Search

PurposeThis study used a prospective longitudinal design to evaluate the trajectory and predictors of noncomprehension signaling in male and female youth with fragile X syndrome (FXS).MethodA direction-following task in which some of the directions were inadequate was administered. Participants were 52 youth (36 boys, 16 girls) with FXS. Upon study entry, participants ranged from 10 to 16 years. The average number of annual assessments per participant was 3.65 (range = 1-4), providing 198 data points for analysis.ResultsParticipants with FXS were less likely to signal noncomprehension than younger, typically developing, cognitively matched children. The average rate of change in noncomprehension signaling was not significantly different from 0 for either boys or girls, suggesting a plateau. Both FMRP and nonverbal IQ were significant independent predictors of noncomprehension signaling for boys. Variability in noncomprehension signaling among girls was not explained by any of the predictors, but trends similar to those observed for boys were observed.ConclusionsNoncomprehension signaling appears to be an area of weakness for individuals with FXS. Because the failure to signal noncomprehension can have negative, cumulative effects on comprehension, the results suggest a need for interventions targeting the requisite cognitive skills.

Despite the similarities observed between the fragile X syndrome (FXS) and autism spectrum disorder (ASD) phenotypes, few studies have compared their behavioral profiles outside of ASD symptomatology. In the present study, we sought to compare lexical and grammatical abilities in these two conditions. Comparisons of language abilities in both of these conditions are particularly interesting because both conditions are characterized by difficulties navigating social interactions. Results suggest that although both FXS and ASD are associated with language difficulties, there are important differences between the two conditions in terms of the language profiles observed and the factors influencing language when considering children of similar developmental levels. Theoretical implications are discussed.

Although attempts are currently being made to understand the connections and differences between art and design education (Zwirn & Zande, 2015), there is little reflection on a key problematic that binds them together: the relationship between form and function. In this article, authors Tyson Lewis and James Thurman briefly share a three-part assignment that they developed to help studio art students (and teachers!) at their research university reflect on the nature of form and function. First, they outline how they utilized the practices of tinkering and hacking (to tinker is to suspend function and to hack is to manipulate form) as jumping-off points for introductory students to contemplate how form, function, and matter coexist in everyday objects. They conclude with some implications for art and design education more broadly.

In the current economic times, school personnel are regularly challenged to reduce the costs of operating the nation's school systems. School district consolidations often are proposed as a mechanism to realize fiscal savings for local communities; indeed, the number of U.S. school districts has declined dramatically over the past 70 years, decreasing from 117,108 in 1939-40 to 13,809 in 2008-2009 (Snyder and Dillow 2010). Consolidations may occur to promote fiscal and administrative efficiency, or as a result of significant enrollment declines, diminished real estate valuations, and limited availability of highly qualified teachers (Howley, Johnson, and Petrie 2011; Zimmer, DeBoer, and Hirth 2009). An overlooked topic in the research has been the high school principal's role in guiding the formation of a unified culture once the consolidation occurs--a responsibility that can be particularly challenging when two or more schools are consolidated to create a new high school. Time-honored traditions may be discarded and new rituals developed as students and faculty work to form a unified learning community. This article describes a case study of one principal throughout the initial year of a newly consolidated high school. It begins with a brief review of school consolidation research and research on leadership for learning, which served as a theoretical framework for this study. It then presents findings from the case study; in the discussion and implications sections, comparisons are made to prior studies and recommendations are provided for school districts and for policy.

This article considers the opportunities presented by -- and the obstacles preventing -- the adoption of online resources in teaching Shakespeare in South Africa. Taking into account Shakespeare's controversial place in South African education, it addresses the widely differing contexts in which Shakespeare might be encountered in the country's classrooms. The author discusses his own experience of digital platforms in teaching Shakespeare to undergraduate university students and in developing the website Shakespeare ZA (http://shakespeare.org.za/), reflecting on the mutually informing relationship between digital engagements with Shakespeare-in-performance, multilingualism, reading practice and 'literacies' more broadly construed.

