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The purpose of this study was to explore youth with disabilities' perspectives of their experiences in integrated physical education classes in the United States. Participants were three youth with visual impairments and three youth with orthopedic impairments (ages 1017 years). Data sources were written prompts, audio-recorded, semistructured virtual interviews, and reflective notes. Based on a six-step thematic analysis method, four themes were developed: (a) 'I couldn't do most things:' lack of accommodations; (b) 'They had absolutely no clue:' the teacher's role; (c) 'I'm a scared boy:' concerns about injuries and unsafe activities; and (d) 'I get to hang out with my friends:' interpersonal relationships and feelings of inclusion. Participants recalled feeling a sense of belonging, acceptance, and value when experiencing positive interpersonal relationships. In contrast, a lack of accommodations, safety measures, and a perceived lack of teacher preparation made these feelings uncommon., Introduction In the United States, physical education (PE) classes in kindergarten through 12th grade (K-12) schools are dedicated to the 'development of physical and motor fitness, fundamental movement skills and [...]

The purpose of this study was to describe the experiences of adults with visual impairments regarding fitness testing during their integrated physical education experiences. An interpretative phenomenological analysis research approach was used and 11 adults (ages 20-35 years) with visual impairments acted as participants. The primary sources of data were semi-structured audiotaped telephone interviews and reflective interview notes. Thematic development was undertaken using a three-step analytical process. Based on the data analysis, the following three interrelated themes were constructed from the data: (a) 'decent at sit-ups, but the others were embarrassing': mixed feelings about performance; (b) 'I couldn't reach my full potential': forced exclusion/inclusion; and (c) 'I felt like a museum exhibit': navigating unwanted social attention. These themes extend the current literature by describing salient features of fitness testing that influence the meaning that individuals with visual impairments place on those experiences.

Purpose: The purpose of this study was to adopt an explicitly intersectional approach to examine the experiences of women identifying as having a visual impairment and as being overweight or obese in integrated physical education (PE). Method: An interpretative phenomenological analysis (IPA) research approach was used, and six women (ages 25-34) with visual impairments who identified as being overweight or obese acted as participants. The sources of data included semistructured audiotaped telephone interviews and reflective interview notes. Data were analyzed thematically using a three-step analytic process informed by IPA. Results: Based on the data analysis, three inter-related themes emerged. The first theme, restricted/reluctant participation, described participants' experiences with PE activity restrictions and the influence of visual impairment and overweight or obesity on these restrictions. The second theme, teacher discrimination, described participants' recollection of discriminatory practices by physical educators that were influenced by perceptions of inability. Finally, the third theme, isolation, teasing and surveillance issues, described challenging social instances and how those instances were influenced by body size and disability status. Conclusions: Using an IPA approach, three themes emerged that exposed central experiences that were informed by the participants' identities as individuals with visual impairments and being overweight or obese. Through the lens of intersectionality, these themes contribute to our understanding of how these identities interacted to contribute to disadvantaging experiences in PE.

Research indicates that although students with disabilities, including those with autism spectrum disorder (ASD), can be successful in acquiring motor and sport-related skills during physical education, they tend to struggle with generalizing those skills to other settings. Difficulties with generalization of physical education skills may contribute to low levels of physical activity and sport participation by individuals with ASD outside of physical education. Since generalization is unlikely to occur automatically, physical education teachers must plan and teach for generalized outcomes. Several strategies exist that can be used by educators to promote the generalization of skills to other settings or with other people. Physical education teachers can promote the use of motor skills and participation in physical activities in environments outside of school by embedding these strategies into their curriculum for the benefit of all students. The purpose of this article is to provide physical educators with practical generalization programming interventions for students with ASD.

