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Leaders and teachers are exploring ways to organise their learning spaces as well as their methods of teaching and learning. We aim to explore leaders and teachers' experiences of an invitational learning environment in culturally diverse Foundation Phase classrooms in the South African context. In this study, the Invitational Learning Theory was used as a theoretical framework. An interpretivist research paradigm was used to portray the lived experiences and personal responses of the participants. Interviews were undertaken with Foundation Phase teachers and School Management Team to elicit in-depth information on their experiences on the creation of a conducive learning environment. Additionally, observation and visual data formed the data collection instruments. Data were coded, examined and emerging themes identified. Findings highlighted the need to improve the '5Ps" as advocated by Novak and Purkey. The learning environment is a qualitative determiner for success. It is the responsibility of all stakeholders to ensure leadership for learning is conducive to teaching and learning. [ABSTRACT FROM AUTHOR]

This study aims to describe the teacher's strategy in teaching speaking skills to the students of SMP Dharma Pancasila Medan. This is done to find out what the teacher uses in teaching speaking skills to special class students at SMP Dharma Pancasila Medan, the strategies used by the teacher, as well as the problems and solutions faced in the implementation of teaching and learning. The method used in this study is a qualitative method. The research subjects were teachers at SMP Dharma Pancasila Medan. Data was collected through a questionnaire with an English teacher. The results showed that the strategy used by the teacher was only a question and answer strategy. [ABSTRACT FROM AUTHOR]

Objectives Many patients with interstitial lung disease (ILD) have autoimmune manifestations but do not meet criteria for a systemic rheumatic disease. A subset meets criteria for interstitial pneumonia with autoimmune features (IPAF) and have ILD requiring therapy. We conducted a multicentre observational study to examine the use of rituximab (RTX) in IPAF. Methods Patients from Mass General Brigham (MGB) and University of Chicago Medicine (UCM) were included if they were ≥18 years old, met the 2015 classification criteria for IPAF and were treated with RTX. Clinical improvement was defined as improvement in four out of four domains at 1 year after RTX initiation: documented clinician global assessment; oxygen requirement; need for respiratory-related hospitalization; and survival. Results At MGB, 36 IPAF patients (mean age 61 years, 44% female) were treated with RTX. At 1 year, 18 (50%) were clinically improved, 12 (33%) were stable, and 6 (17%) died from progressive respiratory failure. At UCM, 14 IPAF patients (mean age 53 years, 71% female) were treated with RTX. At 1 year, eight (57%) were improved, two (14%) were stable, three (21%) died from progressive respiratory failure, and one (7%) was lost to follow-up. Two patients experienced minor infusion reactions, and two patients discontinued therapy owing to adverse events (infections). Conclusion In patients with IPAF treated with RTX at two medical centres, the majority (40 [80%]) demonstrated improvement/stability at 1 year. These findings call for prospective studies, including randomized clinical trials, to determine the risks, benefits and cost effectiveness of RTX in IPAF. [ABSTRACT FROM AUTHOR]

This article is the result of a master's research, in which the objective was to identify whether and how the elementary school teacher uses pedagogical strategies and resources to work on the construction of the concept of numbers in students with Down syndrome. The research was performed in two public schools, with the participation of two teachers, a tutor, and two students with Down syndrome. The research was designed toidentify, describe, and systematize the teaching strategies and pedagogical resources that encourage students to build the concept of numbers. The research revealed gaps in strategies to show the creation of relations with numbers and their functions, as well as difficulties in the implementation of strategies as a way to enhance mathematical literacy. [ABSTRACT FROM AUTHOR]

