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Ten morphological awareness intervention studies, conducted in English with students in kindergarten through 12th grade between 2008 and 2020, were synthesized in this article. Research in the studies focused on the effects of morphological awareness intervention on literacy outcomes of students who struggle with reading and writing—including students with disabilities. The 10 studies included a total of 411 participants ranging from kindergarten to 12th grade. All 10 studies used an experimental pre/post-test design to determine growth in morphological awareness as well as assessed areas in word identification, spelling, reading comprehension, vocabulary, and written composition. The assessments across the studies varied and included standardized and nonstandardized measures. Effect sizes for standardized measures ranged from 0.0 to 0.97. Effect sizes for nonstandardized measures ranged from −0.03 to 2.96. Results indicate that morphological instruction, including short-term interventions, is beneficial to students at risk of future reading difficulties. [ABSTRACT FROM AUTHOR]

Descriptive and qualitative research was used to explore teacher training, teachers' perceptions, and instructional practice for writing in inclusive middle school science (n = 22) and social studies (n = 27) classrooms. Data sources for the two parallel studies included questionnaires and interviews with 49 participating teachers as well as four observations within each teacher's class during content-area writing instruction, resulting in a total of 196 class observations. Teachers reported during interviews that special education teacher (or paraprofessional) support for students needing small group or individualized instruction and adaptations was essential for enhancing writing for students with disabilities. Teachers' responses during interviews and classroom observations corroborate findings that tools including graphic organizers and guided notes were commonly used and are beneficial for all students in their inclusive content classrooms. Findings suggest a need for increased pre- and in-service teacher training and professional development for how to strategically teach and incorporate additional writing instruction, beyond writing notes and short responses, into science and social studies classroom instruction. This article concludes with considerations for future research, professional development, and teacher preparation to support knowledge development and content-area instruction in written expression. [ABSTRACT FROM AUTHOR]

Simple Summary: Hairy fungus beetle, Typhaea stercorea, is a secondary post-harvest pest of stored grains that thrives by feeding on mytoxigenic fungi. Bacterial communities residing in the alimentary canal of most insects contribute to their host's development. While there are many examples, little is known about the role of bacterial communities in the alimentary canal of T. stercorea. The objectives of this study were to (1) characterize the microbial communities residing in T. stercorea and (2) compare the microbial compositions of field-collected and laboratory-reared populations. In this study, we were able to identify bacterial communities that possess mycolytic properties and track mark changes in the microbiota profiles associated with development. The genus Pseudomonas was enriched in T. stercorea larvae compared to adults. Furthermore, field-collected T. sterocrea adults had a lower species richness than both larva and adult laboratory-reared T. sterocrea. Moreover, the gut microbial compositions of field-collected and laboratory-reared populations were vastly different. Overall, our results suggest that the environment and physiology can shift the microbial composition in the alimentary canal of T. stercorea. The gut microbiomes of symbiotic insects typically mediate essential functions lacking in their hosts. Here, we describe the composition of microbes residing in the alimentary canal of the hairy fungus beetle, Typhaea stercorea (L.), at various life stages. This beetle is a post-harvest pest of stored grains that feeds on fungi and serves as a vector of mycotoxigenic fungi. It has been reported that the bacterial communities found in most insects' alimentary canals contribute to nutrition, immune defenses, and protection from pathogens. Hence, bacterial symbionts may play a key role in the digestive system of T. stercorea. Using 16S rRNA amplicon sequencing, we examined the microbiota of T. stercorea. We found no difference in bacterial species richness between larvae and adults, but there were compositional differences across life stages (PERMANOVA:pseudo-F(8,2) = 8.22; p = 0.026). The three most abundant bacteria found in the alimentary canal of the larvae and adults included Pseudomonas (47.67% and 0.21%, respectively), an unspecified genus of the Enterobacteriaceae family (46.60 % and 90.97%, respectively), and Enterobacter (3.89% and 5.75%, respectively). Furthermore, Pseudomonas spp. are the predominant bacteria in the larval stage. Our data indicated that field-collected T. stercorea tended to have lower species richness than laboratory-reared beetles (Shannon: H = 5.72; p = 0.057). Furthermore, the microbial communities of laboratory-reared insects resembled one another, whereas field-collected adults exhibited variability (PERMANOVA:pseudo-F(10,3) = 4.41; p = 0.006). We provide evidence that the environment and physiology can shift the microbial composition in the alimentary canal of T. stercorea. [ABSTRACT FROM AUTHOR]

