopting a strength-based approach, special educators can instead focus their attention on remediating these deficits by paying attention to the student as an individual and highlight their students' many strengths and capabilities.

Purpose: The purpose of this study was to find morphological markers with good diagnostic accuracy to identify developmental language disorders (DLD) in Spanish-English bilingual children. Method: The participants in this study included 66 Spanish-English bilingual children between the ages of 4;0 and 6;11 (years; months) with (n = 33) and without DLD (n = 33). We employed a comprehensive production task in Spanish to elicit morphological structures that have been previously found to be problematic for Spanish-speaking children with DLD. These structures included elements of nominal morphology (articles, direct object pronouns, adjectives, and plurals) and verbal morphology (verbs and the subjunctive mood). Logistic regression was used in this study to find a set of grammatical structures that most accurately predicted group membership. Results: Spanish-English bilingual children with and without DLD significantly differed from each other in their accurate production of articles, clitics, adjectives, verbs, and the subjunctive mood. Clitics, verbs, and the subjunctive mood in isolation had adequate diagnostic accuracy. A combination of verb and subjective mood accuracy best predicted group membership in this study (sensitivity of 85% and specificity of 91%). Conclusion: In addition to clitics, verbs, and the subjunctive mood, both elements of verbal morphology should be considered grammatical markers of DLD in Spanish-English bilingual children.

Adverse pregnancies outcomes present a clinical dilemma in Perinatal medicine. This is partly due to lack of accuracy of current biomarkers to predict high-risk pregnancies at an earlier stage. The placental alkaline phosphatase (PLAP) carrying extracellular vesicles (EVs), and their cargo have been reported as a source of biomarkers for placental health and an indication of pre-eclampsia progression. We postulate that PLAP is not only placental but also expressed in other fetal organs, suggesting that PLAP + ve EVs are not only a functional indicator of placental function alone. We evaluated PLAP in the placenta, fetal membranes, maternal decidua, myometrial cells, and the EVs derived from them. Various bioanalytical techniques were used to detect PLAP expressions in the cells and EVs. The EVs were characterized by size/quantity, PLAP as a cargo, and canonical EV protein markers. PLAP expression was determined in the chorion trophoblast cells (CTCs) of the fetal membranes and the placental trophoblasts; however, it was absent in the amnion layer of the fetal membranes and the maternal uterine cells used in this study. Using multiple experimental approaches, we further verified the cellular sources of PLAP and confirmed that the EVs from the chorion and placental trophoblasts contain PLAP. Our studies suggest that PLAP is not truly placental. Instead, cells of trophoblast lineage in both fetal membranes and the placenta express PLAP in cells and their EVs. Although PLAP + ve EVs for biomarkers are not exclusively placental, they still represent real-time fetal-specific tissues conditions during pregnancy. • PLAP carrying EVs cannot be considered as placental origin. • The cells of trophoblast lineage in both fetal membranes and the placenta express PLAP in cells and their EVs. • Maternal upper and lower uterine cells do not express PLAP and the EVs are negative for PLAP. [ABSTRACT FROM AUTHOR]

This research study examined the impact of COVID-19 on university students' perceptions about the effectiveness of a community-based service-learning project designed to prepare graduate students in special education and undergraduate students in psychology and speech-language pathology to work in transdisciplinary teams in early childhood settings. Students were placed into transdisciplinary teams and assigned to one of two community-based early childhood programs to administer a universal screening tool that assessed young children in several domains. The project was in its sixth year when the country stood still because of the COVID-19 pandemic. The project was re-envisioned, mid-course, to provide an equitable and rigorous assignment for students who were unable to complete the original assignment due to the lockdown. Student perceptions were compared, pre and post COVID; subsequent results are discussed in alignment with the original four goals of the project. Additionally, suggestions are posed to position this service-learning assignment for remote delivery should the pandemic persist to disrupt higher education.

In this article, I highlight resistance methods that teachers who identified as having disability studies in education and social justice identities used to uphold ideological commitments to these identities. I specifically focus on the teachers' leverage of the tactic of "working the cracks" to actively reframe disability outside of deficit-based frameworks with colleagues and in support of families. As Collins described, individuals working in bureaucratic systems (e.g., public schools) must use the cracks of the system, or insider knowledge, to find the spaces and fissures that they can work through and expand on. Educators used the cracks of the systems of special education to advocate alongside and for the inclusion of students with disabilities.

