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This quasi-experimental study examines the effectiveness of a psychoeducational group intervention program consisting of psychoeducation sessions and group exercises based on psychodrama warm-up activities resulting from the needs of public sector call center agents in the workplace. Forty municipality call center employees from two municipalities (intervention and control groups) completed pre- and post-test measures before and after the intervention program. Within the scope of the study in sociodemographic form, the Brief Psychological Resilience Scale (BPRS), Maslach Burnout Inventory (MBI), Warwick-Edinburgh Mental Well-Being Scale (WEMWBS), Organization-Based Self-Esteem Scale (OBSES), Group Cohesion Scale (GCS), and Group Atmosphere Scale (GAS) were used. A follow-up session and follow-up test for the intervention group took place one month after the completion of the intervention sessions. The intervention group showed significant pre-to-post-test short-term effects on psychological resilience and pre-to-follow-up long-term effects on group atmosphere scores. However, there was no significant change in burnout, well-being, or organization-based self-esteem scores. Moreover, no significant difference was noted in the control group from pre- to post-test, except for the decrease in the group atmosphere scores.

Brightpoint's HyFlex Pilot Program was a year-long project funded by the Online Virginia Network (OVN) to support faculty in the design and delivery of an actual HyFlex course. The cohort consisted of faculty who teach in the biology, architecture, early childhood, and web design disciplines. Participants worked in collaboration with one another and the Center for Teaching and Learning. In the following essay, members of the 2021-22 pilot cohort will reflect on their experiences learning and implementing a HyFlex approach in their courses. Each author will share challenges and successes as well as conclusions with implications for practice by colleagues statewide.

Federal second chance Pell grants were recently made widely available to incarcerated students in the United States to fund undergraduate education. Piedmont Virginia Community College was a pilot site for this expansion and began full scale implementation of transfer-oriented associate degrees at three correctional centers in its service area. The college did not have a biology laboratory curriculum that would meet general education requirements and be feasible in a correctional center, where students do not have internet access or even reliable computer (word processing or spreadsheet) access and where materials are restricted for entry. This paper will serve to introduce the laboratory curriculum that was created to accompany a non-majors general biology laboratory course with materials that were pre-approved to pass through security screening in at least one local correctional facility. The lab manual (at this link) contains student information and instructions as well as a linked suite of files, photos, sample data, and instructions for any instructor to quickly deploy with just a USB flash drive and facility laptop (with no internet). Incarcerated PVCC students enrolled in this course benefit from a hands-on lab experience that mirrors the on-campus lab as much as possible. We hope that by publishing this laboratory manual, we might assist others in developing high quality laboratory experiences for incarcerated students. Every student deserves a second chance.

Polarization is increasingly impacting Extension's work in communities. Extension has untapped potential to address division and lack of civility by building civic infrastructure and skills for constructive dialogue. We describe a pilot program that began as a one-off event and grew into a series organized by University of Wisconsin-Madison Division of Extension in partnership with Braver Angels, a national organization applying research-based skills to building bridges. We report on the series structure and content, its goals, and the impacts on participants. We suggest that Extension has the mission, capacity, opportunity, and responsibility to engage in skill-building for Public Issues Education.

The lives and learning experiences of high school students are increasingly intertwined with online activities. With the global trend of Education 4.0, equipping students with digital skills is essential, including the capacity for online social-emotional skills. Someone with social-emotional skills knows how to turn social media into a useful tool, providing opportunities for personal development. This study focuses on developing social-emotional competence for high school students in the context of the Education 4.0 trend. The project has developed a learning program consisting of 6 common social-emotional skill themes for both virtual and real environments and implemented a test on 34 students. Using experimental evaluation methods, classroom observation, and quantitative methods were employed to assess the effectiveness of the program. The results indicate a significant improvement in students' social-emotional competence, with an average score post-experiment of 3.7397. Our experimental model also achieved 63.6% of CASEL criteria for organizing social-emotional competence. Therefore, the study has strengthened the findings and achievements in the development of social-emotional competence training in the fields of educational psychology in Vietnam.

The effectiveness of providing Written Corrective Feedback (WCF) in English as a Foreign Language (EFL) classrooms to enhance students' general writing skills has been well-established. With the advent of various feedback modes in modern classrooms, this pilot study aimed to explore EFL students' perceptions and preferences regarding the effectiveness of three distinct feedback modes: peer feedback, artificial intelligence (AI), and teacher feedback. The study also aimed to determine the distribution of feedback across specific writing components, while accounting for revisions made. Fifteen pairs of participants completed a short writing task and received WCF from peers, followed by an AI tool (ChatGPT), and finally from their teacher. Subsequent revisions to their writing were made after each feedback mode. Using a qualitative approach via survey analysis, findings indicate that participants perceived both ChatGPT and teacher feedback as effective, with peer feedback also being generally regarded as effective by most participants. Preferences lean towards teacher WCF and a combination of teacher and ChatGPT WCF. Additionally, the study identified feedback distribution across writing components, with implications discussed for refining EFL classroom feedback practices.