With the advancement of industrial intelligence, defect recognition has become an indispensable part of facilitating surface quality in the steel manufacturing process. To assure product quality, most previous studies were typically trained with many defect samples. Nonetheless, a large quantity of defect samples is difficult to obtain, owing to the rare occurrence of defects. In general, deep learning-based methods underperformed as they have inherent limitations due to inadequate information, thereby restraining the application of models. In this study, a two-level Gaussian pyramid is applied to decompose raw data into different resolution levels simultaneously filtering the noises to acquire compact and representative features. Subsequently, a multi-receptive field fusion-based network (MRFFN) is developed to learn the hierarchical features and synthesize the respective prediction scores to form the final recognition result. As a result, the proposed method is capable of exhibiting an outstanding performance of 99.75% when trained using a lightweight dataset. In addition, the experiments conducted using the disturbance defect dataset showed the robustness of the proposed MRFFN against common noises and motion blur. [ABSTRACT FROM AUTHOR]

Background Integrase strand transfer inhibitors (InSTIs) are recommended for first-line treatment of persons with human immunodeficiency virus (HIV). We identified risk factors, including baseline minor InSTI resistance mutations, for treatment failure of InSTI-based regimens. Methods We studied time-to-treatment failure and time to viral suppression among 1419 drug-naive patients in the Swiss HIV Cohort Study. We performed Cox regression models adjusted for demographic factors, baseline HIV RNA/CD4 cell counts, AIDS-defining events, and the type of InSTI. In 646 patients with a baseline genotypic resistance test of the integrase, we studied the impact of minor integrase resistance mutations. Results We observed 121 virological failures during 18 447 person-years of follow-up. A baseline viral load ≥100 000 copies/mL (multivariable hazard ratio [mHR], 2.2; 95% confidence interval [CI], 1.3–3.6) and an AIDS-defining event (mHR, 1.8; 95% CI. 1.1–3.0) were associated with treatment failure. CD4 counts between 200 and 500 cells/µL (mHR, 0.5; 95% CI,.3–.8) and >500 cells/µL (mHR, 0.4; 95% CI,.2–.7) were protective. Time to suppression was shorter in lower viral load strata (mHR, 0.7; 95% CI,.6–.8) and in dolutegravir-based therapy (mHR, 1.2; 95% CI, 1.0–1.4). Minor resistance mutations were found at baseline in 104 of 646 (16%) patients with no effect on treatment outcome. Conclusions Factors associated with treatment failure on InSTI-based first-line regimen remained similar to those of older treatments, in particular high viral load and low CD4 counts. [ABSTRACT FROM AUTHOR]

The analysis of non-metallic inclusions is crucial for the assessment of steel properties. Scanning electron microscopy (SEM) coupled with energy dispersive spectroscopy (EDS) is one of the most prominent methods for inclusion analysis. This study utilizes the output generated from SEM/EDS analysis to predict inclusion types from BSE images. Prediction models were generated using two different algorithms, Random Forest (RF) and convolutional neural networks (CNN), for comparison. For each method, three separate models were developed. Starting with a simple binary model to differentiate between inclusions and non-inclusions, then developing to more complex four and five class models. For the 4-class model, inclusions were split into oxides, sulfides, and oxy-sulfides, in addition to the non-inclusion class. The 5-class model included specific types of inclusions only, namely alumina, calcium aluminates, calcium sulfides, complex calcium-manganese sulfides, and oxy-sulfide inclusions. CNN achieved better accuracy for the binary (92%) and 4-class (78%) models, compared to RF (binary 87%, 4-class 75%). For the 5-class model, the results were similar, 60% accuracy for RF and 59% for CNN.

In order to fulfill the principle of equality of educational opportunity, it is necessary to prioritize the education of individuals with special needs in the society and to provide special education services to these individuals. Inclusion is the practice of integrating individuals with special educational needs (IwSEN) with individuals with typically developing (IwTD) in the general education environment. In this study, it is aimed to synthesize recent research quantitatively in order to determine the effectiveness of inclusion practices on learning outcomes through meta-analysis. In this regard, pretest-posttest control group-based studies conducted between 2000-2019 both nationally and internationally were scanned from national and international databases in line with the inclusion criteria. This study was conducted under the guidelines of PRISMA declaration. As a result of the search process, 36 studies (14 PhD dissertations, 10 master's thesis, 11 articles and 1 conference paper) complying with the inclusion criteria and in which semi-experimental and experimental designs were applied and comparisons between the groups were made were selected out of 62 studies. The effect size, heterogeneity test, intermediate variable analyzes and publication bias analyzes of the studies were performed using the Comprehensive Meta-Analysis program (CMA 3.0). The findings were handled according to random effects model and interpreted according to Cohen's classification. The effectiveness of inclusion practices was found to be large effect size (g= 1.328). In addition, the effect sizes of the studies included in the study were calculated according to the variables of group level (teacher, student) and school level. In terms of the group level, the effectiveness of applications in both teachers and students group was found at "large effect size" level. In terms of the school level, while the "moderate effect size" was seen at higher education, all other groups had "large effect size". Some insights can be obtained from the results of this study, which revealed that the effectiveness of inclusion practices is at a large effect level for students and teachers and moderate effect level for preservice teachers. [ABSTRACT FROM AUTHOR]