Objective: Conventional randomized controlled trials (RCTs) have long served as the foundation of research in clinical psychology; however, most treatments for eating disorders show only modest effects on reduction of symptoms and maintenance of long‐term remission. New options for psychotherapy treatment development research, beyond continuing to pursue additive or subpopulation approaches, are needed. Methods: One option is to apply dose–response designs, which are commonplace in studies of pharmacology, toxicology, and medical research, and characterized by the evaluation of the amount of exposure (dose) to an intervention, and the resulting changes in body function or health (response). Results: Eating disorder interventions are particularly well‐suited for dose–response treatment designs. The deadly nature of eating disorders makes it imperative that patients are not turned away for not being "ready" to engage with treatment. By identifying optimal doses, research will likely yield a more parsimonious course of treatment, which will lend itself to reduced costs, greater uptake, and reduced drop‐out. Discussion: Limited use of within‐subject designs in trials for patients with eating disorders has produced fast‐track efficacy studies and omitted key elements in the treatment development pathway. To decrease reliance on RCT's, dose–response methods should be applied as an alternative study design. Public Significance: Eating disorders are associated with medical and psychiatric comorbidities, poor quality of life, and high mortality. Access to evidence‐based services for patients with eating disorders is limited, and identifying additional effective treatment options can be difficult because of challenges inherent to randomized‐controlled trials. This manuscript describes an alternative trial methodology to maximize the information that can be gathered prior to utilizing a standard large‐scale efficacy design. [ABSTRACT FROM AUTHOR]

This study explored how one United States-based sports media company (SMC) represents disability through their Twitter account. A directed content analysis approach was utilized to analyze the tweets of the SMC for calendar year 2019. Of 6080 tweets reviewed, 126 (2.1%) were determined to represent disabled athletes or individuals. 43 (34.1%) tweets represented disabled athletes or individuals in participant roles while 83 (65.9%) represented disabled individuals in spectator or nonathlete roles. The tweets were coded into one of four categories of disability portrayal (Garland-Thomson, 2002): wonderous (n = 73), sentimental (n = 43), realistic (n = 7), and exotic (n = 3). They were then open coded into relevant subcategories to provide more context. Findings demonstrate that despite the flexibility and opportunity to feature more diverse sports and athletes through one of their social media platforms (Twitter), the SMC chooses to continue the hegemonic practices deployed in their traditional outlets that focus on nondisabled athletes, popular sports, and representing disabled athletes and individuals through ableist and charity-focused narratives. By drawing attention to these inequities, we may be able to promote change and more equitable opportunities for disabled athletes as sports journalism is cemented in digital platforms. [ABSTRACT FROM AUTHOR]

This study explored the experiences of students with orthopedic impairments in integrated physical education (PE) classes. An interpretative phenomenological analysis research approach was used, and six students with orthopedic impairments (age = 10–14 years) served as participants. Data sources were semistructured, audiotaped interviews and reflective interview notes. Based on data analysis, three themes were developed—"Without it, they probably would like, just treat me normal," visibility, disclosure, and expectations; "I sit out," limited participation and a lack of modifications/accommodations; and "PE doesn't feel great," social interactions and perception of self. The experiences portrayed throughout these themes highlight the marginalization and lack of access that the participants encountered in their integrated PE classes. The findings indicated that PE professionals working with students with orthopedic impairments may benefit from reflecting on personal biases and their instructional practices in an effort to improve the quality of PE experiences for these students. [ABSTRACT FROM AUTHOR]

Studies show that obesity rates among children with disabilities are significantly higher than children without disabilities (Neter et al., 2011). Walking, one of the most natural forms of movement (Morris & Hardman, 1997), is one activity that can promote physical activity and help decrease obesity rates. Schools, specifically physical education classes, provide an ideal setting for activity promotion among youth (Lubans et al., 2015). The purpose of this paper is to provide a framework for a year-long walking program for self-contained PE classes that is informed by the self-regulation construct of the social cognitive theory in an effort to increase physical activity levels for students with disabilities and their families. Keywords: Adapted physical activity, disability, fitness education, pedometer, The last several decades have seen an increase in both child and adult obesity trends worldwide (Afshin et al., 2017), and research indicates that obesity rates among children with disabilities [...]

