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Most teachers report wanting more training and support to teach autistic students. Individual, autism-focused coaching is a promising approach for improving teacher self-efficacy and autistic student outcomes. Given the high workload demands of coaching, it must be feasible and acceptable. This study considers coaches', teachers', and autistic peoples' perspectives to identify key components integral to autism-focused coaching as well as strategies that enhance the feasibility and acceptability of each component. Interviews with seven K-2nd grade teachers, ten autistic adolescents and adults, and a focus group with six coaches were qualitatively examined using an inductive approach and incorporated grounded theory practices to develop an autism-focused coaching framework. This framework consists of four contextual elements that were identified as crucial to coaching within an autism-specific context, including the use of a neurodiversity-affirming lens and coaches' strong autism knowledge. This framework also comprises eight sequential coaching components informed by principles of adult learning theory (e.g. observation, feedback, self-reflection) that are generalizable to supporting teachers' work with autistic and neurodivergent students. These findings offer guidance to coaches and program developers regarding key components to implement when working with teachers supporting autistic students. We highlight specific recommendations within each component to maximize the feasibility and social validity of autism-specific coaching.

Many studies have demonstrated the health and functional benefits of bioactive compounds (bioactives), as delivery of these ingredients to the body have been conducted by different techniques, such as enriched foods, supplements, etc. Among these, chewing gum (CWG) could be a unique candidate as delivery matrix of bioactives since presents some inherent benefits, including protective feature of its matrix as encapsulants; improving concentration, memory and alertness; stress reduction, weight manage, easy to use anytime and anywhere, and desired by consumers, especially children. Moreover, the specific style of CWG consumption, i.e. continued chewing without swallowing provides a unique opportunity to local and systemic delivery of bioactives in a sustained release manner, and the stability and activity of bioactives could be controlled by changes in the ingredients and manufacturing procedure, or using encapsulation technique. This review deals with introduction of bioactives in terms of chemical structure, health benefits, limitations for practical effectiveness, followed by highlighting the role of CWG as a delivery system of bioactives. Taking these into account, CWG composition and manufacturing procedures were reviewed, and developments in vitro delivery of encapsulated bioactives by CWG matrix were discussed. In this regard, more studies should be performed to monitor the release behavior of different bioactives from CWG as affected by various factors. Finally, further studies direct us to produce an optimum CWG formulation providing targeted outputs in line with consumer interests, namely good taste, practical efficiency, low price and lack of environment pollution.

Early elementary students on the autism spectrum are at risk for poor quality student-teacher relationships (STRs), a key contributor to student outcomes. However, these students' own appraisals of their STRs are nearly absent from the literature. This study examined children's perspectives of STRs and agreement with teacher-reported STRs for a sample of young autistic students (N = 136; 5-9 years). Although a majority of students responded affirmatively to items reflecting positive perceptions of STRs (e.g., 80.7% reported liking their teacher, 75.0% reported being liked by their teacher), results also revealed that some students perceived negative STR experiences (e.g., 14.7% reported that they get angry with their teacher, 17.6% reported that they get in trouble a lot). Student and teachers' scores were not significantly correlated, suggesting that students and teachers may have unique perspectives on specific aspects of their relationship.

To identify target areas for professional development, this mixed-methods study examined general education teachers' perceptions of autism and pedagogical practices in early elementary classrooms in the United States. In focus groups, teachers (N = 18) identified terms they associated with autism and strategies they used for inclusion and relationship building. Participants systematically free-listed and ranked their responses to three prompts. Using ranked responses, saliency scores were calculated to assess the perceived importance and frequency of responses. Teachers' most salient perceptions of autism (e.g., social difficulties, focused/fixed interests) revealed an awareness of core symptoms. Salient inclusion practices included assigning special classroom responsibilities and showcasing student talents; salient relationship-building strategies included embracing students' special interests and engaging in one-on-one time. Implications for teacher trainings are discussed. [This article was published in "Journal of Autism and Developmental Disorders" v52 p3977-3990 2022 (EJ1343886).]

Objective: Transition from school to early adulthood incurs many changes and may be associated with deterioration in general health in youth with autism. We aimed to investigate this. Method: The National Longitudinal Transitions Study-2 is a USA nationally representative sample of youth receiving special education services, aged 13-17 at wave 1, followed-up over 10 years in five data collection waves. We conducted random-effects ordered logistic regressions to determine the odds ratios (OR) with 95% confidence intervals of wave, age, sex, ethnicity/race, additional intellectual disabilities, parental/guardian relationship status, and household income being associated with general health status in youth with autism. Results: Across waves, only between 74.3%-69.6% had excellent/very good health (71.7%-58.8% in those with co-occurring intellectual disabilities), but wave was not associated with health status. Associations were with age OR = 1.18 (1.04, 1.33), co-occurring intellectual disabilities OR = 1.56 (1.00, 2.44), and household income OR = 0.61 (0.40, 0.94) at $30,001-$50,000, OR = 0.44 (0.27, 0.72) at $50,001-$70,000, and OR = 0.34 (0.20, 0.56) at $70,001+. Sex, ethnicity/race, and parental/guardian relationship status were not associated with health status. Conclusion: There was little change in general health status longitudinally across the transitional period, but the proportion with excellent/very good health was low at each wave. Transitional planning should consider co-occurring intellectual disabilities, and the wider socioeconomic context in which children/youth with autism are raised. Lack of other longitudinal studies indicates a need for replication.