Background: In western Kenya, menstrual hygiene management (MHM) is a pervasive problem. Challenges are compounded for economically constrained women who continue to engage in sex during menses and resort to practices such as vaginal insertion of tissue and cotton to maintain dryness during sex. These practices can be harmful to the vaginal microbiome (VMB) and can lead to high rates of sexually transmitted infections (STIs) and HIV. This study will evaluate whether menstrual cups that can be worn during intercourse may be beneficial to the VMB and help prevent Bacterial vaginosis (BV) and STI acquisition among these economically vulnerable women. Methods: In this single-arm trial among economically vulnerable women in semi-urban western Kenya, we will evaluate the preliminary efficacy of menstrual cups on non-optimal VMB, BV, and STIs, and investigate safety, acceptability, and implementation needs. Through peer referral we aim to recruit 402 menstruating women aged 15–35 who exchange sex for money or basic needs. Women who are pregnant, have delivered in the past six months, or use an intrauterine device (IUD) will not be eligible. Participants will be seen every six months for 24 months and be asked about their sexual and MHM practices, with samples collected to assess BV and VMB. At baseline, 12-, and 24-month visits, additional samples will be collected to measure HIV and STIs (C. trachomatis, N. gonorrhoeae, and T. vaginalis). HSV-2 status will be assessed at baseline. Intervention provision will consist of one reusable disc-shaped menstrual cup per participant and a group-based training within four weeks of the 12-month visit, followed by monthly telephone surveys for the first three months to assess cup use, adverse events, and provide any assistance. Primary analyses of preliminary efficacy will compare probabilities of optimal VMB, BV, and STIs in the pre-intervention period to the post-intervention period. Primary safety analyses will compare occurrence of menstrual toxic shock syndrome and cervicovaginal laceration. Discussion: If demonstrated safe and effective, this multipurpose reproductive health intervention will offer a dignified solution for the menstrual hygiene needs of women who engage in sex for livelihood and reduce their occurrence of non-optimal VMB, BV, and STIs. Trial registration: Clinicaltrials.gov NCT05666778 (28th December, 2022); Pan African Clinical Trials Registry 202,305,912,778,108 (25th May, 2023). [ABSTRACT FROM AUTHOR]

Researchers examined the effects of self-regulated strategy development (SRSD) to teach students with learning disabilities (LD) to compose persuasive quick-writing about text. The study included a multiple-baseline design with multiple probes for eight students with LD in grades four and five. Researchers observed a functional relationship by systematically replicating the intervention across all student participants. Following SRSD instruction for paraphrasing text and persuasive quick-writing, students increased their persuasive writing outcomes. Improvements were also noted for essay quality and writing length. Implications for future integrated writing and reading interventions are provided. [ABSTRACT FROM AUTHOR]

Background: In low-middle income countries and other areas of poverty, menstrual hygiene management (MHM) can be problematic for women and girls. Issues include lack of knowledge about menstruation and MHM, and stigma around menstruation, also access to affordable and absorbent materials; privacy to change; adequate washing, cleaning and drying facilities; as well as appropriate and accessible disposal facilities. In order to effect change and tackle these issues, particularly in patriarchal societies, males may need to become advocates for MHM alongside women. However, little is known about their knowledge and attitudes towards menstruation, which may need addressing before they can assist in acting as advocates for change. The present study was undertaken to explore knowledge and attitudes about menstruation among adolescent boys across India, in order to gauge their potential to support their 'sisters'. Methods: The study was undertaken across three states in India, chosen a priori to represent the cultural and socioeconomic diversity. Qualitative data using focus group discussions with 85 boys aged 13-17 years, from 8 schools, was gathered. Data were analysed using thematic analysis. Results: The results were organised into three main themes, reflecting the key research questions: boys' knowledge of menstruation, source of knowledge, and attitudes towards menstruation and menstruating girls. Knowledge comprised three aspects; biological function which were generally poorly understood; cultural rites which were recognized by all; and girls' behaviour and demeanour, which were noted to be withdrawn. Some boys learnt about puberty and menstruation as part of the curriculum but had concerns this was not in-depth, or was missed out altogether. Most gathered knowledge from informal sources, from overhearing conversations or observing cultural rituals. Few boys openly displayed a negative attitude, although a minority voiced the idea that menstruation is a 'disease'. Boys were mostly sympathetic to their menstruating sisters and wanted to support them. Conclusions: These findings provide some optimism that males can become advocates in moving forward the MHM agenda. The reasons for this are twofold: boys were keen for knowledge about menstruation, searching information out despite societal norms being for them to remain ignorant, they were also largely sympathetic to their menstruating sisters and fellow classmates and understanding of the issues surrounding the need for good MHM. [ABSTRACT FROM AUTHOR]

A workshop with virtual consultation practice-based professional development model for self-regulated strategy development persuasive writing instruction was evaluated in a randomized controlled trial. Nineteen general education teachers and 564 Grade 5 and 6 students in 16 low-wealth rural schools participated. Following training, teachers provided instruction in their inclusive classrooms. Results indicated that students receiving instruction improved in the number of persuasive elements and words written when compared with students in the control group. Differences in element type were evaluated with largest effects noted for reasons and explanations. Student group differences were noted with nonstruggling students having greater gains than struggling students. [ABSTRACT FROM AUTHOR]

Writing standards and objectives outline complex skills for narrative essay writing at the secondary level. Students with disabilities often produce disorganized narratives with fewer narrative elements than their peers without disabilities. A multiple-probe design was used to examine effects of Self-Regulated Strategy Development for thePick my genre then idea,Organize my notes,Write (POW) +Setting,Tension, risingAction,Climax,Solution (STACS) strategy on narrative essay-writing skills for 6 secondary students with disabilities. Results indicated students improved the quality of their narratives and included a greater number of strategy-specific and story grammar elements following instruction. Students were also able to transfer skills across a history or social studies setting and could more accurately differentiate narrative writing prompts from expository and persuasive writing prompts. Treatment acceptability results indicated students found instruction beneficial. [ABSTRACT FROM PUBLISHER]

