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The dual-entry nature of occupational therapy has been a point of discussion for many years with explorations into the profession's support for the different degree programs and definitions of entry-level practice being the primary foci in the literature. There has been no comparison of the expectations of occupational therapy educators and practitioners of entry-level doctorate and master's students upon graduation despite differences in curricula and emphasis on advanced skills. This study utilized a descriptive quantitative survey to ask current educators and practitioners (n=124) to indicate their level of expectations of the two types of graduates for sixteen different clinical and professional skills and the level of expected mentorship upon graduation. Practitioners held the two groups of new graduates to the same expectations in all categories and anticipated they would need the same level of mentorship upon graduation. Despite equal expectations in all categories, there were six categories where at least 30% of participants indicated they held higher expectations of entry-level doctorate new graduates. These categories aligned with the doctoral capstone areas of foci. These results can set the foundation for further studies examining the congruence between expectations and new graduate readiness for the field and inform current curricula to prepare students to meet the professional expectations of their supervisors and colleagues.

In this case study we explore the concept of translational research: specifically, how common tools were employed in the context of the translational research process to design and implement a formal intervention to address racism at the individual and structural level. This approach to translational research focuses on the implementation of evidence-based interventions to address issues in communities, schools, and other organizations and is ideally suited to support researchers and practitioners in the nation's land-grant institutions. We discuss the suitability of translational research as an approach to identifying and resolving issues and implications for training and day-to-day operations of translational research organizations. Finally, we point to the necessity of incorporating principles of equity and engagement in the translational research process.

The present study aims to investigate the interplays among students' writing self-efficacy, students' research literacy, teachers' immediacy, and teachers' clarity in facilitating the writing enjoyment of EFL postgraduate students in Indonesia. This quantitative research was designed by using Partial Least Square-Structural Equation Modeling (PLS-SEM) as a model analysis. A questionnaire of 40 items adapted from previous studies was used to measure the variables. One hundred fifty EFL postgraduate students in Indonesian universities filled out the questionnaire. Path analyses demonstrated positive relationships among the variables, meaning that students' writing self-efficacy and research literacy and teachers' immediacy and clarity impacted writing enjoyment. Nevertheless, the findings demonstrated that correlations between teachers' immediacy, teachers' clarity and students' writing enjoyment are not statistically significant, indicating that teacher-related factors, namely teachers' immediacy and clarity, may not have significantly impacted students' writing enjoyment. The pedagogical implications and future research directions are examined further.

Limited research on diabetes education and support implementation in Appalachia, which is a critical knowledge gap considering barriers to care, and high prevalence rates. The aim was to understand what each facility is providing regarding diabetes education and services within West Virginia. This study reports cognitive interview qualitative findings from a multi-methods study. Individuals were recruited through an online search to identify clinics, organizations, and hospital staff that provided diabetes education in the state of West Virginia. Eligible participants were individuals who facilitated and managed diabetes education and support in counties of West Virginia. The interviews followed an 11-item interview guide, approved, and reviewed by a practicing Registered Dietitian and Certified Diabetes Care Education Specialist in West Virginia. All qualitative data from the interviews were hand-coded using grounded theory, by two researchers. 15 participating organizations from the state of West Virginia were included and described three phenomena: Diabetes Education Implementation (differences in: evaluation measures, modality, delivery format, topical areas); Barriers to Care (staffing, lack of training, evaluation, loss of research partnerships and funding); and Facilitators to Care (community-based involvement, interdisciplinary collaboration, capacity building (trainings). There are concerns with program drift and "risky" adaptations such as inconsistent evaluative measures, lack of training for program facilitators, variety of delivery formats, and content material. Findings recommend more alignment in program delivery to better implementation. Further studies should assess patient experiences with implemented diabetes education programs in West Virginia to further support the current research findings.

Recognition that schools should be responsive to children who are impacted by adversity and trauma is burgeoning internationally. However, consensus regarding the necessary components of a trauma-informed school is lacking. This research developed expert-informed and internationally relevant best-practice trauma-informed principles for schools. A four-phase methodology included (i) identification of school-relevant trauma-informed practice programs, (ii) inductive thematic analysis of the main concepts underlying programs, (iii) phrasing of draft Principles and (iv) Principle revision and finalisation via a two-round Delphi survey with international experts. Excellent agreement by experts on the importance of all Principles was achieved (round 1 [greater than or equal to] 86.4%, 2 [greater than or equal to] 92.3%). The final 'International Trauma-Informed Practice Principles for Schools' (ITIPPS) include four Overarching (A-D) and 10 Practice Principles (1-10). Summarised, these include that the school: (A) is student focussed; (B) models compassion and generosity; (C) is understanding and responsive; (D) incorporates recognition of their First Nations peoples in the school's ethos: (1) prioritises safety and wellbeing; (2) models positive relationships; (3) provides a positive culture and connects; (4) consults and collaborates; (5) supports vulnerable students; (6) teaches social and emotional learning; (7) provides trauma-informed practice training; (8) is predictable yet flexible; (9) identifies and nurtures strengths and (10) reflects, changes and grows. The ITIPPS provide clear guidance for education sectors, schools and other settings about appropriate learning environments for children and young people impacted by trauma. Research is now underway in Western Australian schools to pilot test the feasibility and impact of using the ITIPPS within a framework (thoughtfulschools.org.au) to establish trauma-informed schools.