Many students with autism spectrum disorder (ASD) experience substantial difficulties with socialization and independence, and college campuses often lack appropriate support services in these areas. Residential advisors (RAs), who are trained to support all students living on campus, could be uniquely prepared to positively contribute to the college experience for students with ASD. The aim of this work was to provide a workshop to RAs at a four-year university and to explore their level of knowledge, awareness, and preparedness in supporting students with ASD who live on campus. While over a third of RAs suspected that they had a student with ASD in their residence hall, many RAs expressed not knowing about ASD or understanding the role of student disability services on campus. Most respondents felt that they had a responsibility to support these students and agreed that training in ASD would be useful, suggesting that more extensive training is warranted.

Emotional and behavioral problems (EBPs), such as anxiety, overactivity, and aggression, can influence the diagnosis of autism spectrum disorder (ASD). The gold standard diagnostic tool for ASD, the "Autism Diagnostic Observation Schedule--Second Edition," includes three items ("E-codes") for EBPs that are frequently associated with ASD. Few empirical investigations have explored the use of E-codes. This study examined the relationship between E-codes and child characteristics (e.g., cognitive abilities, ASD symptom severity) in a sample of young children with ASD (N = 233). Findings indicated that E-codes positively correlated with ASD symptom severity and negatively associated with IQ. Symptom severity also significantly accounted for the variance in EBPs. Implications for ASD assessment as well as future research are discussed.

In an evaluation of Anglo and Latina mothers and their children at risk of autism, this study compared mother-reported child behavioral concerns to staff-observed symptoms of autism. Within Latina mothers, the impact of primary language (English/Spanish), mothers' education, and child age on ratings of developmental concerns was examined. Participants were 218 mothers (Anglo = 85; Latina = 133) of children referred to a no-cost autism screening clinic. Mothers reported on behavioral concerns, autism symptomology, and services received; children were administered the Autism Diagnostic Observation Schedule by certified staff. Results revealed that Anglo and Latino children did not differ by autism symptoms or classification. However, Anglo mothers reported significantly more concerns than Latina mothers. Within the Latina group, analyses revealed significant interaction effects of language and child age; Spanish-speaking mothers of preschoolers endorsed fewer concerns, while Spanish-speaking mothers of school-aged children endorsed more concerns. Despite these reports, Anglo children with a classification of autism spectrum disorder were receiving significantly more services than Latino children with autism spectrum disorder, suggesting early beginnings of a service divide as well as the need for improved parent education on child development and advocacy for Latino families.

In this research, the emulsification method was used to encapsulate Lactobacillus reuteri in microparticles of whey protein concentrate (WPC) at different levels (1%, 2%, and 4%) and gum Arabic (GA) at three levels (0/5%, 1%, and 1/5%) and a constant level of sunflower oil (5%). The results showed that emulsions with higher quantities of wall materials exhibited better encapsulation efficiency (67%/57%) and preservation ability at different temperatures, different pH, and presence of 1% bile salt. During the storage time, the droplet size of the emulsion increased more than two times (from 2.2 to 4.6 μm) and the absolute zeta potential of the optimal emulsion decreased (from −19/63 to −16/76 mV). Encapsulating Lactobacillus reuteri in the stabilized emulsion with the highest concentration of wall material improved the cells' protection during storage. The study also observed a decline in the number of primary encapsulated live cells in the gastrointestinal tract (from 4/32 to 3/58 Log CFU/mL) after 90 days of storage. In the case of the nonencapsulated sample, the initial live population decreased from 2.8 to 1 Log CFU/mL after 90 days of storage. The electron microscope images showed that the emulsions became unstable after 30, 60, and 90 days of storage, but the microbial cells were still visible in the continuous phase. Overall, encapsulating Lactobacillus reuteri using emulsification technique can preserve the probiotics during storage and "in vitro" gastrointestinal digestion. [ABSTRACT FROM AUTHOR]

The least restrictive environment (LRE) is the legal right for students with disabilities to be included and educated with their non-disabled peers. However, at a fundamental level, LRE can be misinterpreted and measured inconsistently, creating a contentious environment for some schools and families of students with special needs. In the current study, using descriptive content analysis, special education due process hearings in the State of California over a five-year period available through the Office of Administrative Hearings were examined in order to identify characteristics of the students involved in LRE litigation and trends of LRE cases across the years. Results revealed that students involved in LRE-related hearings were mostly male, English-speaking, and classified as having a special education eligibility category of autism. An increase in general education placement was shown, and a decrease in home-hospital instruction. Future directions and implications for the implementation of LRE for school psychologists and special education teams are discussed.

