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Interdisciplinary service-learning (IDSL) has become a staple of healthcare education over the last two decades as a mechanism of training students to provide cohesive, team-based health care in a complicated and sometimes fragmented health care system. This case study describes the perceived learning of Doctor of Physical Therapy (DPT) students from [Blinded] University who attended a week-long interdisciplinary, interuniversity service-learning trip in rural [Blinded]. Qualitative data from two consecutive year teams (n = 26) were collected via surveys and focus groups and thematically analyzed for motivation to attend the trip and perceived learning. Intrinsic motivation to "give back" and desire to hone professional skills were the primary drivers for desiring to attend the trip. Three themes of perceived learning that emerged were: 1) impact on core values, 2) perceived improvement in para-clinical (soft) skills including interdisciplinary fluency and cultural competence, and 3) improvement of clinical (hard) skills. The dominant theme was the impact the trip had on students' core values. The learning occurred predominantly in Bloom's affective domain and aligned with the physical therapy profession's Core Values and Code of Ethics.

The Precipitating Change Project was a 5-year development, implementation, and research study of an innovative 4-week middle school curricular unit in computational weather forecasting that integrates students' learning and use of meteorology and computational thinking (CT) concepts and practices. The project produced a list of CT skills and definitions that students use to predict the weather, CT assessment instruments, and a CT classroom observation protocol. Data was collected from 306 eighth grade (ages 13-14) students in rural indigenous communities in the Arctic and urban and suburban Northeast communities in the USA. The project met its goal of producing an intentional instructional sequence that integrates disciplinary science and CT practices to increase students' science knowledge and their ability to use CT skills and processes. The results indicate that teachers were able to use the curriculum to embed CT practices into the classroom. Students, in turn, had the opportunity to practice using these skills in class discussion as evidenced by the classroom observation data, and students' science knowledge of CT content and practices significantly increased as evidenced by their performance on the weather content and CT skills pre- and post-assessments. While statistically significant gains in science knowledge and CT skills and practices were evident in all settings (urban, suburban, and rural indigenous communities), there were noticeable differences in gains in students' CT skills and practices between the three settings and additional research is needed in a diversity of settings to understand this difference.

Despite widespread evidence-based treatments for addressing internalizing concerns, many youth do not demonstrate reliable or clinically meaningful improvement. Regular progress monitoring, consisting of measurement and feedback, offers the opportunity to improve outcomes in real time. The 21-item Depression Anxiety and Stress Scales (DASS-21; Lovibond & Lovibond, 1995) has potential as a progress-monitoring tool for internalizing concerns in youth; however, limited psychometric data are available to support this use. The purpose of this study was to investigate the dependability of data obtained from the DASS-21 when completed by adolescents in a clinical setting. This study also aimed to understand the feasibility and utility of using the DASS-21 as a progress-monitoring tool from youth and clinicians' perspectives. Generalizability and dependability analyses were conducted to determine the number of ratings needed to obtain a dependable estimate of youth functioning within 1 week. Whereas two daily ratings were needed to dependably estimate total distress, results for the depression, anxiety, and stress subscales indicated that two to five data points would be needed over the course of the week. Finally, results demonstrate the usability of the DASS-21 from both youth and clinician perspectives when used in a progress-monitoring context.

Despite policies favoring delivery of interventions for children with communication disorders in the classroom, most school-based interventions are delivered outside the classroom. Both teachers and speech-language pathologists (SLPs) have been found to have positive attitudes toward classroom-delivered intervention and the collaboration skills required to implement it. The purpose of this study was to explore preservice teacher and SLP attitudes toward inclusive service delivery and perceptions of their collaboration skills. The study used convergent mixed-methods, two-group design with participants completing an assignment requiring interprofessional collaboration. Twenty-nine preservice teachers and SLPs consented to the preassignment survey, and 37 consented to the postassignment survey. Compared to preservice teachers, preservice SLPs more strongly agreed that interventions are best delivered in the classroom. After the collaborative assignment, participants more strongly agreed that SLPs should implement classroom-based interventions. The preservice SLPs more strongly agreed that they had skills to identify children's language needs in the classroom. Barriers to collaboration included differences in goals, role understanding, and level of preparation across the professions. The findings suggest that to foster more inclusive delivery, professional preparation programs require more focus on building skills in respectfully managing differences in what each professional brings to classroom-based language interventions.