This paper investigates the experiences of six British-trained teachers who moved from teaching GCSE in state-funded schools in England to teach in two separate English-speaking well-established traditional international schools in Northern Europe where they began to teach the International Baccalaureate's Middle Years Programme (IBMYP). The nature of the IBMYP, with its student-centred focus and conceptual framework, deviates greatly from the dominant, typically prescriptive approach of the GCSE. The demands of the IBMYP, which are represented in the IB's institutional pillars, exert significant influence over both new and experienced teachers to induce a change in identity as they gradually shift to becoming an 'IBMYP Educator'. Using semi-structured interviews and thematic data analysis, this qualitative study examines teacher identity factors and seeks to understand the process of this identity shift. Using Goffman's "Frame Analysis", the themes are presented as metaphors, helping us to realise the experience of transition, as the teachers shifted from feeling temporarily de-skilled to re-skilled. A sense of authenticity and freedom was felt to be the eventual outcome after an initial phase of being 'adrift' and in unsettled 'survival mode'.

3q29 deletion syndrome (3q29del) is associated with neuropsychiatric and neurodevelopmental phenotypes. We previously reported that graphomotor weakness is present in up to 78% of individuals with 3q29del. We have now explored nuances of the graphomotor phenotype and its association with other comorbidities in this population. Participants were recruited from the online 3q29 registry (3q29deletion.org) for two days of deep phenotyping. 32 individuals with 3q29del (62.5% male) were evaluated with the Beery-Buktenica Developmental Test of Visual-Motor Integration (VMI) to assess visual-motor integration. Participants were also evaluated with measures of cognitive ability, executive function, adaptive behavior, and school function. Males with 3q29del performed significantly worse than females on the VMI and Motor Coordination subtest. VMI performance was significantly associated with ADHD diagnosis and cognitive ability. Compared to published data from individuals with 22q11.2 deletion syndrome, individuals with 3q29del showed significantly more impairment. The 3q29 deletion is associated with substantial deficits in visual-motor integration, Visual Perception, and Motor Coordination. Our data suggests that 3q29del may qualify as a nonverbal learning disability. Future studies should assess whether individuals with 3q29del would benefit from early interventions, including occupational therapy.

Objectives: Among Aboriginal children, the year between birth and 1 year of age has the highest mortality rate compared with any other age. Prompt administration of cardiopulmonary resuscitation (CPR) leads to better outcomes and a lower likelihood of ongoing sequalae. Current education on infant CPR is not provided to parents except in certain circumstances in a neonatal intensive care unit. Currently, there are no identified CPR education courses specifically available for Aboriginal or Torres Strait Islander people, meaning that current infant CPR education courses are not culturally responsive. Design: Partnering with an Aboriginal community from the Bindjareb region of the Western Australian Noongar nation, the researchers used a co-design approach and an Aboriginal Participatory Action Research (APAR) design to explore how to deliver culturally safe and responsive infant CPR community education. This resulted in the development of the Koolangka Infant Life Saving Education Framework (KILSEF), which can be used to guide future planning and delivery of culturally safe and responsive community level infant CPR education. Results: The study findings identified that members of the Aboriginal community were very interested in receiving infant CPR education, but the barriers identified from mainstream CPR course delivery need to be removed for the community to benefit from culturally responsive ways of learning. Culturally responsive community CPR education should be provided in culturally safe places and the focus of learning should be on the practical applications of CPR and less on the academic pre-reading and written requirements. Explanations should be provided in lay terms and patience is required to communicate ideas in ways that facilitate understanding, and the course may need to be delivered over several days to accommodate community participant availability. Conclusion: Addressing Aboriginal community concerns and barriers allowed for the implementation of culturally responsive infant resuscitation education which was highly valued by community members and led to increased community confidence and participation in CPR education.

