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Purpose: This study tested a bone-tendon allograft versus human dermis patch for reconstructing chronic rotator cuff repair by use of a canine model. Methods: Mature research dogs (N = 15) were used. Radiopaque wire was placed in the infraspinatus tendon (IST) before its transection. Three weeks later, radiographs showed IST retraction. Each dog then underwent 1 IST treatment: debridement (D), direct repair of IST to bone with a suture bridge and human dermis patch augmentation (GJ), or bone-tendon allograft (BT) reconstruction. Outcome measures included lameness grading, radiographs, and ultrasonographic assessment. Dogs were killed 6 months after surgery and both shoulders assessed biomechanically and histologically. Results: BT dogs were significantly (P = .01) less lame than the other groups. BT dogs had superior bone-tendon, tendon, and tendon-muscle integrity compared with D and GJ dogs. Biomechanical testing showed that the D group had significantly (P = .05) more elongation than the other groups whereas BT had stiffness and elongation characteristics that most closely matched normal controls. Radiographically, D and GJ dogs showed significantly more retraction than BT dogs (P = .003 and P = .045, respectively) Histologically, GJ dogs had lymphoplasmacytic infiltrates, tendon degeneration and hypocellularity, and poor tendon-bone integration. BT dogs showed complete incorporation of allograft bone into host bone, normal bone-tendon junctions, and well-integrated allograft tendon. Conclusions: The bone-tendon allograft technique re-establishes a functional IST bone-tendon-muscle unit and maintains integrity of repair in this model. Clinical Relevance: Clinical trials using this bone-tendon allograft technique are warranted. [ABSTRACT FROM AUTHOR]

Positive behavior support (PBS) plans are required practice for students whose behaviors impede their learning or that of others. Educators of children and youth with autism and other developmental disorders represent a subgroup of special educators who are frequently involved in the development of PBS plans. The goal of this research was to assess the effect of a specific, brief training delivered to improve the substantive, evidence-based quality of PBS plans developed by autism educators in a graduate-level university program. Intra-individual tests of significance revealed that the training significantly improved the quality of PBS plans. The plan components with the highest ratings were predictors of problem behavior and bahavioral definition, whereas the components with the lowest ratings were behavioral goals/objectives and team communication. The implications for delivering brief trainings to improve evidence-based practice, as well as limitations and future directions, are discussed. [ABSTRACT FROM AUTHOR]