The purpose of this study was to describe the reflections of adults with visual impairments about learning to run during K–12 physical education. An interpretative phenomenological analysis research approach was used, and eight adults (age 22–35 years) with visual impairments served as participants. Primary data sources were semistructured, audiotaped telephone interviews and reflective interview notes. Based on a thematic data analysis process, two themes were developed: (a) "I wouldn't expect anything better from you": running instruction in physical education and (b) "You look like the guy in the crosswalk signal": making up for the shortcomings of physical education. The narratives portraying these themes highlight the lack of instruction that took place in physical education, and the fact that no running instruction occurred at all. These findings indicate that professionals working with individuals with visual impairments should use instructional strategies that will allow for maximum access to learning fundamental movement skills such as running. [ABSTRACT FROM AUTHOR]

Objective: Electrical stimulation mapping (ESM) is the clinical standard for functional localization with subdural electrodes (SDE). As stereoelectroencephalography (SEEG) has emerged as an alternative option, we compared functional responses, afterdischarges (ADs), and unwanted ESM‐induced seizures (EISs) between the two electrode types. Methods: Incidence and current thresholds for functional responses (sensory, motor, speech/language), ADs, and EISs were compared between SDE and SEEG using mixed models incorporating relevant covariates. Results: We identified 67 SEEG ESM and 106 SDE ESM patients (7207 and 4980 stimulated contacts, respectively). We found similar incidence of language and motor responses between electrode types; however, more SEEG patients reported sensory responses. ADs and EISs occurred less commonly with SEEG than SDE. Current thresholds for language, face motor, and upper extremity (UE) motor responses and EIS significantly decreased with age. However, they were not affected by electrode type, premedication, or dominant hemispheric stimulation. AD thresholds were higher with SEEG than with SDE. For SEEG ESM, language thresholds remained below AD thresholds up to 26 years of age, whereas this relationship was inverse for SDE. Also, face and UE motor thresholds fell below AD thresholds at earlier ages for SEEG than SDE. AD and EIS thresholds were not affected by premedication. Significance: SEEG and SDE have clinically relevant differences for functional brain mapping with electrical stimulation. Although evaluation of language and motor regions is comparable between SEEG and SDE, SEEG offers a higher likelihood of identifying sensory areas. A lower incidence of ADs and EISs, and a favorable relationship between functional and AD thresholds suggest superior safety and neurophysiologic validity for SEEG ESM than SDE ESM. [ABSTRACT FROM AUTHOR]

Reduced glutathione (GSH) and ascorbic acid (AA) are the two most abundant low-molecular-weight antioxidants in mammalian tissues. GclmKO knockout mice lack the gene encoding the modifier subunit of the rate-limiting enzyme in GSH biosynthesis; GclmKO mice exhibit 10–40% of normal tissue GSH levels and show no overt phenotype. GuloKO knockout mice, lacking a functional Gulo gene encoding L-gulono-γ-lactone oxidase, cannot synthesize AA and depend on dietary ascorbic acid for survival. To elucidate functional crosstalk between GSH and AA in vivo, we generated the GclmKO/GuloKO double-knockout (DKO) mouse. DKO mice exhibited spontaneous epileptic seizures, proceeding to death between postnatal day (PND)14 and PND23. Histologically, DKO mice displayed neuronal loss and glial proliferation in the neocortex and hippocampus. Epileptic seizures and brain pathology in young DKO mice could be prevented with AA supplementation in drinking water (1 g/L). Remarkably, in AA-rescued adult DKO mice, the removal of AA supplementation for 2–3 weeks resulted in similar, but more severe, neocortex and hippocampal pathology and seizures, with death occurring between 12 and 21 days later. These results provide direct evidence for an indispensable, yet underappreciated, role for the interplay between GSH and AA in normal brain function and neuronal health. We speculate that the functional crosstalk between GSH and AA plays an important role in regulating glutamatergic neurotransmission and in protecting against excitotoxicity-induced brain damage. [ABSTRACT FROM AUTHOR]

