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Kindergarten children's executive functions predict their second-grade academic achievement and behavior. B Correction to: Educational Psychology Review (2021) 33:915-936 b https://doi.org/10.1007/s10648-020-09582-6 The first author noticed that the originally published version of this article contained typographical errors, i.e., typos. [Extracted from the article]

We examined the risk of disability identification associated with individual and school variables. The sample included 18,000 students in 39 schools an urban K-12 school system. Descriptive analysis showed racial minority risk varied across 7 disability categories, with males and students from low-income backgrounds at highest risk in most disability categories. Multilevel analyses showed that school variables were not generally significant predictors of student risk for identification. The most consistent predictors of identification across the categories were students' gender, race, socioeconomic status, and number of suspensions. We provide implications for future studies of disparities in special education, as well as practice related to identification and systemic monitoring. [ABSTRACT FROM AUTHOR]

Abstract: The purpose of this study was to examine the average treatment effect of preschool special education services on children''s kindergarten academic skills. Using data from a nationally representative sample of United States children who participated in the Early Childhood Longitudinal Study—Birth Cohort, we examined the effectiveness of preschool special education services by comparing reading and math outcomes for children who received special education services at preschool-age to a propensity-score-weighted sample of children who did not receive these services. Results indicated that the receipt of these special education services had a statistically significant moderate negative effect on children''s kindergarten skills in both reading (d =−0.21) and mathematics (d =−0.29). These findings have implications for the implementation and evaluation of services for young children experiencing developmental delays or disabilities. [Copyright &y& Elsevier]

Minority disproportionality in school discipline outcomes continues to trouble practitioners and scholars. The purpose of this study was to examine the influence of sociodemographic characteristics and indicators of school policy enactment (e.g., retention rates, special education identification) on students' risk of suspension. The sample consisted of archival student and school-level data for approximately 18,000 kindergarten through 12th-grade students in 39 schools of a Midwestern school district. We used multilevel logistic regression and multinomial logistic regression to estimate students' risk of receiving one or more suspensions. Results indicated that gender, race, disability, and socioeconomic status were significantly related to suspension risk, but that school variables reflecting school-level demographics, performance, and teacher characteristics were not. Implications for future research, service delivery, and policy development are discussed. [ABSTRACT FROM AUTHOR]

The present study used multiple regression to determine the predictive value of Kindergarten phonemic awareness, rapid serial naming, letter knowledge, and cognitive ability for predicting first-grade word reading and fluency. Participants were 131 first-grade students from a mid-Atlantic school system. A combination of predictor variables was found to be more effective than single measures in predicting later word reading and reading fluency, with cognitive ability, phonemic awareness, and letter knowledge contributing significantly to the prediction of skill. The results underscore the need to use a multivariate battery, rather than any single measure, along with consideration of intelligence, to identify children for early intervention. [ABSTRACT FROM PUBLISHER]

There are ample research and position papers advocating response-to-intervention (RTI) frameworks to address the academic struggles of students identified as English language learners (ELLs) and to prevent inequitable outcomes such as overrepresentation in special education. However, some scholars have questioned how RTI is conceptualized and implemented with ELLs. This systematic literature review explores how the existing research on RTI for ELLs has addressed (a) the quality and appropriateness of Tier 1 practices for ELLs and (b) linguistic factors as contexts that impact this quality. A key finding is that current research is not sufficiently linked to general education instruction. Thus, we suggest that future RTI research address instruction for ELLs in general education settings, including the incorporation of Title I supports, bilingual education and language acquisition programs, and culturally responsive pedagogy into Tier 1 universal interventions. [ABSTRACT FROM AUTHOR]

Background High rates of tuberculosis (TB) transmission occur in hospitals in high-incidence countries, yet there is no validated way to evaluate the impact of hospital design and function on airborne infection risk. We hypothesized that personal ambient carbon dioxide (CO2) monitoring could serve as a surrogate measure of rebreathed air exposure associated with TB infection risk in health workers (HWs). Methods We analyzed baseline and repeat (12-month) interferon-γ release assay (IGRA) results in 138 HWs in Cape Town, South Africa. A random subset of HWs with a baseline negative QuantiFERON Plus (QFT-Plus) underwent personal ambient CO2 monitoring. Results Annual incidence of TB infection (IGRA conversion) was high (34%). Junior doctors were less likely to have a positive baseline IGRA than other HWs (OR, 0.26; P =.005) but had similar IGRA conversion risk. IGRA converters experienced higher median CO2 levels compared to IGRA nonconverters using quantitative QFT-Plus thresholds of ≥0.35 IU/mL (P <.02) or ≥1 IU/mL (P <.01). Median CO2 levels were predictive of IGRA conversion (odds ratio [OR], 2.04; P =.04, ≥1 IU/mL threshold). Ordinal logistic regression demonstrated that the odds of a higher repeat quantitative IGRA result increased by almost 2-fold (OR, 1.81; P =.01) per 100 ppm unit increase in median CO2 levels, suggesting a dose-dependent response. Conclusions HWs face high occupational TB risk. Increasing median CO2 levels (indicative of poor ventilation and/or high occupancy) were associated with higher likelihood of HW TB infection. Personal ambient CO2 monitoring may help target interventions to decrease TB transmission in healthcare facilities and help HWs self-monitor occupational risk, with implications for other airborne infections including coronavirus disease 2019. [ABSTRACT FROM AUTHOR]

