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Many schools face barriers that hinder access to services, including limited funding and staff trained in evidence-based interventions. In particular, rural schools must provide targeted intervention to promote academic growth and narrow achievement gaps despite these barriers. One seldom-considered solution to ease the resource costs in the provision of intervention services is to provide high school students with the training and supervision necessary to carry them out. Thirty elementary students participated in an explicit timing intervention administered by either a high school student or graduate student in school psychology. A 2 × 2 mixed factorial ANOVA found significant growth from pre- to post-test with no effects of interventionist education level. These findings imply that school-based interventionists may be able to expand the reach of their practice by recruiting and training older students to carry out interventions.

Hypoxia-ischaemia (HI) can result in structural brain abnormalities, which in turn can lead to behavioural deficits in various cognitive and motor domains, in both adult and paediatric populations. Cardiorespiratory arrest (CA) is a major cause of hypoxia-ischaemia in adults, but it is relatively rare in infants and children. While the effects of adult CA on brain and cognition have been widely studied, to date, there are no studies examining the neurodevelopmental outcome of children who suffered CA early in life. Here, we studied the long-term outcome of 28 children who suffered early CA (i.e., before age 16). They were compared to a group of control participants (n = 28) matched for age, sex and socio-economic status. The patient group had impairments in the domains of memory, language and academic attainment (measured using standardised tests). Individual scores within the impaired range were most commonly found within the memory domain (79%), followed by academic attainment (50%), and language (36%). The patient group also had reduced whole brain grey matter volume, and reduced volume and fractional anisotropy of the white matter. In addition, lower performance on memory tests was correlated with bilaterally reduced volume of the hippocampi, thalami, and striatum, while lower attainment scores were correlated with bilateral reduction of fractional anisotropy in the superior cerebellar peduncle, the main output tract of the cerebellum. We conclude that patients who suffered early CA are at risk of developing specific cognitive deficits associated with structural brain abnormalities.

Policy makers in California intend to provide free preschool to all 4-year-olds solely within public schools by 2026, becoming the nation's second largest single pre-K program in the United States after Head Start. This initiative builds on the state's existing Transitional Kindergarten (TK) option that has served a modest share of 4-year-olds since 2010. Tracing the historical growth in TK enrollments, we find that just 30, mostly urban school districts, enrolled two-fifths of all children served by 2020, responding to funding incentives and displaying stronger organizational capacity. Meanwhile, one-third of California's nearly one thousand districts enrolled fewer than 12 TK children. Black, white, and Asian children remained disproportionally under-enrolled as a share of their respective populations, as enrollments climbed past 90,000 children prior to the COVID-19 pandemic. Identifying factors that may explain widely differing gains in TK enrollment, merging education and local census data, we find the suburbs began to catch-up with cities in serving additional 4-year-olds, as well as districts offering school choice (e.g., charter schools). We discuss implications for other nations attempting to rapidly expand preschool, including the inequities that may inadvertently arise.

Background: Despite the growing diversity among students in higher education, nonprogression to postsecondary education persists for many students with intellectual disabilities with low completion rates for those who do progress. Research suggests that occupational therapy (OT) support can be extremely beneficial in assisting students. Less is known however about the impact of OT in higher education. This study aims to examine the use of OT embedded in a postsecondary programme for students with intellectual disabilities. Methods: This study uses a scoping review of relevant literature and a qualitative analysis of OT working in a higher education programme specifically designed for students with intellectual disabilities in Ireland. Findings: This paper highlights how the OT support within this programme uses a four-fold collaborative approach supporting students, staff, business partners and wider organisational structures in the university. Conclusion: The analysis highlights the opportunities for collaboration between OT and curriculum developers, teaching and ancillary staff and students in higher education along with the significant OT input into work placements and internships with business partner mentors. Challenges in educating stakeholders to understand OT in the higher education environment would suggest a substantial need for further research.

Educational travel, and in particular study abroad programs, are generally beneficial to students, but less is known about impacts on the communities in which they are located. This study explores such impacts for a small rural community in Costa Rica that has hosted dozens of ecotourism and study abroad programs. Sixteen interviews were conducted in the community to explore the social and cultural rewards and costs of these programs, including cultural changes such as increases in community members speaking English, availability of drugs and alcohol, appreciation of nature, and adoption of sustainable living practices. We analyze these impacts by examining common programmatic assumptions about study abroad and borrowing biological constructs of symbiosis to diagram the potential trade-offs and costs for the local community -- as the basis for developing more mutualistic, decolonized programs in the future.