The purpose of this study was to examine the impact of clinical review bias on the coding of grammaticality in child language. Seventy-four native-English students studying communication disorders and sciences made judgments about the grammaticality of 250 utterances presented in five language samples. Each language sample included grammatical, ungrammatical, and ambiguous utterances. Participants were randomly assigned to a blind or nonblind group. The nonblind group was presented with diagnostic information, whereas the blind group was not. We employed a generalized linear mixed model to examine the binary data. Our results suggest that both blind and nonblind participants were accurate in judging grammatical and ungrammatical utterances. However, nonblind participants were slightly more likely to judge ambiguous utterances as ungrammatical when the language sample identified the child as having a language impairment, suggesting that there was an effect of clinical review bias in this study. This effect, although statistically significant, was small.

Little is known about factors impacting poor post-school outcomes for transition-age students with autism spectrum disorder. Guided by the Exploration, Preparation, Implementation, and Sustainment implementation science framework, we sought to better understand the interdependent impacts of policy, organizational, provider, and individual factors that shape the transition planning process in schools, and the subsequent process through which transition plans are implemented as youth access services and gain employment after school. We conducted focus groups with individuals with autism spectrum disorder, parents, classroom teachers, school administrators, adult service providers, and state policymakers (10 groups, N = 40). Participants described how core tenets of the individualized education planning process were not reliably implemented: planning was characterized by inappropriate goal-setting, ineffective communication, and inadequate involvement of all decision-makers needed to inform planning. After school, youth struggled to access the services stipulated in their transition plans due to inadequate planning, overburdened services, and insufficient accountability for adult service providers. Finally, a failure to include appropriate skill-building and insufficient interagency and community relationships limited efforts to gain and maintain employment. Diverse stakeholder perspectives illuminate the need for implementation efforts to target the provider, organizational, and policy levels to improve transition outcomes for individuals with autism spectrum disorder.

Purpose: The purpose of this study was to identify which morphological markers have the best diagnostic accuracy to identify developmental language disorders (DLD) in monolingual Spanish-speaking children. Method: The participants in this study included 50 Spanish-speaking monolingual children with (n = 25) and without (n = 25) DLD. Data collection took place in Mexico. Children were administered a comprehensive elicitation task that set up felicitous contexts to produce morphological structures previously identified as problematic for Spanish-speaking children with DLD: articles, direct object pronouns, adjectives, plurals, verb conjugations, and the subjunctive in Spanish. Results: Statistically significant group differences between children with and without DLD were found for all morphological structures examined but plurals. Logistic regression analyses suggested that a model that included clitic and verbs was the best model to uniquely predict group membership. This model showed sensitivity of 96% and specificity of 80%. Conclusion: Clitics and verbs should be considered morphological markers of DLD in monolingual Spanish-speaking children.

As a communication educator, the author's goal is to help students examine and understand how communication addresses--or, in this case, fails to address--public problems such as gun violence. Communication concepts can provide insight about America's bewildering debates about gun violence, and in turn, these debates can help illustrate and refine communication concepts. The unit described herein is built on the insight that America's debates about gun violence are predicated on competing senses of identity. It begins with two main activities: the first illustrates the role of identity in gun rights and gun reform advocacy emails; the second illustrates partisan reception by looking at disparate media accounts of the speech that President Obama delivered after the 2016 mass shooting in Dallas. Courses: Argumentation, deliberation, public address, rhetorical criticism, rhetorical theory, social movements. Objectives: Using debates about the problem of gun violence as an example, this unit illuminates (1) the role of identity; and (2) the role of reception--especially partisan reception--in public argument and deliberation.

This paper highlights one key finding from a larger study where researchers utilised in-depth phenomenological interviews to explore the experiences and perspectives of public school teachers who espouse a disability studies in education (DSE) and social justice teaching identity. It specifically describes the relationship found between a lack of support for DSE teaching identities and educators' choice to leave public school teaching. It highlights how the lack of consistent and authentic administrative and institutional support for teachers underlying beliefs led the majority of the participants to feel increasingly isolated from their schools, and in their work as teachers. Thus, the paper describes the specific emotions and seclusion participants experienced in attempting to enact their commitments to DSE, which in turn exacerbated participants' understanding of their place in their particular school systems and in schooling more broadly. Finally, it describes participants' desires to leave public schooling and plans for continued DSE practice.

