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(1) Background: Pulmonary hypertension (PH) increases pulmonary vascular resistance and right ventricular (RV) afterload. Assessment of RV systolic function in PH using RV fractional area change (RV FAC) as a marker directly correlates with mortality and the need for extracorporeal membrane oxygenation (ECMO). However, few studies have assessed neurodevelopmental outcomes. We hypothesize that cardiac RV systolic dysfunction with lower RV FAC is associated with worse neurodevelopmental impairment (NI). (2) Methods: Retrospective study of 42 subjects with PH to evaluate neurodevelopmental outcomes in the first two years of life based on (i) subjective assessment of RV systolic function and (ii) RV FAC, a specific echocardiographic marker for RV function. (3) Results: Subjects from the initial study cohort (n = 135) with PH who had long-term follow-up were divided into RV dysfunction (study, n = 20) and non-RV dysfunction (control, n = 22) groups. RV FAC in the study vs. control group (0.18 vs. 0.25) was lower (p = 0.00017). There was no statistically significant difference in NI either with RV dysfunction or lower RV FAC. Although not significant, RV dysfunction was associated with longer mean duration of mechanical ventilation, time on ECMO, and length of stay. In the initial cohort (135), mortality was 16.3% and the percentage of NI was 62%. (4) Conclusions: Neonatal pulmonary hypertension is associated with a high degree of neurodevelopment impairment. Early RV systolic dysfunction, as identified by RV FAC, was not an optimal predictive biomarker for infants with PH and neurodevelopmental impairment.

The selenoprotein glutathione peroxidase 4 (GPX4) prevents ferroptosis by converting lipid peroxides into nontoxic lipid alcohols. GPX4 has emerged as a promising therapeutic target for cancer treatment, but some cancer cells are resistant to ferroptosis triggered by GPX4 inhibition. Using a chemical-genetic screen, we identify LRP8 (also known as ApoER2) as a ferroptosis resistance factor that is upregulated in cancer. Loss of LRP8 decreases cellular selenium levels and the expression of a subset of selenoproteins. Counter to the canonical hierarchical selenoprotein regulatory program, GPX4 levels are strongly reduced due to impaired translation. Mechanistically, low selenium levels result in ribosome stalling at the inefficiently decoded GPX4 selenocysteine UGA codon, leading to ribosome collisions, early translation termination and proteasomal clearance of the N-terminal GPX4 fragment. These findings reveal rewiring of the selenoprotein hierarchy in cancer cells and identify ribosome stalling and collisions during GPX4 translation as ferroptosis vulnerabilities in cancer.

Purpose: Open science that is truly accessible and transparent to all will enhance reproducibility. However, there are ethical and practical concerns in implementing open science practices, especially when working with populations who are systematically excluded from and marginalized in communication sciences and disorders (CSD) research, such as Black, Indigenous, and People of Color (BIPOC) from clinical populations. The purpose of this article was to discuss these concerns and present actionable steps to support open science in CSD research with BIPOC. Conclusions: In the movement toward open and reproducible science, the discipline of CSD must prioritize accessibility and transparency, in addition to the implementation of individual scientific practices. Such a focus requires building trust with BIPOC not only as research participants but also as valued leaders of the scientific community.

We examined how children (N = 448) with separate or co-occurring developmental language disorder (DLD) and dyslexia performed on school-based measures of academic functioning between second and fourth grades. Children were recruited from 1 school district in the U.S. state of South Carolina via classroom screenings and met common research criteria for DLD and dyslexia. Growth curve models were used to examine the overall form of growth and differences between groups. Children with DLD and/or dyslexia in second grade showed early and persistent deficits on school-administered measures of reading and math. In second grade, children with typical development (TD) scored significantly higher than children with dyslexia-only and DLD-only, who did not differ from each other. Children with DLD+dyslexia scored significantly lower than all other groups. Only small differences in growth rates were observed, and gaps in second grade did not close. Despite lower academic performance, few children (20%-27%) with dyslexia and/or DLD had received specialized support services. Children with DLD-only received services at less than half the rate of dyslexia-only or DLD+dyslexia despite similar impacts on academic performance. Evidence of significant and persistent functional impacts in the context of low rates of support services in these children--especially those with DLD-only--highlights the need to raise awareness of these disorders.

