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This article identifies community-based alternatives to secure care being utilised in The Netherlands, Canada, Hawaii and Scotland. These countries offer ways to not only reduce or eliminate the need to deprive children and young people of their liberty in secure care but also reduce rates of child removal and alternative care placements. Secure care is the containment of children and young people, often subject to child protection interventions and residing in residential care, in a locked facility when they pose a significant risk of harm to the community and themselves. An admission to secure care exposes children to restrictive practices, such as seclusion, use of force and restraint. Jurisdictions have an ethical imperative, and often legislative obligation, to ensure there are less intrusive community-based supports available, which could be utilised instead of a secure care admission where possible. However, there is little research on what alternatives effectively divert secure care admissions. Hawaii, Canada, The Netherlands and Scotland demonstrate how countries can reduce the number of vulnerable children deprived of their liberty and exposed to restrictive practices by enhancing research linkages, responding to the voice of lived experience, and positioning secure care and alternatives within system-wide reform.

Copyright of Electric Power Automation Equipment / Dianli Zidonghua Shebei is the property of Electric Power Automation Equipment Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: A variety of residential and experiential therapeutic programs exist for youth who experience emotional, behavioral, or substance abuse problems that are not adequately responsive to traditional treatment options. While evaluations of programs are available in the literature, investigation of the experiences of professionals who undergird these programs and oversee reentry of youth back into their communities is lacking. Purpose: The research reported here aimed to explicate the experiences of recreational therapists. Methodology/Approach: Qualitative design was used to collect and analyze data. Semistructured interviews were employed, and data were analyzed by content analysis. Findings/Conclusions: Findings indicated recreational therapists were optimistic, intrinsically motivated to spend time outdoors, became personally invested in their work and experienced personal growth from their work. They required additional systems of support and guidance to effectively counter compassion fatigue and associated burnout. Measures for organizations to effectively counter compassion fatigue through enhancement of peer support systems and self-care guidance are needed. Implications: The results provided insight into the characteristics, needs, and experiences of recreational therapists who work with high-promise youth. Further, the work provided a proposed change to current models of compassion satisfaction and compassion fatigue subscale interactions in this population. [ABSTRACT FROM AUTHOR]

This article identifies community-based alternatives to secure care being utilised in The Netherlands, Canada, Hawaii and Scotland. These countries offer ways to not only reduce or eliminate the need to deprive children and young people of their liberty in secure care but also reduce rates of child removal and alternative care placements. Secure care is the containment of children and young people, often subject to child protection interventions and residing in residential care, in a locked facility when they pose a significant risk of harm to the community and themselves. An admission to secure care exposes children to restrictive practices, such as seclusion, use of force and restraint. Jurisdictions have an ethical imperative, and often legislative obligation, to ensure there are less intrusive community-based supports available, which could be utilised instead of a secure care admission where possible. However, there is little research on what alternatives effectively divert secure care admissions. Hawaii, Canada, The Netherlands and Scotland demonstrate how countries can reduce the number of vulnerable children deprived of their liberty and exposed to restrictive practices by enhancing research linkages, responding to the voice of lived experience, and positioning secure care and alternatives within system-wide reform. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Education Technology & Scientific Researches is the property of Ayse Burcu Ulusoy and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

AbstractAt-risk students face a variety of challenges that encompass cultural, social and environmental contexts and identities. Full time virtual schools offer help for at-risk students through the provision of a personalized learning option where students can catch up with past work or complete school work in a non-traditional environment. The purpose of this study was to understand parent perceptions of at-risk learner’s affective, behavioral, and cognitive engagement supports in a fully online school. Although research exists on at-risk learners in blended environments, this topic has not yet been fully explored for fully online schools. We need a much fuller understanding of at-risk learners’ supports in online schools. These data are critical for the future success of at-risk students who are increasingly enrolling in full time online schools. Results showed that parents of at-risk students enrolled in a virtual school described affective engagement in terms of relationships, communication with teachers, and communication with students. Interestingly, parents emphasized that the structure of the traditional in-person schooling experience hindered long term relationships. Parents saw behavioral engagement in terms of learning expectations, help with technological issues, and self regulation skills. Parents of at-risk students enrolled in the virtual school also described cognitive engagement opportunities in the areas of teaching and tutoring of academic content, co-learning with students, and collaboration between students. Discussion focused on how virtual schools could embrace innovative staffing models to better support at-risk students who are enrolled in a virtual school as their ‘last resort’.

Abstract Objective This study aimed to understand the key determinants for poor academic performance of students completing a Bachelor of Pharmacy (BPharm), Bachelor of Pharmacy and Management (BPharmMgmt), or Master of Pharmacy (MPharm) degree. Methods Data were collected on pharmacy students who had not met academic progression requirements between 2008 and 2018 at The University of Sydney, Australia. This included: age at the start of pharmacy degree; gender; whether they transferred from another university; whether they were a domestic or international student; Australian Tertiary Admissions Rank upon entry, previous studies in biology, chemistry, or mathematics; show cause triggers (units of study failed); number of show causes; students’ written show cause responses; weighted average mark at last show cause or graduation; whether they graduated and were a registered pharmacist; and, the number of years they spent studying the degree. Descriptive studies were used to analyse student characteristics using SPSS software, and student self-reported reasons for poor performance were analysed reflexively using thematic analysis procedures using NVivo. Results This study included 164 pharmacy students enrolled in a BPharm (79.3%, n = 130), BPharmMgmt (1.2%, n = 2), or MPharm (19.5%, n = 32). Of the students, 54% (n = 88) were men, 81% (n = 133) were domestic students, 15% (n = 24) transferred from another degree program, and 38% (n = 62) graduated from the course. Show cause students were less likely to graduate if they transferred from another degree program (P = 0.0002) or failed more than three units of study (UoS; P

