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Enteroviruses are responsible for [approximately equal to] 10-15 million symptomatic illnesses in the United States annually; however, epidemiologic surveillance and genetic characterization of many enterovirus subspecies is limited (1-3). Coxsackievirus [...]

A growing body of literature supports the effectiveness of Modified Schema-Based Instruction (MSBI) to improve mathematical problem-solving for students with autism spectrum disorder (ASD) and intellectual disability (ID). MSBI is an intervention package that teaches students to identify the problem structure and use a problem-solving heuristic to solve mathematical word problems. Previous research has primarily implemented MSBI in a one-on-one setting with a researcher as the interventionist. This study aimed to investigate the effects of a teacher-delivered MSBI in a small group format on the multiplicative word problem-solving skills of six middle school students with ASD/ID as well as their ability to generalize from word problems to video-based problems. Results of the multiple probe across participants design indicate a functional relation between MSBI and word problem-solving, but generalization varied across participants and maintenance was limited to two participants due to the coronavirus disease 2019 pandemic school closures. Implications for practice and future research are discussed.

This systematic review provides a synthesis of intervention research that taught mathematical word problem solving skills to students with autism spectrum disorder between 1975 and April of 2020 by evaluating the body of research in terms of "what works", "for whom" and "under what conditions". The Council for Exceptional Children (CEC, 2014) quality indicators were used to evaluate methodology of the 20 included studies. The 18 studies that met the criteria to be classified as "high quality" were further analyzed in terms of intervention components (i.e., the "what"), how effectiveness was measured (i.e., defining "works"), characteristics of individuals included in the research (i.e., "for whom") and the tasks, settings, and instructors used (i.e., "under what conditions"). While six practices met the CEC criteria for classification "evidence based", including task analysis, system of least prompts, graphic organizers, explicit instruction, schema-based instruction, and technology assisted instruction, these practices were consistently used in combination as "treatment packages". Implications for practice and future research are discussed.

Taking a leave of absence (LoA) has been identified as an important precursor and risk factor for attrition for many university students. This study describes a proactive outreach intervention to students on LoA through the lens of Tinto's theory of student integration. Historical trends in the university of interest indicate just under 9% of students took a LoA between 2013 and 2018. Outreach reduced risk of attrition by approximately 9%. This proportion was maintained after controlling for equity and demographic factors, prior academic achievement and discipline of study (risk reduction approximately 8%). To our knowledge, this study is the first to describe these data and link them to theoretical models, proposing the importance of a transition pedagogy or re-integration model for students returning from LoA. Significantly, this research highlights the importance of social integration and assistance in overcoming problems with academic integration and external commitments, to students from all backgrounds.

A 'quantum leap' (Kift, 2015) in our understanding of the transition to university studies has brought about a reimagining of the role of transition programs from attempting to remediate deficiencies in 'underprepared' students, to instead using engagement with the curriculum to instil success-oriented behaviours and attitudes in them. In particular commencers from non-traditional backgrounds are confronted by greater sociocultural incongruities when starting higher education (Devlin, 2013), and face greater challenges in developing their new student identity. While affective change of this kind may necessarily be long-term in nature, semester or year-long 'foundation' or 'bridging' programs create barriers themselves in terms of time, cost, and stigma. This study provides evidence that significant results can be achieved with short, accessible, manageable, pre-commencement transition programs, that are situated in the curriculum, but also focussed on nurturing those behaviours and attitudes in at-risk students that are associated with greater likelihood of success and retention.

There is a growing body of evidence on the effectiveness of modified schema-based instruction (MSBI) for teaching word problem-solving alongside other important skills, such as self-determination and mathematical discourse and reasoning. Yet the majority of studies have not been conducted in naturalistic instructional arrangements. We report single-case design quantitative data from a mixed methods study that sought to evaluate the effectiveness and social validity of peer-delivered MSBI with high school students who were engaged in an established peer mentoring program. Results from the single-case multiple probe across participants design demonstrate a functional relation between peer-delivered MSBI and math problem-solving behaviors. All mentees with intellectual disability independently solved multiplicative comparison word problems following intervention and most maintained and generalized to a socially significant degree. Mentors delivered the intervention as designed and supported their mentees in expressing reasoning to justify their solutions. We provide recommendations for research and practice aimed at increasing expectations and opportunities for secondary students with intellectual disability regarding the use of peer-mediated interventions for academic skills.

