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Chronic special education teacher (SET) shortages are a national concern and particularly problematic in rural school districts. That is, rural districts face challenges when it comes to hiring and retaining qualified SETs. To understand the contributing factors related to retention and attrition, it is essential to gain insight from rural SETs first-hand. The purpose of this study was to listen to and learn from current and former rural SETs and gain insight on their needs and how they believe retention can be improved in geographically isolated areas. Including the voices of current rural SETs and those who chose to leave their position shed light on the benefits of being employed in rural areas while bringing attention to current issues that need to be addressed to improve SET retention. Using a qualitative descriptive research design, we analyzed open-ended survey responses from 185 U.S. participants. In all, a total of six themes and 11 subthemes emerged. Findings highlight the needs of rural SETs, and corresponding recommendations for administrators and school leaders in rural communities are offered.

Young children with autism spectrum disorder (ASD) require supports and services designed to meet their unique needs. Research has identified 27 evidence-based practices (EBPs) for children ages birth to 5 years. However, there is a paucity of research that examines whether early childhood providers are implementing EBPs with children with ASD. In this study we determined the levels of training, confidence, and frequency of EBP implementation by U.S.-based early childhood providers, including early childhood educators and early intervention providers. These findings indicate gaps in both knowledge and implementation of EBPs. Implications for research and practice are discussed.

Behavior analysts have been working in and with public schools for decades. However, there is a paucity of research related to their work; specifically, their roles and responsibilities and needed support. We conducted a 37-item online survey of 98 nationally certified behavior analysts who work in public schools in a Southeastern state in the United States to gather information about what these professionals do and whether they feel supported to complete their work effectively. The roles and responsibilities of school-based behavior analysts vary but frequently include facilitating professional development opportunities, including coaching, administration and supervision tasks, and supporting programming for both special and general education students with less emphasis on direct services to students. When asked about the types of students with whom they work, behavior analysts shared they work with a variety, including those with and without disabilities. Behavior analysts shared mixed results related to their feelings of support from school districts and their supervisors. We discuss implications for practitioners and future research.

The use of evidence-based practices (EBPs) in the child's natural setting is critical for young children with autism spectrum disorder (ASD) to improve communication skills and promote generalization. Yet, to implement EBPs effectively, caregivers often require training. The purpose of this study is to explore the efficacy of behavior skills training (BST) to teach a caregiver to implement a parent-implemented discrete trial training (DTT) intervention in their home. Using a multiple baseline design, one caregiver was taught to implement the intervention focused on three verbal behavior operants. Results demonstrated a functional relation between the BST and caregiver implementation. This study provides a model for therapists and educators working with caregivers to implement communication interventions in the home.

Self-monitoring encompasses observation of one's own behavior that can be used by teachers to improve their performance in the classroom. In this systematic review, we searched three databases to discover published research using teachers as participants implementing self-monitoring procedures in a school setting from January 1990 through October 2021. We identified 24 studies that met the criteria. These studies were analyzed with a focus on participants, dependent and independent variables, type of self-monitoring used, and outcomes. The studies were further analyzed using the Council for Exceptional Children's Quality Indicators for Research in Special Education (Cook et al., 2014). We found 23 of 24 studies indicated positive results, with some including self-monitoring as part of an intervention package. However, only eight of the 24 studies met all the quality indicators. Future research should focus on providing quality studies to continue to evaluate the effectiveness of self-monitoring for improving teacher performance.

Special education teachers of color are underrepresented in research about attrition and retention, despite evidence of their role in the academic, social, and emotional success of students of color. We used critical quantitative methods and structural equation modeling to investigate the attrition and retention variability between special education teachers (SETs) of color and White SETs. We sampled 778 SETs and found SETs of color reported higher rates of intent to remain in the profession than White SETs. SETs of color in urban schools also rated supports higher than White SETs, based on school geographical location, suggesting higher retention of SETs of color in urban schools. We offer implications for ensuring SETs of color are reflected in research, and policy and practice recommendations to move the discussion of race and teacher shortage forward in the field.

