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Behavioral models are central to behavioral neuroscience. To study the neural mechanisms of maladaptive behaviors (including binge eating and drug addiction), it is essential to develop and utilize appropriate animal models that specifically focus on dysregulated reward seeking. Both food and cocaine are typically consumed in a regulated manner by rodents, motivated by reward and homeostatic mechanisms. However, both food and cocaine seeking can become dysregulated, resulting in binge-like consumption and compulsive patterns of intake. The speakers in this symposium for the 2021 International Behavioral Neuroscience Meeting utilize behavioral models of dysregulated reward-seeking to investigate the neural mechanisms of binge-like consumption, enhanced cue-driven reward seeking, excessive motivation, and continued use despite negative consequences. In this review, we outline examples of maladaptive patterns of intake and explore recent animal models that drive behavior to become dysregulated, including stress exposure and intermittent access to rewards. Lastly, we explore select behavioral and neural mechanisms underlying dysregulated reward-seeking for both food and drugs.

The objective of this study was to examine the effects of acceptance and commitment training (ACT) plus behavior parent training (BPT), when delivered via telehealth, on parental implementation of behavioral strategies, experiential avoidance (EA), and stress. The study also examined the subsequent effects on the parents' autistic children's behaviors. A multiple baseline design was implemented across four parent-child dyads who participated in the online training. The findings showed that ACT+BPT resulted in parental implementation reaching and maintaining high levels. The training also decreased EA and stress in three parents. Moreover, the parents' ratings of their children's challenging behaviors decreased. However, such a trend was not as clearly depicted by direct measures of the children's behaviors. A social validity interview revealed parents found ACT beneficial in assisting them to learn and use the BPT strategies. Implications and suggestions for future research are discussed.

This paper reports on the relationship between language teacher practices and their collaborations with other teachers through professional development. The paper argues that there is a link between the disposition to use evidence-based practices in language teaching, and ongoing reinforcement of such practices through dialogic exchange in professional practice sessions. Furthermore, the paper understands the learning and development of such disposition as a career-long endeavour, first encountered in quality teacher education programs and then continued by committing to ongoing professional development. Survey data were collected from a group of language teachers from various second languages in primary and secondary schools in [state removed], Australia after they had participated in a workshop on language teaching methodology. The teachers reported extensive use of evidence-based language learning strategies in their classrooms. The paper argues that this disposition is grounded in the ongoing commitment of these teachers to stay in dialogic exchange with colleagues during professional development.

This paper examines the teacher’s role in developing students’ self-regulated learning (SRL) by examining the beliefs and practices of one primary school teacher. The paper then describes how the teacher applied these in her classroom and how students benefitted. Data were collected via interviews, classroom observations, and informal conversations. Findings suggest that although the teacher held positive beliefs that emphasise behavioural, cognitive, and motivated components of SRL, there was less focus on meta-cognition and strategic actions. Nonetheless, classroom observation data revealed that the teacher actively engaged students in meta-cognition and strategic actions. This implies that the teacher had an implicit understanding of her emphasis on these important components of SRL. It also shows that the teacher’s SRL-supportive beliefs and practices were not well-aligned. We believe that a more candid cognisance of meta-cognition and strategic actions may help teachers to directly promote SRL. The study has implications for teacher education and professional development programmes.

There is currently widespread interest in how to promote self-regulated learning (SRL) among young learners to prepare the stage for success in later years. Yet, there is little research that explores primary school students’ perspectives and strategies which are known to directly influence their SRL engagement. We conducted semi-structured interviews with 68 students aged between 5 and 12 years in Prep, Year 1, Year 4, and Year 7. The findings suggest that students’ SRL-related views and strategies range on a continuum from simple and naive in the early years of school to relatively complex and sophisticated in the later years. Year 4 and Year 7 students were able to describe their strategies in greater detail when compared with Prep and/or Year 1 students. Behavioural strategies were the most prominent, whereas metacognitive were the least identified, among SRL strategies reported by students. While the coverage of cognitive and motivational strategies increased at higher year levels (Year 4 & 7), it was interesting to note a decline in the reporting of metacognitive strategies. These findings have practical implications for developing appropriate expectations and SRL-supportive tasks and training programmes for primary school students.