Purpose: The current study used a case review diagnostic assessment task to examine the diagnostic decisions speech-language pathologists (SLPs) working in the United States made after reviewing child language cases. Method: Fourteen SLPs were given 5 case studies that presented either congruent or incongruent results between standardized testing and informal measures. After reviewing the assessment data, SLPs were asked to make a diagnostic decision. Results: Unanimous consensus regarding diagnostic decisions was found when the assessment data were congruent. When the data were incongruent, unanimous consensus was not achieved. Standardized testing seemed to guide the diagnostic decision. This pattern of reliance on standardized testing was evident even when 80% of SLPs reviewed informal language data. In 97% of cases, a standardized test was used to guide clinical decision making. Conclusion: Three patterns of clinical decision making in child language assessment emerged: (a) use of both standardized testing and informal measures, (b) a reported concern tool as a 1st step in the process, and (c) standardized testing as the most influential data for guiding diagnostic decisions. Although this study provides initial evidence regarding the process of diagnostic decision making, future studies should examine decision making in real time to further validate the implicit rules used during decision making.

Bees are essential pollinators for many plant species, but multiple threats exist to both managed and wild bee populations. Since bee nutrition is critical for hive and colony health, their innate foraging behaviors and food preferences are the subject of extensive study. Multiple approaches have been developed to assess bee foraging behavior and associated preferences, but these approaches are often labor-intensive and provide data on a limited number of parameters. In this manuscript, we present an improved method to quantify bee foraging preferences, including the design, build, and implementation of an inexpensive and automated feeding apparatus capable of recording (1) environmental conditions, (2) species and behavior through photos and videos, (3) foraging activity, and (4) food consumption. The efficacy of this apparatus is demonstrated through preference tests with artificial nectars, while also acknowledging the limitations of this approach. [ABSTRACT FROM AUTHOR]

The pathophysiology of Crohn's-like disease of the pouch (CDP) in patients with a history of ulcerative colitis (UC) is unknown. We examined mucosal cells from patients with and without CDP using single-cell analyses. Endoscopic samples were collected from pouch body and prepouch ileum (pouch/ileum) of 50 patients with an ileal pouch-anal anastomosis. Single-cell RNA sequencing was performed on pouch/ileal tissues of patients with normal pouch/ileum and CDP. Mass cytometry was performed on mucosal immune cells from patients with UC with normal pouch/ileum, CDP, pouchitis, and those with familial adenomatous polyposis after pouch formation. Findings were independently validated using immunohistochemistry. The cell populations/states in the pouch body differed from those in the prepouch ileum, likely secondary to increased microbial burden. Compared with the familial adenomatous polyposis pouch, the UC pouch was enriched in colitogenic immune cells even without inflammation. CDP was characterized by increases in T helper 17 cells, inflammatory fibroblasts, inflammatory monocytes, TREM1+ monocytes, clonal expansion of effector T cells, and overexpression of T helper 17 cells–inducing cytokine genes such as IL23 , IL1B , and IL6 by mononuclear phagocytes. Ligand-receptor analysis further revealed a stromal-mononuclear phagocytes-lymphocyte circuit in CDP. Integrated analysis showed that up-regulated immune mediators in CDP were similar to those in CD and pouchitis, but not UC. Additionally, CDP pouch/ileum exhibited heightened endoplasmic reticulum stress across all major cell compartments. CDP likely represents a distinct entity of inflammatory bowel disease with heightened endoplasmic reticulum stress in both immune and nonimmune cells, which may become a novel diagnostic biomarker and therapeutic target for CDP. [Display omitted] The pathophysiology of Crohn's-like disease of the pouch in patients with a prior history of ulcerative colitis is revealed and new targets to better treat this challenging condition are identified. [ABSTRACT FROM AUTHOR]

Technology changes more rapidly today than in any other point in human history. These changes affect the tools we use to perform day-to-day personal and professional tasks. Exploring Emerging Technologies for Lifelong Learning and Success (#EmTechMOOC) has been created to help adult learners with diverse backgrounds from across the globe discover tools and resources they can adapt to fit their needs in today's fast-paced world. This article examines how the 4 Cs of 21st Century Skills: communication, collaboration, creativity, and critical thinking are strengthened through #EmTechMOOC. Results from the pilot and the improvements that have been made are also addressed.

