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A growing body of evidence suggests that individuals with eating disorders (EDs) have experienced deteriorating symptoms, increased isolation, and an increase in hospital admissions as a result of the COVID-19 pandemic. Despite this, no systematic reviews have been conducted examining the COVID-19 and ED peer-reviewed literature. Therefore, this systematic review aimed to synthesize the impact of the COVID-19 pandemic on individuals with EDs.Database searches of the peer-reviewed literature were completed in the subsequent databases: CINAHL, Embase, MEDLINE, and PsycINFO (from November 2019 to October 20, 2021). All research reporting on the relationship between the COVID-19 pandemic on individuals with EDs were included.Fifty-three studies met the inclusion criteria, including 36,485 individuals with EDs. The pooled hospital admissions across the studies demonstrated on average a 48% (pre = 591, post = 876, n = 10 studies) increase in admissions during the pandemic compared to previous pre-pandemic timepoints. In this review, 36% of studies (n = 19) documented increases in eating disorder symptoms during the pandemic, this increase in eating disorder symptoms were documented in AN, BED, BN, and OFSED patients. Studies also demonstrated increases in anxiety (n = 9) and depression (n = 8), however patterns of change appeared to be diagnostic and timing specific (e.g., lockdowns).We found a large increase in the number of hospitalizations and an increase in ED symptoms, anxiety, depression, and changes to BMI in ED patients during the pandemic. However, these changes appeared to be diagnostic and timing specific. Many qualitative studies described deterioration in ED symptomatology due to decreased access to care and treatment, changes to routine and loss of structure, negative influence of the media, and social isolation. Future studies are needed to focus on pediatric populations, new ED diagnoses, and severity of illness at presentation.The scientific literature suggests that individuals with eating disorders have experienced deteriorating symptoms, increased isolation, and an increase in hospital admissions as a result of the COVID-19 pandemic. This study synthesized 53 articles and explored the impact of the COVID-19 pandemic on patients with eating disorders. We found increases in eating disorder symptoms during the pandemic; this increase in eating disorder symptoms was documented in patients with common eating disorders including anorexia nervosa, binge-eating disorder, bulimia nervosa, and other specified feeding and eating disorders. This review also demonstrated changes in body mass index (an index used to classify underweight, overweight, and obesity in adults) and increases in anxiety and depression during the pandemic compared to previous timepoints; patterns of change appeared to be related to timing of lockdowns. This review provides important information on the impact of COVID-19 on the physical and mental health of individuals with eating disorders.Un creciente conjunto de evidencia sugiere que las personas con trastornos de la conducta alimentaria (TCA) han experimentado síntomas de deterioro, mayor aislamiento y un aumento en los ingresos hospitalarios como resultado de la pandemia de COVID-19. A pesar de esto, no se han realizado revisiones sistemáticas que examinen la literatura revisada por pares de COVID-19 y TCA. Por lo tanto, esta revisión sistemática tuvo como objetivo sintetizar el impacto de la pandemia de COVID-19 en las personas con TCA. MÉTODO: Las búsquedas en las bases de datos de la literatura revisada por pares se completaron en las bases de datos posteriores: CINAHL, Embase, MEDLINE y PsycINFO (de noviembre de 2019 al 20 de octubre de 2021). Se incluyeron todos los informes de investigación sobre la relación entre la pandemia de COVID-19 en individuos con TCA.Cincuenta y tres estudios cumplieron los criterios de inclusión, incluyendo 36,485 individuos con TCA. Los ingresos hospitalarios agrupados en los estudios demostraron en promedio un aumento del 48% (antes = 591, después = 876, n = 10 estudios) en los ingresos durante la pandemia en comparación con los puntos de tiempo previos a la pandemia. En esta revisión, el 36% de los estudios (n = 19) documentaron aumentos en los síntomas del trastorno alimentario durante la pandemia, este aumento en los síntomas del trastorno de la conducta alimentaria se documentó en pacientes con AN, TpA, BN y OSFED. Los estudios también demostraron aumentos en la ansiedad (n = 9) y la depresión (n = 8), sin embargo, los patrones de cambio parecían ser diagnósticos y específicos del momento (por ejemplo, encierros). DISCUSIÓN: Encontramos un gran aumento en el número de hospitalizaciones y un aumento en los síntomas de TCA, ansiedad, depresión y los cambios en el IMC en pacientes con TCA durante la pandemia. Sin embargo, estos cambios parecían ser diagnósticos y específicos del momento. Muchos estudios cualitativos describieron un deterioro en la sintomatología del trastorno de la conducta alimentaria (TCA) debido a la disminución del acceso a la atención y el tratamiento, los cambios en la rutina y la pérdida de estructura, la influencia negativa de los medios de comunicación y el aislamiento social. Se necesitan estudios futuros para centrarse en las poblaciones pediátricas, los nuevos diagnósticos de TCA y la gravedad de la enfermedad al momento de la presentación. PALABRAS CLAVE: trastornos de la conducta alimentaria, pandemia, COVID-19.