In recent years, children and adolescents have spent more time sitting and engaging in less physical activity than recommended by health authorities. Despite widespread efforts to promote physical activity through school-based programs, the impact of specific intervention programs often remains untested. Therefore, in this pilot study, the effects of a national school-based physical activity program were assessed. A sample of 80 first- and second-grade primary school students aged between 7 and 9 years (M = 7.95, SD = 0.44) of eight classes was cluster randomly assigned to either the experimental group (EG; classroom-based physical activity breaks) or the control group (CG; conventional school lessons). Primary outcomes included objective measurements of sedentary behaviour, step counts, and moderate-to-vigorous physical activity (MVPA) during the intervention. Secondary outcomes encompassed assessments of aerobic fitness performance, executive functions, academic achievement, and scholastic well-being before and after the 20-week intervention. The results indicate that students of the EG spent less time sedentary and took more steps during school mornings than their counterparts of the CG. The physical activity program resulted in a 630-step increase and a 10-minute reduction in sitting time daily. However, there were no effects on MVPA level, aerobic fitness performance, or cognitive functions (including executive functions and academic achievement). The implications of these findings are discussed in light of comprehensive school physical activity approaches.

Adolescence is a critical period for developing social and emotional habits important for mental well-being (Kessler et al., 2005). Half of all mental health conditions start by age 14, and the average delay between onset of symptoms and intervention is eight to ten years (Wang et al., 2007). Youth with mental health conditions are particularly vulnerable to social exclusion, discrimination, stigma, educational difficulties, risk-taking behaviors, and worsening physical health. Youth often do not get the help they need due to ongoing stigma and barriers in accessing mental health treatment. For example, in Wisconsin, 30% of the population live in a county designated as a Health Professional Shortage Area (Health Resources & Services Administration, 2023).

An objective structured clinical examination (OSCE) has been recognised as a reliable but workload-intensive assessment method across health sciences studies. Though a variety of digital marking tools have been employed to improve marking and feedback provision for OSCEs, many of these require specialist software or maintenance. This pilot study examines the development and trialling of Microsoft Forms as a marking and feedback instrument for an OSCE within a Sport and Exercise Therapy module. This study aims to assess whether the use of a non-specialist digital tool, such as Microsoft Forms, might be able overcome limitations in current assessment procedures and ultimately provide a more effective method for marking and feedback provision for an OSCE. Results from OSCE examiners (N = 8) and students (N = 30) who participated in the pilot indicate that Microsoft Forms does have the potential to provide a more effective experience for examiners and ultimately improve upon feedback provision for students when compared with a paper-based marking tool. However, concerns around the form's ease-of-use may ultimately influence its adoption as a marking instrument above current paper-based methods.

This practice report describes a higher education practice to support the aspiration of students while supporting their well-being. The use of Motivational Interviewing (MI), an evidence-based conversational style, in faculty-student conversations can meet the psychological needs of students in consideration of their self-determination. This approach is gaining interest in higher education practice and emerging within published literature. This report suggests goal attainment is a worthy outcome that aligns with MI and provides a report of a small-scale pilot study. The advancement of school-based MI practices for college student development is encouraged. Implications, helpful and formative literature, and future research opportunities are provided.

This paper reflects on the process of designing and implementing an update to the "Introduction to Information Technology" course at Bentley University, a business university in New England. Driven by a university-wide curriculum reform initiative and following best practices from digital literacy frameworks and IS model curricula, the new CS 100 course, entitled "Solving Business Problems with Information Technology," shifted emphasis from a personal computing context to exploring small business applications of technology. Students networked with university alumni at "Topics in Tech" presentations, where they learned about career options as information technology professionals. The authors describe the pilot courses that led to proposing a new CS 100 course and reflect its challenges and successes. Challenges included meeting the university's goal of transfer friendliness, scaling from a few pilots to multiple sections, consistency of course delivery, and evaluating assessment. Successes include placing course topics in a business context, introducing current technologies, and providing opportunities for students to learn about career opportunities and experiences from university alumni. The paper also describes how CS 100 aligns with the university's student learning goals for the new curriculum. These include developing future-focused skills, encouraging curiosity and critical analysis, communicating and collaborating in different settings, and demonstrating understanding of issues related to ethical use of technology.

Out-of-school time (OST) programs serving predominantly racialized minority communities can help reduce racial disparities in STEM as they provide a culturally affirming learning environment that includes supportive staff of similar ethnic identities as the youth. However, staff at OST programs located in underserved communities that serve racially minoritized youth, often have limited academic credentials and have constrained opportunities for social mobility. These staff's contributions to informal science learning have largely been neglected by research. A staff mentoring program was piloted to provide professional development in STEM education for racially minoritized staff also referred to as youth development professionals or specialists, at an OST learning organization located in the Midwestern US, that serves predominantly African American low-income communities. The pilot paired three racially minoritized part-time staff (mentees) with three full-time staff including educators and program leaders (mentors) for year-long mentoring relationships. Qualitative data collection tools were used to examine the impact of the pilot program on participants. Results indicate numerous gains for participants including personal and professional skills. These findings contribute to the broader literature on mentoring and suggest that the mentorship program represents a model for access to STEM educational and professional development for OST staff in racially minoritized underserved communities.