Implementation science provides guidance on adapting existing evidence based practices (EBPs) by incorporating implementation concerns from the start. Focus-group methodology was used to understand barriers and facilitators of transition planning and implementation for students with autism spectrum disorder (ASD) who often experience disparate postsecondary outcomes compared to peers. Results were used to modify an evidence-based consultation intervention originally applied to young students with ASD, called the Collaborative Model for Promoting Competence and Success (COMPASS; Ruble, Dalrymple, & McGrew, 2012). Because consultation is a multilevel EBP, two existing implementation science frameworks were used to guide adaptation: the Framework for Evidence Based Implementation and Intervention Practices (Dunst & Trivette, 2012) and the Consolidated Framework for Implementation Research (Damschroder et al., 2009). The purpose of this article is to describe a process of adaptation of COMPASS that may be useful for other implementation science studies of consultation interventions, teacher acceptability, feasibility, and burden, and parent/student satisfaction with the adapted intervention.

Individuals with amyotrophic lateral sclerosis (ALS) in later stages may rely on a variety of modalities to communicate. The current study used conversational analysis techniques to examine naturalistic face-to-face interaction between a man with late-stage ALS and his wife to understand the types of accommodations they made to ensure that successful meaning was established. Three extracts of talk were selected from a corpus of 30 videotaped interactions between a man with ALS interacting either with his wife or the first author of the study. The extracts were examined for the type of communicative resources used and the ways in which conversants worked together to maintain the temporal-sequential demands of in-person interaction. Conversants used a variety of communication modalities during their social interactions including voice, body, gestures, a speech-generating device (SGD), and the SGD screen to construct utterances for one another, establish meaning, and stay in-time. The pair were successful and maintained conversation expectations in many ways similar to those with nonimpaired voices and bodies. Conversations including an SGD are a highly coordinated and interactive affair that is experienced jointly by all conversants. In this study, the conversational partners were aware of, and sensitive to, the temporal-sequential demands of in-person interaction and the modality restrictions associated with SGD use. Clinical and device design recommendations are discussed.

The postsecondary outcomes of individuals with autism spectrum disorder (ASD) are significantly worse than peers with other disabilities. One problem is the lack of empirically-supported transition planning interventions to guide services and help produce better outcomes. We applied an implementation science approach to adapt and modify an evidence-based consultation intervention originally tested with young children called the Collaborative Model for Promoting Competence and Success (COMPASS; Ruble et al., The collaborative model for promoting competence and success for students with ASD. Springer, New York, 2012a) and evaluate it for efficacy in a randomized controlled trial for transition-age youth. Results replicated findings with younger students with ASD that IEP outcomes were higher for COMPASS compared to the placebo control group (d = 2.1). Consultant fidelity was high and teacher adherence improved over time, replicating the importance of ongoing teacher coaching.

• What is the primary question addressed by this study? What is the accuracy of DeltaScan; a portable brain state monitor that offers real-time automated artifact rejection and analysis, delivering a probability score for both acute encephalopathy and delirium in both ICU and non-ICU patients? • What is the main finding of this study? The device can detect acute encephalopathy and delirium with good discrimination statistics especially in older patients, regardless of their postoperative state, psycho-active medication use, or prior psychiatric history. • What is the meaning of the finding? The study suggests that the DeltaScan could be a valuable tool for improving delirium monitoring practices, given that delirium is often overlooked, difficult to differentiate from other psychiatric disorders, and current questionnaire-based monitoring tools suffer from inter-rater variability. To measure the diagnostic accuracy of DeltaScan: a portable real-time brain state monitor for identifying delirium, a manifestation of acute encephalopathy (AE) detectable by polymorphic delta activity (PDA) in single-channel electroencephalograms (EEGs). Prospective cross-sectional study. Six Intensive Care Units (ICU's) and 17 non-ICU departments, including a psychiatric department across 10 Dutch hospitals. 494 patients, median age 75 (IQR:64-87), 53% male, 46% in ICUs, 29% delirious. DeltaScan recorded 4-minute EEGs, using an algorithm to select the first 96 seconds of artifact-free data for PDA detection. This algorithm was trained and calibrated on two independent datasets. Initial validation of the algorithm for AE involved comparing its output with an expert EEG panel's visual inspection. The primary objective was to assess DeltaScan's accuracy in identifying delirium against a delirium expert panel's consensus. DeltaScan had a 99% success rate, rejecting 6 of the 494 EEG's due to artifacts. Performance showed and an Area Under the Receiver Operating Characteristic Curve (AUC) of 0.86 (95% CI: 0.83-0.90) for AE (sensitivity: 0.75, 95%CI=0.68-0.81, specificity: 0.87 95%CI=0.83-0.91. The AUC was 0.71 for delirium (95%CI=0.66-0.75, sensitivity: 0.61 95%CI=0.52-0.69, specificity: 72, 95%CI=0.67-0.77). Our validation aim was an NPV for delirium above 0.80 which proved to be 0.82 (95%CI: 0.77-0.86). Among 84 non-delirious psychiatric patients, DeltaScan differentiated delirium from other disorders with a 94% (95%CI: 87-98%) specificity. DeltaScan can diagnose AE at bedside and shows a clear relationship with clinical delirium. Further research is required to explore its role in predicting delirium-related outcomes. [ABSTRACT FROM AUTHOR]

