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Students with autism spectrum disorder (ASD) often present with behavioural, academic, and social challenges for which teachers may not have adequate training. The purpose of this study was to assess the usability of an online intervention designed for use by classroom teachers of students with ASD. "[Teacher Help for Autism Spectrum Disorder (ASD)]" was developed as a module within our larger "[Teacher Help]" program. Classroom teachers, ASD support professionals, and ASD advocates with lived experience were given access to the "[Teacher Help for ASD]" module and asked to review and assess each session. This included completing a modified version of a questionnaire based on Morville's User Experience Honeycomb and answering questions about readiness for use, completeness of information, and willingness to recommend the module to classroom teachers. Descriptive statistics showed that participants believed the module was useful, usable, desirable, valuable, accessible, and credible. Additionally, participants rated the module's features and appearance positively and believed it was ready for use, had all the information they expected, and reported they would recommend the program to classroom teachers. As such, we believe that this module has the potential to be used by classroom teachers to support students with ASD.

Use of evidence-based interventions for learning disabilities (LDs) in the classroom is limited by several factors such as teachers' knowledge of LDs and access to interventions. eHealth interventions (i.e., interventions delivered via the Internet) have the potential to be a powerful tool in overcoming barriers to implementing evidence-based strategies within the classroom. The current article describes the development and usability testing of "Teacher Help for LD", an eHealth professional development program that assists classroom teachers in providing evidence-based interventions to students with LDs. Specialists in LDs (n = 18), consisting of individuals within the educational and health systems, were asked to evaluate the usability of the "Teacher Help for LD" intervention and provide their feedback. Results from both quantitative and qualitative data suggest that participants were very satisfied with the program and found the program highly usable. Results will help to prepare and modify the program for use with regular classroom teachers in an upcoming cluster randomized controlled trial across Canada.

Correlational studies show that short sleep is associated with negative daytime outcomes in school-aged children, but there are few experimental sleep manipulation studies to assess whether this is a causal relation. The aim of this study was to determine the impact of mild, cumulative sleep restriction on daytime functioning of typically developing (TD) children and children with attention-deficit/hyperactivity disorder (ADHD). A total of 36 school-aged children (n = 18 TD; n = 18 ADHD), aged 6–11 years participated. Children participated in two sleep conditions (order counter-balanced). The Restricted condition required a 1 h reduction of time in bed for one week, and the Controlled Typical condition was based on participant's average baseline sleep. At the end of each condition, participants attended the sleep lab for overnight polysomnography and daytime functioning assessments. Children successfully reduced time in bed by ~1 h. Due to compensatory changes, total sleep time (TST) was reduced by only ~20 min, as children fell asleep faster and spent less time awake after sleep onset during the Restricted compared to Controlled Typical condition. Many daytime functions were not affected by this very mild sleep restriction, however, both groups showed significant changes in performance on an objective attention task and on a parent-rated emotional lability measure after six nights of minimal reductions in TST. There were no significant differences between groups. Results suggest that a very mild sleep restriction can affect children's attention and emotional regulation, even with evidence of compensatory sleep mechanisms. [ABSTRACT FROM AUTHOR]