Students with and at risk for emotional and behavioral disorders (EBD) struggle to acquire and develop writing skills. To support their students' unique needs, it is important for teachers to monitor student writing progress to make instructional decisions based on data. In this article we describe methods for progress monitoring focused on writing skills. We describe a feasible system for continuous progress monitoring. We also address setting and monitoring goals for students with and at risk for EBD. [ABSTRACT FROM AUTHOR]

Aim: To quantify the impact of foot complications on mortality outcomes in people with type 2 diabetes (T2D), and how routinely measured factors might modulate that risk. Materials and Methods: Data for individuals with T2D for 2010‐2020, from the Salford Integrated Care Record (Salford, UK), were extracted for laboratory and clinical data, and deaths. Annual expected deaths were taken from Office of National Statistics mortality data. An index of multiple deprivation (IMD) adjusted the standardized mortality ratio (SMR_IMD). Life years lost per death (LYLD) was estimated from the difference between expected and actual deaths. Results: A total of 11 806 T2D patients were included, with 5583 new diagnoses and 3921 deaths during 2010‐2020. The number of expected deaths was 2135; after IMD adjustment, there were 2595 expected deaths. Therefore, excess deaths numbered 1326 (SMR_IMD 1.51). No foot complications were evident in n = 9857. This group had an SMR_IMD of 1.13 and 2.74 LYLD. In total, 2979 patients had any foot complication recorded. In this group, the SMD_IMR was 2.29; of these, 2555 (75%) had only one foot complication. Patients with a foot complication showed little difference in percentage HbA1c more than 58 mmol/mol. In multivariate analysis, for those with a foot complication and an albumin‐to‐creatinine ratio of more than 3 mg/mmol, the odds ratio (OR) for death was 1.93, and for an estimated glomerular filtration rate of less than 60 mL/min/1.73m2, the OR for death was 1.92. Conclusions: Patients with T2D but without a foot complication have an SMR_IMD that is only slightly higher than that of the general population. Those diagnosed with a foot complication have a mortality risk that is double that of those without T2D. [ABSTRACT FROM AUTHOR]

Eighteen students, who self-identified as Latinx, from a rural, Midwestern community participated in this study. The participants were enrolled in their high school's "Risk Academy," a program designed for students labeled "at risk." Data shared in this article stem from a larger study where we applied photovoice, a critical, participatory research methodology that utilizes participant voice and photography, to better understand the students' sense of belonging in and connectedness to their high school. We focus here specifically on qualitative results from analyses of group conversations with the participants. In these conversations we strove to facilitate a space for the students to discuss their lived educational experiences and to engage in related critical dialogue. Qualitative results are presented through three emergent themes: Separation and Negative Narratives; Lack of Support; and Resilience. [ABSTRACT FROM AUTHOR]

This study explored whether initial skill moderated outcomes of Promoting Algebra Readiness, a Tier 2 sixth-grade mathematics intervention targeting conceptual and procedural knowledge of fractions. The study analyzed data from a quasi-experimental pilot study in which at-risk students (N = 198) from Oregon middle schools were assigned to the treatment or control condition at the school level. Proximal and distal measures of math proficiency were collected in the fall (pretest) and spring (post-test). Analyses examined initial student achievement as a moderator of mathematics outcomes. Results indicated that intervention outcomes were not moderated by initial skill. Implications for tiered mathematics instruction and future mathematics intervention research are discussed. [ABSTRACT FROM AUTHOR]

Some Swedish schools do not identify and support students with reading difficulties efficiently enough during the first years at school. A longitudinal design was used to examine a multitiered RtI-model for identifying and supporting students at risk of reading difficulties in a Swedish school context. The results demonstrated that the RtI-model could be successfully applied. The proportion of students in need of support (i.e., below the 25th percentile) was significantly reduced after two years. Compared to students in the reference group (n  = 759), significantly fewer students in the RtI group (n  = 113) scored below the 25th percentile in word and non-word decoding and reading comprehension in a short text at the end of Grade 2. The discussion highlights the RtI-model’s original ideas. [ABSTRACT FROM AUTHOR]

Student–teacher relationships are crucial for adolescents' adjustment in the school context. The aim of the present study was to examine the role of teacher closeness in academic emotions and achievement among adolescents with and without learning difficulties during the first year in lower secondary school. Students' learning difficulties (LDs) were identified based on tested reading and math skills. In addition, students evaluated their teacher relationships and rated academic emotions in literacy and math domains. The results indicated that higher teacher closeness was related to increasing positive emotions and increasing literacy achievement during seventh grade, whereas lower levels of teacher closeness were associated with increasing learning-related anger and boredom. The results were mostly similar for students with and without LDs, which indicates that students in general benefit from close teacher relationships during the first year in lower secondary school. [ABSTRACT FROM AUTHOR]