In the last two decades, there has been a global movement towards pedagogies that create more inclusive school environments in order to meet the needs of diverse learners. One such approach is Universal Design for Learning (UDL), which foregrounds the design of flexible and accessible learning experiences for all, regardless of learner characteristics. Technology is a key enabler in this. To date, much of the research on UDL has focused on its impact in higher education, with less evidence available on the use of UDL within second-level education. This systematic literature review of n = 15 empirical studies selected from a wide-ranging search that returned an initial result of n = 1253 explores how the affordances of digital technology have been harnessed for UDL enactment at second level. The findings show that, to date, empirical research at second level has focused mostly on the easy wins within the UDL principle of Representation, where educators offer choice about how learners access content. However, there is a clear gap in UDL research on the use of technologies to support the Engagement and Action & Expression principles of UDL, supporting student self-regulation and self-assessment, and on technology-mediated communication and collaboration. The paper highlights the potential for future cross-pollination of research in educational technology with UDL.

Past research has found that intergenerational programmes can benefit the social and emotional development of participants in the early years. This paper presents a systematic review of studies that address the social and emotional outcomes of young children (aged between 1 and 6 years) who participate in intergenerational programmes. Objective: The aim of the present systematic review was to (1) provide an update on the state of literature in this area and, (2) gain insight into the ways that intergenerational programming can contribute to the development of social and emotional competencies in early childhood. Method: From a systematic search of four databases, 13 articles were selected for review. Results: Findings indicate intergenerational programmes can provide opportunities for children to develop several social and emotional competencies, including self-management, social awareness, relationship skills, and responsible decision making. Conclusion: This review identified a body of research which indicates intergenerational programmes can lead to positive social and emotional outcomes for young children. Suggestions for future research including more robust study designs are considered for how intergenerational programmes can be incorporated into mainstream early childhood education, which has the potential to lead to lasting benefits for children, older adults, and the wider community.

Background: Research on post-secondary training for individuals with intellectual disabilities has generally focused on programs, with little consideration of the structures and mechanisms that give rise to them. This article adopts a critical realist perspective to comparatively analyse and theorise about the contextual structures contributing to the introduction of post-secondary training programs in universities for individuals with intellectual disabilities. Method: Six stages in critical realist explanatory research were followed. They include (1) description, (2) analytical resolution, (3) abduction/theoretical redescription, (4) retroduction, (5) comparison between different theories and abstractions, and (6) concretisation and contextualisation. Results: Historical, socio-political, and educational policy structures and mechanisms, indicated three program typologies: program as niche, as a generalisable prototype, and as an evolutionary response to evolving conditions. Conclusions: By developing explanations about preconditions, the study draws out nuanced sub-types occurring within a single university-based program, theorises on trajectories for success, and lays the groundwork for future empirical and conceptual development.

Research suggests that exposure to microaggressions diminishes cognitive resources. Using "in vivo" experimental methodology, we found that engagement in a breathing exercise may mask the effects of cognitive depletion in Black college women who are exposed to racial microaggressions. Sixty-one Black college women were randomly assigned to one of four conditions in which a microaggressive script and coping suggestion were crossed. Participants who were exposed to microaggressions enacted by a white research assistant and asked to wait were more depleted than those who were not exposed to microaggressions at all. Participants who heard the microaggressive language and were prompted to cope were marginally less depleted than those who were exposed without prompting to engage in a coping exercise. These findings align with prior findings that racially hostile university environments may have harmful consequences on the cognitive functioning of Black women, but engagement in coping may diminish these effects. Implications, limitations, and future research are discussed.

This account of practice describes an online program started in 2022, which helps leaders at BNP Paribas to be more effective problem solvers and inclusive leaders by developing stronger questioning and listening skills. The goals of this program were aligned with action learning and could have been achieved with standard, coach-led action learning groups, however there was a desire at the bank to scale this program to support up to 80 participants at a time at a reasonable budget. Therefore, at Be Leadership we set out to design a program that met our learning outcomes in a scalable, cost-effective way. This account concludes that with the right set up and ongoing support, self-facilitated peer coaching groups can consistently reach the same rich learnings and positive outcomes as those using standard coach-led action learning. Across three cohorts and 47 peer coaching groups, 96 percent of participants said they were satisfied with the program and 92 percent said insights from this program would be useful in their career development. When asked if they would recommend this course to their peers, the experience received a Net Promoter Score (NPS) of 8.53 on a scale of 1-10.