Helping elementary students with learning disabilities (LD) prepare for the rigor of middle school writing is an instructional priority. Fortunately, several standards-based skills in upper elementary school and middle school overlap. Teachers in upper elementary grades, specifically fourth and fifth grades, have the opportunity to provide evidence-based writing instruction that will provide readiness for middle school writing. In this article, three key writing standards are highlighted and then paired with an evidence-based instructional approach for teaching genre-based (i.e., informative, persuasive, narrative) writing instruction, revising and editing, and note taking to students with LD. Teaching procedures and resources are included. [ABSTRACT FROM AUTHOR]

This pilot study describes an intervention package, MODELER for Read and Talk, designed to provide enriched language interaction for children with complex communication needs who require augmentative and alternative communication (AAC). MODELER (Model, Encourage, Respond) includes (a) modeling AAC as you speak, (b) encouraging communication (through time delay for this study), and (c) responding to child communication (by recasting using AAC as you speak for this study). This pilot A-B design study reports on a method for coaching educational assistants (EAs) to use MODELER for Read and Talk in the context of shared book reading with a pre-school-aged child using an Apple iPad and AAC app. The study provides positive results indicating EA instructional performance gains in MODELER steps and large gains in AAC models performed. The results indicated that the child participant subsequently engaged in higher levels of communication turns. Implications for practice, limitations, and future research directions are discussed. [ABSTRACT FROM AUTHOR]

Background: In western Kenya, maternal mortality is a major public health problem estimated at 730/100,000 live births, higher than the Kenyan national average of 488/100,000 women. Many women do not attend antenatal care (ANC) in the first trimester, half do not receive 4 ANC visits. A high proportion use traditional birth attendants (TBA) for delivery and 1 in five deliver unassisted. The present study was carried out to ascertain why women do not fully utilise health facility ANC and delivery services. Methods: A qualitative study using 8 focus group discussions each consisting of 8-10 women, aged 15-49 years. Thematic analysis identified the main barriers and facilitators to health facility based ANC and delivery. Results: Attending health facility for ANC was viewed positively. Three elements of care were important; testing for disease including HIV, checking the position of the foetus, and receiving injections and / or medications. Receiving a bed net and obtaining a registration card were also valuable. Four barriers to attending a health facility for ANC were evident; attitudes of clinic staff, long clinic waiting times, HIV testing and cost, although not all women felt the cost was prohibitive being worth it for the health of the child. Most women preferred to deliver in a health facility due to better management of complications. However cost was a barrier, and a reason to visit a TBA because of flexible payment. Other barriers were unpredictable labour and transport, staff attitudes and husbands' preference. Conclusions: Our findings suggest that women in western Kenya are amenable to ANC and would be willing and even prefer to deliver in a healthcare facility, if it were affordable and accessible to them. However for this to happen there needs to be investment in health promotion, and transport, as well as reducing or removing all fees associated with antenatal and delivery care. Yet creating demand for service will need to go alongside investment in antenatal services at organisational, staffing and facility level in order to meet both current and future increase in demand. [ABSTRACT FROM AUTHOR]

A multiple baseline alternating treatment (A-B-C-D) design was used to evaluate the effectiveness of a writing and peer revision intervention. Eight middle school students enrolled in an alternative program for students with emotional and behavioral disorders received Self- Regulated Strategy Development (SRSD) for 10-minute quick writing and revision during planning. Assessment occurred across baseline, writing, and revision phases, and the last phase alternated between individual and peer revision. Measures included quality; number of traits and words; the ability of participants to identify, evaluate, and make revisions during planning; and the degree to which participants incorporated revision recommendations. Positive effects for writing and promise for peer revision were indicated. Implications for future research practice are discussed. [ABSTRACT FROM AUTHOR]

A staggered A-B design study was used to evaluate the effects of Self- Regulated Strategy Development (SRSD) instruction for quick writing in middle school science across four classrooms. A sixth-grade science teacher delivered all students' writing assessment and SRSD instruction for informative quick writing. Results indicated that performance in organizational writing quality and number of words written improved for both students with and without disabilities, with large effects. Student knowledge was improved, but with smaller and more variable effects. Results of a questionnaire indicated that students were positive about the intervention. [ABSTRACT FROM AUTHOR]

However, many novice writers, including students with disabilities ([7]) and students with limited English proficiency ([5]), are challenged to regulate the demands of goal setting, planning, writing, and revising their essays ([14]). These limitations are also seen in the argumentative writing of college students ([1]), students with disabilities ([7]), and students with limited English proficiency ([5]). The papers that appear in this special issue are motivated by a shared concern about the cultural irrelevancy of truth ([22]; [26]) and the threat it represents to the institutions that buttress liberal democracy. [7] explain that the Next Generation Writing Standards' (NGSS) commitment to "effective instruction for all learners" is an unfulfilled expectation for many students and argue for the use of cognitive apprenticeships to support ambitious instructional goals for students with disabilities (SWD). [Extracted from the article]