The Common Core State Standards in Mathematics outline both the content and practices students must engage in at each grade level to become mathematically proficient. Mathematical processes include problem solving, reasoning and proof, communication, and procedural fluency, which includes flexible thinking. The purpose of this study was to evaluate the effectiveness of modified schema-based instruction (MSBI) on the acquisition and maintenance of math content and practices by middle school students with autism spectrum disorder (ASD). Two middle school students with ASD learned to solve proportional word problems containing extraneous information. Specifically, we measured mathematical problem-solving flexibility and communication using a 4-point rubric. Results of the reversal design found a functional relation between MSBI and the students' ability to flexibly solve the mathematical word problems and explain their answer, suggesting MSBI may be a useful strategy for some students with ASD.

The purpose of this study was to evaluate the effect of a mathematics intervention that utilized the Universal Design for Learning (UDL) framework on mathematical problem solving skills for three middle school students with extensive support needs (ESN). Participants were taught to solve percent of change word problems related to personal finance (calculating the final price after leaving a tip or purchasing a discounted item). Visual analysis of the multiple probe across participants design indicated a functional relation between the mathematics intervention and an increase in mathematical problem solving skills. Results are discussed in terms of acquisition and generalization of mathematical problem solving skills. Implications for application of the UDL framework to mathematics instruction for learners with ESN are discussed.

This article will explore usage patterns and perceptions of online learning support among university students. As higher education expands to include increasingly diverse student cohorts, alternative online-supported learning services have gained attention as a mechanism to support student success. However, there is a paucity of research regarding student perceptions and usage patterns for online support and the impact of these services on students' learning experiences. To address this gap, this study explored student usage patterns and perceptions of impact of students enrolled in a large research-intensive university in Australia, using data collected through the third-party provider and a supplementary student survey from July 2018-June 2019. Overall, 90.4% of students considered their interaction with the service to be positive, with 81% reporting that the service assisted their learning. While the service is not aimed at replacing face-to-face tutoring of academic skills support, this study suggests that online-supported learning services may provide an increasingly relevant and useful service to students and ­supplement face-to-face offerings.

Young adults with autism spectrum disorder (ASD) need both academic and social skills required to apply acquired knowledge and skills in real-world settings. This study evaluated the effects of a multicomponent intervention incorporating both Modified Schema-Based Instruction (MSBI) and video-based instruction delivered via augmented reality (AR) to teach the social and mathematical problem-solving skills needed to execute personal finance tasks in the community. Participants were four 21-year-old young adults with ASD enrolled in a public school transition program located on the campus of a technical college. Findings of the single-case multiple probe across participant design support a functional relationship between the multicomponent treatment package and the social and mathematical problem-solving skills of the young adults with ASD. Furthermore, participants were also able to self-correct errors after watching AR-triggered model videos. Generalization to a novel setting was tested. Results, implications, and suggestions for future research are discussed