This pilot study aims to assess the acceptability of Open University's training platform called Gamified Intelligent Cyber Aptitude and Skills Training course (GICAST), as a means of improving cybersecurity knowledge, attitudes, and behaviours in undergraduate students using both quantitative and qualitative methods. A mixed-methods, pre-post experimental design was employed. 43 self-selected participants were recruited via an online register and posters at the university (excluding IT related courses). Participants completed the Human Aspects of Information Security Questionnaire (HAIS-Q) and Fear of Missing Out (FoMO) Scale. They then completed all games and quizzes in the GICAST course before repeating the HAIS-Q and FoMO scales as well as several open-ended questions. Pre-training HAIS-Q Knowledge, Attitude and Behaviour all improved from 'reasonable' pre-training levels to become 'very high' following training with large effect sizes estimated. FoMO improved to a lesser degree but also predicted the degree of HAIS-Q improvement suggesting it is relevant to the impact of this training course. Qualitatively, five key themes were generated: enjoyment, engagement, usability of GICAST, content relevance, and perceived educational efficacy. Overall, sentiment towards training was very positive as an enjoyable engaging and usable course. GICAST was found to be a feasible course for a wide range of students at a UK university: overall the training improved cyber-security awareness on a well validated measure with outcomes comparable to information-security-trained employees of a secure workplace. Despite a diversity of views about content, the course appears to be well suited to the non-IT undergraduate sector and may suit wide uptake to enhance students' employability in a wide range of cybersecurity relevant contexts.

The Journey of Hope (JoH) is an evidence-based behavioral health prevention intervention model designed for disaster-affected children and youth. While the in-person JoH model has been extensively delivered and studied, the virtual implementation of this intervention, specifically tailored for the unique needs of children and youth during the COVID-19 pandemic, has not been previously explored. In this context, authors of this article adapted the JoH to a virtual delivery model, aiming to provide access to behavioral health preventive services for children and youth during the COVID-19 pandemic when in-person services were not feasible. This adaptation, utilizing the dynamic adaptation process (DAP) and community-based participatory research (CBPR) principles, was carefully designed to meet pandemic-related challenges while maintaining the core components of the original intervention. The primary objectives of this article are twofold: (1) to provide an overview of the theoretical and conceptual underpinnings of the JoH-C19, including the framework that guided the adaptation, and (2) to describe the virtually adapted curriculum and initial pilot of the JoH-C19. This adaptation represents a crucial step in ensuring the accessibility of virtual behavioral health interventions for young populations facing various collective traumas and challenges in a rapidly evolving world.

Demetrius Fuller developed the HOMies, eight characters who represent eight habits of mind for learners, while he was an art teacher at a Massachusetts elementary school. When students began talking about the HOMies outside their art class, the initiative spread across the school. Linda Nathan, Demetrius Fuller, and Nate Meyers describe the HOMies and unpack the key ingredients involved in scaling a good classroom practice throughout an entire school. They look at the role of involving teachers from different subject areas and with different perspectives in the program. This example shows how teachers and leaders can ensure that innovative ideas can be shared and sustained so that schools can continually evolve to find ways to meet student needs.

This study explored the effects of a novel intervention, binaural beats (BB), on anxiety levels of anatomy students during cadaveric dissections and its impact on the learning environment. The study was quasi-experimental, employing a purposive sampling strategy. State (SA) and trait (TA) anxiety levels were measured using the State-Trait Anxiety Inventory during two routine dissection sessions. SA was measured at three time points: at the start, after a 3-min control (silence)/intervention (10 Hz BB) session, and at the end of the dissection. A post-study survey was distributed to the participants to obtain qualitative feedback on their perceptions of BB use during cadaveric dissections. Thirteen female students participated in this study (mean age 19.62 ± 0.65 years). Both control and intervention measures significantly reduced SA levels, with BB demonstrating a greater effect size (Hedges' g = 0.98 for intervention vs. 0.76 for control). SA decreased significantly after the BB intervention (t(12) = 3.78, p = 0.003) and remained low throughout the session, in contrast to the control session, where the reduction post-measure was not sustained (t(12) = -0.64, p = 0.54). Feedback from the post-study survey indicated that most students found the BB intervention effective in reducing their anxiety levels before the dissection. The BB intervention was effective in reducing and maintaining students' SA levels during dissection. Students reported positive experiences with BB. Further investigations are warranted to determine whether the findings of this study can be generalized to larger and more heterogeneous populations.