An increasing number of colleges and universities now require graduate student and faculty applicants to submit personal diversity statements for evaluation. Despite their rising use, little is known about how the personal diversity statement writing process is experienced by applicants. For White individuals in particular, their sources of egalitarian motivation may influence affective responses to writing a diversity statement given the content that is typical of these application components and the unease demonstrated in response to diversity-related contexts that is characteristic of White people with a strong external motivation to respond without prejudice. In the present study, White students at an American university participated in a personal diversity statement writing task and self-reported their motivation to respond without prejudice (in advance of the session) and affect (following the writing task). Despite prior research suggesting that they would feel otherwise, participants reported more positive affect compared to negative affect in relation to writing the diversity statement. When considering their sources of motivation, however, White individuals who were more externally motivated to respond without prejudice reported slightly more negative affect in reaction to the diversity statement writing task when compared to those low in external motivation. These findings have implications for the inclusion of personal diversity statements in candidate application materials at various levels of higher education.

Opioid overdose deaths are dramatically increasing in the United States and disproportionately affecting minority communities, with the increasing presence of fentanyl exacerbating this crisis. Developing community coalitions is a long-standing strategy used to address public health issues. However, there is a limited understanding of how coalitions operate amid a serious public health crisis. To address this gap, we leveraged data from the HEALing Communities Study (HCS)--a multisite implementation study aiming to reduce opioid overdose deaths in 67 communities. Researchers analyzed transcripts of 321 qualitative interviews conducted with members of 56 coalitions in the four states participating in the HCS. There were no a priori interests in themes, and emergent themes were identified through inductive thematic analysis and then mapped to the constructs of the Community Coalition Action Theory (CCAT). Themes emerged related to coalition development and highlighted the role of health equity in the inner workings of coalitions addressing the opioid epidemic. Coalition members reported seeing the lack of racial and ethnic diversity within their coalitions as a barrier to their work. However, when coalitions focused on health equity, they noted that their effectiveness and ability to tailor their initiatives to their communities' needs were strengthened. Based on our findings, we suggest two additions to enhance the CCAT: (a) incorporating health equity as an overarching construct that affects all stages of development, and (b) ensuring that data about individuals served are included within the pooled resource construct to enable monitoring of health equity.

Recent criticisms of large-scale summative assessments have claimed that the assessments are biased against historically excluded groups because of the assessments' lack of cultural representation. Accompanying these criticisms is a call for more culturally responsive assessments--assessments that take into account the background characteristics of the students; their beliefs, values, and ethics; their lived experiences; and everything that affects how they learn and behave and communicate. In this paper, we present provisional principles, based on a review of research, that we deem necessary for fostering cultural responsiveness in assessment. We believe the application of these principles can address the criticisms of current assessments.

Context: Simulations and standardized patient encounters (SPEs) have been increasingly used in professional athletic training programs. Recently they also have been identified as a mechanism to assess curricular content standards. Objective: To investigate how professional athletic training programs use simulations and SPEs for teaching and assessment, and barriers preventing use of these techniques. Design: Cross-sectional survey. Setting: Electronic survey. Patients or Other Participants: Forty-three professional program directors completed the survey, representing programs for doctoral, master's, and baccalaureate institutions. Data Collection and Analysis: The survey consisted of 8 demographic questions, 3 items regarding the frequency of using simulations and SPEs, 2 items regarding barriers to use, 1 item examining faculty collaborators and administrative release time, and 4 open-ended questions regarding additional uses and barriers. Cronbach [alpha] determined internal consistency, [alpha] = 0.891 to 0.911. Descriptive statistics were computed for all items. Results: Most respondents used simulations and SPEs for teaching and assessment. Simulation use occurred most in the curricular content areas of nonorthopaedic evaluation (n = 40, 97.6%), emergency care and life-threatening injuries (n = 38, 95.0%), and orthopaedic evaluation (n = 36, 87.8%). Regarding SPEs, use occurred most in the curricular content areas of orthopaedic evaluation (n = 32, 76.2%), nonorthopaedic evaluation (n = 32, 76.2%), and emergency care and life-threatening injuries (n = 28, 66.7%). Overall, a lack of faculty knowledge (4.40 ± 0.989), faculty time (4.36 ± 0.727), and financial resources for implementation (4.24 ± 1.100) were identified as barriers to use. Conclusions: Though simulations and standardized patients provide opportunities for engagement in real-time patient encounters in a safe learning environment, many educators still perceive a lack of evidence to support their use for teaching and assessment. Athletic training educators should seek mechanisms to increase the use of these techniques, as their use is important for preparing students for professional practice.

When making inferences about the mental lives of others (e.g., others' preferences), it is critical to consider the extent to which the choices we observe are constrained. Prior research on the development of this tendency indicates a contradictory pattern: Children show remarkable sensitivity to constraints in traditional experimental paradigms, yet often fail to consider real-world constraints and privilege inherent causes instead. We propose that one explanation for this discrepancy may be that real-world constraints are often stable over time and lose their salience. The present research tested whether children (N = 133, 5- to 12-year-old mostly US children; 55% female, 45% male) become "less" sensitive to an actor's constraints after first observing two constrained actors (Stable condition) versus after first observing two actors in contexts with greater choice (Not Stable condition). We crossed the "stability" of the constraint with the "type" of constraint: either the constraint was deterministic such that there was only one option available (No Other Option constraint) or, in line with many real-world constraints, the constraint was probabilistic such that there "was" another option, but it was difficult to access (Hard to Access constraint). Results indicated that children in the Stable condition became less sensitive to the probabilistic Hard to Access constraint across trials. Notably, we also found that children's sensitivity to constraints was enhanced in the Not Stable condition regardless of whether the constraint was probabilistic or deterministic. We discuss implications for children's sensitivity to real-world constraints.