Autism spectrum disorder (ASD) is estimated to affect one in 68 children. Given the increase in both prevalence and awareness of ASD, it is critical to provide accurate and timely diagnosis. However, ASD often co-occurs with other disorders, making diagnosis difficult. The objective of the current case study was to provide two examples of differential diagnosis in ASD and post-traumatic stress disorder (PTSD) observed in an autism clinic. In both cases, the goal was to decide whether each child should be given a diagnosis of ASD, PTSD, or both.

IntroductionDuring the early beginnings of COVID-19, service providers were forced to close their doors and move their services online, causing significant disruptions for many families and communities, such as those with intellectual and developmental disabilities (IDD). In this study, we examined the extent to which COVID-19 disrupted services for the IDD community in California.MethodsSecondary data were analyzed from a survey (N = 1,082) disseminated by the Autism Society of California in May 2020. Respondents were placed into two categories: autism spectrum disorder (ASD) only (n = 794) and IDD other than ASD (n = 288).ResultsThere were significant differences in services between diagnostic groups (

Nanotechnology is one of the most promising technologies available today, holding tremendous potential for biomedical and healthcare applications. In this field, there is an increasing interest in the use of polymeric micro/nanofibers for the construction of biomedical structures. Due to its potential applications in various fields like pharmaceutics and biomedicine, the electrospinning process has gained considerable attention for producing nano-sized fibers. Electrospun nanofiber membranes have been used in drug delivery, controlled drug release, regenerative medicine, tissue engineering, biosensing, stent coating, implants, cosmetics, facial masks, and theranostics. Various natural and synthetic polymers have been successfully electrospun into ultrafine fibers. Although biopolymers demonstrate exciting properties such as good biocompatibility, non-toxicity, and biodegradability, they possess poor mechanical properties. Hybrid nanofibers from bio and synthetic nanofibers combine the characteristics of biopolymers with those of synthetic polymers, such as high mechanical strength and stability. In addition, a variety of functional agents, such as nanoparticles and biomolecules, can be incorporated into nanofibers to create multifunctional hybrid nanofibers. Due to the remarkable properties of hybrid nanofibers, the latest research on the unique properties of hybrid nanofibers is highlighted in this study. Moreover, various established hybrid nanofiber fabrication techniques, especially the electrospinning-based methods, as well as emerging strategies for the characterization of hybrid nanofibers, are summarized. Finally, the development and application of electrospun hybrid nanofibers in biomedical applications are discussed.

Increasingly, young adults with autism spectrum disorder are attending 4-year universities. The transition to adulthood can be challenging for these students, and university life poses its own set of demands. The present article takes a mixed-methods approach by including two studies utilizing complementary methodologies. Through in-depth interviews with students with autism spectrum disorder (n = 13) and college professors (n = 18), the purpose of the first study was to evaluate the experiences and needs of college students with autism spectrum disorder and identify the knowledge that faculty members possessed about working with these students. Through survey methodology with a larger sample of faculty members (n = 132), the purpose of the second study was to obtain more information about faculty knowledge of autism spectrum disorder, and to learn whether their pedagogical practices accommodated students with autism spectrum disorder. Findings revealed that autism is often an "invisible" disability on campuses, and there are many things that professors need to know with regard to working with these students in particular. Implications for practice are discussed.

Neurodivergent students, including autistic students, often benefit from faculty support to navigate college challenges. To better equip faculty in their interactions with neurodivergent students and enhance their understanding, NeuroPREP, a faculty training program was developed. Comprising four 20‐min modules, NeuroPREP addresses key topics including neurodiversity, understanding neurodivergent needs and strengths, effective support strategies (e.g., universal design), and illustrative case studies. An Advisory Committee (N = 10), including faculty, autistic students, and disability support staff, assessed the social validity and perceived effectiveness of NeuroPREP through written forms and virtual sessions. On forms, Committee participants uniformly expressed positive ratings regarding the program's quality (i.e., language, content, impact, and format). Through individual interviews or focus group sessions, the Advisory Committee offered valuable feedback, suggesting improvements such as clarifying definitions, addressing misconceptions and stigmatizing language, and incorporating additional case scenarios. These recommendations informed the refinement of NeuroPREP in preparation for a pilot program. Higher education initiatives informed by stakeholders’ perspectives, like NeuroPREP, are vital for equipping faculty with the tools to foster inclusive educational environments and equitable educational experiences for neurodivergent students. Implications for practice will be discussed. [ABSTRACT FROM AUTHOR]