School librarians work with students across their organizations, including those with disabilities such as autism spectrum disorder (ASD). However, little is known about how prepared school librarians are to serve these students. Using a mixed-methods survey, this study sought to explore training school librarians have completed regarding ASD and students with disabilities, as well as the effects of training on librarian confidence and library services. Based on results, librarians who received training through their school district or professional development outside of coursework reported being more confident in supporting students with ASD in the school library.

Federal mandates require special education teachers to implement evidence-based practices (EBPs) to support student learning to the extent practical. There are 28 identified EBPs specifically designed for teaching students with autism spectrum disorder (ASD). Preparing special education teachers to implement EBPs with fidelity remains a challenge. Planning and executing professional development (PD) targeting EBPs is typically a role assumed by special education administrators. This qualitative phenomenological research study examines special education administrators' capacity to develop and implement effective PD around EBPs identified for students with ASD. Findings suggest special education administrators are committed to improving classroom-based application of EBPs specific to meeting the unique needs of students with ASD through collaborative efforts. Challenges exist related to the gap between knowledge and practice and the duality of systems in education.

School closures resulting from the COVID-19 pandemic have brought the issue of learning loss to the forefront in what has been called the "COVID slide." Data from the pandemic show a decline in student achievement in the areas of reading and mathematics for school districts that shifted to virtual learning platforms. However, it is unclear whether students experienced a loss of learning, or if they progressed at a slower rate while adapting to a new and unfamiliar learning modality. We propose that the latter may be especially true for younger students (i.e., K-3) as well as students with disabilities, who likely required additional support to engage in virtual learning. We offer recommendations as K-12 students return to in-person learning.

Students with autism spectrum disorder (ASD) have complex and unique needs that can impact their success. Evidence-based practices (EBPs) have been identified that are effective with this population, yet educators may not be adequately prepared to implement such EBPs. Special education administrators are frequently responsible for developing and implementing professional development experiences to improve teacher performance for students with ASD, including implementing EBPs. This study focused on the experiences of 10 special education administrators who plan and implement professional development experiences for educators working with students with ASD. The implementation science model was used to provide a framework for the phenomenon. This article is the first of two reporting specifically on the competency drivers described in the implementation science model. Five themes were found from the interview data including a deep commitment to coaching; participant-centered training; systematic barriers to effective training; the gap of administrator knowledge and application; and the COVID-19 impact. Findings and implications are discussed.

Transitioning from high school to the next phase of life can be especially challenging for youth with intellectual and other developmental disabilities (IDD). Federal mandates are in place to provide individualized transition services to students with disabilities up to age 22; however, there is variability in the location of service delivery. A growing number of school districts have partnered with institutions of higher education (IHE) in an effort to enhance postsecondary education (PSE) opportunities for individuals with IDD who are between the ages of 18-21. While there are some differences in PSE programs, the core foundational component is constant across models: establishing and maintaining collaborative partnerships between school districts and IHE. This paper describes PSE program models and highlights the necessity to continue to build partnerships in an effort to expand PSE opportunities for young adults with IDD.

Limited research exists on special education teachers (SETs) of students with intellectual disability (ID), developmental delay (DD), and/or autism spectrum disorder (ASD), their intent to leave or stay in the teaching profession, and the working conditions impacting those decisions. Through an online survey, we investigated working conditions of SETs who teach students with ID, DD, and ASD and their career intent, with attention to teacher demographic characteristics. Our investigation (n = 564) found Black/African American, Asian, Hawaiian/Pacific Islander SETs of students with ID, DD, or ASD reported higher intent to leave, as well as male SETs, compared to White SETs. Other differences are reported between groups. Results emphasize a need to focus on ways to retain SETs from underrepresented groups. Implications for practice and research related to working conditions are discussed.

Paraeducators often support students with the most intensive academic, life, and behavioral needs, which includes students with intellectual and other developmental disabilities (IDD; e.g., autism spectrum disorder; ASD), yet they typically enter the classroom with inadequate preparation to perform their roles effectively. Using a multiple-baseline research design replicated across participants, we evaluated the effects of job-embedded bug-in-ear (BIE) coaching delivered by the teacher on paraeducators' use of behavior specific praise (BSP) while teaching transition-age students with ASD. Findings confirmed each of the three paraeducators immediately increased the percentage of occurrence and rate per minute in which they offered BSP. They sustained these high levels during fading. Further, the special education teacher, who served as the eCoach, and the paraeducators reported BIE was an effective form of paraeducator professional development. Finally, changes in expressive social and communicative behaviors were observed in student participants as a result of the intervention. These results extend literature on BSP and also help establish BIE coaching as an evidence-based practice for paraeducators.