Patients with schizophrenia often undergo a prodromal phase prior to diagnosis. Given the absence of significant therapeutic improvements, attention has recently shifted to the possibility of intervention during this early stage to delay or diminish symptom severity or even prevent onset. Unfortunately, the 20 or so trials of intervention to date have not been successful in either preventing onset or improving long-term outcomes in subjects who are at risk of developing schizophrenia. One reason may be that the biological pathways an effective intervention must target are not static. The prodromal phase typically occurs during late adolescence, a period during which a number of brain circuits and structures are still maturing. We propose that developing a deeper understanding of which circuits/processes and brain structures are still maturing at this time and which processes drive the transition to schizophrenia will take us a step closer to developing better prophylactic interventions. Fortunately, such knowledge is now emerging from clinical studies, complemented by work in animal models. Our task here is to describe what would constitute an appropriate animal model to study and to potentially intervene in such processes. Such a model would allow invasive analysis of the cellular and molecular substrates of the progressive neurobiology that defines the schizophrenia prodrome and hopefully offer valuable insights into potential prophylactic targets.

Criminological literature frequently argues that the rehabilitative penological paradigm of the 20th century ('penal welfarism') has been replaced by pre-crime, risk-based, 'new penology'. Under the conditions of social and economic neoliberalism, it is claimed, the commitment to rehabilitating individuals has been withdrawn. In this article, we explore the curious persistence of rehabilitation—enacted within crime prevention and countering-violent-extremism programmes. We show that rather than 'new penology' replacing 'penal welfarism', the history of social crime prevention programmes demonstrates the presence of a 'hybrid penology'. Here, rehabilitation was brought into the pre-criminal space and practised upon pre-delinquents. This pre-emptive rehabilitation of at-risk subjects pervaded preventive policy in both Western Europe and the socialist Former Yugoslavia. In both case studies, this logic of pre-crime rehabilitation then transferred into the counterterrorism sector—with ideological dissidence identified as the threshold for reform-oriented intervention. Rehabilitation remains with us, warped by the turn to pre-emption. [ABSTRACT FROM AUTHOR]

The middle school version of the Washington Assessment of Risks and Needs of Students (msWARNS) is a self-report instrument designed for use by school personnel to identify barriers to school attendance and school success for sixth- to eighth-grade students. It measures six domains relevant to improving school outcomes that include aggression-defiance, depression-anxiety, substance use, peer deviance, home environment, and school engagement. In the present study, a bifactor S − 1 model, for which the aggression-defiance domain was the reference factor for the general factor and the other domains constituted the subfactors, had good fit and better fit than several other alternative models. Results of multigroup confirmatory factor analysis revealed invariance across different groups defined by gender and race/ethnicity (Native American, African American, Hispanic, and White), with a sample of referred middle school students (N = 2,356; ages 10–15 years). Reliability analyses support the use of the general factor to guide decision-making, the reliable use of the depression-anxiety factor for providing additional insights, and the remaining factors for guiding communication, as part of an assessment and intervention program for middle school students. [ABSTRACT FROM AUTHOR]

• A brief measure of early numeracy can be used as a screener for risk status. • English learners score differently on a screener than English proficient students. • Similar accuracy in identification of risk was found for both student groups. We investigated the technical characteristics of a brief early numeracy screening battery for both English learners (ELs) and English proficient students (EPs). Results indicated there were differences in performance of ELs and EPs. Further, we found reasonable overall accuracy of the screener predicting student outcomes. Similar overall accuracy results were found for ELs and EPs, as well as for predicting academic performance. We discuss study results related to sensitivity, specificity, and negative and positive predictive power as they relate to implications for practice, including screening for risk for ELs and the challenge of false positives in screening systems. We conclude by proposing future avenues of research. [ABSTRACT FROM AUTHOR]

This study sought to better understand how schools were addressing U.S. state policies targeting summer reading interventions for students not meeting accountability standards. Survey data were gathered from 580 public and private elementary schools in one state (67% response rate) regarding the barriers to offering summer programs, characteristics of the students served, amount of instructional and enrichment time provided, curricular materials used, means of monitoring students' progress, and staff qualifications. Approximately 65% of respondents held summer reading programs, despite not being required or specially funded to do so. Because the programs usually were intended for students not reading proficiently and those in special education, we discuss the practical implications of common program features and the potential misalignment with the existing literature base guiding the design of summer programs. [ABSTRACT FROM AUTHOR]

The global pandemic has highlighted the importance of telehealth to access behavioral interventions. Face‐to‐face parent training improves the development and behaviors of young children at risk for autism spectrum disorder (ASD). We evaluated a telehealth parent training intervention for a child at risk for ASD. Two parents identified possible early ASD symptoms in their 30‐month‐old son (lack of imitation, pointing, and vocal manding). Both parents simultaneously received telehealth behavioral skills training on the Parent Intervention for Children at Risk for Autism program for 1 hour per week over 29 weeks. Multiple baseline designs across parent and child behaviors showed that both parents improved their parent teaching fidelity above 80% and the child improved on all trained behaviors. This study expands the utility of telehealth behavioral parent training to young children at risk for ASD to mitigate early symptoms of ASD. [ABSTRACT FROM AUTHOR]