BACKGROUND: Care for people with human immunodeficiency virus (HIV) increasingly focuses on comorbidities, including hypertension. Evidence indicates that antiretroviral therapy and opportunistic infections are best managed by providers experienced in HIV medicine, but it is unclear how to structure comorbidity care. Approaches include providing comorbidity care in HIV clinics (consolidated care) or combining HIV care with comorbidity management in primary care clinics (shared care). We compared blood pressure (BP) control in HIV clinics practicing consolidated care versus shared care. METHODS: We created a national cohort of Veterans with HIV and hypertension receiving care in HIV clinics in Veterans Administration facilities and merged these data with a survey asking HIV providers how they delivered hypertension care (5794 Veterans in 73 clinics). We defined BP control as BP ≤140/90 mmHg on the most recent measure. We compared patients likelihood of experiencing BP control in clinics offering consolidated versus shared care, adjusting for patient and clinic characteristics. RESULTS: Forty-two of 73 clinics (57.5%) practiced consolidated care for hypertension. These clinics were larger and more likely to use multidisciplinary teams. The unadjusted frequency of BP control was 65.6% in consolidated care clinics vs 59.4% in shared care clinics (P < .01). The likelihood of BP control remained higher for patients in consolidated care clinics after adjusting for patient and clinic characteristics (odds ratio, 1.32; 95% confidence interval, 1.04-1.68). CONCLUSIONS: Patients were more likely to experience BP control in clinics reporting consolidated care compared with clinics reporting shared care. For shared-care clinics, improving care coordination between HIV and primary care clinics may improve outcomes.

Contrast sensitivity (CS) is widely used as a measure of visual function in both basic research and clinical evaluation. There is conflicting evidence on the extent to which measuring the full contrast sensitivity function (CSF) offers more functionally relevant information than a single measurement from an optotype CS test, such as the Pelli-Robson chart. Here we examine the relationship between functional CSF parameters and other measures of visual function, and establish a framework for predicting individual CSFs with effectively a zero-parameter model that shifts a standard-shaped template CSF horizontally and vertically according to independent measurements of high contrast acuity and letter CS, respectively. This method was evaluated for three different CSF tests: a chart test (CSV-1000), a computerized sine-wave test (M&S Sine Test), and a recently developed adaptive test (quick CSF). Subjects were 43 individuals with healthy vision or impairment too mild to be considered low vision (acuity range of -0.3 to 0.34 logMAR). While each test demands a slightly different normative template, results show that individual subject CSFs can be predicted with roughly the same precision as test-retest repeatability, confirming that individuals predominantly differ in terms of peak CS and peak spatial frequency. In fact, these parameters were sufficiently related to empirical measurements of acuity and letter CS to permit accurate estimation of the entire CSF of any individual with a deterministic model (zero free parameters). These results demonstrate that in many cases, measuring the full CSF may provide little additional information beyond letter acuity and contrast sensitivity.

Spatial reasoning has become a demanded skill for students pursuing a science emphasis to compete with the dynamic growth of our professional society. The ability to reason spatially includes explorations in memory recollection and problem solving capabilities as well as critical thinking and reasoning skills. With these advancements, educational requirements seek reassurance in that efficient learning skills can be embedded in science curricula. Organic chemistry is a source in which abilities such as spatial reasoning can benefit students intending to thrive in scientific communities. This study of instructional development in organic chemistry seeks to determine if spatial reasoning can be improved by exposing stereo-chemical techniques from the Purdue Visualization Rotation Test (ROT) to students who have not taken organic chemistry and have science oriented educational goals. We sought to determine two purposes: to gauge how much spatial reasoning a student possessed prior to the course, and to test if spatial ability can be improved in students who present low ability over the span of the three month course. Results show significance in that spatial reasoning can be improved through statistical analysis in students who showed below average qualities.