Presents a study in which multicultural teaching information found in middle school science teachers' resource manuals was examined and categorized to determine how multicultural information relates to guidelines for teaching in multicultural classrooms. What is advocated by supporters of multicultural education; Reference to literature based on this subject area; Statistical information supporting data; Results of this study.

Presents a study in which qualitative/quasi-experimental methods were used to describe the school factors associated with inclusive science instruction, and to evaluate the classroom achievement of disabled students. Inforamtion on temporary discourse in special education; Research methods employed in this study; Statistical data gathered in this research; Results of this study.

Discusses the covers of a finite set. Order by set inclusion; Class of partitions; Families of subsets; Proper covers; Anti-chain covers; Minimal covers; K-covers; K*-covers.

Writing skill is already taught in school and colleges. The students of Junior High School should retells something that already happened (Recount text). The objective of the study is to identify the students’ difficulties in writing recount text in inclusion classes. The study belongs to a mixed-method research involving 30 students of 8th grade inclusion class. The data collecting techniques was testing. There were several steps to analyze the data: analyzing the students’ work, calculating the average score by using descriptive statistic and the last step is descriptive analysis. The result of the study shows that the students’ difficulties in writing recount text are related to content aspect, organization aspect, grammar aspect, mechanic aspect and generic structure of recount text aspect especially in orientation and reorientation.

Leadership is complex. Leading takes place in an ecosystem comprised of complex human beings that bring a mix of skills, values, personalities, and perceptions to their interactions and complex functional processes both inside and outside the organization. Engaging undergraduate students in thinking about the complexities is challenging given the definitional, discrete theoretical models (e.g., motivation, conflict, change, project teams) and chapter focus of textbooks. The authors have been using a number of design-method visual tools related to organizational interactions to help make the dynamics of the leadership concepts visible. The standardized, easy-to-understand, and visual tools engage students from a mix of cultural backgrounds in collaborative conversations to design future-focused solutions. The majority of the article focuses on human talent leadership. It concludes with the application of visual tools to the operations management function. [ABSTRACT FROM AUTHOR]

Research suggests that teachers' and students' engagement in formative assessment contributes to students' writing development by influencing both what and how students learn. However, while research exists on how teachers and students engage in formative assessment in traditional classroom settings, little work has examined the nature of formative assessment when students write together online. In this multiple-case study that took place in two states, we investigate (1) the common and unique contextual factors that shape ELA teachers' formative assessment beliefs and practice, and (2) the challenges they face when engaging in ongoing assessment while students write together online in their classrooms. Data include pre- and post-study semi-structured teacher interviews and post-instruction debriefs, and field notes from 100 hours of classroom observations. Findings suggest that district-level and classroom-level factors shape teachers' perceptions of formative assessment and how they adjust their approach to writing instruction over time. This work illustrates the unique contextual factors that shape teachers' beliefs about and engagement with formative assessment, specifically for online collaborative writing. [ABSTRACT FROM AUTHOR]