BackgroundCOVID-19 outbreaks have occurred in homeless shelters across the US, highlighting an urgent need to identify the most effective infection control strategy to prevent future outbreaks.MethodsWe developed a microsimulation model of SARS-CoV-2 transmission in a homeless shelter and calibrated it to data from cross-sectional polymerase chain reaction (PCR) surveys conducted during COVID-19 outbreaks in five homeless shelters in three US cities from March 28 to April 10, 2020. We estimated the probability of averting a COVID-19 outbreak when an exposed individual is introduced into a representative homeless shelter of 250 residents and 50 staff over 30 days under different infection control strategies, including daily symptom-based screening, twice-weekly PCR testing, and universal mask wearing.ResultsThe proportion of PCR-positive residents and staff at the shelters with observed outbreaks ranged from 2.6 to 51.6%, which translated to the basic reproduction number (R0) estimates of 2.9-6.2. With moderate community incidence (~ 30 confirmed cases/1,000,000 people/day), the estimated probabilities of averting an outbreak in a low-risk (R0 = 1.5), moderate-risk (R0 = 2.9), and high-risk (R0 = 6.2) shelter were respectively 0.35, 0.13, and 0.04 for daily symptom-based screening; 0.53, 0.20, and 0.09 for twice-weekly PCR testing; 0.62, 0.27, and 0.08 for universal masking; and 0.74, 0.42, and 0.19 for these strategies in combination. The probability of averting an outbreak diminished with higher transmissibility (R0) within the simulated shelter and increasing incidence in the local community.ConclusionsIn high-risk homeless shelter environments and locations with high community incidence of COVID-19, even intensive infection control strategies (incorporating daily symptom screening, frequent PCR testing, and universal mask wearing) are unlikely to prevent outbreaks, suggesting a need for non-congregate housing arrangements for people experiencing homelessness. In lower-risk environments, combined interventions should be employed to reduce outbreak risk.

We report the public health response to a coronavirus disease 2019 (COVID-19) outbreak in a San Francisco shelter where 67% of residents and 17% of staff tested positive for severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2). We describe the limited utility of case investigation, person-based contact tracing and symptom screening, and the benefits of mass testing in outbreak response.

Background COVID-19 outbreaks have occurred in homeless shelters across the US, highlighting an urgent need to identify the most effective infection control strategy to prevent future outbreaks. Methods We developed a microsimulation model of SARS-CoV-2 transmission in a homeless shelter and calibrated it to data from cross-sectional polymerase-chain-reaction (PCR) surveys conducted during COVID-19 outbreaks in five shelters in three US cities from March 28 to April 10, 2020. We estimated the probability of averting a COVID-19 outbreak when an exposed individual is introduced into a representative homeless shelter of 250 residents and 50 staff over 30 days under different infection control strategies, including daily symptom-based screening, twice-weekly PCR testing and universal mask wearing. Results The proportion of PCR-positive residents and staff at the shelters with observed outbreaks ranged from 2.6% to 51.6%, which translated to basic reproduction number ( R 0 ) estimates of 2.9–6.2. The probability of averting an outbreak diminished with higher transmissibility ( R 0 ) within the simulated shelter and increasing incidence in the local community. With moderate community incidence (~30 confirmed cases/1,000,000 people/day), the estimated probabilities of averting an outbreak in a low-risk ( R 0 =1.5), moderate-risk ( R 0 =2.9), and high-risk ( R 0 =6.2) shelter were, respectively: 0.35, 0.13 and 0.04 for daily symptom-based screening; 0.53, 0.20, and 0.09 for twice-weekly PCR testing; 0.62, 0.27 and 0.08 for universal masking; and 0.74, 0.42 and 0.19 for these strategies combined. Conclusions In high-risk homeless shelter environments and locations with high community incidence of COVID-19, even intensive infection control strategies (incorporating daily symptom-screening, frequent PCR testing and universal mask wearing) are unlikely to prevent outbreaks, suggesting a need for non-congregate housing arrangements for people experiencing homelessness. In lower-risk environments, combined interventions should be employed to reduce outbreak risk.

Human parainfluenza virus (HPIV) contributes to acute respiratory tract infection burden in young children (1) and adults (2). Persons experiencing homelessness are among those at risk for respiratory viral complications [...]

Effective instructional strategies to improve mathematical problem solving skills are critically important to student success in both school-based and real-world mathematics tasks. This study reports effects of a Virtual-Representational-Abstract Integrated framework on the mathematical problem solving skills of three middle school students with developmental disabilities (autism spectrum disorder and intellectual disability). All participants improved in their problem solving accuracy when solving multiplicative comparison word problems using realistic double and triple multipliers. Additionally, all participants maintained their mathematical problem solving accuracy after visual supports (graphic organizer) were removed. Detailed findings and implications for future research and practitioners are discussed.