Purpose: This feasibility study examines the convergent and divergent validity of the Grammaticality and Utterance Length Instrument (GLi), a tool designed to assess the grammaticality and average utterance length of a child's prerecorded story retell. Method: Three raters used the GLi to rate audio-recorded story retells from 100 English-speaking preschool children. To examine convergent validity, the results of the GLi were correlated with 2 language sample measures, mean length of utterance in words and percentage of grammatical utterances, and with the results of the Structured Photographic Expressive Language Test-Third Edition (Dawson, Stout, & Eyer, 2003). To examine divergent validity, the results of the GLi were correlated with the results of the Kaufman Brief Intelligence Test-Second Edition (Kaufman & Kaufman, 2004). Comparisons between task completion time for the GLi and Systematic Analysis of Language Transcripts (SALT; Miller & Iglesias, 2010) transcription and analysis were also conducted. Last, preliminary discriminant analysis was used to examine the diagnostic potential of the GLi. Results: The results of this study provide evidence of convergent and divergent validity for the GLi. The task completion time for the GLi was considerably shorter than the SALT transcription and analysis. Preliminary analysis of diagnostic accuracy suggests that the GLi has the potential to be a good tool to identify children with language impairment. Discussion: The GLi has good convergent and divergent validity and is a reliable instrument to assess utterance length and grammaticality of prerecorded language samples. However, SALT transcription and analysis provide a more detailed and comprehensive analysis of the language skills of a child.

Background: A cluster-randomized trial at 30 early care and education centers (Intervention = 15, waitlist Control = 15) showed the "Lunch Is in the Bag" intervention increased parents' packing of fruits, vegetables, and whole grains in their preschool children's bag lunches (parent-child dyads = 351 Intervention, 282 Control). Purpose: To examine the utility of structuring the trial's process evaluation to forecast use, sustainability, and readiness of the intervention for wider dissemination and implementation. Method: Pretrial, the research team simulated user experience to forecast use of the intervention. Multiattribute evaluation of user experience measured during the trial assessed use and sustainability of the intervention. Thematic analysis of posttrial interviews with users evaluated sustained use and readiness for wider dissemination. Results: Moderate use was forecast by the research team. Multiattribute evaluation of activity logs, surveys, and observations during the trial indicated use consistent with the forecast except that prevalence of parents reading the newsletters was greater (83% vs. 50%) and hearing their children talk about the classroom was less (4% vs. 50%) than forecast. Early care and education center-level likelihood of sustained use was projected to be near zero. Posttrial interviews indicated use was sustained at zero centers. Discussion: Structuring the efficacy trial's process evaluation as a progression of assessments of user experience produced generally accurate forecasts of use and sustainability of the intervention at the trial sites. Conclusion: This approach can assist interpretation of trial outcomes, aid decisions about dissemination of the intervention, and contribute to translational science for improving health.

The article describes how a group of student teachers understood and enacted inclusion in noninclusive school placements during a year-long teaching residency. It examines, within de Certeau's framework of tactics and strategies, how students made meaning of their placements, their understanding of university practice in relation to inclusion, and their developing teaching identities as inclusive educators. The fissure between university and school praxis, and the student's relationship to that disconnect, is at the heart of this research. Moreover, the tension between the participants' pedagogical underpinnings of what constitutes effective teaching practice' and the ways they experienced their school sites through the adoption of an inclusive ideological framework, informed how participants resisted and negotiated daily interactions within established systems and structures.