Background: Keeping girls in school offers them protection against early marriage, teen pregnancy, and sexual harms, and enhances social and economic equity. Studies report menstruation exacerbates school-drop out and poor attendance, although evidence is sparse. This study qualitatively examines the menstrual experiences of young adolescent schoolgirls. Methods and Findings: The study was conducted in Siaya County in rural western Kenya. A sample of 120 girls aged 14–16 years took part in 11 focus group discussions, which were analysed thematically. The data gathered were supplemented by information from six FGDs with parents and community members. Emergent themes were: lack of preparation for menarche; maturation and sexual vulnerability; menstruation as an illness; secrecy, fear and shame of leaking; coping with inadequate alternatives; paying for pads with sex; and problems with menstrual hygiene. Girls were unprepared and demonstrated poor reproductive knowledge, but devised practical methods to cope with menstrual difficulties, often alone. Parental and school support of menstrual needs is limited, and information sparse or inaccurate. Girls’ physical changes prompt boys and adults to target and brand girls as ripe for sexual activity including coercion and marriage. Girls admitted ‘others’ rather than themselves were absent from school during menstruation, due to physical symptoms or inadequate sanitary protection. They described difficulties engaging in class, due to fear of smelling and leakage, and subsequent teasing. Sanitary pads were valued but resource and time constraints result in prolonged use causing chafing. Improvised alternatives, including rags and grass, were prone to leak, caused soreness, and were perceived as harmful. Girls reported ‘other girls’ but not themselves participated in transactional sex to buy pads, and received pads from boyfriends. Conclusions: In the absence of parental and school support, girls cope, sometimes alone, with menarche in practical and sometimes hazardous ways. Emotional and physical support mechanisms need to be included within a package of measures to enable adolescent girls to reach their potential. [ABSTRACT FROM AUTHOR]

High school students with emotional disturbances (ED) often struggle with classroom writing tasks. In this study, the effectiveness of Self-Regulated Strategy Development (SRSD) instruction for 10 min timed persuasive quick writes with three high school students with ED was investigated. Results indicated improvement in the areas of quality, response parts, and word count. The acceptability of treatment was positive as indicated by student interviews. Implications for SRSD quick writing for high school students with ED are discussed. [ABSTRACT FROM PUBLISHER]

Highlights: [•] The effects of supplemental writing instruction were evaluated in a quasi-experimental study. [•] Measures included researcher-developed writing probes. [•] Performance was measured in individual sessions and in the general education classroom. [•] Results indicated students improved writing performance across measures with large effects. [ABSTRACT FROM AUTHOR]

Students who struggle with learning may not have the metacognition needed to support the multiple processes required to understand what is read in informational text. Instruction for these students, therefore, should include methodologies that promote self-regulation of critical thinking processes. Fifty-eight low-achieving students were provided Self-Regulated Strategy Development instruction for the TWA (Think before reading, think While reading, think After reading) strategy approach. Students were explicitly taught to establish goals, self-monitor performance, use positive self-instructions, and self-reinforce. We examined these students' perceptions in regard to application of the self-regulation procedures. Students' worksheets and comments as well as perceptions documented in post-instruction interviews were used to gain insight into students' metacognitive awareness of the self-regulation procedures taught and learned. [ABSTRACT FROM PUBLISHER]

Explicit strategy instruction combined with student-directed self-regulation in conjunction with cognitive strategies has proven effective in supporting low-achieving students' reading comprehension. Experts have extended 1 such approach, self-regulated strategy development (SRSD) for the expository reading comprehension Think before reading, think While reading, think After reading (TWA) strategy, by integrating instruction for writing, language development, and prompted discourse into the instructional framework. Researchers have found positive performance effects following SRSD for TWA instruction across reading comprehension and language measures, oral and written summarization, oral and written retelling, and informative essay writing. Findings from 8 empirical studies have provided insights for research and practice. [ABSTRACT FROM PUBLISHER]

A multiple-probe, multiple-baseline, across-subjects design was used to examine the writing performance of four low-achieving adult students with and without disabilities enrolled in general equivalency diploma (GED) preparatory classes. Students’ writing was evaluated before instruction and after self-regulated strategy development (SRSD) instruction for the POW (Pick my idea–pay attention to the prompt, Organize, Write and say more) + TREE (Topic sentence, Reasons, Explanations, Ending) + COPS (Capitalize, Organize, Punctuate, Sense) strategies. Results following the instruction indicated that students had learned to independently write expository essays. The number of essay parts and transition words increased, demonstrating evidence of organized essays. The number of words written and descriptive word use also increased. Gains were maintained on maintenance probes. All students who took the GED exam passed the essay-writing portion following the intervention. [ABSTRACT FROM PUBLISHER]