Objective: Accreditation Council for Graduate Medical Education (ACGME)‐accredited epilepsy fellowships, like other ACGME accredited training programs, use Milestones to establish learning objectives and to evaluate how well trainees are achieving these goals. The ACGME began developing the second iteration of the Milestones 6 years ago, and these are now being adapted to all specialties. Here, we describe the process by which Epilepsy Milestones 2.0 were developed and summarize them. Methods: A work group of nine board‐certified, adult and pediatric epileptologists reviewed Epilepsy Milestones 1.0 and revised them using a modified Delphi approach. Results: The new Milestones share structural changes with all other specialties, including a clearer stepwise progression in professional development and the harmonized Milestones that address competencies common to all medical fields. Much of the epilepsy‐specific content remains the same, although a major addition is a set of Milestones focused on reading and interpreting electroencephalograms (EEGs), which the old Milestones lacked. Epilepsy Milestones 2.0 includes a Supplemental Guide to help program directors implement the new Milestones. Together, Epilepsy Milestones 2.0 and the Supplemental Guide recognize advances in epilepsy, including stereo‐EEG, neurostimulation, genetics, and safety in epilepsy monitoring units. Significance: Epilepsy Milestones 2.0 address the shortcomings of the old Milestones and should facilitate the assessment of epilepsy fellowships and fellows by program directors, faculty, and fellows themselves. [ABSTRACT FROM AUTHOR]

Background: Improvement in visual naming abilities throughout the childhood and adolescence supports development of higher-order linguistic skills. We investigated neuronal circuits underlying improvement in the speed of visual naming with age, and age-related dynamics of these circuits. Methods: Response times were electronically measured during an overt visual naming task in epilepsy patients undergoing stereo-EEG monitoring. Coherence modulations among pairs of neuroanatomic parcels were computed and analyzed for relationship with response time and age. Results: During the overt visual naming task, mean response time (latency) significantly decreased from 4 to 23 years of age. Coherence modulations during visual naming showed that increased connectivity between certain brain regions, particularly that between left fusiform gyrus/left parahippocampal gyrus and left frontal operculum, is associated with improvement in naming speed. Also, decreased connectivity in other brain regions, particularly between left angular and supramarginal gyri, is associated with decreased mean response time. Further, coherence modulations between left frontal operculum and both left fusiform and left posterior cingulate gyri significantly increase, while that between left angular and supramarginal gyri significantly decrease, with age. Conclusion: Naming speed continues to improve from pre-school years into young adulthood. This age-related improvement in efficiency of naming environmental objects occurs likely because of strengthened direct connectivity between semantic and phonological nodes, and elimination of intermediate higher-order cognitive steps. [ABSTRACT FROM AUTHOR]

OBJECTIVES. Our goals were to determine the effect of epilepsy surgery in infants ( METHODS. We identified 50 infants among 251 consecutive pediatric patients ( RESULTS. Complete data were available on 24 of 50 infants. Surgeries included 14 hemispherectomies and 10 focal resections. Seventeen patients became seizure free; 5 patients had >90% seizure reduction, 1 had >50% seizure reduction, and 1 had no change. The developmental quotient indicated modest postoperative improvement of mental age. The preoperative and postoperative development quotients correlated well. Younger infants had a higher increase in developmental quotient after surgery. Patients with epileptic spasms were younger and had a lower developmental quotient at presentation, but increase in developmental quotient was higher in this subgroup. C0NCLUSIONS. After surgery, seizure frequency and developmental quotient improved. Developmental status before surgery predicted developmental function after surgery. Patients who were operated on at younger age and with epileptic spasms showed the largest increase in developmental quotient after surgery. www.pediatrics.org/cgi/doi/10.1542/peds.2006-2530 doi:10.1542/peds.2006-2530 Drs Loddenkemper and Holland contributed equally to this work. Key Words epilepsy surgery, infants, development Abbreviations AED--antiepileptic drug MCD--malformation of cortical development DQ--developmental quotient, EPILEPSY SURGERY IS the standard of care for patients with medically intractable focal epilepsy. However, little is known about the impact of epilepsy surgery on development in infants. Decision making [...]