Introduction: Previous studies verify the formation of enzymatically posttranslationally modified (PTM) self-peptides and their preferred recognition by T cells in subjects with type 1 diabetes (T1D). However, questions remain about the relative prevalence of T cells that recognize PTM self-peptides derived from different antigens, their functional phenotypes, and whether their presence correlates with a specific disease endotype. Methods: To address this question, we identified a cohort of subjects with T1D who had diverse levels of residual beta cell function. Using previously developed HLA class II tetramer reagents, we enumerated T cells that recognize PTM GAD epitopes in the context of DRB1*04:01 or PTM IA2 epitopes in the context of DQB1*03:02 (DQ8). Results: Consistent with prior studies, we observed higher overall frequencies and a greater proportion of memory T cells in subjects with T1D than in HLA matched controls. There were significantly higher numbers of GAD specific T cells than IA2 specific T cells in subjects with T1D. T cells specific for both groups of epitopes could be expanded from the peripheral blood of subjects with established T1D and at-risk subjects. Expanded neo-epitope specific T cells primarily produced interferon gamma in both groups, but a greater proportion of T cells were interferon gamma positive in subjects with T1D, including some poly-functional cells that also produced IL-4. Based on direct surface phenotyping, neo-epitope specific T cells exhibited diverse combinations of chemokine receptors. However, the largest proportion had markers associated with a Th1-like phenotype. Notably, DQ8 restricted responses to PTM IA2 were over-represented in subjects with lower residual beta cell function. Neo-epitope specific T cells were present in at-risk subjects, and those with multiple autoantibodies have higher interferon gamma to IL-4 ratios than those with single autoantibodies, suggesting a shift in polarization during progression. Discussion: These results reinforce the relevance of PTM neo-epitopes in human disease and suggest that distinct responses to neo-antigens promote a more rapid decline in beta cell function. [ABSTRACT FROM AUTHOR]

To a) demonstrate that adopting 'at risk' waist-to-height ratio (WHTR) cut-off points, recently approved by National Institute for Health and Care Excellence (NICE) and the United States Department of Defense (USDoD), will unfairly penalize shorter individuals and will be too lenient for taller individuals, b) to confirm that waist circumference (WC) of a sample of US service personnel, scales to approximately height0.5, supporting the notion that WC, to be independent of height (HT), should be normalized using WC.HT−0.5 (WHT•5R), and c) to identify the WHT•5R cut-off points that will reduce or eliminate this unwanted bias. We employed a three independent cross-sectional sample design. All n = 58,742 participants underwent anthropometric assessment of body mass, stature and waist circumference. The allometric power-law model WC=a.HT^b for US service personnel identified the height exponent to be b= 0.418 (95 % CI 0.251–0.585), confirming that the simple body-shape index for WC to be independent of HT, should be WC.HT−0.5. Chi-square tests of independence and for linear trend confirmed that by adopting WHTR cut-off point, shorter individuals (both service personnel and non-service participants) will be over penalized (classified as being 'at risk'). New WC independent-of-height ratio cut-off points were found to resolve this problem. Adopting WHTR cut-off thresholds (either 0.5 or 0.55) will lead to shorter adults being unfairly classified as being 'at risk' in terms of their central adiposity and general health status. Adopting new WHT•5R cut-off point thresholds were found to greatly reduce or eliminate this bias. [ABSTRACT FROM AUTHOR]

Children excluded from school often have a range of unidentified needs that may directly contribute to their behaviour. Research and policy highlight the absence of screening for difficulties in children at risk of exclusion. This study aimed to assess and explore the feasibility and acceptability of neurodevelopmental and mental health screening of secondary school children with two or more fixed-term exclusions, as well as compare differences in rates to matched controls. Mental health and neurodevelopmental measures were collected from 40 children aged 11–16, 13 parents and 9 teachers. The screening process was feasible and acceptable for the children, however there was limited informant response. Case participants showed elevated levels across all screening measures compared to matched control participants. This study highlights the range of difficulties experienced by children at risk of exclusion from school and suggests a screening process may help to identify underlying neurodevelopmental and mental health difficulties. [ABSTRACT FROM AUTHOR]

The question "What does this have to do with everything else?" refers to ecological thinking. In this article, we use an ecological approach to explore the interrelationships between the incidence of the influenza pandemic of 1918–19, its trajectories and impacts on education. Our emphasis on children and their environment, as specific ecological arrangements, allows the mapping of associated social, institutional, cultural and material contexts and relations, alongside axes of experiences, behaviours and choices during a life-threatening crisis. To achieve this we apply the multiple perspectives that an ecological approach demands and use four different sources of evidence, from Sweden, Portugal, England and Spain, respectively: a teacher obituary, a magazine article, a school Log Book and an artist's drawing. Each piece of evidence helps to identify lines of articulation and strands of entanglements projected in time and space. Their joint ecological reading enables the grasping of glocal connections, uncovering a few tesserae of a much larger mosaic, and pointing to the inherent potential of an educational-ecological approach to the study of past pandemics. [ABSTRACT FROM AUTHOR]

Dr. Peter Leone is an internationally renowned researcher and advocate for incarcerated youth. Throughout his almost four decades at the University of Maryland, his expertise and research have influenced lawsuits related to the provision of education and special education services in juvenile corrections and paved the way for changes in policy and practice. Dr. Leone shared his reflections on his career, progress that has been made in juvenile justice education, urgent matters, future directions, and recommendations for future juvenile justice educators and researchers. [ABSTRACT FROM AUTHOR]