We conducted a mixed methods study to evaluate motivation among 20 fourth-grade students who struggle with reading and writing prior to and after receiving either self-regulated strategy development (SRSD) instruction for expository reading comprehension or SRSD instruction for expository reading comprehension plus informative writing. We performed qualitative, descriptive, and statistical analysis on 3 data sets to gain insight into student perceptions across a variety of motivational factors and dimensions. Results indicated that students’ efficacy increased after instruction in both interventions; however, efficacy was more varied across interventions for interest, self-regulation (intrinsic and extrinsic motivation), and task perception. Findings indicated that social factors could be better developed in both interventions. [ABSTRACT FROM AUTHOR]

In science classes, teachers must consider the need for explicit, systematic reading instruction for students with learning disabilities (LD) while navigating the constructivist and activity-oriented methods typically employed in science instruction. The complexity of scientific information conveyed through print may make reading science texts the greatest challenge that students with LD encounter in school. Fortunately, researchers have established that, by fostering students' prior knowledge, providing text enhancements, and teaching reading comprehension strategies, students' understanding of science text is improved. Effective instructional approaches and strategies for reading are reviewed and implications for teaching students with LD noted. [ABSTRACT FROM AUTHOR]

Writing is an important foundational skill, critical for success in school. Unfortunately, many students, including students with disabilities, have difficulties with written language production. These students lack knowledge of writing processes and employ deficient strategies for organization, planning, goal implementation, and self-regulation. The majority of research for students with disabilities has focused on students with learning disabilities (LD). Less is known about writing instruction with students with primary disabilities other than LD. The purpose of this review, therefore, is to investigate writing interventions for students diagnosed with primary disabilities other than LD and to ascertain if interventions benefit these specific student populations. Of 15 studies, 13 used self-regulated strategy development (SRSD) instruction and 2 studies blended SRSD components within other intervention packages. Results indicate that SRSD has promise for students with primary disabilities other than LD. Implications for research and practice are noted. [ABSTRACT FROM PUBLISHER]

Background: Vitamin D deficiency is associated with numerous chronic diseases including cancer, heart disease and diabetes type 1 and 2. It is currently estimated that one billion people suffer from vitamin D deficiency worldwide. A major cause is lack of sun exposure, and this is evident even in countries at mid and low latitudes. Although a high prevalence has been found in Saudi Arabia, little is known to date about the reasons for this and, consequently about, reduction methodologies. The study's aim was to investigate the knowledge, attitude and practice (KAP) towards vitamin D deficiency, sun exposure, supplementation and fortification in a sample of female Saudi Arabian students. Methods: A focus group and eight in depth one-to-one semi-structured interviews were conducted and analysed using thematic analysis. Results: Participants were limited in their knowledge about vitamin D and vitamin D deficiency. They reported limited sun exposure due to intense heat, cultural reasons for covering the body, and an infrastructure that makes sun exposure difficult. Conclusion: Important barriers for the prevention of vitamin D deficiency in Saudi Arabia were highlighted. Recommendations for more research in specific areas including the prevalence of vitamin D deficiency and recommended daily allowances of supplementation are made. Governmental actions including increasing awareness of the importance of vitamin D and guidelines on how to obtain it are necessary. Creating areas where women, particularly those of lower socio-economic status, can enjoy sun exposure as well as fortifying more foods would go some way towards tackling this problem. [ABSTRACT FROM AUTHOR]

Two multiple-baseline, across-participants design studies were used to examine persuasive quick write (10-minute writing responses) performance of seventh-grade students with disabilities. In the first study, 6 students were taught by a graduate research assistant; in the second study, 10 students were taught by their special education teacher. In both studies, students’ written responses were evaluated before, during, and after self-regulated strategy development instruction for the POW + TREE planning strategy (POW: pick my idea, organize my notes, write and say more; TREE: topic sentence, reasons—three or more, explain, ending). All study participants improved in the number of persuasive parts included and the quality of the written response immediately after and weeks following instruction. [ABSTRACT FROM PUBLISHER]

Aim. This article reports a randomised controlled trial to determine the efficacy of antenatal pelvic floor muscle exercises in the primary prevention of postpartum stress incontinence in primiparous women. Background. Pelvic floor muscle exercises are effective in treating stress incontinence, yet prevention studies demonstrate equivocal findings. Design. Randomised controlled trial. Method. Pregnant women recruited from two hospitals in North-west England were randomised to an intervention ( n = 141) or control group ( n = 145). Data were collected from 2005-2006. The intervention comprised four sessions of taught pelvic floor muscle exercise training during pregnancy and 8-12 maximal contractions repeated twice daily at home. A modified Bristol Female Lower Urinary Tract Symptom questionnaire, Leicester Impact Scale and Three Day Diary were administered at 20 and 36 weeks of pregnancy and three months postpartum. Results. The intervention group was more likely to exercise their pelvic floor muscles compared to controls at 36 weeks ( p = 0·019) and three months (0·022), reporting fewer episodes of incontinence and a lower score on the Leicester Impact Scale. However, these differences were not statistically significant. Conclusion. Significant differences were not demonstrated between the groups in relation to incontinence episodes and degree of bother of symptoms postpartum, although trends indicate a positive effect. Further research is necessary to address issues of adherence and the effect of pelvic floor muscle exercise undertaken during pregnancy on postpartum stress urinary incontinence. Relevance to clinical practice. A proportion of women did not meet the required attendance at antenatal class, furthermore, few exercised their pelvic floor muscles during pregnancy according to instructions. Health professionals need to find ways to instruct and motivate women to perform pelvic floor muscles exercises regularly during pregnancy and the postpartum. [ABSTRACT FROM AUTHOR]