Despite evidence that tiered instruction within response to intervention (RTI) frameworks is important for students with reading difficulties, no complementary professional development (PD) research demonstrates how teachers can develop knowledge necessary to implement coordinated evidence-based instruction across instructional tiers. One promising PD approach combines lesson study (LS) with content-focused PD sessions; PD sessions introduce teachers to new knowledge, while LS supports teachers in integrating knowledge into their instructional repertoires. We used grounded theory methods to investigate how teams of upper elementary teachers' (n = 7) understandings of coordinated, tiered reading instruction changed through participation in Project InSync, a year-long PD consisting of content-focused PD workshops and LS cycles. Results indicate that, through interactions during LS sessions, teachers developed more sophisticated and integrated understandings of word study content, pedagogical practices, students' struggles with literacy, and coordinating instruction across instructional tiers. Results have implications for teacher PD within RTI frameworks. [ABSTRACT FROM AUTHOR]

This paper considers recent evidence on autism education in Greece in order to shed light on current developments and attitudes. Given the increase in relevant research in the country, a scoping review to identify topics that have been explored so far and propose areas for future research and implications for practice is timely and necessary. Peer‐reviewed papers published between 2000 and 2019 were identified via electronic databases and their main themes were analysed. Themes related to autistic individual (i.e. the voice of autistic individuals and intervention studies), the family around them (i.e. the role of family and stigma), the role of teachers (i.e. teacher training and teacher stress levels) and the wider society (i.e. parent‐teacher collaboration, the medical/deficit model of disability and inclusion) emerged from the review. The above themes are discussed in the light of the cultural characteristics of Greece and the recent economic crisis the country underwent as well as similar findings from other European countries. [ABSTRACT FROM AUTHOR]

Religion is part of human rights. The books of ushul fiqh describe five basic principles in religion that must always be guarded, including maintaining religion. Law Number 20 of 2003 concerning the national education system provides full guarantee for children with special needs to get quality education services. The purpose of this study was to describe teacher learning actions that support the religious development of students with special needs in the inclusive class. The approach used in this study is a qualitative approach. The data sources in this study were the principal, teachers, and the person in charge of the inclusive class. Data collection was carried out in the inclusion class. In general, this data collection is carried out in two stages, namely simultaneous observation and interviews, as well as sudden observation and interviews. Simultaneous observation and interviews were carried out in order to collect data until it really met the completeness of the description and which was the focus of the research, while sudden observation and interviews were carried out in order to complete the missing data and in the framework of triangulation. Furthermore, recording and documentation were also carried out to complement the research data. Data analysis activities in this study were carried out inductively. Inductive data analysis was performed to find inferences / final conclusions on the data collected little by little from the research location. In analyzing the research data, the researcher used a data analysis framework adapted from the interactive model developed by Miles and Huberman (1992), which consists of four stages, namely: (1) data collection stage, (2) data reduction, (3) ) data presentation, and (4) data verification and drawing final conclusions. The results showed that teacher learning actions that support the diversity of students with special needs at SD Al Iesyad 02 Cilacap are translated through the integration of religious development through thematic learning and Islamic Education subjects supported by an inclusive team incorporated in the Butterfly Learning Center. To support this program, the community academics creates situations that support the achievement of instructional learning objectives and the impact that accompanies them. Creation of bi'ah islamiyah (Islamic environment) in schools. A comfortable and attractive classroom arrangement, installation of evocative and religious posters.

Indigenous Australian identities are enmeshed in racializing discourses that often occlude diversity, hybridity, and intersectionality. Australians who self-identify as Aboriginal are often disbelieved by both Aboriginal and non-Aboriginal people, or confront hierarchies of authenticity. Critical analysis of focus groups with undergraduate Aboriginal students suggests that while there are opportunities to find and reinforce their identities in Australian universities, those identities are also denied. Using counterstories and critical race theory, this study exposes dominant misrepresentations of Aboriginality in Australian higher education that can affect academic success and attrition. Universities need to abandon rigid, culturalist constructions of Aboriginal students' identities, and expectations that these can be codified and regulated. Academic and administrative staff require sustained education in the histories of defining Aboriginality, and knowledge of Aboriginal identity politics, stereotypes, and the diversity of contemporary Indigenous peoples so they can respond in culturally safe and flexible ways to Aboriginal students. [ABSTRACT FROM AUTHOR]