In theory, teacher knowledge predicts instructional practice, thus impacting student outcomes. When it comes to knowledge to teach elementary-grade reading, most previous surveys have focused on knowledge essential for word reading development; few surveys have provided a picture of educator knowledge to teach both word reading and language comprehension. This article describes the development and validation of the Teacher Understanding of Literacy Constructs and Evidence-Based Instructional Practices (TULIP) survey, which assesses teacher knowledge in the domains of (a) phonological awareness, (b) phonics, decoding, and encoding, (c) reading fluency, (d) oral language, and (e) reading comprehension. The TULIP survey was created using an iterative development process involving a systematic review of research, expert review of items, field testing, and a pilot study. A validation study of the resulting TULIP survey was conducted with a sample of 313 in-service elementary-grade teachers of reading. Confirmatory factor analyses revealed that both one-factor and five-factor models of the survey had acceptable fit. The overall TULIP scale had good reliability, and subscales representing knowledge within specific literacy domains had acceptable reliability (with the oral language subscale having lower reliability than the other four subscales). Knowledge overall and within each literacy domain was significantly related to education level, such that teachers with more education had higher scores.

Tutors play an important role in effective Mathematics Learning Support, and ensuring good initial training and development is key. Typically, in the UK and Ireland, tutors do not gain any formal recognition for the training they receive. This paper details a four competences model of training for tutors and presents the analysis of feedback from 11 tutors and two staff involved in piloting the model at two institutions. The model, which is informed by professional development guidelines, consultation across the mathematical sciences community, and enabled by a national Mathematics Learning Support Network, provides immediate recognition of the professional development undertaken and is amenable to formal accreditation. A structure of four digital badges is used to assign immediate value to the training and development of tutors. To add further value for tutors, a capstone tutor badge has been established for those completing all four competences. Thematic analysis of feedback from the piloting of the model identifies three overarching themes: the importance of community, developing as a professional, and motivating and enabling professional development. Although primarily of interest to those involved in Mathematics Learning Support, the innovative structure of the model and the insights gained from its piloting are such that it offers potential for genuine transferability across other subject disciplines.

The current body of scholarly literature highlights the increasing importance of Mixed Reality (MR) in the field of education since it provides an alternative way through visual stimuli inside an immersive environment. In recent years, the possibility for educators to use Mixed Reality as an additional pedagogical instrument has witnessed notable growth. Furthermore, the implementation of MR technology enhances the perceived benefits of employing it as a solution to the challenges encountered in educating and acquiring sign language skills among children who have hearing impairments or are deaf. The development and testing of deaf-friendly techniques for teaching sign language to Deaf or Hard-of-Hearing (DHH) pupils utilizing modern MR technology is the key endeavor of our research. In light of the specific aspects of the pilot study and the suggestions and preferences expressed by the participants, as outlined in previous attempts, we have endeavored to develop a series of instructional modules on the topic of animals. These modules employ various methods of sign demonstration and incorporate visual representations and concise encyclopedic descriptions. To achieve our research objectives, a total of 21 deaf students, ranging in age from 9 to 14 years, were selected for this study. These students study in a mainstream school that have inclusive educational programs. The participants have been offered two options for evaluation: a laptop and the application specifically designed for the HoloLens 2.

People with intellectual disabilities (ID) have high levels of sedentary behaviour and co-morbid health conditions. There is also increased longevity for this group which is an incredible success story but one which also poses challenges to the health system. For the first time, the mainstream health system needs to plan for and address age related health needs of people with ID. It also demands consideration of age-appropriate health-promotion efforts to support this ageing population with life-long disability. A physical activity programme, People with Intellectual Disability as Physical Activity Leaders (PPALs), was co-designed and co-developed with older adults (40+ years) with intellectual disability (ID). The process, content and outcomes of the pilot are presented in this paper. Expertise from three sectors: non-statutory academic and people with intellectual disabilities and their supporters worked collaboratively for successful completion of the project.

Youth with attention problems are at increased risk for school disengagement (Booster et al., JAD 16:179-189, 2012; DuPaul & Langberg, in: Barkley (ed), Attention-deficit/hyperactivity disorder: A handbook for diagnosis and treatment, Guilford, New York, 2014), which portends risk for poor outcomes (Bond et al., JAH 40:357.e9-357, 2007; Carter et al., JA 30:51-62, 2007; Fredricks et al., RER 74:59-109, 2004). Interventions that target school engagement may benefit from peer delivery because peers are widely available in schools and potentially more credible than adults. In this study, a peer-supported school-based school engagement intervention for middle school students with attention problems, Together Engaging and Achieving Meaningfully (TEAM) was developed with educators and students. In initial development (Study One), community development team meetings with partners (N = 9 school staff and students) were conducted. Thematic analysis was used to identify themes used to refine TEAM. In Study Two, a single-case pilot with one student with attention problems and one peer coach was conducted. Measures of fidelity, attendance, acceptability, and satisfaction were collected. Results were used to refine TEAM. Then in pilot implementation (Study Three), a non-randomized pilot was conducted with 10 fifth- through seventh-grade students with attention problems (n = 6 in the intervention group) and six eighth-grade coaches. Measures of fidelity, attendance, acceptability, satisfaction, and clinician-required time for implementation were collected. Cohen's d mean difference effect sizes were calculated between and within groups over implementation. Feedback from partners highlighted barriers and aspects that were acceptable and feasible. Results from implementation suggested high attendance, high coach fidelity with revised implementation support, and low clinician-required time. Lessons learned and avenues for future development and research are discussed.