The purpose of this study was to triangulate four data sources - Dynamic Indicators of Basic Early Literacy Skills (DIBELSNext), Easy Curriculum-Based Measures (easyCBM), Test of Silent Reading Efficiency and Comprehension (TOSREC), and Classroom-Based Written Assessment - to identify students at risk for reading difficulties. Participants were 1,025 students in Grades 1, 3, and 5 attending low-cost, middle-cost, and high-cost private schools in an urban city center in Southern India. In general, we found that a larger percentage of students were identified as being at risk when we used the reading measures alone, but the numbers reduced considerably when we triangulated those scores with the written assessment. For students in Grade 1, we found that a median of 5% of students were identified as at risk across all school sites using the four data sources; for students in Grades 3 and 5, this percentage increased to 20%. Implications for reading assessment and intervention in the Indian context are discussed. [ABSTRACT FROM AUTHOR]

Prodromal symptoms of Autism Spectrum Disorder (ASD) have been detected within the first year of life. This review evaluated evidence from randomized controlled trials (RCTs) of parent-mediated interventions for infants under 24 months who are at risk for ASD. Electronic databases, including grey literature, were searched up till November 2019. Seven RCTs were identified. There was substantial heterogeneity in recruitment, outcome measures and effect size calculations. Interventions did not reduce the risk of later ASD diagnosis and post-intervention effects on infant outcomes were inconsistent, with five studies reporting significant improvements across both treatment and control groups. Moderate level of evidence of intervention effects on parental interaction skills and the small number of RCTs, and significant limitations restrict generalizability across studies. [ABSTRACT FROM AUTHOR]

The purpose of this study was to investigate the effect of a morphological awareness intervention on the spelling and writing of second-grade (n = 16) and third-grade (n = 10) students at risk for learning disabilities. The intervention was provided for 25 min per session 4 to 5 times per week for 5 weeks. Students were randomly assigned to the intervention (n = 13) or comparison (n = 13) condition. Students were pre- and posttested using standardized tests of spelling and writing and were progress monitored twice weekly with a curriculum-based measure of writing. Intervention effects were measured using a univariate analysis of covariance (ANCOVA) on each outcome. Growth on the progress monitoring task was measured using hierarchical linear modeling (HLM). Results indicated the intervention did not have a significant effect on outcomes but a moderate positive effect was detected on writing. Practical applications including intervention revisions and feasibility of use are discussed. [ABSTRACT FROM AUTHOR]

Background: Coronary artery disease (CAD) is a major health problem of atherosclerotic cardiovascular (CV) disease and early intervention is regarded important. Given the proven effect of a lifestyle intervention with nursing telephone counselling and mHealth use in health care, yet the comparisons of both support are lacking, this study is proposed., Objectives: This study aimed to compare the effects of a coronary artery disease (CAD) support program using a mobile application versus nurse phone advice on exercise amount and physical and psychological outcomes for clients at risk of CAD., Methods: A prospective randomized controlled trial was conducted. Ethical approval was obtained. Two-hundred and twenty-six clients were screened, and a total of 168 clients who were at risk of CAD and routinely used smartphones were randomized into the app support group (App group) or the nurse phone advice (NPA) group. Although all participants received the same health talk delivered by a cardiac nurse at the community center, the App group received additional CAD app support, whereas the NPA group received nurse phone advice for 20 min monthly. The app content comprised (1) CAD knowledge in 10 modules, (2) individual exercise records with their own goals and health measures, and (3) a chest pain action list. The intervention lasted for 3 months. Health outcome data were collected at baseline (T0) and after 1 (T1) and 3 (T2) months. The outcomes were the total amount of exercise (primary outcome), self-efficacy in illness management, perceived stress, and CAD risk profile (body weight, body mass index, and lipid concentration). Generalized estimating equation models were used to assess differential changes in all outcomes within 3 months., Results: The attrition rates at 3 months were 3.49% and 9.30% for the App and NPA groups, respectively. The App support group was superior to the NPA group in significantly increasing total exercise amount and reducing body weight, waist circumference, triglycerides, and increased self-efficacy in illness management., Linking Evidence to Action: The result provides further insights of app development to support health promotion programs for community-dwelling adults at risk of CAD., (© 2025 Sigma Theta Tau International.)