Positive behavior interventions and supports are increasingly utilized in school systems throughout the nation, particularly the school-wide multi-tiered support framework. Given such trends, and the basis of these practices in psychological principles and research, it is important to identify how school psychologists are trained to contribute to such efforts, their involvement in intervention activities, and their perceptions of this approach. We surveyed a national sample of 557 school psychologists regarding their training, involvement, and perceptions of positive behavior supports. The results indicate that although most respondents had a variety of training experiences in multiple behavior-related areas, one quarter did not report receiving any training related to school-wide positive behavior interventions and supports (SWPBIS). Although 35% of school psychologists reported employment in schools implementing SWPBIS, these schools varied in the SWPBIS elements in place. Implications for school psychology training and practice are addressed. © 2011 Wiley Periodicals, Inc. [ABSTRACT FROM AUTHOR]

Despite decades of research examining the disproportionate representation of racial minority students in special education, our understanding of the complexity of disproportionality remains incomplete and much of the previous research was designed without a clear theoretical framework. This exploratory study applied a structural theoretical lens as a means of understanding racial inequity in special education across analytical scales, racial groups, and disability categories. The findings confirm differential risk of educational disability across racial groups. Based on the theory adopted, several hypotheses were tested regarding the relations of relative risk to district structural features, with conflicting results found. [ABSTRACT FROM PUBLISHER]

Type I diabetes mellitus (T1DM) is one of the most common chronic illnesses in children and youth, with many affected students requiring individualized services and supports within educational settings. This article systematically reviews the research regarding the implications of this illness for students' cognitive and academic functioning to clarify the ways in which this disease may limit children's learning and school performance. The authors synthesize the findings, summarize the related literature regarding school-based supports, and provide recommendations for school psychologists to support the unique psychoeducational needs of this population. Results highlight the need for more research on effective school-based interventions to ensure academic success for children with T1DM. © 2011 Wiley Periodicals, Inc. [ABSTRACT FROM AUTHOR]

This study explored the extent of disproportionality in the identification and placement of culturally and linguistically diverse students identified as English language learners in special education. Descriptive statistics and regression analyses examined patterns and predictors of identification and placement in special education among English learners throughout the state relative to their White peers. The results indicate that these students are increasingly likely to be identified as having learning disabilities or mental retardation, and are less likely to be served in either the least or most restrictive educational environments relative to their White peers. The author also examined the influence of several district-level factors commonly explored in studies of racial disproportionality and found that these factors did not evidence similar relationships to the disproportionate representation of English language learners. The study presents implications for further research and practice. [ABSTRACT FROM AUTHOR]

As Response to Intervention (RtI) approaches become more common in educational systems throughout the country, it is increasingly important to identify how practitioners perceive these changes and how they obtain the skills necessary to face emergent roles and responsibilities. In this exploratory study, a national sample of 557 school psychologists were surveyed regarding their training, involvement, and perceptions of RtI. The results indicate that practitioners engage in multiple training experiences via a variety of modalities. Nearly half of respondents reported employment at sites implementing RtI. Practitioners at RtI-implementing sites reported a greater proportion of their time spent in academic intervention and conducted fewer psychoeducational assessments relative to their peers at non-RtI-implementing sites. Although many reported that RtI had positive effects on academic performance, a sizeable proportion of practitioners observed no effect on school culture and climate. Implications for school psychology training and practice are discussed. [ABSTRACT FROM AUTHOR]

This paper addresses the need for sexuality education for individuals with autism spectrum disorders. It provides a brief overview of autism and Asperger's Syndrome as well as a summary of the existing literature regarding the sexuality of this population. The existing research suggests that there is a high frequency of sexual behaviors among individuals with these disorders. A number of these behaviors may become problematic for caregivers and service providers because they violate societal norms regarding appropriate interpersonal behavior and may jeopardize the inclusion of this group in educational and community settings. The existing sex education programs for individuals with ASD are reviewed, highlighting the major components of programs tailored to this population. [ABSTRACT FROM AUTHOR]