Reading comprehension is the ultimate goal of learning to read, as the understanding of text is at the root of the purpose for reading, whether reading for pleasure or reading to learn. At-home reading practices can vary widely family to family -- some families have the knowledge and resources to read effectively with their children, while others have not been afforded the opportunity or knowledge to read with their children. The Advancing Comprehension and Engagement (ACE) Literacy Project is a free reading comprehension resource bringing the evidence-based Knowledge Acquisition & Transformation (KAT) Framework to families via podcast and video episodes in English and Spanish. The aim of the ACE Project is to help ameliorate access barriers to high-quality literacy resources for families by providing engaging, interactive episodes available on major platforms and accessible via cell phones, tablets, or computers. The present article describes the theoretical foundations underlying the ACE Project, details the methods used to develop ACE, describes the format followed in each episode, and discusses the pilot year of the project. Usage statistics are presented. Implications for the future of the ACE Project are discussed in light of initial data collection.

Dissection of bodies provided by donors continues to be utilized as a critical part of medical education. It also represents a rite of passage that socializes students to prepare them for the stress that comes with working in a clinical environment as a medical professional. Just as proper guidance in acquiring technical skills is critical in anatomy education, there is an important need for proper emotional guidance throughout the human dissection process. A pilot curriculum was developed by an interdisciplinary faculty team to emotionally prepare students for their first visit to the anatomy laboratory. Students were first-year foundation premedical students who had expressed an interest in visiting the laboratory. Pre- and post-visit surveys were conducted to explore students' emotional responses to a first visit to the anatomy laboratory and their utilization of coping strategies. The survey findings show an overwhelming favorable feeling in anticipation of the human gross anatomy laboratory visit. About 20% of the students experienced anxiety at the anticipation of the laboratory visit, but only 5.3% experienced anxiety during the visit. The decrease in the number of students experiencing anxiety may be attributed to the interventions introduced before and during the visit. Talking with a close friend was the main coping strategy utilized by 63% of students experiencing fear or anxiety during and after the laboratory visit. The findings from this program evaluation provide a better understanding of student emotional preparedness and utilization of coping strategies, which may help prepare and guide future students for the dissection experience.

Math development in children relies on several underlying cognitive functions, including executive functions (EF), working memory (WM), and visual-motor abilities, such as visual-motor integration (VMI). Understanding how these cognitive factors contribute to children's math performance is critical to supporting math learning and long-term math success. The present quasi-experimental waitlist control study (N = 28) aimed to (a) examine the unique contributions of EF, WM, and VMI to math abilities among children ages 5-8 years old with neurodevelopmental difficulties; (b) determine whether a math intervention (the Mathematics Interactive Learning Experience; MILE) that supports these cognitive processes was effective when modified to be delivered to small groups in a school setting, and (c) examine whether any participant characteristics, such as age or IQ, were correlated with post-intervention math score changes. At baseline, participants' math scores were significantly below the normative mean in all math content areas (ps < 0.01). EF, WM, and VMI were highly correlated with math ability; however, verbal WM was the only unique predictor of math ability in regressions analysis. Compared to a waitlist control group, children in the immediate MILE intervention group achieved significantly greater math gains overall. When all children who ultimately completed the intervention were considered together, significant improvement was observed in more than half of math content areas. Furthermore, at the individual level, 85.7% of participants showed reliable change in at least one math content area. Implications for supporting math learning in children with neurodevelopmental difficulties are discussed.

Lecture capture (LC) has been implemented globally to enhance accessible resources supporting academic success. Little is known about the effects of teaching students how to effectively use LC to augment learning. This correlational pilot study used a 14-item Likert-like survey to examine relationships between undergraduate LC viewing practices and final course grade. No statistically significant findings were identified between LC use and course grades. However, the mean course grade was 3.29% higher among students (n = 32) who implemented and maintained effective LC strategies (M = 90.61, SD = 5.68) compared with those who did not (n = 18). Six of the 14 LC survey items revealed significant positive correlations and two of the 14 LC survey items revealed significant inverse correlations. These findings could help educators prioritize teaching students how to effectively and efficiently use LC resources to enhance academic outcomes.

