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Middle school is a time of adjustments in youth: physical, intellectual, and social changes often result in stress. Middle school students are vulnerable to academic, behavioral, and mental health problems. Yoga is an Indian discipline practiced for health and relaxation. School-based yoga programs are becoming increasingly common given their potential benefits for students. We conducted a literature review of studies of middle school-based yoga programs, focusing on the reported benefits for students. We identified and retrieved 12 studies from electronic databases including Education Resources Information Center, PsycINFO, and Google Scholar that met inclusion criteria: (a) examined the benefits of yoga as the primary intervention conducted in a middle school setting with students ages 10 to 15 years old, (b) was published by June 2022, (c) was reviewed either by a journal editorial board or by a student's dissertation or thesis committee, (d) was available in English, and (e) a full text copy was available. Results of studies were synthesized by clustering findings into common domains. Study results suggested that middle school-based yoga interventions showed mental health, executive functioning, physical, social, and academic benefits for students. Yoga also showed benefits for middle school students who were stressed, anxious, or depressed, and those at risk. We provide considerations for those contemplating the implementation of yoga in middle schools.

Abstract Background Lung cancer (LC) is among the most common neoplasms, mostly caused by smoking. This study, carried out within the ACAB project, aims to provide local, updated and systematic estimates of years lived with disability (YLD) from LC due to smoking in the Tuscany region, Italy. Methods We estimated YLD for the year 2022 for the whole region and at subregional level by local health unit (LHU) using data from the Tuscany Cancer Registry and local surveys. YLD were calculated by applying the severity-specific LC prevalence, estimated with an incidence-based disease model, to the corresponding disability weight. The burden from smoking was computed by: modelling the prevalence of smokers with a Bayesian Dirichlet-Multinomial regression model; estimating the distribution of smokers by pack-years simulating individual smoking histories; collecting relative risks from the literature. Results In 2022 in Tuscany, LC caused 7.79 (95% uncertainty interval [UI] = 2.26, 17.27) and 25.50 (95% UI = 7.30, 52.68) YLDs per 100,000 females and males, respectively, with slight variations by LHU, and 53% and 66% of the YLDs were caused by smoking. Conclusion The updated estimates of the burden of LC attributable to smoking for the Tuscany region as a whole and for each LHU provide indications to inform strategic prevention plans and set public health priorities. The impact of smoking on YLDs from LC is not negligible and heterogeneous by LHU, thus requiring local interventions.

Multitiered systems for supporting students' behavior in schools rely on teachers using generally effective classroom management strategies, such as Tier 1 practices. However, few tools exist to easily assess classwide Tier 1 practices. In this brief report, we describe one potential tool, the Classroom Atmosphere Rating Scale--Brief (CARS-B) and assess the properties of the tool using item response theory and multilevel models. We found that most items on the CARS-B had acceptable discriminations and difficulty estimates. Teachers' CARS-B latent scores were positively associated with student group on-task. We discuss potential changes to the CARS-B and its use in research and practice.

Abstract Multiple sclerosis (MS) is a demyelinating and neurodegenerative disease due to an autoimmune chronic inflammatory response, yet the etiology is currently not completely understood. It is already known that physical activity plays an essential role in improving quality of life, especially in neuropathological conditions. The study was aimed to investigate the possible benefits of high-intensity interval training (HIIT) in bone and lipid metabolism markers, and neuromotor abilities in MS patients. 130 participants were recruited; 16 subjects with MS met the inclusion criteria and were included in the data analysis. The patients were randomly assigned to two groups: a Control group (CG) (34.88 ± 4.45 yrs) that didn’t perform any physical activity and the Exercise group (EG) (36.20 ± 7.80 yrs) that performed HIIT protocol. The training program was conducted remotely by a kinesiologist. It was performed three times a week for 8 weeks. At the beginning (T0) and the end of the study (T1) physical function tests, bone remodelling markers, and lipid markers analyses were performed. After 8 weeks of training the wall squat (s) (T0 = 27.18 ± 4.21; T1 = 41.68 ± 5.38, p ≤ 0.01) and Time Up and Go test (s) (T0 = 7.65 ± 0.43; T1 = 6.34 ± 0.38 p ≤ 0.01) performances improved; lipid markers analysis showed a decrease in Total (mg/dl) (T0 = 187.22 ± 15.73; T1 = 173.44 ± 13.03, p ≤ 0.05) and LDL (mg/dl) (T0 = 108 ± 21.08; T1 = 95.02 ± 17.99, p