Mathematics education highlights the importance of helping students understand mathematical content and the ability to think critically about mathematics. Mathematical practice standards outline expectations for engaging students in meaningful mathematics activities to encourage a deep understanding of mathematical concepts and content. For some students, however, engagement in mathematical practices may not come naturally, and therefore will need to be explicitly taught. Students with autism spectrum disorder have communication and executive functioning deficits that are likely to decrease their engagement in mathematical practices. A multiple probe across behaviors single-case design was used to investigate the effectiveness of a modified schema-based instructional (MSBI) strategy on the use of mathematical practices of a middle school student with autism spectrum disorder (ASD). The student was taught to solve equal group, proportional, and percent of change word problems using MSBI. Results provide evidence of a functional relation between MSBI and mathematical practices with three demonstrations of an effect. Results from social validity questionnaires also support the importance of the skills taught, along with an observed behavioral change for the student during mathematics instruction in his classroom setting. Implications for teaching and future research are discussed.

The Pandemic has required teachers to find ways to provide high-quality instruction in a virtual format. Video-based instruction (VBI) is a version of technology-aided instruction that has been effectively used in classrooms to improve mathematical outcomes for students with disabilities. This manuscript describes how a special education teacher can utilized VBI through free online platforms (i.e., SeeSaw, Loom) to implement a mathematical problem solving instructional strategy (modified schema-based instruction; MSBI) for students with autism spectrum disorder (ASD) while at home. MSBI utilizing VBI has successfully been used by teachers and researchers to improve additive and multiplicative problem solving skills for students with ASD. This manuscript describes how special education teachers can support students and their caregivers by providing high-quality problem solving instruction in a virtual environment.

The Common Core State Standards for Mathematics highlight the importance of not only content standards for mathematics but also mathematical practices such as communication, representation, and reasoning, skills that are often difficult for students with autism spectrum disorder (ASD). Through a single-case multiple-probe-across-participants design, this study found modified schema-based instruction (MSBI) to be an effective strategy to increase the use of mathematical practices for middle school students with ASD when solving multiplicative word problems. Four students eligible for special education services under the area of autism enrolled in sixth-grade general education mathematics classes increased their use of mathematical practices for two problem types (multiplicative comparison and proportion) and maintained the use of mathematical practices 4 to 8 weeks after intervention. Additionally, all participants generalized their use of mathematical practices to novel multiplicative comparison problems containing extraneous information, and three of the participants generalized mathematical practice skills to proportion problems containing extraneous information. Implications for practice are discussed.

Bacillus subtilis and Escherichia coli are evolutionarily divergent model organisms whose analysis has enabled elucidation of fundamental differences between Gram-positive and Gram-negative bacteria, respectively. Despite their differences in cell cycle control at the molecular level, the two organisms follow the same phenomenological principle, known as the adder principle, for cell size homeostasis. We thus asked to what extent B. subtilis and E. coli share common physiological principles in coordinating growth and the cell cycle. We measured physiological parameters of B. subtilis under various steady-state growth conditions with and without translation inhibition at both the population and single-cell levels. These experiments revealed core physiological principles shared between B. subtilis and E. coli Specifically, both organisms maintain an invariant cell size per replication origin at initiation, under all steady-state conditions, and even during nutrient shifts at the single-cell level. Furthermore, the two organisms also inherit the same "hierarchy" of physiological parameters. On the basis of these findings, we suggest that the basic principles of coordination between growth and the cell cycle in bacteria may have been established early in evolutionary history.IMPORTANCE High-throughput, quantitative approaches have enabled the discovery of fundamental principles describing bacterial physiology. These principles provide a foundation for predicting the behavior of biological systems, a widely held aspiration. However, these approaches are often exclusively applied to the best-known model organism, E. coli In this report, we investigate to what extent quantitative principles discovered in Gram-negative E. coli are applicable to Gram-positive B. subtilis We found that these two extremely divergent bacterial species employ deeply similar strategies in order to coordinate growth, cell size, and the cell cycle. These similarities mean that the quantitative physiological principles described here can likely provide a beachhead for others who wish to understand additional, less-studied prokaryotes.