Well-being is an indicator of students’ happiness in school. There is currently a need to identify students’ well-being in order to know the conditions of students’ mental health and their levels of contentment in school. The existing instruments of student well-being in Indonesia have numerous items, which can impact the participants’ behavior in filling out the questionnaires. Therefore, there was a need for a shorter version of the instruments. This research focused on the adaption of the Brief Adolescent Subjective Well-Being in School Scale (BASWBSS), an instrument for subjective well-being with only eight items and was previously developed by Tian, Wang, and Huebner (2015) among high school students in China. A total of 235 Indonesian students, both high school and first-year university students were the participants in this study. Reliability testing using internal consistency, while construct and criterion validity testing was implemented to test this scale's psychometric properties in the Indonesian context. The result of this study indicated that the adaptation of Brief Adolescent Subjective Well-Being in School Scale (BASWBSS) was valid and reliable for Indonesian students. Kesejahteraan merupakan indikator kebahagiaan siswa di sekolah. Saat ini, terdapat kebutuhan mengidentifikasi kesejahteraan siswa untuk mengetahui kondisi kesehatan mental dan tingkat kepuasan mereka di sekolah. Alat ukur kesejahteraan siswa yang ada di Indonesia memiliki banyak butir pertanyaan, yang dapat berdampak pada perilaku partisipan dalam mengisi kuesioner. Karenanya, dibutuhkan versi pendek dari alat ukur tersebut. Penelitian ini berfokus pada adaptasi Brief Adolescent Subjective Well-Being in School Scale (BASWBSS), sebuah alat ukur kesejahteraan subjektif dengan delapan butir yang dikembangkan oleh Tian, Wang, dan Huebner (2015) untuk siswa sekolah menengah atas di Tiongkok. Sebanyak 235 siswa Indonesia, yang merupakan siswa sekolah menengah atas dan mahasiswa tahun pertama, menjadi partisipan dalam penelitian ini. Uji reliabilitas dilakukan menggunakan konsistensi internal, sedangkan uji validitas konstruk dan validitas kriteria digunakan untuk menguji aspek psikometri dalam konteks Indonesia. Hasil penelitian menunjukkan bahwa hasil adaptasi dari Brief Adolescent Subjective Well-Being in School Scale (BASWBSS) valid dan reliabel untuk siswa di Indonesia.

Racism, recently referred to as another kind of pandemic, affects the health and safety of diverse individuals within the United States and around the world. Emotions are a powerful and integral aspect of the experience of racism; however, within the field of behavior analysis, we have been hesitant to acknowledge emotion or explore how it relates to behavior and behavioral contingencies. As a result, the scope of our understanding of emotion is limited. To better understand the current experience and perception of practitioners in the field of behavior analysis, as they relate to emotion and racism, a brief survey was conducted. Findings indicated that although many may be comfortable discussing emotion and displaying emotions for themselves and others, this was not the case for everyone. Further, many were uncomfortable discussing racism. Although participants believed that emotions of racism are important and should be addressed by the field of behavior analysis, they think the field has not done enough work in this area. The results of the study lead to several recommendations, including additional antiracism research and the acknowledgment of emotional experience, as well as for how individuals can better understand, and maybe reduce, the negative emotions associated with oppression.

Introduction It is estimated that sailors who are assigned to surface ships and submarines are deployed for more than 1 year across their careers and they spend 15% to 23% of their time away from home. Research suggests that shipboard sailors experience rates of behavioral health issues similar to those with ground combat experiences. Despite the rigorous operational tempo and the unique shipboard environment experienced by these service members, little military health research has examined the health outcomes of sailors serving aboard ships. The objectives of this study were to develop an evidence map of the peer-reviewed literature to (1) identify potential threats to the health and readiness of shipboard sailors, (2) identify health and performance issues experienced by this population, and (3) identify gaps in the current peer-reviewed published literature on shipboard health and performance. Materials and Methods A systematic review of the existing peer-reviewed literature pertaining to the health, experiences, and performance of shipboard service members was conducted. Comprehensive search terms were used to identify articles published between January 2000 and April 2018. Identified articles were subject to a two-level review process. Study characteristics for all articles selected for final review were extracted, and articles were categorized into 13 content areas that were selected a priori. Findings are presented in an evidence map. Results The initial literature search yielded 8,858 unique articles, 90 of which were eligible for full review. Most articles primarily examined active duty sailors from the U.S. or other foreign militaries (88.9%). A total of 60 articles (67.8%) included information about the type of ship studied; the most frequently examined were submarines (29.5%) and aircraft carriers (27.9%). Most of the included studies used cross-sectional (63.3%) or longitudinal (24.4%) designs. Only 7.8% (n = 7) of articles described interventions. The most commonly examined focal areas included physical health issues, such as viral infections and injuries (56.7%), and health behaviors, such as substance use/misuse (40.0%). Other frequently addressed content areas were occupational stress (38.9%), interpersonal issues (32.2%), ship conditions (30.0%), and mental health (28.9%). Most articles (73.3%) addressed more than one content area. There was a high degree of variation in the measurement tools used; self-report surveys were the most common (48.9%), followed by objective physical, biological, or cognitive measures (32.2%) and medical and personnel record reviews (31.1%). Conclusions The evidence map identified various gaps in the research pertaining to the health and performance of shipboard sailors. These gaps included a lack of research on the risk factors for common health and performance issues experienced by sailors and on the relationship between stressors of shipboard life and sailors’ health, performance, and readiness. The results of this evidence map should be used to inform the development, implementation, and evaluation of interventions to improve the shipboard environment and/or the preventive health behaviors used by sailors while underway or deployed.

Recent research has established a connection between hearing aid (HA) users’ cognition and speech recognition performance with short and long compression release times (RT). Contradictive findings prevent researchers from using cognition to predict RT prescription. We hypothesized that the linguistic context of speech recognition test materials was one of the factors that accounted for the inconsistency. The present study was designed to examine the relationship between HA users’ cognition and their aided speech recognition performance with short and long RTs using materials with various linguistic contexts. Thirty-four older HA users’ cognitive abilities were quantified using a reading span test. They were fitted with behind-the-ear style HAs with adjustable RT settings. Three speech recognition tests were used: the word-in-noise (WIN) test, the American four alternative auditory feature (AFAAF) test, and the Bamford-Kowal-Bench speech-in-noise (BKB-SIN) test. The results showed that HA users with high cognitive abilities performed better on the AFAAF and the BKB-SIN than those with low cognitive abilities when using short RT. None of the speech recognition tests produced significantly different performance between the two RTs for either cognitive group. These findings did not support our hypothesis. The results suggest that cognition might not be important in prescribing RT.