Racial microaggressions, or subtle race-based insults are associated with negative consequences for receivers. Institutional racism in education directly influences the dissemination of these transgressions in schools, as school personnel may engage in microaggressive behavior toward each other and their students. Given recent calls to address racism, schools and districts may seek to implement trainings to improve school personnel's understanding of these transgressions and their consequences. As part of the current study, we explored factors that might contribute to school personnel's satisfaction with a microaggression training. Participants completed survey items to assess their colorblind racial attitudes, satisfaction with the workshop, and their perceptions surrounding the need for such trainings. We found that colorblind attitudes and perceptions of necessity predicted satisfaction. Implications and future directions for research are discussed. Impact Statement: Calls to address racial injustice in response to the murders of George Floyd and Breonna Taylor during the summer of 2021 have produced an increase in requests for antiracism workshops and trainings across several organizations and professions. In K-12 schools, these trainings may be beneficial in helping school personnel learn about and address racial microaggressions (race-based insults), which may hinder students' success. Although it is imperative that these conversations take place, it is equally important that we are able to understand how school personnel engage in these trainings to increase the likelihood that their behavior will change because of participation. The goal of this study was to understand factors that contribute to school personnel's satisfaction with a microaggression training.

Higher education institutions are increasingly moving from traditional education approaches to incorporate online and distance learning (ODL) models, and this represents a substantial educational challenge for many educators. One way to support this challenge is by providing appropriate professional development (PD) for the design of ODL. Based on models from the Open University, UK this paper contends that PD for the design of ODL should align learning design frameworks with constructivist and student-focused pedagogies to manage the change to the professional teaching identities of participants that designing ODL represents. Robust professional identities are important for mitigating anxiety, embedding lasting change and leveraging the benefits of ODL for institutions and students. In this study, the rationale, model, and strategies of the Learning Design and Course Creation Workshop, based on current literature and participant feedback gathered immediately after instances of the PD was completed in China, are described. Evidence and examples of impact gathered from a second instrument, gathered after implementation, is also provided, and discussed in this context. The findings and conclusions will be of interest to those tasked with providing PD to support educators faced with rapid educational change, particularly as a response to the global demand for the design of ODL.

Abstract By 2050, 1 in 4 people worldwide will be living with hearing impairment. We propose a digital Speech Hearing Screener (dSHS) using short nonsense word recognition to measure speech-hearing ability. The importance of hearing screening is increasing due to the anticipated increase in individuals with hearing impairment globally. We compare dSHS outcomes with standardized pure-tone averages (PTA) and speech-recognition thresholds (SRT). Fifty participants (aged 55 or older underwent pure-tone and speech-recognition thresholding. One-way ANOVA was used to compare differences between hearing impaired and hearing not-impaired groups, by the dSHS, with a clinical threshold of moderately impaired hearing at 35 dB and severe hearing impairment at 50 dB. dSHS results significantly correlated with PTAs/SRTs. ANOVA results revealed the dSHS was significantly different (F(1,47) = 38.1, p

Abstract Preventative treatment for Alzheimer’s Disease (AD) is dire, yet mechanisms underlying early regional vulnerability remain unknown. In AD, one of the earliest pathophysiological correlates to cognitive decline is hyperexcitability, which is observed first in the entorhinal cortex. Why hyperexcitability preferentially emerges in specific regions in AD is unclear. Using regional, cell-type-specific proteomics and electrophysiology in wild-type mice, we uncovered a unique susceptibility of the entorhinal cortex to human amyloid precursor protein (hAPP). Entorhinal hyperexcitability resulted from selective vulnerability of parvalbumin (PV) interneurons, with respect to surrounding excitatory neurons. This effect was partially replicated with an APP chimera containing a humanized amyloid-beta sequence. EC hyperexcitability could be ameliorated by co-expression of human Tau with hAPP at the expense of increased pathological tau species, or by enhancing PV interneuron excitability in vivo. This study suggests early interventions targeting inhibitory neurons may protect vulnerable regions from the effects of APP/amyloid and tau pathology.

Abstract Aspects of the acute experience induced by the serotonergic psychedelic psilocybin predict symptomatic relief in multiple psychiatric disorders and improved well-being in healthy participants, but whether these therapeutic effects are immediate or are based on memories of the experience is unclear. To examine this, we co-administered psilocybin (25 mg) with the amnestic benzodiazepine midazolam in 8 healthy participants and assayed the subjective quality of, and memory for, the dosing-day experience. We identified a midazolam dose that allowed a conscious psychedelic experience to occur while partially impairing memory for the experience. Furthermore, midazolam dose and memory impairment tended to associate inversely with salience, insight, and well-being induced by psilocybin. These data suggest a role for memory in therapeutically relevant behavioral effects occasioned by psilocybin. Because midazolam blocks memory by blocking cortical neural plasticity, it may also be useful for evaluating the contribution of the pro-neuroplastic properties of psychedelics to their therapeutic activity.

