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To support all students, including students with disabilities, many schools have adopted a positive behavioral interventions and supports (PBIS) framework. Although rigorous research documents the beneficial effects of Tier 1 PBIS for all students and emerging research extends these findings to students with disabilities, there has not been a national U.S. study focused on PBIS and discipline outcomes for students with disabilities. In this exploratory study, we combine existing national data sets to explore the relationship between (a) known PBIS exposure (i.e., being in the PBIS data set) and fidelity (i.e., meeting the criterion on an established fidelity measure of Tier 1 PBIS) and (b) exclusionary discipline for students with disabilities. Using two-part path analysis, we document that PBIS may be associated with decreased use of suspension; however, findings are less consistent for other discipline outcomes. This study highlights the critical need for more accurate data on discipline outcomes and further research on effective intervention.

The purpose of this longitudinal study was to examine patterns in implementation of Tiers 2 and 3 school-wide positive behavioral interventions and supports (SWPBIS) systems to identify timings of installation that led to higher implementation of advanced tiers. Extant data from 776 schools in 27 states reporting on the first 3 years of Tier 2 implementation and 359 schools in 23 states reporting on the first year of Tier 3 implementation were analyzed. Using structural equation modeling, we found that higher Tier 1 implementation predicted subsequent Tier 2 and Tier 3 implementation. In addition, waiting 2 or 3 years after initial Tier 1 implementation to launch Tier 2 systems predicted higher initial Tier 2 implementation (compared with implementing the next year). Finally, we found that launching Tier 3 systems after Tier 2 systems, compared with launching both tiers simultaneously, predicted higher Tier 2 implementation in the second and third year, so long as Tier 3 systems were launched within 3 years of Tier 2 systems. These findings provide empirical guidance for when to launch Tiers 2 and 3 systems; however, we emphasize that delays in launching advanced systems should not equate to delays in more intensive supports for students.

Micro/nanoplastics (MP/NP) are pervasive contaminants that are detected throughout the environment in diverse matrices. Exposure to MP/NP have been demonstrated in humans by their presence in numerous body fluids and tissues. Due to the large quantity of production and broad applications, polymethyl methacrylate (PMMA) MP/NP have frequently been measured in surveys of microplastics in the environment. The effects of size, surface charge (aminated, carboxylated or non-functionalized), concentration, and exposure duration of PMMA particles in HepG2 human liver cells were evaluated in this study. The majority of PMMA MP/NP were non-cytotoxic. Some sporadic cytotoxicity was measured but it did not follow discernable trends. Confocal images revealed that 50, 100, and 1000 nm PMMA MP/NP were all taken up by HepG2 cells irrespective of surface charge. Particle size significantly affected caspase-3 release (p = 0.0002). Apoptosis was induced in only a small number of cells at 24 and 48 h for 50 nm and 1000 nm MP/NP. From 72 – 120 h, apoptosis increased in a time dependent manner for 50 nm beads at 100 µg/mL for all three surface functionalizations, with amine beads having the highest apoptosis at 120 h (36 %). Production of the pro-inflammatory interleukin-8 (IL-8) increased > 2x when the duration of exposure increased from 4 to 24 h irrespective of particle size, charge, or concentration. Collectively, PMMA MP/NP were not cytotoxic at the concentrations tested, but were able to translocate into HepG2 cells, release caspase-3, induce apoptosis, and produce IL-8 in a time dependent fashion.

Fibroepithelial polyps (FEP) are rare benign tumors urinary collecting system. Diagnosis is suspected on Computed Tomography (CT) and confirmed via histopathology. Treatment options vary from historic nephroureterectomy to more contemporary methods of ablation. Authors present a case of a symptomatic FEP causing left-sided hydronephrosis and episodic flank pain treated by a urologic surgeon. The patient underwent robotic pyeloplasty and excision of the tumors, yielding preserved renal function and resolution of the hydronephrosis.

Fidelity of implementation of school practices is crucial to student outcomes. Several types of tools, including self-assessments, are available for measuring fidelity, but little is known regarding the relation of self-assessments of fidelity to fidelity instruments completed with the support of external experts, specifically, during the first few years of implementation. The present study used cross-sectional data from 1,438 schools to examine relations between fidelity self-assessment and team-based fidelity measures in the first 4 years of implementation of School-Wide Positive Behavioral Interventions and Supports (SWPBIS). Results showed strong positive correlations between fidelity self-assessments and a team-based measure of fidelity at each year of implementation.

