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Aim This executive summary of the hypertrophic cardiomyopathy clinical practice guideline provides recommendations and algorithms for clinicians to diagnose and manage hypertrophic cardiomyopathy in adult and pediatric patients as well as supporting documentation to encourage their use. Methods A comprehensive literature search was conducted from January 1, 2010, to April 30, 2020, encompassing studies, reviews, and other evidence conducted on human subjects that were published in English from PubMed, EMBASE, the Cochrane Collaboration, Agency for Healthcare Research and Quality reports, and other relevant databases. Structure Many recommendations from the earlier hypertrophic cardiomyopathy guidelines have been updated with new evidence or a better understanding of earlier evidence. This summary operationalizes the recommendations from the full guideline and presents a combination of diagnostic work-up, genetic and family screening, risk stratification approaches, lifestyle modifications, surgical and catheter interventions, and medications that constitute components of guideline directed medical therapy. For both guideline-directed medical therapy and other recommended drug treatment regimens, the reader is advised to follow dosing, contraindications and drug-drug interactions based on product insert materials.

The use of restraint and seclusion in schools puts students at risk of injury or, in extreme cases, even death. As a result, advocacy organizations and the U.S. Department of Education have develop...

Schools are seeking additional ways to cultivate positive school climate and culture, address problematic behavior, and increase the social-emotional behavior competencies of students. Rest...

Aim This executive summary of the hypertrophic cardiomyopathy clinical practice guideline provides recommendations and algorithms for clinicians to diagnose and manage hypertrophic cardiomyopathy in adult and pediatric patients as well as supporting documentation to encourage their use. Methods A comprehensive literature search was conducted from January 1, 2010, to April 30, 2020, encompassing studies, reviews, and other evidence conducted on human subjects that were published in English from PubMed, EMBASE, the Cochrane Collaboration, Agency for Healthcare Research and Quality reports, and other relevant databases. Structure Many recommendations from the earlier hypertrophic cardiomyopathy guidelines have been updated with new evidence or a better understanding of earlier evidence. This summary operationalizes the recommendations from the full guideline and presents a combination of diagnostic work-up, genetic and family screening, risk stratification approaches, lifestyle modifications, surgical and catheter interventions, and medications that constitute components of guideline directed medical therapy. For both guideline-directed medical therapy and other recommended drug treatment regimens, the reader is advised to follow dosing, contraindications and drug-drug interactions based on product insert materials.

This article describes the critical need for behavioral supports to be implemented across all students. The current inflammatory social and political climate appears to be having a negative...

Precorrection is an intervention that is a simple, systematic method of predicting and addressing inappropriate social or academic behaviors. It can be successfully be implemented for students of any age and ability, and across any setting, behavior, or academic task. This article demonstrates the use of precorrection across settings, including as part of a multi-intervention approach with self-management.

The purpose of the current study was to examine perceptions of school climate among students who self-identify as having an emotional and behavioral disorder (EBD) and their counterparts without disabilities on the Georgia Student Health Survey 2.0. Although research examining the link between perceptions of school climate and student outcomes has increased, no research has examined how students with disabilities, particularly those with EBD, perceive school climate, and the relation of those perceptions to outcomes including peer victimization and mental health problems. The current study found that in comparison with students without disabilities (SWOD), students with EBD (SWEBD) reported significantly lower perceptions of school climate and significantly higher rates of mental health problems and peer victimization. Perceptions of school climate and mental health were inversely associated with reports of victimization among both SWOD and SWEBD. We discuss how educational leaders can improve school climate for SWEBD through tiered systems of supports such as School-Wide Positive Behavior Interventions and Supports to support mental health and reduce peer victimization.

Check in/check out is a research-based intervention that has been used to support the behavior of students with emotional and behavioral disorders that has been investigated across settings. Utilit...

Students with and at-risk for emotional and behavioral disorders (EBD) or behavioral difficulties have unique and heterogeneous needs that affect their academic, behavioral, and social skills. As such, many of these students are served in more restrictive settings (e.g., residential facilities) than their peers with other disabilities. However, there is little research to document the characteristics of students who are served outside of their neighborhood school. In this chapter, we describe a study of students with and at-risk for EBD served in a residential facility in the southeastern United States. Descriptive analyses of the behavioral, academic, and social characteristics of 18 students enrolled at the facility suggest that, on average, students scored above average for problem behaviors, below average on academic measures, and below average for social skills. Linear regression analyses suggest that age did not predict performance and that certain behavioral indices predicted student achievement on both academic and social skills measures. Limitations and implications for future research are discussed.

Despite a rich body of empirical evidence that supports the use of teacher praise to improve student outcomes, it continues to be underused in practice. One method of ameliorating this problem is the use of performance feedback. Although some studies have indicated that the use of performance feedback is an effective approach for increasing teachers’ use of praise, the quality of the literature base has yet to be examined. The purpose of this study was to examine the current literature base related to the use of performance feedback to increase teachers’ use of praise to determine whether it could be classified as an evidence-based practice. A systematic review of the literature was conducted, and each study was evaluated using the Council for Exceptional Children’s (CEC) Standards for Evidence-Based Practices in Special Education (i.e., quality indicators). Fourteen single-case studies were reviewed for methodological rigor across 21 quality indicators. Results indicated that performance feedback is a promising practice to increase teachers’ use of praise; however, not enough studies met quality standards to classify the practice as evidence-based. Future research should focus on conducting studies that meet the standards set forth by the CEC to build empirical support for the use of performance feedback as a method for increasing teachers’ use of praise.

What teachers do and how students perform intersect, making teachers a critical factor for determining student success. When teachers use effective practices, they maximize the probability that students will be actively engaged in instruction. Student engagement is one of the most well-established predictors of achievement; when students are more engaged in academic instruction, they tend to have greater academic and social success. This article aims to review empirical literature in support of three evidence-based practices for maximizing student success. These practices include modeling desired academic and social behavior, providing opportunities to respond to curricular content, and providing academic and behavioral feedback.

Providing support to students with challenging behaviors is a critical focus of classroom teachers’ success. Finding ways to prevent and mediate academic and behavioral difficulties is a high priority area for both research and practice. The focus of this dissertation is on the effects of implementation of Orton-Gillingham Reading intervention strategies on active engagement for students with challenging behaviors. This study is a single-subject alternating treatments design across 3 elementary school classrooms, that examined the effects of increasing the rate of teachers’ positive feedback and OTRs on students’ engagement as measured direct observations for students identified with challenging behaviors. Dissertation study methods, results, future directions and recommendations are provided.

There is a concerning disparity between students with disabilities and their peers without disabilities in their long-term, postsecondary outcomes. The former group tends to have a variety of poorer outcomes in important domains of life, such as employment, postsecondary education, independent living, and community participation. Policymakers, scholars, and the general public alike have called attention to this issue, resulting in both legal mandates and research on evidence-based practices in the area of transition services. While the law requires individualized, results-oriented transition services based upon age-appropriate transition assessment and a number of evidence-based transition practices and predictors have been identified, studies of individualized education programs and practices have revealed a significant underuse of best practices in transition assessment and services. In this chapter, we discuss the importance of comprehensive transition assessment as a foundation for setting postsecondary goals and designing services that best fit individual student strengths and needs and best prepare students to be successful in their adult lives. Further, we provide an overview of current recommendations for best practices in planning, conducting, and interpreting transition assessments, and offer suggestions for areas where further research is needed.