This study aimed to assess whether applied behavior analysis (ABA) procedures such as feedback, goal setting and stimulus control, combined with acceptance and commitment training (ACTr) interventions implemented digitally improve levels of physical activity, consistency with self-care values and psychological flexibility during the COVID-19 pandemic. A nonconcurrent multiple baseline design across five participants was used in this study. Participants included five women with BMI's in the overweight or obese range. All participants were exposed to two intervention phases. In the first phase, feedback, goal setting and stimulus control procedures were implemented to improve physical activity. In the next phase, these procedures were combined with mindful walking exercises and values clarification exercises. In addition, psychological flexibility related to physical activity and values consistency were measured throughout the study. Results indicated that step count improved with the implementation of ABA + ACTr across all participants. Furthermore, psychological flexibility and self-care value scores improved after the intervention and maintained at 1-week follow-up. Lastly, the impact of physical activity during COVID-19, effectiveness and efficiency of ABA + ACT interventions are discussed.

PurposeThe purpose of this study is to examine the effect of embedding cooperative learning (CL) into the Primary and Secondary Education Course (PSEC) on the academic achievement of undergraduate university students. The study also sought to gauge the perceptions of these students application of CL.Design/methodology/approachThis was a mixed methods sequential explanatory design involving 136 undergraduate university students who participated in a 16 week semester intervention involving the implementation of CL into their PSEC. Achievement data were collected from all students pre- and post-intervention to determine if there were significant differences between the experimental and control conditions. Forty-four participants from the experimental condition were also interviewed post-intervention on their experiences of CL.FindingsThe results showed that there was a significant difference between the academic achievement of students in the experimental and control groups in favor of students in the experimental group (p Research limitations/implicationsThe results of this study have the potential to influence university instructors by demonstrating how CL provides opportunities to not only improve student learning but also their attitude to learning.Originality/valueThis study, while demonstrating the positive effect of CL on students' academic achievement also revealed the potential this approach to teaching and learning has for embedding it in other university courses.

Background Although breastfeeding has been extensively studied, there remains a paucity of data about the breastfeeding experiences of disabled women. Despite indications of similar pregnancy rates, disabled women seem to breastfeed at lower rates. Emerging research on the intersection of breastfeeding and disability has begun to shed light on how aspects of disability may impact breastfeeding. Methods This digital and participatory action research study used semistructured video or telephone interviews to evaluate the experiences of breastfeeding among 24 disabled women through descriptive content analysis. The cross-disability sample was composed of women with self-identified intellectual, developmental, physical, sensory, and psychiatric disabilities. Some women had multiple disabilities. Results Qualitative analysis revealed four themes relating to breastfeeding among disabled women: 1) communication difficulties with lactation consultants, 2) milk supply and latch problems, 3) intense pressure to breastfeed, and 4) positive interactions with health care providers. Conclusions This study provides new information about the breastfeeding experiences of women with disabilities. Our findings suggest that disabled women should be better supported in their breastfeeding decisions and require greater access to disability-affirmative and informative clinical resources and accessible communication.

This study explored the connection between children’s language skills, creativity, and play. The participants were 151 (76 boys and 75 girls) primarily middle-income, European American children. Ag...

The aim of this study was to conduct item reduction of the Memory Assessment Clinics Self-Rating Scale (MAC-S) to create a briefer measure that can be used to quickly evaluate subjective memory com...

Daily intake of fruits and vegetables provides the basis for healthy nutrition. Yet low consumption of fruits and vegetables (FV) persists among school-aged children. Framed by the Social Cognitive Theory, this study aimed to determine the effectiveness of nutrition lessons combined with an active choice intervention on children’s FV consumption. Using a quasi-experimental design, 89 second graders were assigned to groups. Students in the experimental group (n=46) received four nutrition lessons combined with nine active choice sessions, while those in the control group (n=43) received active choice sessions only. Responses to pre- and post-intervention surveys that inquired FV knowledge and consumption were compared within and between groups using independent and paired t-tests. Empowered by improved knowledge, self-efficacy and the positive environment created through nutrition lessons and active choice, the experimental group showed improvement in consumption behavior compared to the control group at post-intervention: bringing FV to school and finish eating (69.7 vs. 51.2, p=.05 for fruits; 43.5 vs. 39.5, p=.41 for vegetables); like choosing FV (84.8 vs. 65.1, p=.01); like to eat more FV (80.4 vs. 62.8, p=.16); FV are healthy (100 vs. 95.3, p=.14). The magnitude of improvement is small yet consistent in every aspect of outcome measures. Combining nutrition education with the active choice component showed potential for a larger impact on behavior change among study participants. Parental support and community involvement could enhance the effectiveness of nutrition education in schools.

While cooperative learning (CL) has gained considerable attention in the current discourse about undergraduate quality education, it is minimally used in higher education classrooms, particularly i...