The pandemic changed how we viewed professional development. Our teachers reported needing support in the affective domain in addition to traditional professional development. To address this, we piloted Professional Development in Pajamas ("PD in PJs") that focused on sharing peer-to-peer technological pedagogical knowledge and added "wellness pedagogical knowledge" that addressed teachers' affective wellness needs. This approach reflects a significant change in our understanding of useful professional learning. We share the structure of our approach in the hope that other educators and administrators may adapt it to support teacher and teacher candidates in a variety of post-pandemic contexts at their institutions.

Because most parent-adolescent sex communication studies are from the perspectives of sexual and gender minority (SGM) adolescents rather than their parents, we surveyed 54 parents of SGM adolescents in the Southern region in the U.S. about their HIV-related parent-adolescent sex communication (PASC) practices. We compared topics discussed between the sexual activity and sexual orientation/gender identity of their adolescent. We found significant differences between parents having a sexually-active adolescent or not and parents discussing the importance of using condoms and what their adolescent should do if the adolescent contracts HIV. We provide future directions to further examine and improve PASC between parents and their SGM adolescents.

Due to the rigor and pace of undergraduate medical anatomy courses, it is not uncommon for students to struggle and fail initially. However, repetition of coursework places an additional burden on the student, instructor, and institution. The purpose of this study was to compare the exam preparation strategies of repeating and non-repeating students to identify areas where struggling students can be supported prior to course failure. As part of their integrated anatomy course, first-year medical students at Indiana University completed a metacognitive Practice-Based Learning and Improvement (PBLI) assignment prior to and after their first exam. In the PBLIs, students were asked to reflect on their exam preparation strategies, confidence, and satisfaction, as well as their predicted and actual exam performance. PBLI responses from non-repeating and repeating students were then analyzed quantitatively and qualitatively. A total of 1802 medical students were included in this study, including 1751 non-repeating and 51 repeating students. Based on their PBLI responses, non-repeating students were appropriately confident, somewhat satisfied, and more accurate when predicting their exam performance. Repeating students were overconfident, dissatisfied, and inaccurate when predicting their first exam performance on their initial, unsuccessful attempt but were more successful on their second, repeat attempt. Qualitative analysis revealed that repeating students aimed to improve their studying by modifying their existing study strategies and managing their time more effectively. In conjunction with other known risk factors, these insights into repeater and non-repeater exam preparation practices can help anatomy educators better identify and support potential struggling students.

Childcare centers have faced many stressors both during and prior to the COVID-19 pandemic. Building on stress and coping theories, this study explores how the pandemic affected childcare center practices and how center directors responded. Childcare directors were surveyed to explore their perspectives about the pandemic's effects on teachers and staff, children and families, and the daily routines at their centers. The ramifications of masking, quarantines, and social distancing were also discussed. In addition, directors were asked how they envisioned the future for their centers, and their plans to move forward after the pandemic. Twenty-seven responses were analyzed using a content analysis approach, and the results indicated that staffing issues, increased stress levels, reduced parent involvement, and low enrollment were all prevalent themes. Some directors felt optimistic about the future, while others doubted their ability to keep their doors open to families. Many of the childcare centers felt they simply couldn't compete with retail and restaurant businesses to increase pay and retain teachers. More optimistic directors focused on identifying resources to aid their centers to cope with the adversities experienced during the COVID-19 pandemic.

Through analysis of the language, this study aimed to investigate the current practice of using songs in public library storytimes. Language interactions in 68 storytime programs involving 652 child participants were observed and transcribed. Then, textual analysis was conducted to examine the language of singing songs, focusing on how language used in singing songs differs from spoken language in storytime programs. Specifically, the study compared sentence and grammar structure between singing and non-singing language and explored how topics and themes covered in singing language compare with those of spoken language. In addition, the study examined singing accompanied by use of props and movements. The findings of this study indicate that the language of singing in storytime programs is rich; thereby, signaling the power of singing with young children as means to advance language development. Practical implications and strategies for maximizing integration of singing in storytimes and other informal learning activities for young children are discussed.