The Paris System (TPS) provides a uniform reporting system of urine cytology based on well-defined cytologic criteria. Due to their rarity, there are limited data on the utility of TPS in upper urinary tract (UUT) lesions and follow-up histology of cases with abnormal cytology. We aimed to evaluate the utility of TPS for UUT lesions by correlating the cytologic diagnoses using TPS criteria with subsequent histology. Additionally, the diagnostic utility of UroVysion (Abbott) fluorescence in situ hybridization (FISH) was assessed. A total of 148 UUT cytology specimens were retrospectively identified (2018-2022). Cytologic interpretation was performed using TPS, and then correlated with the findings of concurrent or subsequent histologic specimens. The performance of UroVysion FISH was analyzed. Sensitivity and specificity, positive predictive value (PPV) and negative predictive value (NPV) for detecting high-grade urothelial carcinoma (HGUC) were determined. Among 83 patients who had concurrent or subsequent histologic specimens, cyto-histologic discrepancy was seen in 7 cases (8.4%). The sensitivity, specificity, PPV, and NPV using TPS criteria for detecting HGUC were 87%, and 92%, 96.4%, and 73%, respectively. UroVysion FISH was performed in 21 patients with atypical cytologic findings. The sensitivity and specificity of UroVysion for detecting HGUC was 75% and 86%, respectively, while PPV and NPV were 86% and 75%, respectively. In our experience, the application of TPS criteria for reporting upper urinary cytology was reliable at detecting UUT lesions, especially HGUC. UroVysion FISH was a valuable ancillary test for detecting HGUC of UUT. • The Paris System (TPS) for reporting urinary cytology is a standardized, evidence-based reporting system and particularly focuses on the detection of high grade urothelial carcinoma. However, limited studies on the utility of TPS in upper urinary tract (UUT) lesions and follow-up histology of cases with abnormal cytology are available. • In this 5-year retrospective study, we described our experience of upper urinary tract cytology specimens with cytologic interpretation using TPS, and further correlated with histology findings and UroVysion FISH test. • A total of 83 patients had concurrent or subsequent histologic specimens and cyto-histologic discrepancy was seen in 9 cases (10.8%). The sensitivity and specificity using TPS criteria for detecting HGUC were 82% and 92%, respectively. • UroVysion FISH was performed in 21 patients with atypical cytologic findings. The sensitivity and specificity of UroVysion for detecting HGUC of UUT was 75% and 86%, respectively. [ABSTRACT FROM AUTHOR]

MicroRNA-19 (miR-19) plays a critical role in cardiac development and cardiovascular disease (CVD). We examined whether change in circulating miR-19 was associated with change in CVD risk during weight loss. This study included 509 participants with overweight or obesity from the 24-month weight-loss diet intervention study (the POUNDS Lost trial) and with available data on circulating miR-19a-3p and miR-19b-3p at baseline and 6 months. The primary outcome for this analysis was the change in atherosclerotic CVD (ASCVD) risk at 6 and 24 months, which estimates the 10-year probability of hard ASCVD events. Secondary outcomes were the changes in ASCVD risk score components. Circulating miR-19a-3p and miR-19b-3p levels significantly decreased during the initial 6-month dietary intervention period (P = 0.008, 0.0004, respectively). We found that a greater decrease in miR-19a-3p or miR-19b-3p was related to a greater reduction in ASCVD risk (β[SE] = 0.33 [0.13], P = 0.01 for miR-19a-3p; β[SE] = 0.3 [0.12], P = 0.017 for miR-19b-3p) over 6 months, independent of concurrent weight loss. Moreover, we found significant interactions between change in miR-19 and sleep disturbance on change in ASCVD risk over 24 months of intervention (P interaction = 0.01 and 0.008 for miR-19a-3p and miR-19b-3p, respectively). Participants with a greater decrease in miR-19 without sleep disturbance had a greater reduction of ASCVD risk than those with slight/moderate/great amounts of sleep disturbance. In addition, change in physical activity significantly modified the associations between change in miR-19 and change in ASCVD risk over 24 months (P interaction = 0.006 and 0.004 for miR-19a-3p and miR-19b-3p, respectively). A greater decrease in miR-19 was significantly associated with a greater reduction in ASCVD risk among participants with an increase in physical activity, while non-significant inverse associations were observed among those without an increase in physical activity. In conclusion, decreased circulating miR-19 levels during dietary weight-loss interventions were related to a significant reduction in ASCVD risk, and these associations were more evident in people with no sleep disturbance or increase in physical activity. ClinicalTrials.gov NCT00072995. [ABSTRACT FROM AUTHOR]