The purpose of this study was to support the development of mathematics and self-determination skills of young adults with extensive support needs. Mathematical problem solving is a natural context for teaching two component skills of self-determination: self-monitoring and goal setting. Three young adults with extensive support needs (i.e., autism and intellectual disability) were taught to solve real-world thematic word problems using modified schema-based instruction (MSBI). To build self-determination skills, participants self-monitored completion of problem-solving steps using a task analysis, self-graphed steps completed independently correct and then set goals for subsequent sessions. Generalization was measured within the context of scaling ingredients from a recipe without instructional supports of a task analysis or graphic organizer. Results of the multiple probe across participants design indicate a functional relation between MSBI and steps of problem solving completed independently correct. Implications for practice and research are discussed.

COVID-19 vaccines mitigate severe disease, yet uptake remains low among people experiencing homelessness (PEH) despite the risk of transmission in congregate settings like homeless shelters. This study evaluated retrospective COVID-19 vaccination intent and decision-making between March 2020-October 2021 to identify modifiable factors to improve vaccine acceptance among PEH. We conducted 31 semi-structured interviews and eight focus group discussions across six homeless shelters in Seattle-King County, Washington. Residents and staff aged ≥18 years were recruited through purposive sampling for interviews and convenience sampling for focus groups. Thematic analysis was conducted. Participants reported that too much contradictory and changing information about COVID-19 vaccines led to confusion. Information deemed trustworthy contributed to individual's knowledge and in some cases changed their vaccination intent. While many intended to get vaccinated without external motivators, others were motivated by incentives and requirements. Despite intention to vaccinate, participants reported barriers to COVID-19 vaccine access including availability of vaccine doses, timely eligibility for vaccination, and availability of appointments. Participants presented recommendations to improve COVID-19 information content and dissemination, access, and use of incentives in shelter settings. Future research should test recommended vaccination strategies rooted in the voices and experiences of PEH to determine feasibility and effectiveness in shelter settings. [ABSTRACT FROM AUTHOR]

Replication research provides evidence to establish, refute, or support evidence-based practices. Systematic replications are also necessary to determine "what works for whom when." The purpose of this study was to conduct a conceptual systematic replication to evaluate the effectiveness of a multicomponent treatment package on multiplicative problem solving for middle school students with extensive support needs. Using a modified schema-based instructional strategy, three participants were taught to solve percent of change problems contextualized in real-world scenarios and a purchasing strategy (i.e., next-dollar strategy) to help them determine how much money was needed to pay for services/products. In addition, goal-setting and self-graphing activities supported development of self-determination skills. Findings from the multiple probe across participant design demonstrate a functional relation between the intervention and independent problem-solving behaviors of all three participants. Students also generalized problem-solving behaviors when presented with real-world stimuli of coupons and receipts. Implications for practice and future research are discussed.

Data analysis inherently requires problem solving, yet it is the most understudied mathematical skill for individuals with extensive support needs. The current study taught elementary students with extensive support needs (i.e., autism and intellectual disability) to solve math word problems requiring analysis of scaled pictographs through modified schema-based instruction on an iPad. Results of the single-case multiple probe across participants design found a functional relation between the iPad-based math intervention and math problem solving, with a large effect size (Tau-U = 0.96) confirming visual analysis. In addition, participants were able to generalize problem-solving skills when they were presented with data analysis problems from grade-level social studies textbooks and visual supports were faded. Implications for practice and future research in teaching mathematics to learners with extensive support needs are discussed.

This paper explores the influences of design on the perceptions and actions of students and teachers at four UK secondary schools. Typical post occupancy evaluations focus on environmental issues such as acoustics, lighting and temperature, using predominantly quantitative methods that often fail to explore how different environmental and social factors interact dynamically with users through time. There is also a lack of attention to the ways in which the processes of occupation may shape the experience of such spaces. This paper reports on one area of a wider study that involved case study profiling to document a range of key issues experienced by teachers and students at each of these schools, thus extending previous evidence on the ways in which habitation alters or rejects original design. These findings contribute to the development of a more holistic understanding of the ways in which design may contribute to processes of pedagogic transformation.