This study evaluated the appropriateness of scoring the Behavior Rating Inventory of Executive Function--Preschool (BRIEF-P) using age-equivalent scores generated from multiple measures of cognition and language among school-age children with Down syndrome (DS). Subscale T scores for 95 children with DS were contrasted using standard scoring on the Behavior Rating Inventory of Executive Function--Second edition (BRIEF-2; based on chronological age) to alternate scoring using the BRIEF-P (based on age equivalent) for patterns of subscale intercorrelations, differences in mean scores, and agreement on findings from clinical cut-off scores. Results with children with DS suggested using (1) the BRIEF-P for children ages 2-5 years old, (2) the BRIEF-2 with chronological-age scoring or the BRIEF-P with age equivalent scoring (with some caveats) for research on children ages 5-10 years old, and (3) the BRIEF-2 for children ages 11 and older.

A critical content analysis is employed to scrutinize the second-grade materials within EL education's English language arts curriculum. Applying critical race theory, this study confronts the pervasive anti-Black narrative embedded in standardized curriculum used in the United States. The study unveils the presence of this narrative in the materials while advocating strategies for teachers obligated to use these resources. The aim is to empower educators to foster critical engagement among students, encouraging them to craft their counternarrative while actively advocating for an antiracist curriculum. The elementary literacy curricula widely employed across the United States tend to propagate a White-centric agenda. Despite attempts to veil biases and racism, these curricula subtly reinforce White privilege through practices such as colorblindness, context-neutral settings, and the perpetuation of the myth of meritocracy. To counter this, a community-centered approach to education is proposed. This approach challenges the entrenched power structures of White supremacy by supplementing mandated scripted curriculum with additional resources and diverse perspectives that authentically incorporate the lived experiences of Black students, families, and experts. This study underscores the urgent need to address the inherent biases in educational materials, advocating for a pedagogical shift toward inclusivity and actively challenging the perpetuation of systemic racism in curriculum frameworks.

Background: Spoken discourse impairments post-traumatic brain injury (TBI) are well-documented and heterogeneous in nature. These impairments have chronic implications for adults in terms of employment, socializing and community involvement. Intervention delivered by a speech-language pathologist (SLP) is recommended for adults with discourse impairments post-TBI, with an emphasis on context-sensitive treatment. The developing evidence base indicates a wide array of treatment components for SLPs to evaluate and implement within their clinical practice. However, there is limited insight into how SLPs are currently treating discourse impairments and the rationales informing clinical practice. Aims: To explore the under-researched area of clinical practice for spoken discourse interventions with adults post-TBI, including treatment components and clinician rationales, and to contribute towards a shared knowledge base. Methods & Procedures: Participants were recruited via purposeful sampling strategies. Six SLPs participated from Australia, the United Kingdom (UK) and the United States (US). Semi-structured interviews were conducted via Zoom. Interviews were manually transcribed, coded and analysed via a qualitative content analysis approach. Outcomes & Results: Participants described discourse treatment practices across various settings and TBI recovery stages. Results indicated that SLPs used numerous treatment activities, resources and outcome measures. Intervention approaches primarily targeted social communication skills, strategy development/utilization and insight-building. Clinical practice conformed to available guidelines where possible, reflected best practice and incorporated components of the research literature. Participants reported using individualized treatment activities aimed at addressing client-specific factors and rationales prioritized tailored, context-sensitive and goal-directed treatment. Conclusions & Implications: This study provided insight into a previously under-researched area. It highlighted a wide range of treatment activities and factors informing current SLPs' treatment of spoken discourse impairment post-TBI. Overall, clinical practice and rationales discussed in this study were aligned with best practice and emphasized a contextualized, individualized approach to discourse treatment across service settings and stages of recovery. Participants identified areas requiring further support, including access to training, resources and research, and the challenge of finding suitable outcome measures. Further investigation into discourse management post-TBI, from initial assessment to outcome measurement, may help inform clinical decision-making and the transfer of research to practice.

A family-capacity building approach to coaching, where providers support caregivers to embed identified strategies into daily routines and activities, is commonly embraced in Part C Early Intervention (EI). EI providers use several coaching strategies within this approach, yet few studies have reported process features, and coaching strategies are not well defined in the literature. We partnered in this Participatory Action Research (PAR) with current EI providers engaged in a year-long self-study process to provide an empirical account of one coaching strategy, joint planning, and related documentation. Our results indicate both providers and caregivers view documentation of joint planning as beneficial, highlight supports and challenges, and suggest that joint planning documentation holds significant promise for improving practice, data-based decision making, and progress monitoring of child and family outcomes including changes in caregiver capacity.

