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Background: Research is needed to better understand the specific challenges for autistic learners in informal STEM learning settings. This study aimed to increase inclusion in STEM museums, with a larger goal of increasing the impact (i.e., learning and application of knowledge during and after visits) of informal STEM learning settings for autistic youth. We conducted an online parent attitudes survey with 93 parents of autistic adolescents and 53 parents of adolescents in the general population to better understand the experiences of autistic adolescents when visiting STEM-related museums. Parent responses informed professional development training for museum staff at four partner museums, which taught strategies to better support autistic learners. Then, autistic adolescents (n = 20) and their parents were randomly assigned to visit one partner and one control museum. They were asked to report their experiences through an online survey and semi-structured interviews. Results: Participants who completed the parent attitudes survey indicated significantly lower inclusion, engagement, and general impact of STEM museum visits among autistic adolescents compared to the general population comparison group. Parents of adolescents who visited partner and control museums reported higher STEM impact during visits to partner museums; however, parent-reported inclusion, engagement, and general impact did not differ significantly between partner and control museums. Qualitative analysis identified four themes (Spectrum of Museum Impact; Adolescent-Environment Fit; Barriers to Engagement, and Barrier Breakers), providing context for quantitative findings. Conclusions: Findings underscore the need for increased inclusion for autistic individuals in informal STEM learning environments like museums. This project demonstrated feasibility of professional development training of forward-facing staff and identified several themes that should inform future efforts to improve inclusion in informal STEM learning settings. [ABSTRACT FROM AUTHOR]

Recent analyses show the importance of methane shortwave absorption, which many climate models lack. In particular, Allen et al. (2023) used idealized climate model simulations to show that methane shortwave absorption mutes up to 30 % of the surface warming and 60 % of the precipitation increase associated with its longwave radiative effects. Here, we explicitly quantify the radiative and climate impacts due to shortwave absorption of the present-day methane perturbation. Our results corroborate the hypothesis that present-day methane shortwave absorption mutes the warming effects of longwave absorption. For example, the global mean cooling in response to the present-day methane shortwave absorption is -0.10±0.07 K, which offsets 28 % (7 %–55 %) of the surface warming associated with present-day methane longwave radiative effects. The precipitation increase associated with the longwave radiative effects of the present-day methane perturbation (0.012±0.006 mm d -1) is also muted by shortwave absorption but not significantly so (-0.008±0.009 mm d -1). The unique responses to methane shortwave absorption are related to its negative top-of-the-atmosphere effective radiative forcing but positive atmospheric heating and in part to methane's distinctive vertical atmospheric solar heating profile. We also find that the present-day methane shortwave radiative effects, relative to its longwave radiative effects, are about 5 times larger than those under idealized carbon dioxide perturbations. Additional analyses show consistent but non-significant differences between the longwave versus shortwave radiative effects for both methane and carbon dioxide, including a stronger (negative) climate feedback when shortwave radiative effects are included (particularly for methane). We conclude by reiterating that methane remains a potent greenhouse gas. [ABSTRACT FROM AUTHOR]

Evidence supporting the effectiveness of the PEERS® social skills intervention for adolescents with autism spectrum disorder is relatively strong. Less is known about whether the duration of the program impacts participant outcomes. The current study compared outcomes of participants randomly assigned to participate in an accelerated version of PEERS that met twice weekly for 7 weeks (n = 11) or the traditional PEERS program that met once weekly for 14 weeks (n = 10). The accelerated PEERS group demonstrated improvements consistent with previous research on the program, and treatment response did not differ significantly between the accelerated PEERS and traditional PEERS groups. Together, findings provide preliminary evidence that PEERS is effective when administered as a 7-week program.

Despite considerable research on school social experiences among younger children with autism spectrum disorder (ASD), little is known about the classroom social relationships of high school students with ASD without intellectual disability. Additional research in this area is necessary to refine and develop social skills interventions and outcome measures of social success for this age group. The current study compared peer nomination variables between 10 high school students with ASD and randomly selected gender-matched samples of their general education classmates at three time points over two academic years. All students attended schools in the Southwestern USA. Across all three time points, students with ASD were less accepted by their peers compared to their general education classmates. Among participants with ASD, social difficulties appeared to be most pervasive at the third time point. Findings suggest that some of the difficulties associated with establishing peer relationships documented among children and young adolescents with ASD are also present during high school. Feasibility of peer nomination methods in high school settings is discussed. Findings have implications for researchers, school psychologists, educators, and stakeholders, including individuals with ASD and their parents.

The Simons Foundation Autism Research Initiative (SFARI) has launched SPARKForAutism.org, a dynamic platform that is engaging thousands of individuals with autism spectrum disorder (ASD) and connecting them to researchers. By making all data accessible, SPARK seeks to increase our understanding of ASD and accelerate new supports and treatments for ASD.