Abstract Background Around 18% of the population in Chile has disabilities. Evidence shows that this population has greater healthcare needs, yet they face barriers to accessing healthcare due to health system failures. This paper aims to assess the inclusion of people with disabilities in health policy documents and to explore the perceptions of key national stakeholders regarding the policy context, policy processes, and actors involved. Methods A policy content analysis was conducted of 12 health policy documents using the EquiFrame framework, adapted to assess disability inclusion. Documents were reviewed and rated on their quality of commitment against 21 core concepts of human rights in the framework. Key national stakeholders (n = 15) were interviewed, and data were thematically analysed under the Walt and Gilson Policy Analysis Triangle, using NVivo R1. Results Core human rights concepts of disability were mentioned at least once in nearly all health policy documents (92%). However, 50% had poor policy commitments for disability. Across policies, Prevention of health conditions was the main human rights concept reflected, while Privacy of information was the least referenced concept. Participants described a fragmented disability movement and health policy, related to a dominant biomedical model of disability. It appeared that disability was not prioritized in the health policy agenda, due to ineffective mainstreaming of disability by the Government and the limited influence and engagement of civil society in policy processes. Moreover, the limited existing policy framework on disability inclusion is not being implemented effectively. This implementation gap was attributed to lack of financing, leadership, and human resources, coupled with low monitoring of disability inclusion. Conclusions Improvements are needed in both the development and implementation of disability-inclusive health policies in Chile, to support the achievement of the right to healthcare for people with disabilities and ensuring that the health system truly “leaves no one behind”.

Abstract Developmental and epileptic encephalopathies (DEEs) feature altered brain development, developmental delay and seizures, with seizures exacerbating developmental delay. Here we identify a cohort with biallelic variants in DENND5A, encoding a membrane trafficking protein, and develop animal models with phenotypes like the human syndrome. We demonstrate that DENND5A interacts with Pals1/MUPP1, components of the Crumbs apical polarity complex required for symmetrical division of neural progenitor cells. Human induced pluripotent stem cells lacking DENND5A fail to undergo symmetric cell division with an inherent propensity to differentiate into neurons. These phenotypes result from misalignment of the mitotic spindle in apical neural progenitors. Cells lacking DENND5A orient away from the proliferative apical domain surrounding the ventricles, biasing daughter cells towards a more fate-committed state, ultimately shortening the period of neurogenesis. This study provides a mechanism for DENND5A-related DEE that may be generalizable to other developmental conditions and provides variant-specific clinical information for physicians and families.

Abstract There are genetic and environmental risk factors that contribute to the development of cognitive decline in Alzheimer’s disease (AD). Some of these include the genetic predisposition of the apolipoprotein E4 genotype, consuming a high-fat diet (HFD), and the female sex. Brain insulin receptor resistance and deficiency have also been shown to be associated with AD and cognitive impairment. Intranasal (INL) insulin enhances cognition in AD, but the response varies due to genotype, diet, and sex. We investigated here the combination of these risk factors in a humanized mouse model, expressing E3 or E4, following a HFD in males and females on cognitive performance and the brain distribution of insulin following INL delivery. The HFD had a negative effect on survival in male mice only, requiring sex to be collapsed. We found many genotype, diet, and genotype x diet effects in anxiety-related tasks. We further found beneficial effects of INL insulin in our memory tests, with the most important findings showing a beneficial effect of INL insulin in mice on a HFD. We found insulin distribution throughout the brain after INL delivery was largely unaffected by diet and genotype, indicating these susceptible groups can still receive adequate levels of insulin following INL delivery. Our findings support the involvement of brain insulin signaling in cognition and highlight continuing efforts investigating mechanisms resulting from treatment with INL insulin.

Abstract The bacterial tight adherence pilus system (TadPS) assembles surface pili essential for adhesion and colonisation in many human pathogens. Pilus dynamics are powered by the ATPase CpaF (TadA), which drives extension and retraction cycles in Caulobacter crescentus through an unknown mechanism. Here we use cryogenic electron microscopy and cell-based light microscopy to characterise CpaF mechanism. We show that CpaF assembles into a hexamer with C2 symmetry in different nucleotide states. Nucleotide cycling occurs through an intra-subunit clamp-like mechanism that promotes sequential conformational changes between subunits. Moreover, a comparison of the active sites with different nucleotides bound suggests a mechanism for bidirectional motion. Conserved CpaF residues, predicted to interact with platform proteins CpaG (TadB) and CpaH (TadC), are mutated in vivo to establish their role in pilus processing. Our findings provide a model for how CpaF drives TadPS pilus dynamics and have broad implications for how other ancient type 4 filament family members power pilus assembly.