Students' attitudes towards peers with intellectual disabilities are mostly negative, and negative attitudes appear more among secondary education students than any other age group. Social coexistence programmes are intervention programmes implemented by school psychologists to manage and change negative attitudes and enforce social interaction with students with disabilities. The research sample consisted of 193 public high school students in Greece who were given the Chedoke–McMaster Attitudes Toward Children with Handicaps (CATCH) Scale. The study aimed to explore whether there is a change in the attitudes of high school students towards peers with intellectual disabilities after participation in a social coexistence programme. The findings showed that students who participated in the programme had more positive attitudes towards people with intellectual disabilities after the completion of the programme. The above findings confirm the research on the possibility of changing attitudes of secondary school students towards peers with disabilities and reinforce the need for the systematic development of social coexistence programmes for the entire student population. Future research should focus on the benefits of students with disabilities from their participation in social coexistence programmes. [ABSTRACT FROM AUTHOR]

Inclusive education requires special educators who have good abilities in regulating emotions. Psychoeducation helps educators regulate the emotions they feel. This activity aims to provide solutions to the obstacles faced and felt by special educators through emotional regulation psychoeducation. The psychoeducation activity was carried out in one of the inclusive schools in Batu City for a duration of 4 hours. The partner of this activity was a special educator teacher in an inclusion class in Batu City, they get material in the form of emotional regulation. They also have the opportunity to ask questions and answer and express their feelings during teaching. This activity was considered successful if the activity participants have a higher score after the activity (on the emotion regulation scale). Data analysis of the results of this activity was carried out by comparing the average scale score before and after the implementation of the activity using the excel program. The results of the activity showed that the psychoeducation that had been carried out was able to improve emotional regulation skills. After giving psychoeducation all participants (100%) had the ability to regulate emotions at a good level. Thus, this activity can improve emotional regulation skills.

Many physical education teachers are not well trained to address the needs of students with disabilities in an inclusive physical education class despite inclusion being a general educational policy (Rust & Sinelnikov, 2010). This lack of training could be improved through well-designed physical education teacher education (PETE) curriculum. This article proposes a curriculum framework based on the Transtheoretical Model (TTM) to effectively train pre-service physical educators toward the inclusive physical education. Three curriculum stages (lecture-focused, lectures with teaching practicum, and internship-focused) and the stage-matched strategies adapted from the TTM are discussed as promising ideas to systematically restructure the PETE curriculum and effectively train pre-service teachers to promote inclusion. [ABSTRACT FROM PUBLISHER]

Copyright of Ozel Egitim Dergisi is the property of Ankara University, Faculty of Educational Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Sound-based sentence method has been used to teach reading and writing (since the 2005-2006) in Turkey. This method, however, might pose difficulties in learning "sound-syllable-word-phrase" formations for students with intellectual disability. The aim of this research proposes a new method of literacy for students with intellectual disability. Conducted using document reviewing method, the study developed the "Sentence-Targeted Syllable Method" based on the language and cognitive development characteristics of children with intellectual disability and the Turkish language structure. This method firstly teaches syllables and words of a targeted sentence. For example, to teach "Ali lale al", the syllables "la-le-li" are taught to reach the word "lale", and then students are instructed to read/write the syllables "al-il-el" to form the targeted sentence. In the first stage, the targeted sentence is formed by highlighting the vowels "a, e, ı, i, o, o, u, ü" and the consonants "l, b, n, y, ç, t, s, k, ş" instructing students to read/write the syllables and then the words of the targeted sentence. New syllables-words-sentences are generated by splitting sentences into sounds. In the second stage, the sounds "p, r, m, z, g, v, d, f, c, h, ğ, j" are finally taught through synthesis, which is followed by other practices to improve children's literacy. [ABSTRACT FROM AUTHOR]