Student achievement and engagement are both influenced by the quality of the learning environment. Effective learning environments are characterised by high levels of engagement and interpersonal connection. When learners share a sense of connection to one another and the learning experience, they are said to be experiencing social synchrony, an innate process that facilitates social connection and understanding across groups. Our study explored factors affecting, strategies supporting and indicators of connectedness in the classroom. Using stimulated recall, the subjective experiences and perceptions of three year 9 teachers and 65 students were explored in order to identify the conditions under which social synchrony could be promoted. These conditions could be articulated as four interdependent themes: Familiarity, Affect, Competence, and Student Voice and Choice. The findings have implications for supporting teachers to understand and promote social synchrony in their classrooms, and to enhance learner engagement and achievement through enhancing the quality of the learning environment.

People experience cognitive dissonance when they entertain 2 conflicting ideas at the same time. Cognitive dissonance may cause a negative emotional state, which can lead to engagement of compensation mechanisms to resolve the conflict. Here we describe a survey that explores cognitive dissonance in laboratory animal veterinarians and veterinary technicians and various ways in which veterinary staff manage dissonance associated with research animal use. Respondents—164 veterinarians and 145 veterinary technicians—were asked to rate their opinions of various statements on a sliding scale of 'strongly disagree' to 'strongly agree' or 'never' to 'always.' Statements assessed negative emotions (discomfort, powerlessness, frustration) and compensation mechanisms (devaluing, emotional distancing, shifting responsibility) as bases for inferring effects on welfare states of animals. Responses were evaluated overall and were compared according to level of training (veterinarian compared with veterinary technician), years of work experience (0 to 5, 6 to 10, greater than 10), and species tended (large, mixed, small species). Respondents strongly agreed that animal wellbeing and animal use in research were important. Respondents reported feelings of discomfort, powerlessness, and frustration associated with work. In addition, respondents reported feeling empowered to initiate changes affecting animal welfare. The most frequent compensation mechanism noted was shifting responsibility onto the IACUC and institutional rules. Devaluing the animals was another reported compensation mechanism. Responses to emotional distancing statements were divided. Survey responses supported the existence of cognitive dissonance associated with laboratory animal medicine. Potential negative and positive effects on animal welfare are discussed.

A key question concerning educational researchers is how to promote students’ self-regulated learning (SRL) in regular classrooms. We address this question by examining the beliefs and practices of...

Interest in cooperative group work gained momentum in the early 1980s with the publication of the first meta‐analysis on the effects of cooperative, competitive, and individualistic goal structures on students' achievement and productivity. The results showed that cooperation is significantly more effective than interpersonal competition and individualistic efforts, and these results were consistent across all subject areas, for all students from elementary school to college, and for all tasks involving conceptual understanding, problem solving, categorizing, and reasoning. This entry discusses the background research on cooperative group work and the factors that help to explain its success as an instructional strategy that has been shown to have a positive effect on student learning and socialization. The entry also discusses the key role teachers play in creating learning environments in their classrooms that promote cooperation and learning, and the linguistic tools that can be used to facilitate group discussion.

Background While people with intellectual disability (ID) face disparities relating to sexual and reproductive health (SRH) services, little is known about the role of family caregivers who assist women and girls with ID access SRH services. This scoping review examined the findings of studies to elucidate the role of family caregivers with regard to SRH for women and girls with ID. Method We used Arksey and O'Malley's six-stage scoping framework, with Levac, Colquhoun and O'Brien's revisions, to evaluate identified sources. We searched three electronic databases, six ID journals and reference lists in full-text articles. Inclusion criteria included (1) primary and secondary source research studies in peer-reviewed journals; (2) published in English; (3) all research methodologies (i.e. qualitative, quantitative, mixed methods and systematic reviews or commentaries); (4) published between 2000 and 2016; and (5) studies from any country. Results The search yielded 2062 studies; 57 articles met inclusion criteria. Most studies employed purposive, convenience or criterion sampling. Participants included people with ID, family caregivers, paid caregivers and health-care professionals. Findings were summarised thematically: (1) menstruation and menopause; (2) vaccinations and preventive screenings; (3) supporting sexuality and healthy relationships; (4) coordinating with health-care providers and (5) contraception and sterilisation. Conclusions Findings from this scoping review underscore the need for more and better-quality research, including how family caregivers assist women and girls with ID access perinatal and preventive SRH services and sexual abuse education. Family caregivers, women and girls with ID and health-care providers need increased access to information about SRH.

Objective This study aimed to explore current attitudes towards sun protection, and sun-seeking behaviour among young Australian adolescents. It was done as part of a larger project aiming to develop a digital resource to support young people in making informed sun-health decisions. Results Ten (4 male, 6 female) adolescents (12–13 years of age) living in Perth (Western Australia) were recruited through a social media-based strategy. Each participant engaged in a semi-structured telephone interview which explored their sun-health decision-making, with interview transcripts assessed qualitatively using NVivo. Three major themes (and eight sub-themes) were identified: (1) ‘personal sun health considerations’; (2) ‘attitudes towards sun protection’; and (3) ‘recommendations’. The importance of sun protection was appreciated by participants. However, females were more diligent in the use of sun protection while males were indifferent. Behaviours were influenced by parental input, the school environment and engagement in sport. Adolescents had limited knowledge of the UV Index and its implications for sun protection, and the health importance of sun-derived vitamin D. Overall, the importance of sun protection was acknowledged but did not consistently translate into sun protective behaviours.