Background: Disposable N95 respirator shortages during the COVID-19 and 2009 H1N1 influenza pandemics highlighted the need for reusable alternatives, such as elastomeric half-mask respirators (EHMRs). Two US medical organizations deployed reusable EHMRs during the COVID-19 response. In addition to wipe-based disinfection following patient care episodes expected per local policies at both organizations, postshift centralized cleaning and disinfection (C&D) was expected at one site (A), permitting shared-pool EHMR use, and optional at the other (Site B), where EHMRs were issued to individuals. Using a survey, we evaluated disinfection practices reported by EHMR users and predictors of disinfection behaviors and perceptions., Methods: Surveys assessed EHMR disinfection practices, occupational characteristics, EHMR use frequency, training, and individual-issue versus shared-pool EHMR use., Results: Of 1080 EHMR users completing the survey, 76% reported that they disinfect the EHMR after each patient encounter, which was the expected practice at both sites. Increasing EHMR use, recall of disinfection training, and work in intensive care or emergency settings significantly influenced higher reporting of this practice. 36% of respondents reported using centralized C&D, although reporting was higher at the site (A) where this was expected (53%). Confidence in cleanliness of the EHMR following centralized C&D was not influenced by individual versus shared-pool EHMR issue., Conclusions: Most EHMR users reported adherence with expected post-care individual-based disinfection of EHMRs but did not necessarily use standardized, centralized C&D. Future efforts to limit reliance on behavior related to respirator disinfection may improve EHMR implementation in healthcare to avert dependence on single-use, disposable N95 respirators., (© 2023 Wiley Periodicals LLC.)

Human actions are more than mere body movements. Incontrast to other dynamic events in the natural world, humanactions involve mental processes that enable willful bodilymovements. We reported two experiments to demonstrate thathuman observers spontaneously assign the role of cause torelative limb movements, and the role of effect to body motion(i.e., the position changes of the body center of mass) whenobserving actions of others. Experiment 1 showed that thiscausal action constraint impacts people’s impression on thenaturalness of observed actions. Experiment 2a/b revealed thatthe causal constraint guides the integration of different motioncues within a relational schema. We developed an idealobserver model to rule out the possibility that these effectsresulted from the learning of statistical regularity in actionstimuli. These findings demonstrate that causal relationsconcerning bodily movements play an important role inperceiving and understanding actions.

We examined the visual perception of joint actions, in whichtwo individuals coordinate their body movements in space andtime to achieve a joint goal. Animations of interacting actionpairs (partners in human interactions) and non-interacting ac-tion pairs (individual actors sampled from different interactionsequences) were shown in the experiment. Participants wereasked to rate how likely the two actors were interacting. Therating data were then analyzed using multidimensional scalingto recover a two-dimensional psychological space for repre-senting joint actions. A descriptive model based on ordinallogit regression with a sparseness constraint was developed toaccount for human judgments by identifying critical featuresthat signal joint actions. We found that identification of jointactions could be accomplished by assessing inter-actor correla-tions between motion features derived from body movementsof individual actions. These critical features may enable rapiddetection of meaningful inter-personal interactions in complexscenes.

BackgroundRepetitive behaviours are frequently observed in individuals with intellectual disability (ID). The present study examined the profile, inter-correlations and predictive correlates of repetitive behaviours in boys with fragile X syndrome (FXS), the leading inherited cause of ID. Specific child characteristics examined as predictors included anxiety, nonverbal cognition and autism social-affective symptomatology.MethodParticipants were 39 boys with FXS (aged 6-10 years). Repetitive behaviours were measured using the Repetitive Behavior Scale - Revised (RBS-R) - a 43-item caregiver-report measure normed on individuals with ID.ResultsRestricted Interests and Sensory Motor behaviours were reported as most problematic for this sample of boys, whereas Self-injurious behaviours were less problematic. All subscales of the RBS-R were significantly inter-correlated. Nonverbal IQ was negatively related, whereas anxiety and social affective symptoms of autism spectrum disorder were positively related, to scores for Restricted Interests. Anxiety was also positively related to scores for Compulsive behaviours and Ritualistic Sameness behaviours.ConclusionsThis study provides a preliminary description of repetitive behaviours in boys with FXS, which may form the groundwork for future research.

Online learning as a concept and as a keyword has consistently been a focus of education research for over two decades. In this paper, we present results from a systematic literature review for the definitions of online learning because the concept of online learning, though often defined, has a range of meanings attached to it. Authors and scholars use the term to mean very distinct, if not contradictory concepts. We conducted systematic literature for over the last 30 years (1988 to 2018) to investigate the number and content of definitions of online learning. We collected 46 definitions from 37 resources and conducted a content analysis on these sets of definitions. Content analysis of the collected definitions led to an understanding of the core elements for defining online learning, the confusion surrounding the terms and the synonyms used for online learning. An evolution of the definition of the concept of online learning was also mapped to the evolution of technology in the last three decades.