Objectives To compare colour duplex ultrasonography (CDU) findings with axillary 18F-fluorodeoxyglucose (FDG) PET/CT findings and to compare the diagnostic performance of temporal and axillary artery CDU with temporal artery CDU alone. Methods Patients suspected of GCA were retrospectively included. Presence of a halo or occlusion was considered a positive CDU finding. FDG-PET/CT-assessed axillary artery involvement was defined as axillary artery FDG uptake higher than liver uptake. The reference was the clinical diagnosis after 6 months, which was based on symptomatology and additional diagnostic tests, with the exception of CDU. Results Of the 113 included patients, GCA was diagnosed in 41. Twenty-eight out of 41 GCA patients underwent a FDG-PET/CT. FDG-PET-assessed extra-cranial GCA was present in 20/41 patients, of which 13 showed axillary involvement on FDG-PET/CT. An axillary halo was found in eight of these 13 patients. Six out of the 20 patients with FDG-PET-assessed GCA showed no axillary involvement on CDU or FDG-PET/CT. Five of them had single artery involvement on FDG-PET/CT (two aorta; three vertebral artery). One patient had an axillary occlusion on CDU, consistent with FDG-PET/CT results. Overall, sensitivity and specificity of temporal artery CDU was 52% (95% CI: 35, 67) and 93% (95% CI: 84, 97), respectively. Adding axillary artery results improved sensitivity to 71% (95% CI: 55, 84), while specificity did not change. Conclusion Presence of an axillary halo or occlusion on CDU is consistent with axillary artery FDG-PET/CT results, but a negative CDU does not rule out axillary involvement. Adding axillary artery assessment to temporal artery assessment may substantially increase the diagnostic performance of CDU. [ABSTRACT FROM AUTHOR]

New teachers often feel unprepared to meet the demands of the profession, and attrition rates indicate approximately half will leave within their first 5 years. To address this problem, this applied theater project utilized ethnodrama, integrating research and performance, to stage the stories of first-year teachers. Researchers interviewed 18 first-year teachers and an ensemble of performers then developed a series of monologues, dances, poems, songs, and scenes. These vignettes fit within three categories: (a) The Beginning; (b) The Students; and (c) The Profession. This script documents that performance. [ABSTRACT FROM AUTHOR]

Synthetic slag has been added during BOF tapping in order to modify the physicochemical properties of resulting slag with the aim of assessing the influence on inclusion density, composition and size distribution. Viscosities and activities of slag oxides were calculated by FactSage 7.2, using the FToxid database and Viscosity module. All heats were treated under vacuum in an RH degasser for 15 minutes. A comparative analysis of top slags with two levels of FeO+MnO (> 10% and = 10%) was carried out. The higher level of FeO+MnO led to almost thrice more inclusion than the lower level. Top slags after treatment with synthetic slag brought the best result of inclusions features thanks to their higher CaO activity, lower viscosity and lower activity of Al2O3. These heats presented smaller inclusions and lower initial inclusion density at ladle arrival at RH. Based on these evidences, top slags with synthetic slags added during the tapping and FeO+MnO content = 10% conferred the best condition in steel cleanliness. [ABSTRACT FROM AUTHOR]

In 2007, we argued that, when it comes to sociology of education, the lives and education of refugee children were invisible. Sociology of education was 'a wasteland' as far as studies of the social effects of migration were concerned. Here, we revisit this argument exploring whether education and migration has been developed into a viable specialism in the discipline, and whether one of the great societal challenges of our age is being addressed. Examining the work published on migration and education since 2005 in BJSE, we see that the majority of studies focus on the global mobility of students and on school experiences of migrant children. While these are valuable foci, what is missing is a more extensive consideration of how 'the age of migration' and the characteristics of global migration in the 21st century challenge the values, the policies and practices associated with state education institutions and social order. [ABSTRACT FROM AUTHOR]

The number of secondary-level students with high-functioning autism (HFA) served in public school settings has increased in recent years, and many of these students have difficulty with social–behavioral expectations in such settings. Instructional specialists must know which interventions have been shown to be effective, so they can make informed decisions about service delivery and instructional support (professional development) that maximize the potential for student success. The intent of the present meta-analysis was to examine the efficacy of social–behavioral interventions used with adolescent students with HFA served in public school settings. Thirteen studies employing single-case research designs published in peer-reviewed journals between 1987 and 2018 were found through an extensive literature search. The analyses indicated that specific social skill and behavioral interventions had high effect sizes and, likewise, improved outcomes for students with HFA. Implications for special education practice and future research are provided. [ABSTRACT FROM AUTHOR]