This study investigates the development and characterization of UV‐curable Poly(ε‐caprolactone) (PCL), Acrylated Epoxidized Soybean Oil (AESO), and Carbon Nanotubes (CNT) nanocomposites for biomedical engineering applications. The PCL/AESO blends were prepared in various ratios, and CNTs were incorporated at concentrations of 0.5, 1.0, and 1.5 wt% to enhance mechanical properties. The UV‐curable formulations aimed to leverage rapid curing times, precise control over material properties, and the ability to fabricate complex structures. Results indicated that the incorporation of CNTs improved the tensile strength, modulus, and toughness of the composites. The PCL/AESO/CNT nanocomposites exhibited a tensile strength increase of 25%, a modulus improvement of 30%, and a toughness enhancement of 20% compared to pure PCL. Thermal analysis showed an increase in crystallization temperature and thermal stability, with a crystallinity degree of 63.31% and a maximum degradation temperature of 407°C for the B/C 50/50/1.5 sample. Biocompatibility assessments using L929 fibroblast cells revealed that the composites supported cell viability and proliferation over 7 days with negligible cytotoxicity. Cell attachment studies indicated favorable morphology and adherence, suggesting a conducive environment for cell growth and differentiation. Hydrolytic biodegradation studies demonstrated adjustable degradation rates, making these composites suitable for various biomedical applications requiring controlled biodegradation. [ABSTRACT FROM AUTHOR]

BackgroundConsidering the COVID-19 pandemic, understanding the reliability, validity, social validity, and feasibility of using telehealth to diagnose ASD is a critical public health issue. This paper examines evidence supporting the use of telehealth methods to diagnose ASD and outlines the necessary modifications and adaptations to support telehealth diagnosis.Methods and proceduresStudies were identified by searching PubMed and PsychInfo electronic databases and references lists of relevant articles. Only peer reviewed articles published in English with a focus on using telehealth for the purposes of diagnosing ASD were included. Searches were conducted through June 3rd, 2021.Outcomes and resultsA total of 10 studies were identified as meeting inclusion criteria. Of the eight papers that reported on reliability (e.g., accuracy), telehealth methods to diagnose ASD were between 80-91% accurate when compared with traditional in-person diagnosis. Six studies reported on validity (i.e., sensitivity and/or specificity). All six studies calculated sensitivity, with values ranging from 75% and 100%. Five of the six studies calculated specificity, with values ranging from 68.75% and 100%. The seven papers that reported social validity indicated that caregivers, as well as adult participants and clinicians, were mostly satisfied with telehealth. Feasibility was reported by seven studies and suggests that telehealth methods appear largely viable, though some challenges were reported.Conclusions and implicationsAlthough findings reviewed here are promising, more research is needed to verify the accuracy, validity, and feasibility of utilizing telehealth to diagnose ASD. Studies with larger sample sizes and samples across sites will be critical, as these will allow clinicians to identify subjects most likely to benefit from telehealth as well as those more likely to require an in-person assessment. This research is important not only due to the current pandemic, but also due to increased prevalence rates of ASD and an insufficient number of diagnostic providers-particularly in rural and/or otherwise under-served communities.

Background: Allogeneic stem cell transplantation (allo-SCT) is the highest potential treatment for long-term survival as post-remission therapy for acute myeloid leukemia (AML). The aim of this study was to estimate the overall survival (OS) of patients with AML after allo-SCT and to identify the factors affecting them as a prognostic factor for the survival of patients. Material and methods: In this retrospective cohort study, data of patients with AML who underwent allo-SCT at Taleghani bone marrow transplantation and cell therapy center in Tehran, Iran, from May 2009 to September 2016 were used. A total of 101 patients were enrolled and death time was considered a failure event for them. Kaplan-Meier method, log-Rank tests, and Cox proportional hazard model were used to evaluate OS and to identify the risk factors of patient’s survival. The SPSS software version 21 was used for the analysis of data and P

Relatively limited research has been devoted to understanding the postsecondary experience from the students' perspectives. In the current study, individual interviews were conducted with university students with autism spectrum disorder (n = 13) and students with Attention Deficit/Hyperactivity Disorder (n = 18) to investigate likely factors impeding meaningful postsecondary experiences. Through an iterative coding process, nine themes were identified, and direct narratives exemplifying each are included. Overall, both diagnostic groups reported significant social, emotional, and academic challenges within the university setting, although there were distinctions. Findings have direct applications to higher education initiatives, such as the development of programs to increase faculty awareness and to target the efforts of university disability centers in meeting the needs of students with neurodevelopmental disorders.