The chapter presents the historical background of arts integration and special education, including operational definitions of arts integration within the framework of arts in education approaches as well as historical context and a description of the evolution of arts integration research. It reviews the research findings on arts integration and includes a summary of the status of the research to date on interventions aimed at elementary-aged students with disabilities. The chapter describes a synthesis of the decade of trends in arts integration and special education, including consideration of the tension between arts integration practice and special education research, along with recommendations for research and practice in arts integration and special education based upon authors findings. Research initiatives and justifications for arts integration have changed dramatically from exploratory-descriptive to confirmatory investigations the latter of which necessitate interdisciplinary collaboration between arts and non-arts disciplines to make predictions and test hypotheses around arts integration approaches and observed student outcomes.

Dance/movement therapy (DMT) was integrated into mathematics and social-emotional skill instruction for seventh-grade students diagnosed with learning disabilities, emotional/behavioral disabilities, and attention-deficit/hyperactivity disorder. Students who participated in these integrated activities over a 1-month period demonstrated improved performance in mathematics, dance arts, and social-emotional dimensions of learning such as motivation, engagement, attention, and self-regulation. Implications for teaching and learning with special populations are discussed.

Teacher language and students' on-task behavior were examined in language arts lessons with and without classroom drama in two self-contained third grade classrooms for students with learning disabilities and attention deficit/hyperactivity disorder. Language arts lessons that integrated classroom drama were associated with significantly higher rates of teachers' assertive statements and lower rates of regulative statements. Language arts lessons using classroom drama were associated with higher rates of students' on-task behavior than conventional language arts lessons. The findings indicate that the classroom drama language arts setting influenced teachers' use of assertive and regulative discourse, and students' on-task behavior. The authors discuss the implications of arts integrated instruction for educational practice and research as well as policy.

Neuromyths are misconceptions about brain research and its application to education and learning. Previous research has shown that these myths may be quite pervasive among educators, but less is known about how these rates compare to the general public or to individuals who have more exposure to neuroscience. This study is the first to use a large sample from the United States to compare the prevalence and predictors of neuromyths among educators, the general public, and individuals with high neuroscience exposure. Neuromyth survey responses and demographics were gathered via an online survey hosted at TestMyBrain.org. We compared performance among the three groups of interest: educators (N = 598), high neuroscience exposure (N = 234), and the general public (N = 3,045) and analyzed predictors of individual differences in neuromyths performance. In an exploratory factor analysis, we found that a core group of 7 “classic” neuromyths factored together (items related to learning styles, dyslexia, the Mozart effect, the impact of sugar on attention, right-brain/left-brain learners, and using 10% of the brain). The general public endorsed the greatest number of neuromyths (M = 68%), with significantly fewer endorsed by educators (M = 56%), and still fewer endorsed by the high neuroscience exposure group (M = 46%). The two most commonly endorsed neuromyths across all groups were related to learning styles and dyslexia. More accurate performance on neuromyths was predicted by age (being younger), education (having a graduate degree), exposure to neuroscience courses, and exposure to peer-reviewed science. These findings suggest that training in education and neuroscience can help reduce but does not eliminate belief in neuromyths. We discuss the possible underlying roots of the most prevalent neuromyths and implications for classroom practice. These empirical results can be useful for developing comprehensive training modules for educators that target general misconceptions about the brain and learning.