Purpose: Measures of grammatical accuracy are effective measures of children's language skills. However, many measures, such as percent grammatical utterances, were developed for children who speak General American English (GAE) and, therefore, may not be appropriate for students who speak other dialects. This study examines different scoring systems for a picture description task to explore the impact of different systems for children who speak African American English (AAE). Method: Eighteen preschool-age children who speak AAE completed a play-based language sample and a picture description task. The Index of Productive Syntax (IPSyn) was calculated for the play-based language samples and used as the reference measure. The picture description task was scored using four scoring systems: an expansive AAE scoring system, a GAE scoring system, and two strategic scoring systems. Scores were compared for each scoring system, and correlations between IPSyn scores and picture description scores were conducted. Results: Scores on the picture description task were highest in the expansive AAE scoring system, followed by scores in the strategic scoring systems, all of which were higher than scores in the GAE scoring system. There was a significant correlation between IPSyn scores and picture description scores when using the GAE scoring system and the strategic scoring systems, but not when using the expansive AAE scoring system. Conclusions: Different scoring systems affect AAE-speaking preschoolers' scores on measures of grammatical accuracy, and the use of an expansive AAE scoring system, based on lists of nonmainstream features, may diminish the ability to differentiate between children with different ability levels. Future research is needed to refine scoring systems and to explore the validity of different scoring systems for detecting differences between preschoolers who speak AAE, with and without developmental language disorder.

Background: Engagement is recognized as an important factor in aphasia treatment response and outcomes, yet gaps remain in our understanding of engagement and practices that promote engagement from the client perspective. Aims: The purpose of this phenomenological study was to explore how clients with aphasia experience engagement during their inpatient aphasia rehabilitation. Methods & Procedures: An interpretative phenomenological analysis approach guided the study design and analysis. Data were collected through in-depth interviews with nine clients with aphasia, recruited through purposive sampling, during their inpatient rehabilitation admission. Analysis was completed using a variety of analytic techniques including coding, memoing, triangulation between coders and team discussion. Outcomes & Results: The analysis revealed that for clients with aphasia in the acute phrase of recovery, the rehabilitation process resembles travelling on a journey through a foreign land. Successful engagement in the journey was accomplished when one had a therapist who served as a trusted guide and was able to be a friend, invested, adaptable, a co-creator, encouraging and dependable. Conclusions & Implications: Engagement is a dynamic, multifaceted and person-centred process involving the client, provider and rehabilitation context. Findings from this work have implications for measuring engagement, training student clinicians to be skilled facilitators in engaging their clients and implementing person-centred practices that promote engagement within clinical settings.

In this article, the authors share how they facilitated remote work-study options during COVID-19 as a united university community following anti-oppressive practice (AOP). Work-study is a Title IV campus-based program that had been somewhat static since its inception in 1964 but now has been challenged to reignite its role in addressing social inequity and enhanced community capacity. AOP is an empowerment framework that can expand who is welcome and successful in higher education including Black, Indigenous, and People of Color (BIPOC) students and employees, first-generation students and academics, individuals from low-incomes, individuals who or whose families have immigrated, individuals who identify as transgender and non-binary or identify with additional marginalized genders (MaGes), and those who have a disability. The authors detail their AOP and the specific steps they took to illustrate the components of a successful collaboration. They invite other higher education professionals to consider instituting or expanding work-study opportunities at their institutions beyond COVID-19.

Response to intervention (RTI) has been promoted for nearly 20 years as a valid supplement to or alternative method of learning disability (LD) identification. Nevertheless, important unresolved questions remain about its role in disability identification. We had two purposes when conducting this study of 229 economically and racially diverse poor readers in Grades 4 and 5 in 28 public elementary and middle schools in Nashville. First, we examined predictors of the children's response to a reading comprehension tutoring program. Second, we explored the utility of different methods (growth vs final status) and measures (near- and mid-transfer vs far-transfer) in operationalizing "response," and whether these contrasting methods and measures identified similar children. Findings indicated students with higher pretreatment scores on expressive vocabulary, nonverbal IQ, teacher ratings of attention, and reading comprehension measures were more likely classified as responsive with final status methods. Students with lower pretreatment comprehension scores were more likely identified as responsive with growth methods. These and other findings suggest "response" is strongly context dependent, raising questions about the validity of RTI as a means of disability identification.