This study expands the current research on anti-Black racism and student discipline in schools. It examines perception, experiences, and alternatives of zero-tolerance policies in education, in relation to the call for action by Black Lives Matter at Schools. Black, Indigenous, and People of Color (BIPOC) students are affected at a disproportionate rate when it comes to school discipline, leading to high, inequitable incarceration rates. However, behavior analysis already has powerful tools and interventions that can stop this “school-to-prison pipeline” effect. A survey of school professionals investigated awareness of adverse outcomes from zero-tolerance policies and the use of effective, behavioral alternatives to exclusionary disciplinary practices. Results confirmed zero-tolerance policies still exist in North American schools, but that school professionals, including behavior analysts, support Black Lives Matter at School’s call to end such practices. It is important to note that participants report already having the necessary skills to combat zero-tolerance; however, many still feel uncomfortable or ill-prepared to implement interventions specifically intended to decrease anti-Black racism in schools.

The consequences of blast exposure (including both high-level and low-level blast) have been a focal point of military interest and research for years. Recent mandates from Congress (e.g., National Defense Authorization Act for Fiscal Year 2018, section 734) have further accelerated these efforts, facilitating collaborations between research teams from a variety of disciplinary backgrounds. Based on findings from a recent scoping review, we argue that the scientific field of blast research is plagued by inconsistencies in both conceptualization of relevant constructs and terminology used to describe them. These issues hamper our ability to interpret study methods and findings, hinder efforts to integrate findings across studies to reach scientific consensus, and increase the likelihood of redundant efforts. We argue that multidisciplinary experts in this field require a universal language and clear, standardized terminology to further advance the important work of examining the effects of blast exposure on human health, performance, and well-being. To this end, we present a summary of descriptive conventions regarding the language scientists currently use when discussing blast-related exposures and outcomes based on findings from a recent scoping review. We then provide prescriptive conventions about how these terms should be used by clearly conceptualizing and explicitly defining relevant constructs. Specifically, we summarize essential concepts relevant to the study of blast, precisely distinguish between high-level blast and low-level blast, and discuss how the terms acute, chronic, exposure, and outcome should be used when referring to the health-related consequences of blast exposure.

Purpose Student competency in science learning relies on students being able to interpret and use multimodal representations to communicate understandings. Moreover, collaborative learning, in which students may share physiological arousal, can positively affect group performance. This paper aims to observe changes in student attitudes and beliefs, physiology (electrodermal activity; EDA) and content knowledge before and after a multimodal, cooperative inquiry, science teaching intervention to determine associations with productive science learning and increased science knowledge. Design/methodology/approach A total of 214 students with a mean age of 11 years 6 months from seven primary schools participated in a multimodal, cooperative inquiry, science teaching intervention for eight weeks during a science curriculum unit. Students completed a series of questionnaires pertaining to attitudes and beliefs about science learning and science knowledge before (Time 1) and after (Time 2) the teaching intervention. Empatica E3 wristbands were worn by students during 1 to 3 of their regularly scheduled class sessions both before and after the intervention. Findings Increases in EDA, science knowledge, self-efficacy and a growth mindset, and decreases in self-esteem, confidence, motivation and use of cognitive strategies, were recorded post-intervention for the cohort. EDA was positively correlated with science knowledge, but negatively correlated with self-efficacy, motivation and use of cognitive strategies. Cluster analysis suggested three main clusters of students with differing physiological and psychological profiles. Practical implications First, teachers need to be aware of the importance of helping students to consolidate their current learning strategies as they transition to new learning approaches to counter decreased confidence. Second, teachers need to know that an effective teaching multimodal science intervention can not only be associated with increases in science knowledge but also increases in self-efficacy and movement towards a growth mindset. Finally, while there is evidence that there are positive associations between physiological arousal and science knowledge, physiological arousal was also associated with reductions in self-efficacy, intrinsic motivation and the use of cognitive strategies. This mixed result warrants further investigation. Originality/value Overall, this study proposes a need for teachers to counter decreased confidence in students who are learning new strategies, with further research required on the utility of monitoring physiological markers.

Myeloproliferative neoplasms (MPNs) have a high symptom burden that affects functional status, emotional well-being, and quality of life for patients. Symptom control continues to be a challenging therapeutic goal despite available pharmacologic interventions. The goal of this review is to detail recent efforts that have focused on non-pharmacologic interventions, such as wholistic or integrative medicine, as an adjunctive method to alter symptom burden in this population. We discuss the ongoing physical, nutritional, and psychological interventional efforts which represent promising non-traditional interventions to date to help reduce symptom in MPN patients. In this article, we highlight the early promising data and importance of these various non-pharmacological interventions to dampen symptom burden and reduce disease-related inflammation. Nonpharmacologic interventions represent promising therapeutic strategies to alter traditional MPN treatment paradigms and improve MPN patient care.

This study aimed to identify strategies that stakeholders would deem appropriate for use during a gynecological exam for a female with autism spectrum disorder (ASD) who also has limited language (LL). Females with ASD are not receiving the same gynecological care as their non-ASD peers yet may have a greater need for such care due to increased health risks. Twenty-three parents and six caregivers of a female with ASD and LL, three females with ASD/Asperger’s, and two nurses responded to an online survey about possible strategies to use with a female with ASD and LL during a routine gynecological exam. With the use of an embedded video to explain the strategies, participants were asked to choose those they identify as being effective for the successful completion of a gynecological exam. The use of visual supports via an electronic device or picture prompts, reinforcement of incremental steps, and non-contingent escape were identified as the top three strategies that would support a female with ASD and LL during a gynecological exam. Participants also offered anecdotal commentary about their fears and concerns related to this issue. The patient’s voice in the decision-making process is crucial to the buy-in of the services offered by their providers. Once patient preference is known, it is imperative that researchers use that information. Identifying strategies with a higher rate of social validity, or acceptance of treatment prior to implementation, may assist future researchers in conducting studies on the effectiveness of those strategies.