This study examined the influence of tableau on the expressive language skills of three students with language-based learning disabilities in inclusive urban fourth-grade English language arts (ELA) classroom settings. Data were collected on linguistic productivity, specificity, and narrative cohesion through analysis of students’ responses to oral story recall tasks following tableau lessons (n = 30), in comparison to conventional ELA lessons (n = 30). Measures of students’ linguistic productivity and specificity included mean rate of use for different words, total words, and literate language features per utterance. Narrative cohesion was measured by mean frequency of cohesive elements in students’ oral retellings. Findings showed increased linguistic productivity, specificity, and cohesion in students’ oral retellings following tableau, as compared to conventional ELA lessons. Individual student findings across tableau and conventional ELA lessons indicated that students’ unique language profiles influenced their gains in linguistic productivity, specificity, and cohesion. Implications for future research and practice are discussed. Subscribe to LDMJ

Teacher and student academic discourse was examined in an urban arts-integrated school to better understand facilitation of students’ English language learning. Participants’ discourse was compared across English language arts (ELA) lessons with and without classroom drama in a third-grade classroom of English learning (EL) students (N = 18) with Spanish as their home language (L1) and English as their second language (L2). Students used significantly higher rates of L2 academic language forms as measured by linguistically specific and complex literate language features and language-facilitative speech acts during classroom drama, as compared with conventional ELA lessons. The classroom teacher used more dialogic discourse, as measured by increased rates of requestive and responsive speech acts during drama, as compared with conventional ELA lessons. The findings indicate that the contextualization of ELA content through classroom drama contributed to participants’ dialogic use of specific and complex aca...

Children with reading disability and normal reading development were compared in their ability to discriminate native (English) and novel language (Mandarin) from nonlinguistic sounds. Children's preference for native versus novel language sounds and for disyllables containing dominant trochaic versus non-dominant iambic stress patterns was also assessed. Participants included second and third grade monolingual native English speakers with reading disability (N = 18) and normal reading development (N = 18). Children selected from pairs of novel, native, and nonlinguistic sounds that was more like language. Both groups discriminated disyllabic linguistic sounds (native and novel) from nonlinguistic sounds. Both groups showed preference for the dominant English trochaic stress pattern over the non-dominant iambic stress pattern. Implications for development of prosodic sensitivity in relation to reading skills and future research are discussed. Copyright © 2013 John Wiley & Sons, Ltd.

Linguistic specificity through rate of literate language feature (LLF) use was investigated in preschoolage children with specific language impairment (SLI, n = 15) and with typical language ( n = 15) in play and storybook-sharing contexts with mothers. Children’s language was assessed on five LLF dimensions (simple elaborated noun phrases, complex elaborated noun phrases, adverbs, conjunctions, and mental and linguistic verbs), and on the summed LLF composite across contexts. Children with typical language had a higher rate of conjunction use and of the LLF composite in play. All children used higher rates of adverbs and complex elaborated noun phrases in play. Clinical and theoretical implications are provided for language development and assessment.

The utility of Chinese tone processing skill in detecting children with English reading difficulties was examined through differences in a Chinese tone experimental task between a group of native English-speaking children with reading disabilities (RD) and a comparison group of children with normal reading development (NRD). General auditory processing, English phonemic processing and English reading skills were also tested. We found differences between groups in Chinese tone processing skill, as well as general auditory processing and English phonemic skills. The RD group was significantly poorer than NRD on tasks of Chinese tone, phonemic and frequency modulated (FM) tone processing. Another finding was a different pattern of relationship between RD and NRD groups in Chinese tone, phonemic and FM tone processing as predictors of reading skills. For children with RD, FM tone processing was a significant predictor of pseudoword reading; for NRD, phonemic and Chinese tone processing skills predicted real word reading. These findings contribute to improved understanding of the roles of general auditory processing and phonological processing skills in RD, with implications for assessment and intervention with children who have English reading difficulties.

In the present study, we investigated the relationship between general auditory processing, Chinese tone processing, English phonemic processing and English reading skill in a group of Chinese-English bilingual children with a tonal L1 and Korean-English counterparts with a non-tonal L1. We found that general auditory processing contributed to variance in English word reading skill for Chinese children after controlling for Chinese tone and English phoneme deletion skill. English phonemic processing, on the other hand, explained a significant amount of unique variance in English reading for Korean children after controlling for general auditory and Chinese tone skill. These findings suggest that Chinese children relied more on general auditory processing in reading English, whereas Korean children relied more on phonemic skill in reading English. These findings are discussed in terms of the impact of cross-language differences in bilingual reading acquisition.