Objective: To determine if treatment of co-occurring adult ADHD and Cannabis Use Disorder (CUD) with extended-release mixed amphetamine salts (MAS-ER) would be effective at improving ADHD symptoms and promoting abstinence. Method: A 12-week randomized, double-blind, two-arm pilot feasibility trial of adults with comorbid ADHD and CUD (n = 28) comparing MAS-ER (80 mg) to placebo. Main outcomes: ADHD: [greater than or equal to] 30% symptom reduction, measured by the Adult ADHD Investigator Symptom Rating Scale (AISRS). CUD: Abstinence during last 2 observed weeks of maintenance phase. Results: Overall, medication was well-tolerated. There was no significant difference in ADHD symptom reduction (MAS-ER: 83.3%; placebo: 71.4%; p = 0.65) or cannabis abstinence (MAS-ER: 15.4%; placebo: 0%; p = 0.27). MAS-ER group showed a significant decrease in weekly cannabis use days over time compared to placebo (p < 0.0001). Conclusions: MAS-ER was generally well-tolerated. The small sample size precluded a determination of MAS-ER's superiority reducing ADHD symptoms or promoting abstinence. Notably, MAS-ER significantly reduced weekly days of use over time.

French-as-a-second-language (FSL) teacher candidates' French proficiency and confidence are key indicators of recruitment and retention of FSL teachers. This paper outlines a pilot project, the Conversation Club, that was used to address linguistic insecurity and proficiency in FSL teacher candidates at one university. The Conversation Club was a drop-in 1-hour session conducted over 5 weeks where participants conversed, played games, and participated in dramatic activities entirely in French. The findings from this pilot project demonstrate how linguistic confidence of FSL teacher candidates can be improved with only a few short sessions in French. Further, participants developed their pedagogical knowledge and skills through experiential learning by participating in activities that they could in turn implement in their FSL classrooms. Last, participants developed a social network of support. Findings support the benefit of implementing low-pressure, game-focused drop-in French-language support group within FSL teacher preparation programs to support FSL teachers' linguistic confidence and, potentially, FSL teacher retention. An outline of the club and suggestions for implementation are included in the appendices of this article.

This study examined the preliminary feasibility, acceptability, and efficacy of an autism-adapted cognitive behavioral therapy for depression in autistic youth, CBT-DAY. Twenty-four autistic youth (11-17 years old) participated in the pilot non-randomized trial including 5 cisgender females, 14 cisgender males, and 5 non-binary youth. Youth participated in 12 weeks of, CBT-DAY and youth depressive symptoms (i.e., primary clinical outcome) and emotional reactivity and self-esteem (i.e., intervention mechanisms) were assessed through self-report and caregiver report at four timepoints: baseline (week 0), midpoint (week 6), post-treatment (week 12), and follow-up (week 24). Results suggested that CBT-DAY may be feasible (16.67% attrition) in an outpatient setting and acceptable to adolescents and their caregivers. Bayesian linear mixed-effects models showed that CBT-DAY may be efficacious in targeting emotional reactivity [[beta][subscript T1-T3] = -2.53, CrI[subscript 95%] (-4.62, -0.58), P[subscript d] = 0.995, d = -0.35] and self-esteem [[beta][subscript T1-T3] = -3.57, CrI[subscript 95%] (-5.17, -2.00), P[subscript d] > 0.999, d = -0.47], as well as youth depressive symptom severity [[beta] = -2.72, CrI[subscript 95%] (-3.85, -1.63), P[subscript d] > 0.999]. Treatment gains were maintained at follow-up. A cognitive behavioral group therapy designed for and with autistic people demonstrates promise in targeting emotional reactivity and self-esteem to improve depressive symptom severity in youth. Findings can be leveraged to implement larger, more controlled trials of CBT-DAY. The trial was registered at Clinicaltrials.gov (Identifier: NCT05430022; https://beta.clinicaltrials.gov/study/NCT05430022).

In this pilot study, we report on the feasibility, acceptability and potential impact of 'Who, When, How to Share', a new disclosure decision-making programme for autistic adults. We evaluated this programme using pre-post mixed-methods surveys that included questions about participants' experiences of the programme and four psychosocial outcome measures. While 32 autistic adults completed the pre-programme survey and enrolled into the programme, there was high attrition, with only 19 autistic adults completing the programme and post-programme survey. We found that it was feasible to deliver the programme in a guided self-help format, although a minority of participants (who completed the programme or provided reasons for withdrawing from the programme) found it challenging to work through the programme independently and within the study time frame. High levels of satisfaction and positive qualitative feedback also suggested that the programme was acceptable to autistic adults. Participants provided useful recommendations for improvement, such as more interactive elements to enhance engagement. The programme showed potential to improve decisional conflict, disclosure-related distress, stigma-related stress and internalised stigma among autistic adults, though further evaluation of the impact of the programme is needed.