Little is known about the implications of cannabis legalization on adolescent health behaviors. This study sought to examine the relationship between recreational cannabis legalization and adolescent sexual risk behaviors. Data on 371,487 respondents who have ever had sexual intercourse from 41 states in the 2005 to 2019 Youth Risk Behavior Survey was linked with data on state-level cannabis policies. Difference-in-differences logistic regression models were conducted. Recreational cannabis legalization was associated with a reduced likelihood of respondents having 2+ sexual partners (adjusted OR [aOR] 0.63, 95% CI [0.47, 0.84]), but had no association with condom use (aOR 0.94, 95% CI [0.80, 1.11]). Changing social norms around cannabis is a potential pathway linking cannabis legalization to a reduction in sexual risk behaviors.

Inclusive education in the United Arab Emirates (UAE) is evolving with ambitious policies and strategic plans. The extent to which these policies and plans are being embedded into practice in mainstream schools across the country has not been fully captured. This research used an online survey to investigate teachers' perceived competence in implementing inclusive education practices with students with disabilities in mainstream schools and explore its relationship with demographic variables. Participants included 999 teachers from public and private schools across the seven Emirates of the UAE. Greater competence was reported in implementing practices that create an environment conducive to effective learning and less competence in implementing practices that use knowledge of the student. Differences were found between demographic variables and teachers' perceived competence in implementing inclusive education practices with recent professional development in inclusive and/or special education emerging as the most significant predictor. Implications for practice and further research are considered.

In response to COVID-19, educators rapidly pivoted to new and innovative ways of delivering lecture material. The ability to host synchronous lectures on platforms like Zoom gave students continued access to classroom material in the face of an ongoing pandemic. The purpose of this study was to investigate the differences in exam scores between students attending a physiology class (PHSL3051) synchronously via Zoom or asynchronously by viewing recorded lectures posted after class. Students in PHSL3051 were evaluated with four unit exams and one cumulative final exam. Although pooled analysis of all students showed that synchronous lecture viewing positively predicted exam scores, this positive association was even larger when the data were analyzed by gender and ethnicity. For female-identified students and students of color (SOC), attending lectures synchronously was associated with average scores on every unit exam that were higher by 2.7-7.4 percentage points. Moreover, the greater a student's synchronous participation in the course throughout the semester, the better that student's performance on the cumulative final exam was likely to be. These data highlight the need to better understand how different groups of undergraduate students select and respond to different assessment methods used in the same course, which may have long-term effects on their overall performance at 4-year institutions.

The purpose of this study was to evaluate the effects of performance-based feedback delivered via email on teacher candidates' implementation of a multiple stimulus without replacement (MSWO) preference assessment with an adult confederate. Six participants enrolled in a special education teacher preparation program were recruited to participate. After exposure to an introductory MSWO training video, participant fidelity of MSWO administration was measured. Following baseline, performance feedback was delivered via e-mail to each participant after the completion of each research session. Results indicate that performance feedback delivered via e-mail improved fidelity of implementation for all six participants. Implications and future directions are discussed.

Previous research indicates that youth exhibiting antisocial behavior are at risk for utilizing a disproportionate amount of health services compared to youth without these problems. The present study investigates whether being processed by the juvenile justice system and showing callous-unemotional (CU) traits independently predict health service utilization (medical and mental health service use and out-of-home placement) over and above the severity of antisocial behavior across adolescence. A total of 766 participants who had been arrested for the first time in adolescence provided data at ten appointments over a period of seven years. Results showed that self-reported antisocial behavior at the time of arrest predicted increased use of most health service use types over the next seven years (i.e. medicine prescriptions, tests for sexually transmitted infections, mental health service appointments, and out-of-home placements). All except prescription medication use remained significant when controlling for justice system processing and CU traits. Further, justice system processing added significantly to the prediction of medical service appointments. Whereas CU traits were associated with mental health service appointments and out-of-home placements, these did not remain significant when controlling for severity of antisocial behavior. These findings are consistent with prior research documenting the health care costs of antisocial behavior.

An estimated 390 million dengue virus (DENV) infections occur each year worldwide (1), and cases are expected to increase because of vector expansion (2). In the Americas, dengue incidence has [...]