Federal mandates require special education teachers to use instructional practices grounded in scientific research. Accordingly, the National Professional Development Center on Autism Spectrum Disorder (NPDC) identified 27 evidence-based practices specific to teaching students with autism spectrum disorder (ASD; Wong et al., 2014). Though these practices have undergone a rigorous identification process, less is known about the level of training and confidence in implementation of these instructional practices by education professionals who work with students with ASD. This study assessed education professionals' (including administrators, teachers, and related services personnel) ratings of their level of training, confidence in implementation, and frequency of implementation of the NPDC's 27 EBPs for students with ASD. The authors found that, overall, educators reported low levels of training, low confidence, and low frequency of implementation of EBPs. Perhaps most alarming was the high percentage of educational professionals who reported they did not feel confident in their ability to implement identified EBPs. These findings highlight the need to provide quality training opportunities to educators to ensure school systems are meeting the unique needs of students with ASD. Administrators, in particular, need to consider their own levels of training and confidence of implementing EBPs as they often make decisions or provide input regarding professional development opportunities as well as influence decisions about students, such as placement and services provided.

Video self-monitoring, a form of self-coaching, is a method of professional development for teachers. Reinforcement is an evidence-based practice for students with autism spectrum disorder (ASD), and it is applicable in a variety of educational settings. Using a multiple baseline across participants design, we evaluated the effects of video self-monitoring on teacher implementation of reinforcement. Four certified special education teachers participated in this research, all of whom taught students with ASD. In our investigation, special education teacher participants used video self-monitoring in each of their four, self-contained classrooms and implementation fidelity of reinforcement was measured. Results were mixed, showing video self-monitoring increased teacher fidelity of reinforcement to some extent, yet high fidelity was not achieved by all four participants. Nonetheless, this study extends current literature on video self-monitoring as used by teachers. Based on our findings, we offer implications for research and practice.

Libraries provide invaluable services and supports to members of their communities, including school communities. Those with autism spectrum disorder (ASD) can receive particular benefits from their libraries, including supports in the areas of academics, social skills, communication, technology, literacy, leisure skills, and even employment skills. Additionally, librarians have reported ASD as the highest disability area they are asked to accommodate. In addition, school librarians have requirements under the Individuals with Disabilities Education Improvement Act (2004) to support students they serve in their setting. While professional librarians are prepared for their field through high-quality accredited programs, very few programs provide coursework specific to individuals with disabilities and even fewer with any coursework in the area of ASD. This study utilized content analysis to review 90 librarian preparation programs yielding only five course syllabi from four universities that include courses in supporting individuals with disabilities. Only two of the five courses reviewed included information about individuals with ASD specifically. This study identifies a gap in training for preservice librarians that contributes to the needs already expressed by those in the field.

Polymer beads are used in the core of magnetic particles, and beads functionalised with paramagnetic molecules are promising as agents for dynamic nuclear polarization. Here, the authors use conventional click chemistry to decorate a polymer bead with 1014 [2]rotaxanes containing paramagnetic {Cr7Ni} rings.

The purpose of this study was to evaluate the effects of using video modeling (VM) to teach three young adults with autism spectrum disorder (ASD) and intellectual disability (ID) to independently communicate their physical location via text and phone call. We used a multiple-probe research design across behaviors to evaluate the effects of the intervention. Data indicated most participants required noncontrolling prompts in addition to the VM to acquire and perform the task analysis (TA) steps with accuracy. Yet once participants reached criterion, they independently performed the multistep skills and the newly learned behaviors were generalized and maintained 6 weeks posttreatment. These results extend the potential utility of VM instruction. Implications for research and practical application are discussed.