Background: Identifying and supporting young children who are at risk of developing anxiety disorders would benefit children, families, and wider society. Elevated anxiety symptoms, inhibited temperament, and high parental anxiety are established risk factors for later anxiety disorders, but it remains unclear who is most likely to benefit from prevention and early intervention programmes. Delivering an online intervention through schools to parents of young children who have one or more of these risks could maximise reach. The primary aim of this trial is to evaluate the effectiveness and cost-effectiveness of delivering an online parent-led intervention, compared with usual school provision only, for children (aged 4-7) identified as at risk for anxiety disorders on the basis of at least one risk factor. We also aim to identify the characteristics of children who do and do not benefit from intervention and mechanisms of change from the intervention.Methods: The design will be a parallel group, superiority cluster randomised controlled trial, with schools (clusters) randomised to intervention or usual school practice arms in a 1:1 ratio stratified according to level of deprivation within the school. The study will recruit and randomise at least 60 primary/infant schools in England, and on the basis of recruiting 60 schools, we will recruit 1080 trial participants (540 per arm). Parents of all children (aged 4-7) in sampled Reception, Year 1, and Year 2 classes will be invited to complete screening questionnaires. Children who screen positive on the basis of anxiety symptoms, and/or behavioural inhibition, and/or parent anxiety symptoms will be eligible for the trial. Parents/carers of children in schools allocated to the intervention arm will be offered a brief online intervention; schools in both arms will continue to provide any usual support for children and parents throughout the trial. Assessments will be completed at screening, baseline (before randomisation), 6 weeks, 12 weeks, and 12 months post-randomisation. The primary outcome will be the absence/presence of an anxiety disorder diagnosis at 12 months.Discussion: The trial will determine if delivering an online intervention for parents of young children at risk of anxiety disorders identified through screening in schools is effective and cost-effective.Trial Registration: ISRCTN 82398107 . Prospectively registered on Jan. 14, 2021. [ABSTRACT FROM AUTHOR]

We analyzed two nationally representative, longitudinal data sets of U.S. children to identify risk factors for persistent mathematics difficulties (PMD). Results indicated that children from low socioeconomic households are at elevated risk of PMD at 48 and 60 months of age, as are children with cognitive delays, identified developmental delays or disabilities, and vocabulary difficulties. In contrast, children attending preschool either in Head Start or non-Head Start classrooms are at initially lower risk of PMD. Kindergarten-aged children experiencing either low socioeconomic status or mathematics difficulties are at greatest risk for PMD across third, fifth, and eighth grades. Also at risk for PMD between third and eighth grades are children displaying reading difficulties or inattention and other learning-related behaviors problems, children with identified disabilities, and those who are retained. Educationally relevant and potentially malleable factors for decreasing young childrens risk for PMD may include increasing childrens access to preschool, decreasing their risk of experiencing vocabulary or reading difficulties, and avoiding use of grade retention.

Topic: This scoping review investigated research regarding the magnitude of minor sex trafficking (domestic minor sex trafficking and/or commercial sexual exploitation of children) in the United States, summarizing estimates, methodologies, and strengths and weaknesses of the studies. Method: Using Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, peer-reviewed articles and the gray literature were accessed via databases searches, reference harvesting, and expert advice. Articles were included if they provided a count or prevalence proportion estimate of trafficked or at-risk minors across or within a region of the United States. Six empirical studies, published from 1999 to 2017, were included in the review. Results: Included studies produced count estimates (n = 3) or prevalence proportion estimates (n = 3) for youth at risk of minor sex trafficking (n = 2) or reporting victimization (n = 5). Studies examined sex trafficking risk and victimization in different geographical areas, including across the United States (n = 2), in New York City (n = 1), and in Ohio (n = 1). Further, several studies focused on particular populations, such as street and shelter youths (n = 1) and adjudicated males (n = 1). Sampling methodologies of reviewed estimates included traditional random sampling (n = 1), nationally representative sampling (n = 2), convenience sampling (n = 1), respondent-driven sampling (n = 1), purposive sampling (n = 1), and use of census data (n = 2). Conclusion: Little research has estimated the prevalence of minor sex trafficking in the United States. The existing studies examine different areas and populations and use different categories to estimate the problem. The estimates reviewed here should be cited cautiously. Future research is needed on this important topic, including methodologies to produce more representative estimates of this hard-to-reach population. [ABSTRACT FROM AUTHOR]

Poverty as a cultural factor affects students' school success and outcomes. In the current literature review, we aimed at providing a comprehensive analysis of intervention research designed to support school outcomes of students aged 3 to 21 years with disabilities or at risk for developing disabilities in high-poverty contexts. Eighteen studies were included in this review (16 group designs, 1 single case design, and 1 group design with embedded single case), with a total of 1782 student participants. Results indicated that most of the research studies designed for students in poverty focused on their language skills (e.g., reading, vocabulary, literacy) with various interventions. Most of the group design studies met the quality indicators (Gersten et al., 2009) with a low standard, although all single case studies met the quality indicators by higher than 80% (Kratochwill et al., 2013). As for the analysis of cultural responsiveness, we found that most studies provided limited information reflecting culturally responsive research (Trainor & Bal, 2014). Discussion and implication for practice and research are provided. [ABSTRACT FROM AUTHOR]

Accurate and timely identification of reading disabilities (RDs) is essential for providing appropriate and effective remediation for struggling readers. However, practices for identifying RDs lack sufficient documentation within and across educational and clinical settings. The wide range of possible practices intended to identify struggling readers can render the field vulnerable to inconsistencies in how the needs of struggling readers are recognized and supported. To better understand the range of current practices used to identify RDs in school-age children, we created and disseminated a survey nationally, and analyzed data from 965 practitioners. The findings indicate lengthy timelines to identify RDs; substantial variability in the composition of assessment teams, identification criteria, and diagnostic labels; and notable opportunities for enhancing practitioner training experiences. This study aims to promote cross-contextual dialogue about the identification of RDs and their implications for students' educational experiences. [ABSTRACT FROM AUTHOR]