Interest in the key role talk plays in the construction of knowledge, understanding and learning has gathered momentum in recent years as research has demonstrated how students learn from each other and how teachers, in turn, can utilise this information to structure classroom experiences to promote student engagement and productive academic dialogue. This paper discusses research that highlights the importance of structuring collaborative learning experiences that challenge students’ thinking and scaffold their learning to promote critical and creative problem-solving and enhanced cognitive understandings. Future directions include investigating changes to students’ cognitions as a consequence of specific types of dialogic interactions and the role of interpersonal synchrony in promoting prosocial behaviours and dialogic interactions.

Teacher questions have long been considered important in mediating students’ learning in language classrooms. This paper examined the mediated-learning behaviors involved in teacher questions during whole-class instruction in high schools of China. Five lessons of different topics were observed. Conversation analytic approach was applied to analyze teachers’ verbal interactions with students during whole-class teaching. Teachers’ questions and students’ responses were transcribed and categorized as display questions or referential questions. The mediated-learning behaviors involved in the two types of questions were discussed by presenting six sessions of interaction. The study investigated which question type initiated the interaction involving more variety of mediated-learning behaviors and what pedagogical implications this may have for teacher questioning techniques that enhance student learning. The study found the interactions initiated by referential questions contain more varieties of mediated-learning behaviors. This study suggests that teachers need to be encouraged to use referential questions more frequently whether in display interactions or in referential interactions.

Background The COVID-19 pandemic posed a huge challenge to the education systems worldwide, forcing many countries to provisionally close educational institutions and deliver courses fully online. The aim of this study was to explore the quality of the online education in China for international medical and nursing students from low- and middle-income countries (LMICs) as well as the factors that influenced their satisfaction with online education during the COVID-19 pandemic. Methods Questionnaires were developed and administered to 316 international medical and nursing students and 120 teachers at a university in China. The Chi-square test was used to detect the influence of participants’ personal characteristics on their satisfaction with online education. The Kruskal–Wallis rank-sum test was employed to identify the negative and positive factors influencing the online education satisfaction. A binary logistic regression model was performed for multiple-factor analysis to determine the association of the different categories of influential factors—crisis-, learner-, instructor-, and course-related categories, with the online education satisfaction. Results Overall, 230 students (response rate 72.8%) and 95 teachers (response rate 79.2%) completed the survey. It was found that 36.5% of students and 61.1% of teachers were satisfied with the online education. Teachers’ professional title, students’ year of study, continent of origin and location of current residence significantly influenced the online education satisfaction. The most influential barrier for students was the severity of the COVID-19 situation and for teachers it was the sense of distance. The most influential facilitating factor for students was a well-accomplished course assignment and for teachers it was the successful administration of the online courses. Conclusions Several key factors have been identified that affected the attitudes of international health science students from LMICs and their teachers towards online education in China during the COVID-19 pandemic. To improve the online education outcome, medical schools are advised to promote the facilitating factors and cope with the barriers, by providing support for students and teaching faculties to deal with the anxiety caused by the pandemic, caring for the state of mind of in-China students away from home, maintaining the engagement of out-China students studying from afar and enhancing collaborations with overseas institutions to create practice opportunities at students’ local places.

The symptoms of addictive eating are often debated, with some overlap in symptoms with substance addictions or other disorders such as binge eating disorder. This study explored the levels of agreement with symptoms of addictive eating among different health professions, the conditions they provide advice for, and the population group/s they work with. An online cross-sectional survey was conducted in February–April 2020 including 142 health professionals (87% female, 65% residing in Australia, 28% each working in private practice/hospital settings). Of these, 47% were dietitians, 20% psychologists/psychotherapists/counsellors, 16% other health practitioners (e.g., social workers), 13% health researchers, and 5% medical professionals. Agreement with 11 statements relating to addictive eating symptoms was assessed on a scale of 1/strongly disagree to 5/strongly agree (e.g., certain foods produce physiological effects in the brain rewards system). Differences in agreement by health profession were assessed by one-way analysis of variance. There were significant differences in agreement with individual statements between health professions. Psychologists, psychotherapists, and counsellors reported lower agreement to statements relating to physiological effects in the reward system, withdrawal symptoms, and over-eating to alleviate stress/anxiety, than other professions (p &lt, 0.05). Those providing advice for disordered eating only reported lower agreement across statements compared with those providing advice for overweight/obesity or both (p &lt, 0.001). There were minimal differences based on the population group/s that health professionals work with. There is some agreement among health professionals regarding addictive eating symptoms, however, this differs by profession and the conditions they treat. This study provides a novel perspective on health professionals’ views on addictive eating symptoms, and there is a need for more research to explore the concepts further.