Abstract Women with small HER2+ breast cancers may have excellent prognosis with adjuvant single-agent chemotherapy and HER2-targeted therapy. The role of de-escalated therapy in the neoadjuvant setting, however, remains uncertain. We conducted a cohort study of adult women with T1-2/cN0 HER2+ breast cancer diagnosed 2013–2016 in the National Cancer Database treated with neoadjuvant chemotherapy (NAC) and HER2-targeted therapy. Factors associated with pathologic complete response (pCR) and overall survival were examined. In total, 6994 patients were included, 32% cT1 and 68% cT2. Multi-agent NAC was given to 90% of women while single-agent NAC was given to 10% of women. pCR was achieved in 46% of cT2 patients and 43% of cT1, and in 46% of patients treated with multi-agent versus 38% single agent. Patients receiving multi-agent chemotherapy were younger, had fewer comorbidities, and had higher cT stage and grade. In all patients, pCR was associated with improved survival (p

Mono‐ and bis‐salen functionalised [2]rotaxanes have been synthesised from the esterification of [2]rotaxanes containing phenol‐terminated threads (salen=N,N′‐bis(salicylidene)ethylenediamine). The [2]rotaxanes have general formula [RH][Cr7NiF8(O2CtBu)16], where [RH]+ is a thread with a central secondary ammonium site that templates a [Cr7NiF8(O2CtBu)16]− ring. The threads are terminated at one or both ends by carboxylic acid functionalised salen groups. The {M(salen)} groups can be free‐base [M=(H+)2] or metallated [M=Cu2+, Ni2+, (VO)2+]. The [2]rotaxanes have been characterised by single crystal XRD and solid‐ and solution‐state EPR spectroscopy. Where two paramagnetic M ions are involved [M=Cu2+ and/or (VO)2+] the [2]rotaxanes contain three electron spin S=1/2 ${{ 1/2 }}$ centres, since the {Cr7Ni} ring has an S=1/2 ${{ 1/2 }}$ ground state which is well isolated at low temperatures. These three‐spin [2]rotaxanes have been characterised in solution by pulsed dipolar EPR spectroscopies (DEER, also known as PELDOR, and RIDME). The M⋅⋅⋅M and M⋅⋅⋅{Cr7Ni} interactions measured are consistent with dipolar interactions and also with the distances from single crystal XRD. The authors declare no competing financial interest. [ABSTRACT FROM AUTHOR]

We report three new polymers, based on mechanically interlocked inorganic–organic rotaxanes. They are made in very mild conditions and involve pyrimidine head groups binding to copper(ii) linking units. A two-dimensional 6,3 net and a three-dimensional 10,3b net are found depending on the solvent used in the reaction. [ABSTRACT FROM AUTHOR]

Chronic special education teacher (SET) shortages are a national concern and particularly problematic in rural school districts. That is, rural districts face challenges when it comes to hiring and retaining qualified SETs. To understand the contributing factors related to retention and attrition, it is essential to gain insight from rural SETs first-hand. The purpose of this study was to listen to and learn from current and former rural SETs and gain insight on their needs and how they believe retention can be improved in geographically isolated areas. Including the voices of current rural SETs and those who chose to leave their position shed light on the benefits of being employed in rural areas while bringing attention to current issues that need to be addressed to improve SET retention. Using a qualitative descriptive research design, we analyzed open-ended survey responses from 185 U.S. participants. In all, a total of six themes and 11 subthemes emerged. Findings highlight the needs of rural SETs, and corresponding recommendations for administrators and school leaders in rural communities are offered. [ABSTRACT FROM AUTHOR]