A multiprobe multiple baseline design was used to evaluate the effectiveness of strategy instruction in persuasive quick writing with 5 seventh- and eighth-grade students who attended a county alternative placement school for students with severe emotional and behavioral disabilities. Students were taught to plan and write a W-minute persuasive response using the Self-Regulated Strategy Development instructional model. Instruction was conducted over five 30-minute sessions plus three W-minute sessions. Positive effects were noted for all students on the primary measure, quality of written responses. The effect of the intervention was maintained over time. All students reported that the instruction benefited performance. [ABSTRACT FROM AUTHOR]

The article examines how teaching low-achieving students to self-regulate a quick writing response can improve their content writing. According to the author, written expression is the primary means in which individuals in society communicate. Assessing students’ writing ability is used to assess knowledge over a broad range of academic areas. Topics include the challenges that students who struggle with writing will continue to face as they attempt to meet educational demands, such as the limits it places on their ability to article ideas and demonstrate learning. An in-depth discussion of quick writing as an intervention in content area is presented.

The article offers information on how to anesthetize children with comordity. It notes that avoidance of intubations to children with asthma may be useful. Furthermore, to prevent excessive drying of the airway passage, humidified gases are good things to use. For children with sickle cell disease, adequate hydration should be encouraged. Details on how to treat sleep apnea in children are also offered.

Background Prevalence of pre-menstrual syndrome (PMS) may be higher in women with Down syndrome due to syndrome specific characteristics in biochemistry, psychopathology and lifestyle. Recognition of PMS may be difficult for women with intellectual disabilities and their carers. Method A daily diary, used to diagnose PMS with typical women, was adapted. Following its validation, the diary was completed by 33 women with Down syndrome, then adapted, and completed by a further 32 women with Down syndrome/carers. Results PMS was diagnosed in 18–20% although a higher proportion (54%) of mothers thought their daughter had PMS. Conclusions The hypotheses that PMS would be higher or go unrecognized in women with Down syndrome was not supported. The diary was well received by both carers and women with Down syndrome and could be an educative, clinical and research tool for use with any woman with intellectual disability. [ABSTRACT FROM AUTHOR]

Writing performance for a large number of adolescents, with and without learning disabilities (LD), in the United States is below the level required for success in college and in the world of work. Despite the importance of writing and students' with LD documented difficulties in this academic domain, writing intervention research for adolescents with LD is not as well established as research in other domains, such as reading. Programs of research in writing interventions for adolescents with LD, nevertheless, have provided frameworks for effective instruction for these students. Adapting criteria from Graham and Perin's (2007c) Writing Next report, 40 studies across six programs of research were located for our literature review in writing instruction for adolescents with LD. Based on the findings of these studies, instruction within two levels of support for adolescents with LD are recommended. [ABSTRACT FROM AUTHOR]

Background There is little research on issues related to menstruation for women with Down syndrome, yet they may experience menstruation in a qualitatively different way from normal women, which impacts on their quality of life and that of their families and carers. The aim of this qualitative study was to explore issues with the women and/or their carers. Method Face-to-face or telephonic interviews were carried out with six women with Down syndrome, and 53 mothers of women with Down syndrome. Results The range in age and pattern of menses was similar to that of the general population. Around two-thirds of the women were coping with the self-care aspects with limited help. Heavy periods were an issue for around one-third. Use of tampons was rare, yet several women had problems with pads. Some mothers were unaware how much their daughter knew about the menstrual cycle; others deliberately withheld information. Conclusions Lack of information and preparation, heavier periods for some and reluctance to use tampons, all indicated specific issues for these women. Establishing routines was helpful and could have been applied to more of the women. Further research is suggested into heavy periods and other possible interventions. [ABSTRACT FROM AUTHOR]

Background: Low birthweight is a widely used indicator of newborn health. This study investigates the association of birthweight <2.5 kg (LBW) with a wide range of factors related to geo-demographics, maternal health and pregnancy history in public hospitals at Peshawar, North West Frontier Province (NWFP) Pakistan. It is noted that that Low birthweight may arise for two different reasons, one related to gestational age and the other corresponding to births that are small for gestational age (SGA). Methods: Data on geo-demographics, maternal health indicators, pregnancy history and outcome scores for newborn babies and their families (n = 1039) were collected prospectively between August and November 2003 in a cross-sectional survey of four public hospitals in Peshawar, NWFP-Pakistan. Crude and adjusted odds ratios were used to investigate the factors affecting incidence of LBW, by multivariate logistic regression. Gestational age was included as an explanatory variable therefore the additional covariates identified by model selection are expected to account for SGA. Results: The main geo-demographic risk factors for SGA identified in this study, controlling for gestational age of less than 37 weeks, are maternal age, nationality and consanguinity. Presentation with anaemia and the history of previous abortion/miscarriage were also found to be significant independent factors. The adjusted odds ratio for gestational age showed the largest effect in explaining the incidence of LBW. The next highest odds ratio was for maternal age below 20 years. The explanatory model included two pair-wise interactions, for which the predicted incidence figures for LBW show an increase among the Tribal area with presentation of anaemia, and among full term babies with their mothers having a previous history of abortion/miscarriage. Conclusion: In addition to gestational age, specific factors related to geo-demographics (maternal age, consanguinity and nationality), maternal health (anaemia) and pregnancy history (abortion/miscarriage) were significantly associated with the incidence of LBW observed at the four hospitals surveyed in Peshawar. These results indicate that cultural factors can adversely affect the incidence of SGA in this area of Pakistan. [ABSTRACT FROM AUTHOR]