This article is concerned with the influences that are brought to bear on the design of school buildings and the effects that the design of these buildings have on those who teach and learn in them. The article also focuses on the ways in which design is altered in and through the practices of these occupants. We argue that there is a mutual shaping of design and practice in these schools. We deploy the theory of socio-genesis developed by Lev S. Vygotsky and the sociology of pedagogy developed by Basil Bernstein in order to study the consequences for students of different trajectories of transfer between different designs and pedagogic cultures of primary and secondary schools in England. Our intention is to contribute to current debates about the effects of new school designs and the enduring concerns raised by difficulties that some students encounter in transitions between schools.

Primary and secondary school teachers in the London area discuss their understanding and operationalising of the concept of ability as applied to their students. Combining elements of achievement and potential, 'ability' is not clearly and consistently defined by teachers and is, strictly speaking, not a necessary concept since other terms account for all its apparent dimensions. Nevertheless, teachers, with some exceptions, employ 'ability' as a central working concept. Teachers' working conceptions of 'ability' and 'effort' seem to be key to understanding the within-school semiotic code, whereby messages are largely passed from teachers to students. It is this semiotic code, rather than the policy or academic discourses about schooling, that has most effect on the student experience. Within this context, teachers employ 'ability' in part to keep open a space for their professional judgment that remains protected from the external influences acting on them.

This study examines inequities in access to paid sick leave (PSL) by race/ethnicity, income, and sex and the role of PSL access on leave-taking and care-seeking behaviors among Seattle-area workers in the months leading up to and during the emergence of COVID-19 in the region. Survey responses were collected online and in-person from individuals experiencing acute respiratory illness symptoms between November 2019 and March 2020 as part of a community-based respiratory viral surveillance study. Chi-square tests and log-binomial models were used to assess the association between PSL access and various socioeconomic indicators. A total of 66.6% (n = 2,276) respondents reported access to PSL. Proportionally, access to PSL was highest in respondents identifying as Asian (70.5%), followed by White (68.7%), Latine (58.4%), Multiracial (57.1%), Black (47.1%), and Other (43.1%). Access to PSL increased with household income. Eighty three percent of high-income respondents reported access compared to 52.9% of low-income households. Only 23.3% of the lowest-income households reported access to PSL. Fewer females (65.2%) than males (70.7%) reported access to PSL. Access to PSL is inequitably distributed across income, race/ethnicity, and sex. This study reinforces the vast body of knowledge on how socioeconomic inequalities increase individual and community-level vulnerability to the impacts of infectious disease outbreaks. It also supports the role of labor and economic policy in mitigating (or exacerbating) these impacts. Exemplified by the COVID-19 pandemic, universal access to PSL, especially for marginalized populations, benefits all. [ABSTRACT FROM AUTHOR]

Word problem solving is the premise for students to generalize their problem solving skills to real world problems. This includes students with autism spectrum disorder (ASD) and intellectual disability (ID). Modified Schema-based Instruction (MSBI) is one strategy that research has shown is effective for teaching students with ASD/ID to acquire and generalize problem solving skills. The key word strategy is an ineffective strategy for teaching students to problem solve, especially since problems in everyday life do not contain key words. This article provided a practitioner friendly 7-step strategy for implementing MSBI with learners who have ASD/ID [ABSTRACT FROM AUTHOR]

Clinicians in the emergency department and hospital who treat patients experiencing elder mistreatment (EM) can expect to encounter challenging ethical dilemmas. Collaboration with ethics and EM consultation services offers teams an important opportunity to improve patient-centered outcomes and address value-based concerns when treating these patients. This article describes the role of a hospital clinical ethics consultation service and best practices for collaboration between ethics and EM consultation services. Illuminated via four case studies, the article presents several core ethical frameworks, including allowing patients the dignity of risk, considerations around a harm reduced discharge, involving abusers in surrogate decision making, and providers' experience of moral distress when dealing with patients experiencing EM. Increasing collaboration with ethics and elder mistreatment services can help teams more effectively respond to EM. [ABSTRACT FROM AUTHOR]