Introduction: Miscommunication during inter-unit handoffs between emergency and internal medicine physicians may jeopardize patient safety.  Our goal was to evaluate the impact of a structured communication strategy on the quality of admission handoffs. Methods: We conducted a mixed-methods, pre-test/post-test study at a 560-bed academic health center with 60,000 emergency department (ED) patient visits per year. Admission-handoff best practices were integrated into a modified SBAR format, resulting in the Situation, Background, Assessment, Responsibilities & Risk, Discussion & Disposition, Read-back & Record (SBAR-DR) model. Physician handoff conversations were recorded and transcribed for the 60 days before (n=110) and 60 days after (n=110) introduction of the SBAR-DR strategy. Transcriptions were scored by two blinded physicians using a 16-item scoring instrument. The primary outcome was the composite handoff quality score. We assessed physician perceptions via a post-intervention survey. Results: The composite quality score improved in the post-intervention phase (7.57 + 2.42 vs. 8.45 + 2.51, p=.0085). Three of the 16 individual scoring elements also improved, including time for questions (70.6% vs. 82.7%, p=.0344) and confirmation of disposition plan (41.8% vs. 62.7%, p=.0019). The majority of emergency and internal medicine physicians felt that the SBAR-DR model had a positive impact on patient safety and handoff efficiency.  Conclusion: Implementation of the SBAR-DR strategy resulted in improved verbal handoff quality. Agreement upon a clear disposition plan was the most improved element, which is of great importance in delineating responsibility of care and streamlining ED throughput. Future efforts should focus on nurturing broader physician buy-in to facilitate institution-wide implementation.

Despite efforts to detect autism spectrum disorder during toddlerhood, many children with autism spectrum disorder remain undiagnosed until school age. To identify characteristics of children whose autism spectrum disorder might not be diagnosed during toddlerhood, this study used archived Autism Diagnostic Interview-Revised records to examine the historical presentation of autism spectrum disorder symptoms in 48 school-age children with autism spectrum disorder. Children diagnosed after starting school (Late-Diagnosed; n = 24) were compared to age-matched children diagnosed before school age (Early-Diagnosed; n = 24). Symptom presentation was similar between groups, with the Late-Diagnosed group exhibiting only marginally fewer symptoms historically. The most commonly reported historical symptoms were "negative" symptoms, namely, deficits in social behaviors. "Positive" symptoms, such as unusual preoccupations, rituals, and mannerisms, were less commonly reported. These findings may aid earlier identification of autism spectrum disorder in children who would likely be diagnosed at school age.

This study compared immediate and 4-month outcomes among adolescents with autism spectrum disorder randomly assigned to the PEERS curriculum (n = 10), a peer mediated PEERS curriculum (n = 12), or a delayed treatment control group (n = 12). Findings suggest a modest advantage in social skills knowledge and social functioning for participants in the peer-mediated PEERS curriculum relative to Traditional PEERS, and gains in social skills knowledge, social functioning, and reductions in loneliness were maintained in one or both treatment groups at a 4-month follow-up. Typically developing peer mentors (n = 16) showed improvements in social skills knowledge and marginal improvements in autism knowledge and loneliness. Future research with a larger sample and objective outcome measures is needed.

Recent analyses show the importance of methane shortwave absorption, which many climate models lack. In particular, Allen et al. (2023) used idealized climate model simulations to show that methane shortwave absorption mutes up to 30 % of the surface warming and 60 % of the precipitation increase associated with its longwave radiative effects. Here, we explicitly quantify the radiative and climate impacts due to shortwave absorption of the present-day methane perturbation using the Community Earth System Model version 2. Our results corroborate that present-day methane shortwave absorption mutes the warming and wetting effects of longwave absorption. For example, the global mean cooling in response to the present-day methane shortwave absorption is -0.10 ± 0.04 K, which offsets 29 % of the surface warming associated with present-day methane longwave radiative effects. Similarly, we explicitly estimate 66 % of the precipitation increase associated with the longwave radiative effects of the present-day methane perturbation is offset by shortwave absorption. Unlike other solar absorbers (i.e., black carbon), the decrease in global mean precipitation under methane shortwave absorption is driven by both fast (atmospheric absorption) and slow (surface temperature cooling) responses. Finally, we show that the present-day methane shortwave radiative effects, relative to its longwave radiative effects, are about five times larger as compared to those under idealized carbon dioxide perturbations. The unique responses to methane shortwave absorption are related to its vertical atmospheric solar heating profile. Methane remains a potent greenhouse gas and continued endeavors to decrease methane emissions are necessary to stay below the 1.5 °C global warming threshold. [ABSTRACT FROM AUTHOR]