The article discusses on facilitating of expository text for students with emotional disturbance (ED) in the U.S. Students with ED represent the fourth most prevalent category of disability. Teachers need to work collaboratively with other professionals to support their own needs in learning how to work with students with ED. Furthermore, accommodations for motivation and behavior including a behavior management system should be developed and revised as needed throughout instruction.

The article focuses on the development instruction strategies for children with learning disabilities. Metacognition is known to be an essential approach for children when considering effective reading processes. In order to have a better understanding, children must simultaneously and persistently attend to texts and must be able to monitor their own comprehension and apply specific strategies in reading. Learning disabled children must rely on simpler, less efficient strategies and fail to implement what strategies they do know in a controlled manner.

Assesses problems during children's story writing. Need to increase students' self-efficacy and motivation for writing; Development of the Self-Regulated Strategy Development (SRSD) approach for student writing; Application of the SRSD model.

The effects of 2 rigorous strategic approaches to reading comprehension for 32 5th-grade students who struggle with reading were investigated. The first approach, TWA (Think before reading, think While reading, think After reading), was taught following explicit self-regulated strategy development instructional procedures (K. R. Harris & S. Graham, 1999). The second approach, reciprocal questioning (RQ), was taught following Cooperative ReQuest procedures developed by A. V. Manzo, U. C. Manzo, and T. H. Estes (2001). Compared with RQ students, TWA students improved significantly (with medium to large effect sizes) on 5 oral reading comprehension measures. There were no significant differences, however, between groups on 3 written comprehension measures, self-efficacy, or motivation. Students were positive about each intervention. [ABSTRACT FROM AUTHOR]

Focuses on the changes in the etiology of anesthesia-related cardiac arrest in the pediatric patient as practice. Typical profile in the category of inadequate ventilation; Classification of cardiac arrests; Difference in the increased incidence of cardiovascular causes.

The writing difficulties of students with disabilities, including those with behavior disorders are well documented (Harris & Graham, 1999). These students not only face challenges in composing, but may not know how to self-regulate their behavior before, during, and after writing. A theoretically and empirically based intervention — Self-Regulated Strategy Development (SRSD) — for students who struggle with academic tasks is described in this article. SRSD has been used successfully for students with learning disabilities in writing, reading, and math. The instructional implications and evaluation of performance for one student with learning and behavioral difficulties highlights the usefulness of this instructional approach for students with emotional or behavioral disorders. The focus of instruction here is a story writing strategy; instructional delivery and teaching tips are presented. Six individual steps for SRSD instruction are detailed. Suggestions are made for modifying the instruction for students of differing ages and ability. [ABSTRACT FROM AUTHOR]

Introduction. This case study of a mature female executive with Dissociative Disorder Not Otherwise Specified (DDNOS) demonstrates the Quality of Life Continuum (QLC) and the efficacy of specific EEG biofeedback protocols in enhancing performance and improving global life functioning for people with clinical disorders. The QLC begins with the function ing level of people with severe clinical problems and ends with superior functioning people, with three levels of functioning in between those two ends of the continuum. It is a graphic for demonstrating that any level of functioning can be improved through the use of protocols specifically designed for optimal functioning. Method. Pre- and post-quantitative electroencephalograms (QEEGs) were done on the subject. Other measures of change were self-report and co-worker feedback. The subject was taught how to train in dependently with specific peak performance protocols. She did 60 fifteen-minute training sessions in two months. Results. The changes in her QEEGs were measured by a comparison of her pre- and post-scores on the Thatcher Life Span EEG Reference Database. The subject went from 166 abnormalities with significance levels ranging from p < .025 to p < .001 to only 17 abnormalities. The subject reported significant life improvement changes, including increased energy and motivation. Among the changes cited by co-workers was a decrease in her anger outbursts from an average of three times per week to two times per month. Discussion. The independent use of neurofeedback with specific peak performance protocols can enhance the quality of life for a person with a clinical diagnosis. [ABSTRACT FROM PUBLISHER]

It is with great pleasure that we introduce Dr. David Scanlon, Boston College, as the incoming I Learning Disabilities Research & Practice i Editor. Issue 36.4 is our editorial team's final I Learning Disabilities Research & Practice i issue. We offer to Dr. Scanlon and all of the I LDR&P i community our best wishes for the future success of I Learning Disabilities Research & Practice i . [Extracted from the article]