List of Tables List of Figures Preface Alida Anderson Acknowledgements About the Editor Contributing Authors Part I: Theoretical and Methodological Issues in the Study of Arts Integration in Education Introduction Alida Anderson Chapter 1: A Historical Review of Arts Integration Research and Practice: Lessons Learned Sandra M. Loughlin and Alida Anderson Chapter 2: Arts Integration as a Contextualized Language Learning Environment Alida Anderson Chapter 3: Cognitive and Affective Engagement, Arts Integration, and Students with Disabilities Katherine A. Berry and Sandra M. Loughlin Chapter 4: Understanding How and Why Arts Integration Engages Learners Alida Anderson Part II: Arts Integration Demonstrations of Practice in Inclusive Classrooms Introduction Alida Anderson Chapter 5: Film Arts Integration and Literature Study: Influences on Engagement Kristin Nagy and Alida Anderson Chapter 6: Process Drama Arts Integration and Social Studies: Influences on Engagement Christina Bosch and Alida Anderson Chapter 7: Dance/Movement Arts Integration and Mathematics: Influences on Engagement Robyne Davis and Alida Anderson Part III: Reflections and Next Steps for Arts Integration Research and Practice Introduction Alida Anderson Chapter 8: Where Are We Now: The Research on Arts Integration and Special Education Jean B. Crockett, Katherine A. Berry, and Alida Anderson Chapter 9: Where Are We Going? Trajectories for Research on the Arts and Special Education James S. Catterall Appendix Index

Dramatic language arts integration (DLA) and conventional language arts (CLA) lessons were compared for their influence on third grade students written narrative cohesion and on-task behavior in a self-contained, nonpublic elementary classroom. Participants included students (N=14) with comorbid language-based learning disabilities (LD) and attention deficit hyperactivity disorder (ADHD). Results showed associations between the quality of students written language and context of use, such that students used significantly more referential and spatial cohesive discourse markers in DLA than in CLA context. Also, students had higher rates of on-task behavior in DLA as compared to the CLA context. Intervention implications for students with LD and ADHD due to language learning and behavioral factors are discussed.

This report summarizes recommendations from NCTM, NRC, CCSSM, NMAP, and IES to guide early numeracy instruction for elementary age students in general and special education classroom settings. We highlight common threads among general and special education research recommendations and provide a numeracy intervention curriculum model connecting intervention and instructional principles.

Children with reading disability and normal reading development were compared in their ability to discriminate native (English) and novel language (Mandarin) from nonlinguistic sounds. Children's preference for native versus novel language sounds and for disyllables containing dominant trochaic versus non-dominant iambic stress patterns was also assessed. Participants included second and third grade monolingual native English speakers with reading disability (N = 18) and normal reading development (N = 18). Children selected from pairs of novel, native, and nonlinguistic sounds that was more like language. Both groups discriminated disyllabic linguistic sounds (native and novel) from nonlinguistic sounds. Both groups showed preference for the dominant English trochaic stress pattern over the non-dominant iambic stress pattern. Implications for development of prosodic sensitivity in relation to reading skills and future research are discussed.

Autonomic symptoms may occur frequently in diabetic and other neuropathies. There is a need to develop a simple instrument to measure autonomic symptoms in subjects with neuropathy and to test the validity of the instrument.The Survey of Autonomic Symptoms (SAS) consists of 11 items in women and 12 in men. Each item is rated by an impact score ranging from 1 (least severe) to 5 (most severe). The SAS was tested in observational studies and compared to a previously validated autonomic scale, the Autonomic Symptom Profile (ASP), and to a series of autonomic tests.The SAS was tested in 30 healthy controls and 62 subjects with neuropathy and impaired glucose tolerance or newly diagnosed diabetes. An increased SAS score was associated with the previously validated ASP (rank order correlation=0.68; p0.0001) and with quantitative measures of autonomic function: a reduced quantitative sudomotor axon reflex test sweat volume (0.31; p0.05) and an abnormal 30:15 ratio (0.53; p0.01). The SAS shows a high sensitivity and specificity (area under the receiver operating characteristic curve 0.828) that compares favorably with the ASP. The SAS scale domains had a good internal consistency and reliability (Cronbach α=0.76). The SAS symptom score was increased in neuropathy (95% confidence interval [CI] 2.99-4.14) compared to control (95% CI 0.58-1.69; p0.0001) subjects.The SAS is a new, valid, easily administered instrument to measure autonomic symptoms in early diabetic neuropathy and would be of value in assessing neuropathic autonomic symptoms in clinical trials and epidemiologic studies.