BackgroundPreventable surgical errors of varying degrees of physical, emotional, and financial harm account for a significant number of adverse events. These errors are frequently tied to systemic problems within a health care system, including the absence of necessary policies/procedures, obstructive cultural hierarchy, and communication breakdown between staff. We developed an innovative, theory-based virtual reality (VR) training to promote understanding and sensemaking toward the holistic view of the culture of patient safety and high reliability. ObjectiveWe aim to assess the effect of VR training on health care workers’ (HCWs’) understanding of contributing factors to patient safety events, sensemaking of patient safety culture, and high reliability organization principles in the laboratory environment. Further, we aim to assess the effect of VR training on patient safety culture, TeamSTEPPS behavior scores, and reporting of patient safety events in the surgery department of an academic medical center in the clinical environment. MethodsThis mixed methods study uses a pre-VR versus post-VR training study design involving attending faculty, residents, nurses, technicians of the department of surgery, and frontline HCWs in the operation rooms at an academic medical center. HCWs’ understanding of contributing factors to patient safety events will be assessed using a scale based on the Human Factors Analysis and Classification System. We will use the data frame theory framework, supported by a semistructured interview guide to capture the sensemaking process of patient safety culture and principles of high reliability organizations. Changes in the culture of patient safety will be quantified using the Agency for Healthcare Research and Quality surveys on patient safety culture. TeamSTEPPS behavior scores based on observation will be measured using the Teamwork Evaluation of Non-Technical Skills tool. Patient safety events reported in the voluntary institutional reporting system will be compared before the training versus those after the training. We will compare the Agency for Healthcare Research and Quality patient safety culture scores and patient safety events reporting before the training versus those after the training by using descriptive statistics and a within-subject 2-tailed, 2-sample t test with the significance level set at .05. ResultsEthics approval was obtained in May 2021 from the institutional review board of the University of North Carolina at Chapel Hill (22-1150). The enrollment of participants for this study will start in fall 2022 and is expected to be completed by early spring 2023. The data analysis is expected to be completed by July 2023. ConclusionsOur findings will help assess the effectiveness of VR training in improving HCWs’ understanding of contributing factors of patient safety events, sensemaking of patient safety culture, and principles and behaviors of high reliability organizations. These findings will contribute to developing VR training to improve patient safety culture in other specialties.

Experiencing parental death during childhood is an adverse, potentially traumatic experience that may have substantial long‐term effects on mental and physical well‐being. The current study was based on data of the Netherlands Study of Depression and Anxiety to investigate mental health (i.e., depressive symptoms, anxiety symptoms, and suicidal ideation) and physical health outcomes (i.e., metabolic syndrome, telomere length, and perceived physical health) as well as health behaviour (i.e., smoking status, alcohol use, and physical activity) to provide more insight into the long‐term outcomes after experiencing childhood parental death (CPD). For individuals who experienced CPD, we also investigated the role of loss‐related factors in these associations, namely the age of the child when their parent passed away and gender of the deceased parent. Interviews and questionnaires were completed by adults between 18 and 65 years; 177 participants experienced CPD (mean age = 45.19, 61.6% female) and 2463 did not (mean age = 41.38, 66.6% female). Results showed no overall association between the experience of CPD and mental and physical health indices and health behaviour. Within the CPD group, experiencing CPD at a younger age was related to a higher likelihood of suicidal ideation. These findings seem to illustrate a general positive adjustment with regard to long‐term health functioning after experiencing such an impactful life event. Future research should focus on individual differences in terms of adaptation, especially elucidating on contextual factors after the loss, such as the kind of support that is or is not provided by the surviving parent and/or other important individuals. [ABSTRACT FROM AUTHOR]

With 1 in 44 children in the United States meeting the criteria for an autism diagnosis, it is likely that most, if not all, school librarians will have some contact with a student with autism spectrum disorder (ASD). One potential avenue for such education is through professional development opportunities such as state library conferences, in which school librarians share information with one another in forums such as breakout and poster sessions, while also attending keynote and sponsored presentations. To expand upon previous research related to training of school librarians in the area of ASD, this content analysis examines state library conference programs to determine if information is being shared through such conferences about autism and disability. Conferences from nine states, over a 5-year period, were analyzed for key terms related to autism and disability. Findings reveal few opportunities for school librarians to learn about autism and disability through sessions presented at state conferences, despite a previously established interest and need. [ABSTRACT FROM AUTHOR]

School librarians play an important role in our public schools by supporting students through both formal and informal learning opportunities. All students have access to library services, including those who receive additional support through special education. Students with autism spectrum disorder (ASD), in particular, may benefit from both the library environment and the knowledge and training specific to school librarians. Yet, school librarians frequently are not included as part of these students' educational teams. This study utilized a survey to discover the extent to which school librarians report providing services and supports to students with ASD, as well as the barriers they experience in working with this group of students. Results of the survey revealed school librarians may have the desire to support students with ASD but experience many obstacles in implementing the services they are uniquely qualified to provide., Introduction Autism spectrum disorder (ASD) is a disability characterized by impairments in social communication and the presence of restricted and repetitive behaviors (American Psychiatric Association, 2013). The prevalence of ASD [...]