This meta-analysis assessed the effect of word-problem-solving interventions on the word-problem-solving accuracy of students identified as having a learning disability (LD) or at risk for an LD in kindergarten to the sixth grade. Eighteen randomized control group designed studies met the inclusion criteria. Overall, word-problem-solving interventions yielded a significant positive effect on the word-problem-solving accuracy of students in elementary grades with LD (effect size [ES] = 1.08). Instructional components that underlie effective studies were also identified. Results suggest that peer interaction and transfer instructions yielded large effects on treatment outcomes. Results also suggested that intensive interventions (50-min sessions, 34 total sessions) in Grade 3 regardless of instructional setting yielded the largest ESs. These findings support the need to develop and implement quality evidence-based instruction in classroom settings (Tier 1 instruction) prior to utilizing additional resources for more intensive and individualized intervention. [ABSTRACT FROM AUTHOR]

BackgroundDespite advances that the psychosis "clinical high-risk" (CHR) identification offers, risk of stigma exists. Awareness of and agreement with stereotypes has not yet been evaluated in CHR individuals. Furthermore, the relative stigma associated with symptoms, as opposed to the label of risk, is not known, which is critical because CHR identification may reduce symptom-related stigma.MethodsThirty-eight CHR subjects were ascertained using standard measures from the Center of Prevention and Evaluation/New York State Psychiatric Institute/ Columbia University. Labeling-related measures adapted to the CHR group included "stereotype awareness and self-stigma" ("Stereotype awareness", "Stereotype Agreement", "Negative emotions [shame]"), and a parallel measure of "Negative emotions (shame)" for symptoms. These measures were examined in relation to symptoms of anxiety and depression, adjusting for core CHR symptoms (e.g. attenuated psychotic symptoms).ResultsCHR participants endorsed awareness of mental illness stereotypes, but largely did not themselves agree with these stereotypes. Furthermore, CHR participants described more stigma associated with symptoms than they did with the risk-label itself. Shame related to symptoms was associated with depression, while shame related to the risk-label was associated with anxiety.ConclusionBoth stigma of the risk-label and of symptoms contribute to the experience of CHR individuals. Stereotype awareness was relatively high and labeling-related shame was associated with increased anxiety. Yet limited agreement with stereotypes indicated that labeling-related stigma had not fully permeated self-conceptions. Furthermore, symptom-related stigma appeared more salient overall and was linked with increased depression, suggesting that alleviating symptom-related shame via treating symptoms might provide major benefit.

Objective: To systematically review the literature with the primary aim of identifying behavioural interventions to improve vitamin D stores in children from at-risk ethnic groups.Design: Review based on Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. PROSPERO registration number: CRD42017080932. Health Behaviour Model and Behaviour Change Wheel framework constructs used to underpin evaluation of interventions. Methodological quality evaluated using Cochrane Risk of Bias, Cochrane ROBINS-I and NHLBI tools.Setting: Databases Cochrane Library, MEDLINE, EMBASE, CINAHL with secondary search of Google Scholar. No country limits set. Papers between January 1990 and February 2018, published in English included. Anticipating study heterogeneity, outcome measures not pre-specified and identified from individual full papers. Updated literature search November 2020.Participants: Patient or population including pregnant women, newborns and children aged under 18 years, from Asian or African ethnic groups.Results: Of 10 690 articles screened, 298 underwent full-text review, with 24 ultimately included for data extraction. All identified studies conducted a vitamin D pharmacological supplementation intervention, with two also incorporating a behavioural intervention strategy. No study explicitly defined a primary aim of evaluating a behavioural intervention, undertaken to study its effect on vitamin D supplement uptake.Conclusions: There is a need to address the paucity of data in ethnic at-risk children on how behavioural interventions ideally developed and co-produced with the community under study, affect and help improve vitamin D uptake, within the antenatal and pregnancy phase as well as during childhood. [ABSTRACT FROM AUTHOR]

Background: Post Traumatic stress disorder usually occurs after a traumatic event and nowadays we are all facing the pandemic – the COVID-19 which has effected our mental health to a great extent. So this study was taken up to assess the risk of Post traumatic stress disorder symptoms using impact of event scale-revised (IES-R), their main stressors and coping measurements. Materials and Methods: A telephonic interview schedule was adopted to fill the online questionnaire among general population of age group 20-55 years covering different states using snow ball technique. Results: depicted 8.2% at risk of post traumatic stress disorder symptoms and 32.5% at risk of suppressed immune system functioning which is presumed to have its effect for the next 10 years. The main stressors of Covid -19 with increased score were worry about economic influences, effect of social media on daily life, lack of social support and poor knowledge. Coping measurements with brief resilient coping scale found 40.5% as low resilient copers who had higher mean scores of IES-R. Conclusions: This needs to be addressed earlier to bring up preventive strategies to ameliorate by including counselling services in the routine health care services of India.