Background: Originally designed for use with adolescents in group-based settings, there has been limited evaluation of Trauma and Grief Component Therapy (TGCT) with respect to its use with individual patients across a wide age range of children and adolescents. Objectives: This study describes a pilot open trial of individually administered TGCT, an assessment-driven, modularized treatment for traumatized and/or bereaved children and adolescents. Key outcomes measures include posttraumatic stress, depressive symptoms, and maladaptive grief reactions. Method: The sample consisted of 58 treatment-seeking children and adolescents who experienced trauma and/or bereavement (ages 7-17 years, M = 12.78, SD = 2.93; 68.4% female; 45.6% Hispanic, 14.0% Black, 22.8% White, 14.0% Multiracial). The study used a single-group open trial design. Youth referred to the study due to experiencing a potentially traumatic event or death of a loved one completed self-report measures of posttraumatic stress, depressive symptoms, and maladaptive grief reactions (when applicable). Measures were also completed following Module 1 of the treatment. Results: Bayesian regression models revealed youth who completed TGCT Module 1 reported substantial reductions from baseline, with large effect sizes for posttraumatic stress, depressive symptoms, and maladaptive grief reactions. Rates of reliable improvement ranged from 42 to 65% across treatment outcomes with 69% of youth demonstrating reliable improvement in at least one outcome. Conclusions: The present study provides preliminary evidence supporting TGCT as an individual treatment for traumatized and/or bereaved children and adolescents experiencing posttraumatic stress, depressive symptoms, and/or maladaptive grief reactions.

Prior studies have shown the efficacy of computer-based cognitive training programs in improving cognitive and academic functions in children diagnosed with a specific learning disorder (SLD). However, these studies often focused on center-based approaches without considering the involvement of parents or the inclusion of home-based tasks in evaluating their effectiveness, which needs to be addressed. This study aimed to investigate the efficacy of a mixed cognitive training program in children with SLD. The program consisted of computer-based games combined with home-based activities involving parental participation. In this pilot study, a single-subject research design with an A-B-A analysis was employed to assess the effects of a mixed cognitive intervention program. Six children (aged 10-13 years) with SLD participated in ten intervention sessions and underwent six pre- and post-evaluation sessions over a six-eight-week period. Parent interviews conducted before and after the training program provided insights into parents' perceptions of these cognitive activities and their access, knowledge, and utilization of these types of digital devices. The utilization of computer-based interventions, followed by home-based tasks, demonstrated effectiveness in improving cognitive and academic functions, fostering parental involvement, and enhancing the overall effectiveness of the program. After the intervention, all participants exhibited improvements in their cognitive and academic skills, the results indicated significant improvements in executive functions, including working memory, processing speed, attention, and academic functions, as assessed in the pre- and post-evaluation. While the parents' views regarding the effectiveness of the cognitive programs became more favorable. The utilization of computer-based interventions integrated with home-based tasks proved highly effective in enhancing cognitive and academic functions and promoting parental engagement and overall program efficacy. The participants displayed noticeable advancements in cognitive and academic skills, with parents' perceptions of the program's effectiveness improving. Furthermore, the study revealed significant enhancements in executive functions, such as working memory, processing speed, attention, and academic performance, as evidenced by pre-post evaluations. This comprehensive approach underscores the potential of a mixed intervention approach in both centers (clinics and families) to holistically enhance cognitive development and academic performance in children.

In this study we employed regression analysis and between-group matched pair design to analyze whether participation in a competency-based education pilot was associated with improved high school completion and postsecondary entry. Data were obtained for high schools participating in a CBE pilot program in Illinois. Results of the matched pair design showed that CBE participation was significantly associated with higher rates of high school graduation for seniors across all groups with differences significant overall (97.2% for CBE vs. 93.1% for non-CBE), for White students (97.2% vs. 92.7%), and for students eligible for Free and Reduced Lunch (96.3% vs. 90.3%). Graduation rate for seniors was also higher for African American students and for Hispanic-Latinx students, but the differences were not statistically significant. In the matched pair design, CBE participation was not significantly associated with entry into college within 12 months of high school.

In this study, we designed and evaluated the effectiveness of a new course aimed at developing creativity as the cornerstone of technology and design education. This 14-hour synchronous online course was offered to secondary school students in the online format by the Open Educational Laboratory by the National Center of the Junior Academy of Sciences of Ukraine. Forty-three students completed the course consisting of online class sessions, presentations, recommended books, articles and videos, and homework for independent study. Pre- and post- divergent thinking tasks were used to assess how the course influenced design and creativity outcomes. Additionally, we evaluated the relationship between course effectiveness and participants' behavioral engagement level as well as domain of participant's and interest. The findings revealed that divergent thinking may in fact be fostered within an online course aimed at exploring possible sources for ideas, yet without a direct focus on divergent thinking tasks as such. After training, participants were able to generate significantly more varying and creative ideas than before training. However, positive changes in originality and usefulness of participants' ideas were not observed. During the planning of further trainings, it is worth supporting participants' articulation and reflection on the usefulness of their ideas. A positive relationship was identified between student activity during class sessions and development of their creativity. An important implication from this study is that encouraging students during the course and provision of regular feedback from the instructor make a measurable difference in creativity outcomes.