This paper provides a snapshot of United States academic libraries in 2020 and explores longitudinal trends in staffing and expenditures for 1996 to 2020. The authors merged and analyzed academic library data from the National Center for Education Statistics from over 4,000 postsecondary institutions. Characteristics are explored by region and maps are provided. Total inflation-adjusted library expenditures have increased steadily for all regions from 1996 to 2020, including in the two major expenditure categories of staffing and collections. In the Northeast and West, averages are markedly higher in staffing and total expenditures than the other two regions.

The nature of the literacy assessments valued in the persistent accountability climate within U.S. public education, coupled with an increasingly polarized discourse around what counts as the science of reading (SOR), have resulted in instructional gatekeeping that privileges constrained skill teaching and learning in K-3 settings. The gatekeeper phenomenon is an urgent issue of equity, with children from minoritized populations bearing the brunt of the disparity. By highlighting how commonly enacted policies and practices around assessment and accountability withhold unconstrained skill teaching and learning due to pressure to prove student success via constrained skill mastery, we demonstrate how some students, often the most marginalized, receive insufficient literacy instruction in K-3. To fully actualize an expansive definition of the SOR, an expansive definition of assessment and accountability must also be adopted - one which attends to constrained and unconstrained skills while utilizing appropriate measures to document learning beginning in the earliest grades.

Consumers' practices and knowledge play a significant role in ensuring meat safety and hygiene application. This is important in an environment where the slaughter and release of such meat is restricted and not always controlled and monitored. This could have been contributed by the lack of slaughter facilities; the controlled movement of live animal restrictions applicable in a typical veterinary diseases-controlled area. The aim of this investigation was to identify meat hygiene practices and general meat safety knowledge applied by consumers of central Bushbuckridge, South Africa. Structured interviews (n=81) were conducted with consumers observed purchasing meat from local meat supply centres. Data analysis was achieved by SAS Statistical software (Version 26) SAS and graphs were drawn using MS Excel 2020. The majority (84.2%, [sigma]=29.4) of the consumers indicated that meat supplied in the region were from registered facilities. The general belief amongst the consumers was that routine hygiene inspection was conducted by authorities at all meat distributing or butchery facilities (74.1%, [sigma]=39.7). None of the facilities or/and butcheries in the study area was registered and therefore, no formal regulated practices could have been conducted. Slaughter and distribution of meat within the area were seen as a good business by 78.6%, [sigma]=18.9 of the consumers, and as a result, the consumers did not have a problem with widespread slaughter and release of this meat to the public outside of those facilities. The extent of hygiene application practices at household level varied. These included the assurance that perishable products were properly handled after purchase (84.1%, [sigma]=8.3), and the handling or transportation of sourced meat did not comply with cold chain management prescripts (39.9%, [sigma]=44.9). The likelihood of consumers feeling the same about meat hygiene concerns and practices is undoubtedly low as represented by a high standard deviation ([sigma]) of the responses. These results show that consumers were relying on authorities for meat safety assurances. This ought to caution authorities on consumer practices and needed interventions such as animal movement policies enforcement. The adoption of such policies by consumers lies with the development and rollout of consumer awareness and meat safety assurances training programs. Key words: abattoir, consumer practices, illegal slaughter, meat safety, meat hygiene, INTRODUCTION Article 11(1) of the Covenant of the United Nations (2012) affirms that everybody has a right to access sufficient and safe food including meat [1]. This resolution clarifies that [...]

The purpose of this study was to examine the effects of MoBeGo, a mobile self-monitoring app, on the initial and sustained academic engagement and disruptive behavior of third- to eighth-grade students with challenging behavior. Student-teacher pairs (N = 57) were randomly assigned to the treatment (MoBeGo) or control (business-as-usual) condition. We conducted systematic direct observation of students' behavior throughout prebaseline, baseline, intervention, and postintervention conditions of the study. Multivariate multilevel models revealed differential improvement for the MoBeGo group in student outcomes (less disruptive behavior; more academic engagement) from baseline to intervention, as well as successful postintervention effects for disruptive behavior. Limitations, future directions, and implications for practice are discussed.