Over 1 million children under age 5 years who have special needs are served by early intervention and early childhood special education (EI/ECSE) intended to promote academic and non‐cognitive school readiness. Past research suggested these services may have null or negative effects on kindergarten‐reading skills, but these studies did not account for features of the services received by participants. Using data from the Early Childhood Longitudinal Study–Birth Cohort, this study explored the relations between kindergarten‐reading performance and EI/ECSE intensity and service provider. Analyses of a nationally representative sample of 550 participants (67% male, 63% White) indicated approximately 30% of the variance in kindergarten‐reading is explained by a combination of child characteristics, hours of service and type of providers. Results suggest EI/ECSE effectiveness varies slightly by service intensity and provider, highlighting the need for additional research about the optimal conditions under which these services may be administered. [ABSTRACT FROM AUTHOR]

This article provides an overview of the journal Exceptional Children (EC) and its goals of promoting equitable educational access and outcomes for children with disabilities. The editors emphasize the importance of inclusiveness and diversity in the publication process, as well as expanding the theoretical and methodological diversity of scholarship in EC. The newly appointed associate editors, who come from diverse backgrounds and have expertise in various areas related to the education of students with disabilities, are introduced. The article also includes summaries of recent research articles on a range of topics related to special education. [Extracted from the article]

Focuses on the suicide of mothers in Great Britain. Need for antenatal screening to detect women at risk of mental-related problems; Interventions for postnatal depression.

Describes the response by the Nottingham, England public health service to providing care to psychiatrically disturbed, suicidal pregnant women. Policy initiatives to streamline service and improve equity of access; Services and service developments; Forging of effective interagency working relationships.

This article provides an overview of the editorial goals and perspectives of the journal Exceptional Children, which focuses on critical issues in special education. The editors emphasize the importance of viewing special education as a civil rights issue and promoting diversity and inclusiveness in the publication process. They identify four key issues impacting special education and invite scholarly works that address these issues and offer solutions. The article also discusses the importance of implementation science, technical assistance, and diverse methodologies in special education research. It includes summaries of five articles that cover various topics in special education. The authors express their commitment to learning from the past and advancing special education research. [Extracted from the article]

Many school psychologists spend a large portion of their time conducting evaluations for special education, but school psychologists' confidence in learning disability (learning disability[ies] [LD]) identification has not been examined experimentally. This study examined differences in 376 school psychologists' confidence in their identification decisions across LD identification methods, student evaluation data conclusiveness level, school psychologist experience, identification consistency, and identification methods used in practice, preferred identification methods, and identification methods taught in graduate school. The school psychologists reported lower levels of confidence when using response to intervention (RtI) compared with ability-achievement discrepancy, and they reported lower levels of confidence when student data were inconclusive compared with when student data were conclusive that a student did not have LD. Higher levels of experience and training did not increase the likelihood of greater confidence compared with lower levels of experience and training. However, school psychologists who reported "somewhat confident ratings" were more likely to make inconsistent identification decisions than school psychologists who reported "not very confident" ratings. Implications for practice and research are discussed. [ABSTRACT FROM AUTHOR]

Background: In recent years, the use of the internet among children and adolescents has dramatically increased, leading to growing concerns regarding the potential risks of excessive internet use and addiction. Addressing these concerns, this systematic review aims to summarize current evidence on the effectiveness of treatment interventions for internet addiction among children and adolescents. Method: We performed a systematic review using PubMed, Web of Science, PsycInfo, and Google Scholar with search terms including "internet addiction", "problematic internet use", "children" or "adolescents", "treatment" and "randomized controlled trial". We found 10 Randomized Controlled Trials (RCTs) meeting the criteria and included them in this systematic review. Results: This systematic review analyzed 10 randomized controlled trials focused on treatment interventions for internet addiction in adolescents and young adults. The interventions used were diverse, including cognitive-behavioral therapy (CBT), medication, electro-acupuncture (EA), and solution-focused approaches. The measures used to assess the effectiveness of the interventions also varied, but most studies reported moderate to large effect sizes for at least some outcomes. Overall, the studies suggest that interventions such as CBT and EA can be effective in reducing symptoms of internet addiction, internet gaming disorder, and unspecified internet use disorders. School-based programs and brief manualized CBT programs also show promise, though more research is needed to determine their long-term effectiveness. Conclusion: Promising treatment approaches for internet addiction are emerging, but inconsistencies in conceptualization, language, and diagnostic criteria present some challenges. The growing recognition of problematic internet use, as shown by the DSM-5′s recognition of Internet Gaming Disorder, highlights the need for a multidisciplinary approach and standardized criteria to facilitate accurate reporting across studies. Continued research is needed to identify effective treatments and diagnostic criteria for internet addiction, with the potential to offer practical insights into effective medications and therapies. [ABSTRACT FROM AUTHOR]