As the UK reopened after the first wave of the COVID-19 epidemic, crucial questions emerged around the role for ongoing interventions, including test-trace-isolate (TTI) strategies and mandatory masks. Here we assess the importance of masks in secondary schools by evaluating their impact over September 1–October 23, 2020. We show that, assuming TTI levels from August 2020 and no fundamental changes in the virus’s transmissibility, adoption of masks in secondary schools would have reduced the predicted size of a second wave, but preventing it would have required 68% or 46% of those with symptoms to seek testing (assuming masks’ effective coverage 15% or 30% respectively). With masks in community settings but not secondary schools, the required testing rates increase to 76% and 57%.

Despite education about the risks of excessive sun exposure, teenagers in Australia are sun-seeking, with sunburn common in summer. Conversely, some regular (time-limited) exposure to sunlight (that avoids sunburn) is necessary for vitamin D and healthy bones and other molecules important for immune and metabolic health. New interventions are thus required to better support teenagers to make healthy and balanced decisions about their sun behaviors. This paper describes the development of a prototype online tool—a smartphone app—that aimed to foster safe sun practices in teenagers. We recruited young adolescents (aged 12–13 years, n = 24) as “co-researchers” to provide ongoing input into the nature and design of the online tool. This age group was selected, as it is a critical time when young people transition from primary education, where “SunSmart” behaviors are entrenched in Australian schools, to high school, where risky behaviors emerge. Through a series of interviews and workshops, we codesigned an Apple iOS smartphone app with the co-researchers, leading health promotion professionals, researchers, and app designers. The developed app, Sun Safe, contains educational content relevant to teenagers about safe sun behaviors, complemented by other features requested by co-researchers and stakeholders to help engage young people, including gamified quizzes to test their sun health knowledge, real-time weather data on the UV Index and temperature, a sunscreen application timer, and reminders to check the UV Index. The developed prototype app was rated well by co-researchers, suggesting it is suitable for further feasibility and efficacy testing as an intervention tool to improve knowledge and promote safe sun behaviors by young adolescents.

Orexins are hypothalamic neuropeptides originally discovered to play a role in the regulation of feeding behaviour. The broad connections of orexin neurons to mesocorticolimbic circuitry suggest they may play a role in mediating reward-related behaviour beyond homeostatic feeding. Here, we review the role of orexin in a variety of eating-related behaviour, with a focus on reward and motivation, and the neural circuits driving these effects. One emerging finding is the involvement of orexins in hedonic and appetitive behaviour towards palatable food, in addition to their role in homeostatic feeding. This review discusses the brain circuitry and possible mechanisms underlying the role of orexins in these behaviours. Overall, there is a marked bias in the literature towards studies involving male subjects. As such, future work needs to be done to involve female subjects. In summary, orexins play an important role in driving motivation for high salient rewards such as highly palatable food and may serve as the intersection between homeostatic and hedonic feeding.

No studies to date have explored the correlates of insistence on sameness (IS) in individuals with germline pathogenic mutations in PTEN. This study aimed to characterize the relationship between IS and executive functioning (EF) and anxiety as well as with age, sex and Full-Scale IQ (FSIQ) among individuals with PTEN mutations. The sample included 38 individuals with PTEN mutation and ASD diagnosis (PTEN-ASD; n = 38; M(age)= 8.93 years, SD(age)= 4.75), 25 with ASD and macrocephaly but with no PTEN mutation (Macro-ASD; M(age)= 11.99 years; SD(age)= 5.15) and 23 with PTEN mutation without ASD (PTEN-no ASD; M(age)= 8.94 years; SD(age)= 4.85). The Repetitive Behavior Scale-Revised (RBS-R), the Child Behavior Checklist (CBCL), and the Behavior Rating Inventory of Executive Function (BRIEF) were used as measures of IS, anxiety, and Inhibitory Control, Set-shifting and Working Memory EF domains, respectively. FSIQ was also available. IS was significantly associated with FSIQ (r= −.36, p= .002), CBCL anxiety (r= .45, p< .001), BRIEF Inhibitory Control (r= .36, p= .002),Set-Shifting (r= .65, p< .001) and Working Memory (r= .27, p= .023) T scores. The final hierarchical regression model accounted for 44.2% of the variance in IS, with Set-Shifting as a unique independent predictor of IS score (t = 4.30, p< .001). This investigation furthers our understanding of IS by providing the first preliminary evidence for the EF—anxiety—IS interrelationship in individuals with PTEN mutations and with macrocephalic ASD.

Teachers play a critical role in promoting dialogic interaction in their students. The purpose of this case study was to investigate how one very effective teacher taught two, cooperative, inquiry-based science units to her Year 6 class. In particular, the case study focused on how she used different discourses to capture students&rsquo, curiosity in the inquiry-based tasks, provided hands-on activities to enable them to test out their hypotheses and develop explanations for what they found in order to help them become more scientifically literate and have a broader understanding of the role of science in the world in which they live. The results showed that the students engaged constructively with their peers on the inquiry group tasks, they used the correct scientific language to discuss phenomena, make claims, and compared findings. Furthermore, they became more adept at expressing their opinions and providing explanations and justifications for the &lsquo, scientific&rsquo, positions they had adopted across the six inquiry-based science lessons, core cognitive practices that support learning. This case study highlights the importance of utilizing both authoritative and dialogic discourse to challenge and scaffold students&rsquo, thinking to support enhanced understandings and reasoned argumentation during inquiry-based science. This case study fills a gap in the literature on how teachers can utilize different communicative approaches during inquiry-based science units to promote student engagement and learning.