Pre-eclampsia with severe features (severe PreE) is associated with heart dysfunction, yet the impact beyond pregnancy, including its association with cardiomyopathic genetic polymorphisms, remains poorly understood. We aimed to characterize the temporal impact of severe PreE on heart function through the 4th trimester in women with and without deleterious cardiomyopathic genetic variants. Pregnant women were enrolled to undergo transthoracic echocardiography (TTE) in late pregnancy and 3 months postpartum. In women with severe PreE a targeted approach to identify pathogenic cardiomyopathic genetic polymorphisms was undertaken, and heart function was compared in carriers and noncarriers. Pregnant women (32 ± 4 years old, severe PreE = 14, control = 8) were enrolled between 2019 - 2021. Women with severe PreE displayed attenuated myocardial relaxation (mitral e' = 11.0 ± 2.2 vs 13.2 ± 2.3 cm/sec, P <.05) in late pregnancy, and on in-silico analysis, deleterious cardiomyopathic variants were found in 58%. At 103 ± 33 days postpartum, control women showed stability in myocardial relaxation (Mitral e' Entry: 13.2 ± 2.3 vs Postpartum: 13.9 ± 1.7cm/sec, P =.464), and genetic negative severe PreE women (G−) demonstrated recovery of diastolic function to control level (Mitral e' Entry: 11.0 ± 3.0 vs Postpartum 13.7 ± 2.8cm/sec, P <.001), unlike their genetic positive (G+) counterparts (Mitral e' Entry: 10.5 ± 1.7 vs Postpartum 10.8 ± 2.4cm/sec, P =.853). Postpartum recovery of heart function after severe PreE is attenuated in women with deleterious cardiomyopathic genetic polymorphisms. [Display omitted] [ABSTRACT FROM AUTHOR]

This article describes the potential impact that state guardianship laws may have on the transition planning process for students identified with intellectual and developmental disabilities under the Individuals with Disabilities in Education Improvement Act. The authors utilize a disability studies framework to describe how the goals of transition planning under the IDEIA--which promote autonomy and independence--appear to be in direct conflict with the goal of guardianship laws--which is to remove from young adults all or some decision making authority over their own lives. The appointment of guardians for students at the age of majority necessarily limits opportunities for students to develop decision making skills, just at the time in their lives when they should be supported by teachers and school staff to become self-determined adults. The presumption of competency as an underlying approach to all students with disabilities is discussed, and which, if used, will assist teachers, family members, and students themselves in better preparing for and successfully meeting the goals of the IDEIA. The authors suggest that parents, families and educational professionals need to be made aware of alternatives to guardianship that position the student at the center of the decision-making process in order to ensure that the goals of the IDEIA are realized for each student.

Objective: Gill lice Salmincola spp. are among the most widely reported parasites of freshwater salmonids and have been associated with recent declines in native Brook Trout Salvelinus fontinalis populations. Effective gill lice surveillance is vital for salmonid conservation success, but current survey approaches are often inadequate or problematic. We developed an environmental DNA (eDNA)‐based approach to detect the gill louse Salmincola edwardsii and explored the viability of this approach as a management tool for rapid, large‐scale gill lice surveillance at Fort McCoy, Wisconsin, USA. Methods: Reference sequences were generated from gill lice specimens collected at Fort McCoy to confirm their identify as S. edwardsii and used to design a quantitative polymerase chain reaction (qPCR) assay that targets S. edwardsii mitochondrial cytochrome c oxidase I (COI). Assay validation included in silico and in vitro sensitivity and nontarget specificity testing, and assay performance was validated in situ by sampling eDNA at sites characterized via electrofishing. Result: Molecular analysis of reference sequences confirmed S. edwardsii identity while also providing the first multi‐population assessment of genetic variation for North American Salmincola and the most taxonomically comprehensive molecular phylogeny of Lernaeopodidae to date. Salmincola edwardsii eDNA was detected at 14 of 38 sites, including 12 of 14 sites with known active infestations, with no evidence that the odds of detecting gill lice via electrofishing was greater than the odds of detections from eDNA analysis. Brook Trout presence was highly predictive of gill lice eDNA site occupancy, concordant with S. edwardsii being an obligate parasite of Salvelinus fishes. However, by expanding survey coverage via eDNA analysis, we were able to identify an isolated drainage with Brook Trout where S. edwardsii is apparently absent, confirming electrofishing observations. Conclusion: These results suggest that eDNA analysis is equivalent to electrofishing for detecting gill lice in terms of performance yet offers substantial gains in survey efficiency. Further, this study demonstrates how eDNA analysis can provide valuable intel for directing management efforts, especially when used to expand survey coverage and prioritize follow‐up conventional surveys to assess host–parasite abundance, demographics, and status. Impact statementEnvironmental DNA analysis can accurately detect gill lice, providing fisheries managers with a rapid, cost‐effective, and non‐invasive survey tool to improve understanding and management of gill lice epizootics and their impacts on vulnerable freshwater salmonids. [ABSTRACT FROM AUTHOR]