This mixed methods study focused on adolescents who rejected conventional singular racial/ethnic categorization by selecting multiple race/ethnicities or writing descriptions of “Other” racial/ethnic identities in response to a survey item asking them to identify their race/ethnicity. Written responses reflected eight distinct categories ranging from elaborative descriptions of conventional race categories to responses refusing the construct of race/ethnicity. Students’ endorsement of multiple or “Other” ethnicities, and the resultant categories, differed by gender, grade, school type, and school compositions. Findings support scholars’ concern that common conceptualizations of race may not capture the complexity of self-identified racial categories among youth. [ABSTRACT FROM AUTHOR]

Locked pectoral spines of the Channel Catfish Ictalurus punctatus more than double the fish's width and complicate ingestion by gape-limited predators. The spine mates with the pectoral girdle, a robust structure that anchors the spine. This study demonstrates that both spine and girdle exhibit negative allometric growth and that pectoral spines and girdles are lighter in domesticated than in wild Channel Catfish. This finding could be explained by changes in selection pressure for spine growth during domestication or by an epigenetic effect in which exposure to predators in wild fish stimulates pectoral growth. We tested the epigenetic hypothesis by exposing domesticated Channel Catfish fingerlings to Largemouth Bass Micropterus salmoides predators for 13 weeks. Spines and girdles grow isometrically in the fingerlings, and regression analysis indicates no difference in proportional pectoral growth between control and predator-exposed fish. Therefore a change in selection pressure likely accounts for smaller pectoral growth in domesticated Channel Catfish. Decreasing spine growth in older fish suggests anti-predator functions are most important in smaller fish. Additionally, growth of the appendicular and axial skeleton is controlled differentially, and mechanical properties of the spine and not just its length are an important component of this defensive adaptation. [ABSTRACT FROM AUTHOR]

Summary: Finding, characterizing and monitoring reservoirs for antimicrobial resistance (AMR) is vital to protecting public health. Hybridization capture baits are an accurate, sensitive and cost‐effective technique used to enrich and characterize DNA sequences of interest, including antimicrobial resistance genes (ARGs), in complex environmental samples. We demonstrate the continued utility of a set of 19 933 hybridization capture baits designed from the Comprehensive Antibiotic Resistance Database (CARD)v1.1.2 and Pathogenicity Island Database (PAIDB)v2.0, targeting 3565 unique nucleotide sequences that confer resistance. We demonstrate the efficiency of our bait set on a custom‐made resistance mock community and complex environmental samples to increase the proportion of on‐target reads as much as >200‐fold. However, keeping pace with newly discovered ARGs poses a challenge when studying AMR, because novel ARGs are continually being identified and would not be included in bait sets designed prior to discovery. We provide imperative information on how our bait set performs against CARDv3.3.1, as well as a generalizable approach for deciding when and how to update hybridization capture bait sets. This research encapsulates the full life cycle of baits for hybridization capture of the resistome from design and validation (both in silico and in vitro) to utilization and forecasting updates and retirement. [ABSTRACT FROM AUTHOR]

Evidence suggests that executive function (EF) may be a potent and malleable predictor of academic achievement in children. Schools may be able to use this predictive power if researchers develop EF measures that not only have ecological and construct validity, but also are also efficient and affordable. To this end, Garcia-Barrera and colleagues (2011) developed a behavior rating scale from items on Behavior Assessment System for Children-Teacher Report (Reynolds & Kamphaus, 1992) to screen children for deficits in EF. It is important to know how well this measure fits and predicts data from young children identified as at risk for behavior disorders because this population is often the focus of prevention and intervention efforts. The present study used confirmatory factor analysis to investigate how well the factor structure of the EF screener fit data from 220 kindergartners at risk for developing behavior disorders. The relationships between EF and academic achievement in math and reading were also examined. The confirmatory factor analysis results indicated adequate model-data fit, but the multiple regression models yielded trivial effect sizes, indicating EF scores did not predict well either kindergarten or first-grade achievement scores when controlling for gender and intelligence scores. The study's limitations and future research needed on the convergence of EF measurements were discussed. [ABSTRACT FROM AUTHOR]