In this 3-year prospective study, we tested the extent to which school-, practice-, and district-level variables predicted sustained implementation for schools in various stages of implementation of school-wide positive behavioral interventions and supports (SWPBIS) Tier 1 (universal) systems. Staff from 860 schools in 14 U.S. states completed a research-validated measure of factors associated with sustained implementation of school interventions during Year 1 of this study. Analyses included multigroup structural equation modeling of school and district implementation fidelity data. Results indicated that adequate implementation fidelity and better Team Use of Data for decision making in Study Year 1 were the strongest predictors of sustained implementation in Year 3. In addition, the number of other schools in the district adopting SWPBIS was a similarly strong predictor. A critical mass of schools implementing was also predictive, especially for schools earlier in implementation. School characteristics were not predictive, except for grade levels served, which was an inconsistent predictor by stage.

The SARS-CoV-2 virus was first detected in December 2019, which prompted many researchers to investigate how the virus spreads. SARS-CoV-2 is mainly transmitted through respiratory droplets. Symptoms of the SARS-CoV-2 virus appear after an incubation period. Moreover, the asymptomatic infected individuals unknowingly spread the virus. Detecting infected people requires daily tests and contact tracing, which are expensive. The early detection of infectious diseases, including COVID-19, can be achieved with wastewater-based epidemiology, which is timely and cost-effective. In this study, we collected wastewater samples from wastewater treatment plants in several cities in North Dakota and then extracted viral RNA copies. We used log-RNA copies in the model to predict the number of infected cases using Quantile Regression (QR) and K-Nearest Neighbor (KNN) Regression. The model's performance was evaluated by comparing the Mean Absolute Percentage Error (MAPE). The QR model performs well in cities where the population is >10000. In addition, the model predictions were compared with the basic Susceptible-Infected-Recovered (SIR) model which is the golden standard model for infectious diseases.

Several reliable and valid fidelity surveys are commonly used to assess Tier 1 implementation in School-Wide Positive Behavioral Interventions and Supports (SWPBIS); however, differences across surveys complicate consequential decisions regarding school implementation status when multiple measures are compared. To address this concern, the current study (a) provides updated convergent validity estimates for five fidelity measures, (b) tests mean differences in scores and reports the percentages of schools meeting recommended implementation criteria by measure, and (c) investigates sensitivity of the measures to differences between schools at varied levels of implementation. Across most surveys, convergent validity estimates were moderate (r = 0.59-0.71), and mean differences were negligible for all surveys other than the School-Wide Evaluation Tool (SET), on which higher scores were more likely to be obtained. Despite higher average scores, the SET classified similar percentages of schools as adequately implementing compared with other measures with a 70% implementation criterion, but fewer schools when compared with measures with an 80% criterion. Compared with other measures, the PBIS Self-Assessment Survey (SAS) was more sensitive to differences among schools at higher levels of implementation. Implications for SWPBIS research and fidelity assessment are discussed.

The purpose of this study was to document within-year fidelity growth during installation and initial implementation of School-Wide Positive Behavioral Interventions and Supports (SWPBIS). Participants included school teams from schools throughout the United States that were in years one to four of SWPBIS implementation and routinely evaluated their implementation fidelity. The fidelity outcome was assessed with the Team Implementation Checklist (TIC) and was completed multiple times per year by SWPBIS teams. Results from multilevel fidelity growth models documented within- and between-school variability and growth predictors. Years implementing, location, school type and enrollment size were significant predictors of beginning year fidelity scores (intercept), and years implementing and relative socio-economic status were significant predictors of the average rate of fidelity change per month of school (slope). These results add to the growing field of implementation science, and practice recommendations are outlined. [This paper was published in "School Psychology Quarterly" (EJ1113648)]

This study examines predictors of abandonment of evidence-based practices through descriptive analyses of extant state-level training data, fidelity of implementation data, and nationally reported school demographic data across 915 schools in 3 states implementing school-wide positive behavioral interventions and supports (SWPBIS). Schools included in this study were tracked for a five year period after initial training, yet some elected to abandon SWPBIS at various times during implementation. Results showed that a small proportion of schools in the sample abandoned SWPBIS (7%). Logistic regression analysis identified school locale as the only statistically significant predictor of SWPBIS abandonment, with schools located in cities being more likely to abandon. Results are discussed in terms of addressing types of schools at greater risk for abandonment and the importance of state-level training and coaching support. [This article was published in "Behavioral Disorders," v42 n1 p261-270 2016.]