Experiments are described that introduce students to the important concepts of host-guest chemistry and size exclusion in porous metal-organic frameworks (MOFs). The experiment has been successfully carried out in both introductory and advanced-level inorganic chemistry laboratories. Students synthesized the porous MOF, alpha-Mg[subscript 3](O[subscript 2]CH)[subscript 6], and examined its ability to take up a variety of small organic molecules into its pores using [superscript 1]H NMR spectroscopy. The MOF exhibited size exclusion and students rationalized this behavior based on the structures of the organic molecules and the pore size of the MOF. (Contains 1 figure and 1 scheme.)

The role of cognitive vulnerability in the development of depressive symptoms in youth might depend on age and gender. The current study examined cognitive vulnerability models in relationship to depressive symptoms from a developmental perspective. For that purpose, 805 youth (aged 10-18, 59.9% female) completed self-report measures. Stress-reactive rumination was strongly related to depressive symptoms. Negative cognitive style (i.e., tendency to make negative inferences) in the domains of achievement and appearance was more strongly and consistently related to depressive symptoms in girls compared to boys. Negative cognitive style in the interpersonal domain was positively related to depressive symptoms in both girls and boys, except in early adolescent girls reporting few stressors. To conclude, the cognitive vulnerability-stress interaction may be moderated by the combination of age and gender in youth, which may explain inconsistent findings so far. Current findings highlight the importance of taking into account domain specifity when examining models of depression in youth. (Contains 3 tables and 1 footnote.)

The current study compares the effects of experimentally induced rumination, positive reappraisal, distancing, and acceptance on affect states in adolescents aged 13-18. Participants (N = 160) were instructed to think about a recent stressful event. Next, they received specific instructions on how to think about that event in each condition. Manipulation checks revealed that the manipulations were successful, except for acceptance. The two most reported events were "a fight" and "death of loved one". Results showed that positive reappraisal (i.e., thinking about the benefits and personal growth) caused a significantly larger increase in positive affect and decrease in negative affect compared to rumination, distancing, and acceptance. Current findings implicate that positive reappraisal seems an adequate coping strategy in the short-term, and therefore could be applied in interventions for youth experiencing difficulties managing negative affect. Future research should focus on long-term effects of these cognitive strategies and on more intensive training of acceptance. (Contains 3 tables and 1 figure.)

This study examined associations between indices of the quality of attachment relationships of adolescents with parents and peers, rumination, and symptoms of depression. More specifically, a mediation model was investigated in which rumination was hypothesized to mediate the relation between quality of attachment relations and symptoms of depression. A total of 455 high school students completed a battery of questionnaires, including quality of attachment relations, rumination, and depression. Results showed that most indices of quality of attachment relations were significantly associated with rumination and symptoms of depression. When examining the relative contribution of these variables in explaining variance in depression symptoms, trust in parents, communication with peers, and alienation from peers accounted for a significant portion of the variance in depression scores. Finally, the relation between communication with peers and depressive symptoms was fully mediated by rumination, whereas partial mediation was found for the relations between parental trust and depressive symptoms, and between alienation from peers and depressive symptoms. Implications of the findings may be that the treatment of depression in adolescence should consist of both cognitive interventions aimed at targeting ruminative thinking as well as a focus on interpersonal relationships of the adolescent with parents and peers. (Contains 3 tables.)

This study examined employer preferences for traditional versus accelerated degree graduates in the employment decision making process. A Web-based survey was used to gather N = 250 responses. The study had three dependent index variables for preference: in general, in employment screening decisions, and in hiring decisions. ANOVA was used on each dependent variable to test for mean index differences based on industry type, employer size, respondent educational attainment, and respondent degree of familiarity with accelerated degree programs. Overall, the findings suggest no practically significant differences exist in respondent preference for traditional versus accelerated degree program graduates. Employer size had no statistically significant effect on any of the three dependent variables. Employer type was significant for the general preference and hiring preference indexes. Respondent educational attainment indicated increased general preference for traditional versus accelerated degree programs in general, but the impact on screening and hiring decisions was not significant. The respondents' degree of familiarity with accelerated degree programs was statistically significant on all three dependent variables, with those having direct knowledge of accelerated degree programs indicating a stronger preference for these programs than those with little or marginal awareness. (Contains 1 figure and 4 tables.)