Objective: To review evidence relevant to Australia and similar high-income countries regarding continuing smokers' motivation, dependence and quitting behaviour as smoking prevalence declines, to assess whether population "hardening" (decreasing propensity to quit) or "softening" (the converse) is occurring. Data sources: MEDLINE, PsychINFO, Scopus, Web of Science and Cochrane Library were searched to July 2019, using terms related to smoking and hardening, for reviews and large, population-based repeat cross-sectional studies. There were additional searches of reference lists and citations of key research articles. Study selection: Two reviewers screened half the titles and abstracts each, and two reviewers screened all full texts independently using tested criteria. Data extraction: Four reviewers independently and systematically extracted data from eligible publications, with one reviewer per study, checked by another reviewer. Data synthesis: Of 265 titles identified, three reviews and ten repeat cross-sectional studies (not included in the reviews) were included. All three reviews concluded that hardening has not occurred among the general smoking population over time. Of the ten repeated cross-sectional studies, five examined motivation, nine examined dependence, five examined hardcore smoking, and two examined quit outcomes over time. All found a lack of hardening and most found softening within the smoking population, consistent across hardening indicators, definitions, countries (and tobacco control environments) and time periods examined. Conclusions: Declining smoking prevalence has been accompanied by softening within the population of smokers, characterised by increasing motivation to quit and reduced dependency. Based on the weight of the available evidence from high-income countries, the "hardening hypothesis" should be rejected.

Despite increasing research on the concept of addictive eating, there is currently no published evidence on the views of health professionals who potentially consult with patients presenting with addictive eating behaviours, or of students training to become health professionals. This study aimed to explore the views and understanding of addictive eating behaviours among health professionals and health professionals in training and to identify potential gaps in professional development training. An international online cross-sectional survey was conducted in February&ndash, April 2020. The survey (70 questions, 6 key areas) assessed participants&rsquo, opinions and clinical experience of addictive eating, opinions on control, responsibility, and stigma relating to addictive eating, and knowledge of addictive eating and opinions on professional development training. In total, 142 health professionals and 33 health professionals in training completed the survey (mean age 38.1 &plusmn, 12.5 years, 65% from Australia/16% from the U.K.) Of the health professionals, 47% were dietitians and 16% were psychologists. Most participants (n = 126, 72%) reported that they have been asked by individuals about addictive eating. Half of the participants reported that they consider the term food addiction to be stigmatising for individuals (n = 88). Sixty percent (n = 105) reported that they were interested/very interested in receiving addictive eating training, with the top two preferred formats being online and self-paced, and face-to-face. These results demonstrate that addictive eating is supported by health professionals as they consult with patients presenting with this behaviour, which supports the views of the general community and demonstrates a need for health professional training.

Teachers are effective agents who can introduce and support students&rsquo, self-regulated learning (SRL) in classrooms. This qualitative study presents an integrative, ecological model of SRL-in-context from the teachers&rsquo, perspectives. Data were obtained from in-depth interviews, participant observations and informal conversations gathered from the classrooms of six teachers working in three different state primary schools located in Queensland, Australia. The model builds on teachers&rsquo, beliefs and understandings about SRL, the different ways through which they adopt SRL-supportive practices and the enactment of SRL in classrooms. It represents a complex structure of nested and mutually dependent systems with teachers having a central position, thereby forming the microsystem. However, teachers&rsquo, efforts to support students&rsquo, SRL are influenced by the exosystem (e.g., school, curriculum) and macrosystem (e.g., home, community) in a reciprocal fashion. The SRL-in-context model has implications for both theory and practice.

Chapter 7 explores the ways culture shapes our conceptions of self, identity, and personality. It discusses self-definitions, culture and self-definitions, cross-cultural comparisons of self-definitions, types of self-concepts, cultural contexts and the self, and culture-specific and cross-cultural studies of the self. It explores self-efficacy, culture-specific and cross-cultural studies on self-efficacy, face, face and self-concepts, and face and dignity cultural communities. It also discusses definitions and the construction of identity, whether identity is fluid and whether it is possible to have more than one identity. Finally, it addresses the self and personality, the five-factor model, cross-cultural studies on personality, the applied value of the five-factor model, and indigenous personalities. This chapter includes a case study, Culture Across Disciplines box, chapter summary, key terms, a What Do Other Disciplines Do? section, thought-provoking questions, and class and experiential activities.

Chapter 6 explores the ways culture shapes our cognitive skills and abilities. It discusses cognitive thinking styles, measuring field dependence-independence, holistic and analytic cognition, and applying thinking styles to children’s classroom experiences. It discusses intelligence, intelligence models by Sternberg and Gardner, and culture-specific and cross-cultural studies on intelligence. It also addresses measuring intelligence, culture-specific intelligence tests, factors that shape intelligence such as socioeconomic status and cultural practices, and psychometric tests and cultural fairness. Finally, it explores IQ and social justice; Piaget’s theory; Piaget and culture; problem-solving and culture; and visual perception, including visual illusions and the carpentered world hypothesis. This chapter includes a case study, Culture Across Disciplines box, chapter summary, key terms, a What Do Other Disciplines Do? section, thought-provoking questions, and class and experiential activities.