Clinical immersion programs have been widely used in higher education, particularly in biomedical engineering (BME) programs, to allow students to identify and evaluate the unmet clinical needs. However, due to limited space and extensive safety protocols required to enter hospitals, access for undergraduate students to shadow physicians is limited. BME students need to be trained to identify and evaluate unmet clinical needs through observation and experience to remain competitive in the medical device landscape. To be able to allow students to immerse themselves into clinical environments remotely and be able to visualize the full spectrum of healthcare workers and equipment that support a procedure beyond what is available through online video records, we have developed a virtual reality (VR) clinical immersion platform. The applicability and overall student satisfaction of using VR learning environments was investigated through a pilot undergraduate BME unmet clinical needs finding course in the spring of 2022. Pre- and post-course survey analyses revealed that the VR clinical immersion experiences did greatly increase immersion within a medical procedure, and students felt sensations of presence and embodiment. Given the results of this study, VR learning environments can provide a means for students to perform unmet clinical needs through virtual clinical immersion. However, these technologies to support environments should be readily accessible within the classroom.

LGBTQ+ communities experience significant healthcare and academic success disparities due to barriers in care, negative attitudes towards them, and lack of awareness among healthcare providers and educators. Addressing the unique health and wellbeing concerns of LGBTQ+ individuals in the classroom and clinic requires cultural competency among educators and health professionals, yet knowledge and training in this content is lacking. Thus, we created, piloted, and assessed a six-month interdisciplinary professional development program to enhance knowledge, attitudes, awareness, and cultural humility around LGBTQ+ health for educators, administrators, and clinicians in higher education. Participants were surveyed with standardized assessments pre- and post-program to measure their knowledge, skills, and readiness to teach these topics and incorporate them into their curricula and practice. Participants (n = 33) completed LGBTQ+ inclusivity training including six structured learning sessions, small group mentoring meetings, and a virtual visit to an LGBTQ+ community center. Participants consistently displayed interest and engaged actively in training sessions. In a follow-up survey seven months post-intervention, respondents reported changes in their practice to create inclusive environments. Data analysis demonstrated improved knowledge and comfort with LGBTQ+ care and readiness and willingness to integrate LGBTQ+ care into their curricula and interactions with students. These findings suggest that this interdisciplinary professional development pilot offers a useful program to enable educators and clinicians to support the unique needs of LGBTQ+ communities.

Few studies have reported outcomes from the delivery of naturalistic developmental behavioral interventions (NDBI) in group-based community care. Further, while the importance of inclusion for autistic individuals is well established, there is little research on the feasibility of community-based inclusion programs for preschool-aged autistic children. Positive outcomes have been reported from a few model inclusion programs. However, most involved extensive training from researchers, with limited available data on self-sustaining community-based programs. This quasi-experimental study tracked outcomes for 31 autistic preschool-aged children with verbal and play skills close to age level, who were enrolled in a community inclusion preschool program utilizing NDBI. Children, aged 2.5 to 5 years of age at entry, attended the program for 8 to 36 months. Paired sample t-tests indicated statistically significant improvements from time 1 to time 2 on standardized measures of adaptive behavior, social skills, and autism characteristics. Implications for the feasibility of using NDBI for autistic children in inclusive preschool settings and directions for future research are discussed.

Anxiety disorders are common and negatively impact students' social, behavioral, and academic functioning. However, most students with anxiety do not receive needed assistance. The current study evaluated the feasibility and preliminary impact of a brief school-home elementary teacher-administered intervention for reducing student anxiety. Seventy-eight elementary teachers in New England were randomly assigned to be trained and deliver the Teacher Anxiety Program for Elementary Students (TAPES; a five-meeting school-home intervention) or a control condition (Teacher Anxiety Training, TAT). Students (N = 54) were ages 5-11 (mean age 8.0; 78% White; 46% female). Feasibility results indicated that 72% of trained teachers enrolled a student and teachers assigned to TAPES completed a modal number of 5/5 school-home meetings. Teacher fidelity ratings across the five TAPES meetings were adequate. Students in TAPES versus TAT demonstrated greater improvements in anxiety at post-intervention (but not follow-up) based on independent evaluator ratings. On student, teacher, and parent-report measures, students in both groups showed significant improvement over time. Findings suggest that training teachers to identify and assist students with anxiety using a brief intervention appears feasible and shows promise for reducing anxiety and related impairment. Addressing barriers to teacher training and intervention implementation are paramount.

Competence in the use of prepositions is versatile because they mark special relationships between persons, objects, and locations. However, using prepositions of time is challenging for many. The research investigated embodied pedagogical game approach in learning selected prepositions of time by Grade 7 English First Additional Language learners at Tshiluvhi Primary School in Limpopo Province, South Africa. The research employed a quantitative approach to analyse data mathematically and statistically. The embodied cognitive approach was utilised because it holds that identification of prepositions of time is a fundamentally based cognitive aspect involving high mental constructs like judgement and thinking. A questionnaire was utilised to obtain data from the participants. Probability random sampling was used to sample 35 participants because it gave them an equal chance of participation in the research. A pilot study was conducted on learners who were not part of the sample to test the instrument's reliability. A Statistical Package of Social Sciences Version 22 was employed for data analysis. Using embodied pedagogical game approach, pre-test results showed participants' poor competence while the post-test revealed an outstanding achievement in learning prepositions of time. The research recommends continuous use of the embodied pedagogical game approach in learning prepositions of time.