BackgroundPrevious research has indicated positive effects of early developmental intervention (EDI) on the development of children in developing countries. Few studies, however, have examined longitudinally when differential treatment effects may be observed and whether differential outcomes are associated with exposure to different risk factors and country of implementation. Also, birth asphyxia as a risk condition has not been well studied. To address these limitations, we conducted a randomized controlled trial to test the hypothesis that there will be differential developmental trajectories favoring those who receive EDI versus a health education intervention in children in rural areas of India, Pakistan, and Zambia.MethodsChildren with and without birth asphyxia were randomized to EDI or control intervention, which was implemented by parents who received training in biweekly home visits initiated before child age 1 month and continuing until 36 months. Development was assessed in 376 children at ages 12, 24, and 36 months using the Bayley Scales of Infant Development and Ages & Stages Questionnaire administered by evaluators blind to intervention assignment and risk condition.ResultsLongitudinal mixed model analysis indicated that EDI resulted in better development over 36 months in cognitive abilities, regardless of risk condition, maternal resources, child gender, or country. Psychomotor development and parent-reported general development showed similar trends as for cognitive abilities, but were not statistically different between intervention conditions. Developmental differences were observed first at 36 months of age.ConclusionEarly developmental intervention has promise for improving development in children across developing countries when exposed to various risk conditions. EDI should be one prominent approach used to begin to address long-term outcomes and intergenerational transmission of poverty.

Abstract Trial design We present a study protocol for a multi-centre, randomised, double-blind, parallel-group, placebo-controlled trial that seeks to test the feasibility, acceptability and effectiveness of a 52-week period of treatment with the first-in-class co-stimulatory blocker abatacept for preventing or delaying the onset of inflammatory arthritis. Methods The study aimed to recruit 206 male or female subjects from the secondary care hospital setting across the UK and the Netherlands. Participants who were at least 18 years old, who reported inflammatory sounding joint pain (clinically suspicious arthralgia) and who were found to be positive for serum autoantibodies associated with rheumatoid arthritis (RA) were eligible for enrolment. All study subjects were randomly assigned to receive weekly injections of investigational medicinal product, either abatacept or placebo treatment over the course of a 52-week period. Participants were followed up for a further 52 weeks. The primary endpoint was defined as the time to development of at least three swollen joints or to the fulfilment of the 2010 American College of Rheumatology/European League Against Rheumatism (ACR/EULAR) classification criteria for RA using swollen but not tender joints, whichever endpoint was met first. In either case, swollen joints were confirmed by ultrasonography. Participants, care givers, and those assessing the outcomes were all blinded to group assignment. Clinical assessors and ultrasonographers were also blinded to each other’s assessments for the duration of the study. Conclusions There is limited experience of the design and implementation of trials for the prevention of inflammatory joint diseases. We discuss the rationale behind choice and duration of treatment and the challenges associated with defining the “at risk” state and offer pragmatic solutions in the protocol to enrolling subjects at risk of RA. Trial registration Current Controlled Trials, ID: ISRCTN46017566. Registered on 4 July 2014.

Students with disabilities are one student group with elevated risk of sexual violence. Although they would benefit from streamlined access to campus support, little is known about their patterns of campus service use. This qualitative analysis includes data from semi-structured interviews with 51 students with disabilities who experienced sexual violence focused on service use across campus. The resultant conceptual model shows that greater accessibility is associated with positive experiences, and lower accessibility is associated with negative experiences. Students with disabilities who experienced or expected negative reactions (e.g., judgment) were less likely to use services and were less satisfied. Advocacy and support in connecting students with disability or sexual violence services was associated with positive experiences and increased accessibility. These findings highlight key facilitators and barriers to campus service use for students with disabilities with sexual violence histories and suggest key intervention points for increasing accessibility, reducing stigma, and improving student experiences with campus providers, staff, and faculty. [ABSTRACT FROM AUTHOR]

This study examined the role of fidelity in the reading outcomes within a Tier 2 intervention implemented by Spanish kindergarten and first grade school teachers. For this purpose, differences in reading performance growth were analyzed among at-risk students who received a Tier 2 intervention with high fidelity, at-risk students who received the same intervention with medium fidelity, and an at-risk control group that did not receive a Tier 2 intervention. Implementation fidelity was analyzed using direct observations and self-reports. All students were assessed three times during the academic year. Hierarchical linear modeling analyses were conducted to explore differences in growth rate. The at-risk children in the intervention condition showed a higher growth compared to at-risk children in the control condition, and specifically when the intervention was delivered with a high degree of fidelity. [ABSTRACT FROM AUTHOR]

The 2018 conservation status assessment of freshwater invertebrate taxa was the most comprehensive to date. Of the Threatened and At Risk taxa in 2018 (177 taxa), 48 were listed as Nationally Critical, 14 as Nationally Endangered, 16 as Nationally Vulnerable, 10 as Declining, and 89 as Naturally Uncommon. Most taxa were listed as either Not Threatened (315 taxa) or required more information for assessment (Data Deficient; 178 taxa). Analyses of temporal changes in conservation status since 2002 revealed that the majority of changes were due to greater understanding of taxa distributions, rather than gains or losses in population sizes or area of occupancy. Insufficient data on taxa distributions, along with a lack of autecological information, are two of the major knowledge gaps facing freshwater invertebrate conservation in New Zealand. Further impediments to conservation include (i) a lack of systematics research, (ii) a large number of species remain undiscovered and undescribed, and (iii) the status and trend of populations is unknown for most taxa. We also provide an analysis of the habitats that harbour many of the rarer taxa. Finally, we conclude by recommending a number of actions that should, collectively, help fill these knowledge gaps and address these issues. [ABSTRACT FROM AUTHOR]