The purpose of this study was to explore what Early Childhood Education (ECE) preservice teachers thought about inclusion and what factors influenced their attitude development toward inclusion, based on written reflections collected from 90 undergraduate ECE preservice teachers. Overall, the majority of the preservice teachers believed that inclusion was important and beneficial for both children with and without disabilities. However, some of the preservice teachers described concerns and challenges they might face when working with students with severe disabilities or challenging behaviors. Also, the majority of the preservice teachers reported that direct contacts with individuals with disabilities had a great impact on shaping their attitudes toward inclusion while several preservice teachers indicated that college courses and/or their family members influenced their attitude formation. The implications of the results and suggestions for future research and teacher education programs are discussed. [ABSTRACT FROM AUTHOR]

Premise: The automated recognition of Latin scientific names within vernacular text has many applications, including text mining, search indexing, and automated specimen‐label processing. Most published solutions are computationally inefficient, incapable of running within a web browser, and focus on texts in English, thus omitting a substantial portion of biodiversity literature. Methods and Results: An open‐source browser‐executable solution, Quaesitor, is presented here. It uses pattern matching (regular expressions) in combination with an ensembled classifier composed of an inclusion dictionary search (Bloom filter), a trio of complementary neural networks that differ in their approach to encoding text, and word length to automatically identify Latin scientific names in the 16 most common languages for biodiversity articles. Conclusions: In combination, the classifiers can recognize Latin scientific names in isolation or embedded within the languages used for >96% of biodiversity literature titles. For three different data sets, they resulted in a 0.80–0.97 recall and a 0.69–0.84 precision at a rate of 8.6 ms/word. [ABSTRACT FROM AUTHOR]

Shillingsburg, Frampton, Cleveland, and Cariveau (2018) taught listener and tact by feature, name–feature intraverbal, and feature–name intraverbal responses across sets and reported emergence of responses that were not directly trained for 6 individuals diagnosed with autism spectrum disorder (ASD). The current study was a systematic replication with the addition of instructive feedback (IF) with 2 children diagnosed with ASD. During trials for previously mastered listener by name responses (e.g., "Point to Tennessee" and child selects a picture of Tennessee), the experimenters provided related IF (e.g., "The capital of this state is Nashville"). After 3 sessions, we evaluated the effects of IF on related verbal responses (e.g., listener by feature, tact by feature, name–feature intraverbal, and feature–name intraverbal) across sets probes. We observed increased correct responses for related verbal responses; replicating Shillingsburg et al. Results suggest that the inclusion of IF may increase the efficiency of verbal behavior programming. [ABSTRACT FROM AUTHOR]

Animal Assisted Interventions (AAI) have been shown to positively affect students' academic abilities as well as their overall behaviour and social skills. In typically developing students, dog-assisted reading programmes have improved reading skills and attitudes towards reading in addition to general behaviour. AAI programmes for special education needs (SEN) students have demonstrated increases in positive behaviours (socialisation with peers, staying on-task) and decreases in negative behaviours (anxiety, aggression). This research investigates the intersection of a dog-assisted reading programme and SEN students. Prior interviews conducted with teachers at an elementary school that implemented a school-wide dog-assisted reading programme suggested that behavioural improvements were most notable in SEN students. The current study examined the effect of the dog-assisted reading programme on four students in an inclusive special education class. Behavioural data recorded daily by the classroom teacher was analysed to compare behaviour on days the dog was present relative to days the dog was absent. Single case analysis revealed significant behavioural improvement for one of the four students. Interviews with educational professionals provided qualitative support for all students in the programme and recommendations for future interventions and research with SEN students including improvements in programme structure, outcome identification, and measurement. [ABSTRACT FROM AUTHOR]