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Strong collaborative partnerships between teachers and researchers who are interested in enhancing the outcomes of students with disabilities have the potential to improve student outcomes, facilitating a wave of student success. Teachers and researchers share their unique expertise in this collaborative partnership in order to understand student needs, outline research-based/evidence-based practices to address those needs and implement strategies with fidelity in the classroom. Critical factors in these partnerships include tenets of implementation science (exploration, installation, initial implementation, full implementation), collaboration, effective planning, and practice-based professional development. This article proposes a conceptual framework and examples of how to build a collaborative practice through the SURF model. Responsibilities within these partnerships and a four-step process are proposed. Guidelines for future collaborations are discussed to ensure that quality intervention research in special education is achieved.

Purpose: The purpose of this study was to review quality benchmarks from hearing screening programs conducted at local Head Start centers and preschool and elementary schools associated with our university training programs. Method: Hearing screening results from 6,043 children were reviewed. Hearing screening was accomplished using either distortion product otoacoustic emissions (DPOAEs) at Head Start centers, pure-tone audiometry at preschool and elementary schools, and tympanometry at all settings. All children who did not pass the initial screening were screened a second time. Referrals were made if a child did not pass the automated DPOAE pass criteria for one ear, failed at least one pure-tone frequency for one ear, or had abnormal tympanometry in one ear. Results: Refer rates were 10.9% for DPOAEs and 11.4% for pure-tone audiometry and tympanometry, with an overall refer rate of 11%. Conclusions: Our hearing screening program review yielded refer rates that are similar to other published reports for this population. Presently, there are no published target refer rates for hearing screening programs in preschool and elementary schools. Although we were not able to complete other program quality benchmark indicators including sensitivity and specificity, these data may support benchmarks for other hearing screening programs.

Next-generation sequencing (NGS)-based methods are revolutionizing biology. Their prevalence requires biologists to be increasingly knowledgeable about computational methods to manage the enormous scale of data. As such, early introduction to NGS analysis and conceptual connection to wet-lab experiments is crucial for training young scientists. However, significant challenges impede the introduction of these methods into the undergraduate classroom, including the need for specialized computer programs and knowledge of computer coding. Here, we describe a semester-long, course-based undergraduate research experience at a liberal arts college combining RNA-sequencing (RNA-seq) analysis with student-driven, wet-lab experiments to investigate plant responses to light. Students derived hypotheses based on analysis of RNA-seq data and designed follow-up studies of gene expression and plant growth. Our assessments indicate that students acquired knowledge of big data analysis and computer coding; however, earlier exposure to computational methods may be beneficial. Our course requires minimal prior knowledge of plant biology, is easy to replicate, and can be modified to a shorter, directed-inquiry module. This framework promotes exploration of the links between gene expression and phenotype using examples that are clear and tractable and improves computational skills and bioinformatics self-efficacy to prepare students for the "big data" era of modern biology.

Inductors and transformers (here referred to as power components) for modern AC/DC switching power supplies require magnetic materials that have high power density and efficiency at high frequencies, with high magnetic saturation, low coercivity, and multi‐micrometer thicknesses to increase magnetic energy storage and power handling. Rather than using a single‐phase magnetic material in a polymer‐based composite, a composite formed from two magnetic phases (such as a 0‐3 nanocomposite) can simultaneously achieve all of the listed requirements and benefit from contributions by both the zero‐ and three‐dimensional phases to the magnetic properties. The fabrication of 0‐3 magnetic nanocomposites for power component applications requires a method to deposit magnetic nanoparticles into thick, physically stable yet porous films, and a subsequent method for infiltrating the magnetic nanoparticle film with another magnetic material. Here, the deposition of magnetic nanoparticles into micron‐thick films using electrophoretic deposition (EPD) is discussed. This is described along with a new method, to improve upon traditional EPD methods by increasing film–substrate interactions with chelating agents, therefore increasing film stability. Next, the use of electro‐infiltration for fully incorporating a secondary magnetic material within the nanoparticle film is presented, showing the cumulative fabrication process with the addition of a multilayered nanocomposite fabrication technique for increasing overall nanocomposite thickness. The subsequent cross‐sectional and magnetic characterization of the fabricated 0‐3 nanocomposites is also shown. Finally, future directions for 0‐3 magnetic nanocomposites are offered, with emphasis on potential materials synthesis techniques and on translating knowledge beyond power component applications. [ABSTRACT FROM AUTHOR]

Background: Reindeer are becoming popular animals within petting farms. Few case reports describe the sedation of domesticated reindeer, but none describe the use of ocular local anesthetic blocks in this species. Case Description: A 9-year-old, female, Svalbard reindeer (Rangifer tarandus platyrhynchus) presenting for removal of a squamous cell carcinoma involving the third eyelid. Standing sedation was performed using initial boluses of medetomidine and butorphanol via intramuscular injection before catheter placement and maintenance with a variable rate infusion of medetomidine. Supraorbital, auriculopalpebral, infratrochlear blocks and local infiltration of the base of the third eyelid were performed using mepivacaine. Following the surgical removal of the third eyelid, atipamazole was administered intramuscularly to antagonize the effects of medetomidine. The patient recovered without complications. Conclusion: Medetomidine-butorphanol in combination with local anesthetic blocks provided a sufficient plane of sedation and analgesia for extra ocular surgery in a domesticated reindeer. [ABSTRACT FROM AUTHOR]

Expressive writing is important for school and life success, but remains challenging for many students with emotional and behavioral disabilities. Emerging evidence reveals promise for teaching students with learning and behavioral issues to improve written expression with self-regulated strategy development instruction. In that research, students are taught to criterion performance (e.g., demonstrating mastery performance for each lesson) for instructional periods sometimes as long as 50 days (see Mastropieri et al., 2009). What is unknown, however, is given the more limited time constraints within a school setting, whether students with emotional disabilities, many with comorbidity, can successfully improve within a school's allocated time for teaching persuasive essays. The current study used a waitlist comparison condition and randomly assigned 32 eighth graders to either an immediate intervention or a waitlist delayed intervention condition during which an organizational and planning strategy for writing persuasive essays was taught. Findings revealed students were able to successfully learn and apply the strategy within a reduced time period as evidenced by statistically significant higher quality essays that contained more essay elements, words, sentences, and transition words. Student interviews revealed positive attitudes toward instruction and strategy use. Two months following posttesting, surprise maintenance measures were administered that yielded equivocal results suggesting periodic review sessions may be appropriate. Implications for the classroom practice are discussed.

A multiple-baseline design study was conducted to evaluate the effectiveness of strategy instruction in persuasive writing with eighth-grade students who attended a public day school for students with severe emotional and behavior disabilities. Students were taught to plan and write persuasive essays using the Self-Regulated Strategy Development model. Following mastery of the strategy, students were taught to apply the learned strategy to write fluently in 10 min. After more than 4 months of instruction, findings indicated that all students had mastered the components of effective persuasive essay writing and increased from baseline to post instruction and fluency phases in length and quality of essays. Effects were also noted on maintenance and generalization essay probes administered over 11.5 weeks after fluency testing. Observed on-task behavior was significantly correlated with a number of fluency, maintenance, and generalization outcomes. Implications for teaching and further research are discussed. (Contains 4 tables and 6 figures.)