Background: Epidemiological studies have reported prevalence of stress incontinence ranging from 23 to 67 percent during pregnancy and 6 to 29 percent after childbirth, but little is known about how the condition affects women at this time. The purpose of this study was to examine the effects of stress incontinence on women in their childbearing years. Methods: Interviews were conducted with 42 women who experienced stress incontinence at 8 weeks postpartum and 15 women who reported symptoms one year after delivery. Analysis of the qualitative data involved exploring themes and patterns, relationships and connections, contradictions and contrasts, and the language used within individual accounts and across the spectrum of narratives. Results: The results are presented within a framework that the women themselves adopted: day-to-day activities, putting the condition in some form of perspective, and feelings and emotions. For some women, stress incontinence had a great impact on their lives in terms of both their daily routine and psychologically, but others described it as a minor inconvenience that rarely disturbed their routine. Major concerns comprised the restrictions placed on the women, the worry or continual awareness stemming from the condition, and feelings of embarrassment associated with it. Twelve months after childbirth the effects appeared to have lessened, but a few women were still significantly affected, both physically and psychologically. Conclusions: Although many women experience physical and psychological symptoms of stress incontinence after delivery, this study demonstrated that few sought professional care or advice for their symptoms. Health professionals should be aware of the prevalence, and women's responses to, stress incontinence so that they can initiate appropriate support and care. Further research on stress incontinence on childbearing women is necessary. [ABSTRACT FROM AUTHOR]

Focuses on the fieldwork education for occupational therapy students at the Curtin University School of Occupational Therapy in Perth, Western Australia. Structures and objectives of the program; Feedback of students regarding the program; Importance of preparing occupational therapy students for community practice.

Dear Readers, Authors, Reviewers, and Board Members, Our sixth year as the LDR&P editorial team will come to a close in 2021. The new Editor(s) will work with the current Editor during a transition period in summer/fall 2021 and will assume the Editor role in January 2022. Prior editorial experience: Previous experience as an Editor or Associate Editor of a scholarly journal is preferred. [Extracted from the article]

This first issue of I Learning Disabilities Research & Practice, Volume 35 i , includes two practice articles and three research studies. We begin with a Special Series article, written by Bryan G. Cook, Laura W. Collins, Sara Cothren Cook, and Lysandra Cook, describing how evidence-based reviews are used to identify effective practices. In the next practice article, Gena Nelson, Kathleen Hughes Pfannenstiel, and Rebecca Zumeta Edmonds examine the alignment of mathematics instruction and vocabulary with core intervention and materials. [Extracted from the article]

In this article, we discuss the use of LMAs as a conduit to intubate the trachea of two Pierre Robin Sequence infants. Multiple use LMAs will admit larger diameter tracheal tubes (TT) than their disposable counterparts. Increased friction with the surface of the TT makes passing even small diameter tubes through the lumen of the disposable LMA difficult. [ABSTRACT FROM AUTHOR]

Background and Objectives: This educational review outlines the current landscape of pediatric anesthesia training, care delivery, and challenges across Canada, Barbados, and the United States. Descriptions and Conclusions: Approximately 5% of Canadian children undergo general anesthesia annually, administered by fellowship‐trained pediatric anesthesiologists in children's hospitals, general anesthesiologists in community hospitals, or family practice anesthesiologists in underserved regions. In Canada, the focus is on national‐level evaluation and accreditation of pediatric anesthesia fellowship training, addressing challenges arising from workforce shortages, particularly in remote areas. Barbados, a Caribbean nation, lacks dedicated pediatric hospitals but has provided pediatric anesthesia since 1972 through anesthetists with additional training. Challenges in its development, common to low‐middle‐income countries, include inadequate infrastructure and workforce shortages. Increased awareness of pediatric anesthesia as a sub‐specialty could enhance perioperative care for Barbadian children. Pediatric anesthesia encompasses various specialties in the United States, with pediatric anesthesiologists playing a foundational role. Challenges faced include recruitment and retention difficulties, supply‐chain shortages, and the proliferation of anesthesia sites, all impacting the delivery of modern, high‐quality, and cost‐effective patient care. Collaborative efforts at national and organizational levels strive to improve the quality and safety of pediatric anesthesia care in the United States. [ABSTRACT FROM AUTHOR]

Research on inclusive education (IE) documents benefits for both students with disabilities and students without disabilities. Internationally, IE is frequently aligned with the Salamanca Statement and the United Nations Convention on the Rights of Persons with Disabilities. The Salamanca Statement affirms 'the right to education of every individual ... regardless of individual differences.' IE in Mexico has a brief and turbulent history. Of the 15% of students in Mexico who have a disability, only 2.85% receive IE. In addition, research on IE in Mexico is sparse. This exploratory study investigates the perspectives regarding IE among educators and family caregivers of children with and without disabilities schools in Mexico City, Mexico. Results show a prevalent support for IE among parents and teachers. Implications for policy, practice, and research are discussed. [ABSTRACT FROM AUTHOR]

An introduction is presented in which the editor discusses various reports within the issue on topics including the interpretation of p-values and null hypothesis, cognitive processing of fraction intervention in fourth grade students, and mathematics and vocabulary learning difficulties.