Unlabelled Image • We studied 13 international development projects addressing Food Loss and Waste (FLW). • A wide variety of interventions achieved substantial reductions in FLW. • Greenhouse gas emissions per unit production decreased for many food products. • Targeting FLW may also lower greenhouse gas emissions from food production. • Reduced FLW and lowered emissions could be a win-win for international development. Food loss and waste (FLW) reduce food available for consumption and increase the environmental burden of production. Reducing FLW increases agricultural and value-chain productivity and may reduce greenhouse gas emissions associated with feeding the global population. Although studies of interventions that reduce FLW exist, almost no research systematically investigates FLW interventions across multiple value chains or countries, most likely due to challenges in collecting and synthesizing data and estimates, let alone estimating greenhouse gas emissions. Our research team investigated changes in FLW in projects supported by the United States Agency for International Development 's (USAID) global hunger and food security initiative, Feed the Future. This was a unique opportunity to conduct ex-ante estimates of the impacts of FLW interventions across 20 value chains in 12 countries, based on project documents and interviews with USAID and project staff. This paper describes specific interventions in each value chain and country context, providing insight to interventions that decrease FLW at multiple points along food value chains, from upstream producer-dominated stages to downstream consumer-dominated stages. Amongst the sub-sectors studied, FLW interventions directed at extensive dairy systems could decrease FLW by 4–10%, providing meaningful greenhouse gas mitigation, since these systems are both emission-intensive and experience high FLW. More modest emissions reductions were found for other key agricultural products, including maize, rice, vegetables, fruits and market goods. [ABSTRACT FROM AUTHOR]

Purpose: Community-based exercise can support long-term management of Parkinson's disease, although it is not known if personal goals are met in these programs. The objectives of this study were to: (1) examine the goals of community based exercise programs from the participant and instructor perspectives; (2) establish the extent to which these programs meet self-described exercise outcomes; and (3) explore participant and instructor perspectives on barriers to meeting exercise expectations. Materials and Methods: This study explores the experiences of people with Parkinson's disease participating in a structured exercise program at six community sites. A mixed-methods approach was used, including participant and instructor interviews, assessment of exercise intensity, and mapping of exercise dosage to participant goals. Twenty-four exercise participants provided interview, quality of life, and exercise intensity data. Results: Twenty-one participants exercised for primary management of their Parkinson's disease. None met the exercise dosage necessary to meet this primary objective, although 60% met exercise dosage required to prevent disuse deconditioning. Participants and instructors did not describe similar goals for the community-based exercise program. Conclusions: Community-based exercise programs could be optimized by better aligning participant goals and exercise intensity. [ABSTRACT FROM AUTHOR]

The article discusses the prevalence of medication errors in the medical institutions across the nation that lead to patient harm. It highlights the development of medication safety operating plan ( MSOP) to prevent harm from medication errors via team-based standardized classification system to track the medical errors. It stresses several factors that cause medication errors including faulty systems, processes and conditions that lead people to make mistakes.

By engaging in construction-based robotics activities, children as young as four can play to learn a range of concepts. The TangibleK Robotics Program paired developmentally appropriate computer programming and robotics tools with a constructionist curriculum designed to engage kindergarten children in learning computational thinking, robotics, programming, and problem-solving. This paper documents three kindergarten classrooms' exposure to computer programming concepts and explores learning outcomes. Results point to strengths of the curriculum and areas where further redesign of the curriculum and technologies would be appropriate. Overall, the study demonstrates that kindergartners were both interested in and able to learn many aspects of robotics, programming, and computational thinking with the TangibleK curriculum design. [Copyright &y& Elsevier]

We used the Rasch (1980) model to develop new pictures for the Thematic Apperception Test (C. D. Morgan & Murray, 1938; McClelland, Atkinson, Clark, & Lowell, 1953) or picture story exercise to measure need for achievement (nAch). In Experiments 1 and 2, we analyzed stories to assess the difficulty level of a total of 8 pictures using the multifaceted Rasch model with picture difficulty, story probe difficulty, and participant ability as facets with a partial credit model (FACETS; Linacre, 2005). A total of 6 pictures were retained and 4 new ones added for Experiment 3 in which 201 participants wrote 6 stories to a random set of the 10 pictures. FACETS analysis revealed improved person separation reliability. In Experiment 4, 206 participants wrote 1 story to the Studying picture either before or after filling out a battery of achievement-related questionnaires. The 2 experimental groups did not differ in the amount of nAch in their stories. The coder facet was demonstrated with 2 independent coders using the revised coding system for nAch. [ABSTRACT FROM AUTHOR]