Although males with fragile X syndrome (FXS) are frequently described as demonstrating autism symptomatology, there is much debate regarding whether the behavioral symptoms representing the core domains of autism are the result of the same or different underlying neurological/psychological mechanisms. The present study used a cross-sectional developmental trajectories approach to compare the profiles of autism symptomatology relative to chronological age (CA), nonverbal IQ, and expressive vocabulary ability between individuals with FXS and individuals with nonsyndromic ASD. Results suggest that the onset of autism symptoms and their developmental trajectories in males with FXS differ in important ways as a function of CA, nonverbal cognitive ability, and expressive vocabulary relative to males with nonsyndromic ASD. Theoretical and clinical implications are discussed.

Symptoms of autism are frequent in males with fragile X syndrome (FXS), but it is not clear whether symptom profiles differ from those of nonsyndromic ASD. Using individual item scores from the Autism Diagnostic Inventory-Revised, we examined which current symptoms of autism differed in boys with FXS relative to same-aged boys diagnosed with nonsyndromic ASD. In addition, different subsamples of participants were matched on autism diagnostic status and severity of autism symptoms. Between-group comparisons revealed that boys with FXS showed significantly less impairment in Social Smiling than did age-, diagnostic-, and severity-matched boys with nonsyndromic ASD. Severity-matched boys with FXS showed more impairment in complex mannerisms than did boys with nonsyndromic ASD. Behavioral differences between FXS and nonsyndromic ASD may be of theoretical importance in understanding the causes and correlates of ASD in FXS and in developing and implementing appropriate treatments.

The present study evaluated the ability of males with fragile X syndrome (FXS), nonsyndromic autism spectrum disorder (ASD), or typical development to learn new words by using as a cue to the intended referent an emotional reaction indicating a successful (excitement) or unsuccessful (disappointment) search for a novel object. Performance for all groups exceeded chance-levels in both search conditions. In the Successful Search condition, participants with nonsyndromic ASD performed similarly to participants with FXS after controlling for severity of ASD. In the Unsuccessful Search condition, participants with FXS performed significantly worse than participants with nonsyndromic ASD, after controlling for severity of ASD. Predictors of performance in both search conditions differed between the three groups. Theoretical and clinical implications are discussed.

PurposeThis study examined use of a speaker's direction of gaze during word learning by boys with fragile X syndrome (FXS), boys with nonsyndromic autism spectrum disorder (ASD), and typically developing (TD) boys.MethodA fast-mapping task with follow-in and discrepant labeling conditions was administered. We expected that the use of speaker gaze would lead to participants selecting as the referent of the novel label the object to which they attended in follow-in trials and the object to which the examiner attended in the discrepant labeling trials. Participants were school-aged boys with FXS (n=18) or ASD (n=18) matched on age, intelligence quotient, and nonverbal cognition and younger TD boys (n=18) matched on nonverbal cognition.ResultsAll groups performed above chance in both conditions, although the TD boys performed closest to the expected pattern. Boys with FXS performed better during follow-in than in discrepant label trials, whereas TD boys and boys with ASD did equally well in both trial types. The type of trial administered first influenced subsequent responding. Error patterns also distinguished the groups.ConclusionThe ability to utilize a speaker's gaze during word learning is not as well developed in boys with FXS or nonsyndromic ASD as in TD boys of the same developmental level.

Drug use among American Indian (AI) youth continues at higher levels than those found among other youth. While the rates are higher, the patterns of increases and decreases over the past 30-year period have been similar, indicating that AI youth are part of the larger adolescent culture. There is a set of secular influences that affect the rates of drug use in both groups in the same manner. The major implication of these findings is that effective interventions in non-AI groups may also be eff ective among AI adolescents. Intervention activities, however, must be adapted to be culturally congruent. Despite rising concern over methamphetamine use on reservations, the data presented here indicate that, with the exception of two points in time, the rates have not increased substantially for AI youth who remain in school. School dropouts and young adults/adults may be more vulnerable to the abuse of methamphetamines and the rates of use may be higher in these groups. (Contains 2 figures and 1 table.)