Middle school is a cornerstone for success in high school. However, cognitive, emotional, and behavioral engagement of adolescents often decline as they transition from elementary to middle school, resulting in lower school grades and more challenging behaviors, especially for adolescents with or at risk for emotional and behavioral disorders (EBD). Class-wide function-related intervention teams (CW-FIT), a classroom management program based on school-wide positive behavior support, has been found to be effective in elementary general and special education classrooms. The present study, a randomized control trial of CW-FIT for middle schools (CW-FIT MS), evaluated the effects on class-wide on-task behavior, as well as the on-task and disruptive behaviors of students identified as at risk for EBD. Participants included 629 students (70 identified as at risk) enrolled in 28 middle school classrooms across five Title I schools representing diverse geographic, ethnic, and socioeconomic areas. The study also addressed research questions regarding effects of the intervention on teacher praise and reprimands, as well as teacher and student social validity. Results suggested that CW-FIT MS was associated with improvements in class-wide and at-risk student on-task behavior, student disruptions, teacher praise, and teacher reprimand rates. Both teachers and students reported the intervention to be socially valid. Study limitations and areas for future research are addressed.

This article presents the results of a study on plant diversity at different levels in residual forest stands, located in the historical Favorita Park in Palermo, Italy (established and named in 1799 by King Ferdinand IV of the House of Bourbon). These forest aspects have naturally evolved for over two centuries, under minimal conditions of anthropogenic disturbance (e.g. deforestation, fires, grazing activities, etc.). This is especially true in the area known as “Bosco Niscemi”, spread over about 8.5 hectares, in the centre of the park. Bosco Niscemi is characterized by the widespread presence of old trees, abundant necromass and litter. In this study, four different soil profiles were analysed, and classified as follows: (i) Solimovic Regosol (Arenic); ii) Eutric Arenosol (Chromic); (iii) and (iv) Skeletic Regosol (Ochric). From a phytosociological point of view, four forest communities have been identified, two of which are described as new associations (Viburno tini-Phillyreetum latifoliae ass. nova and Teucrio flavi-Phillyreetum latifoliae ass. nova). The species richness was also found to be noteworthy, with the co-occurrence of several taxa (phanerogams and cryptogams) that are of biogeographic interest or rare in Sicily, including: i) vascular flora (e.g. Viburnum tinus and Arbutus unedo, both very rare throughout the western sector of Sicily); ii) bryophytes [Cryphaea heteromalla (new record of a very rare species in Sicily) as well as Hypnum cupressiforme and Leptodon smithii, also never previously found at such low altitudes]; iii) lichens (e.g. Bacidia rosella, Gyalecta derivata, Ramalina roesleri and Waynea stoechadiana); iv) mushrooms (e.g. Eichleriella leucophaea, only known location in Italy). Based on the scientific documentation produced in this study, these woods can be reported as “old-growth forests” to be included in the “National Network” that has been recently established in Italy (Ministerial Decree of 23 June 2023). This area might serve as an ideal control for urban environmental studies, given its pristine ecological setting.

Abstract Background Obesity is the result of energy intake (EI) chronically exceeding energy expenditure. However, the potential metabolic factors, including insulin resistance, remain unclear. This study longitudinally investigated factors associated with changes in body weight. Subjects A cohort of 707 adults without diabetes were investigated at the 4-year follow-up visit. The habitual intake of energy and macronutrients during the past 12 months was assessed using a validated Food Frequency Questionnaire for the local population. Homeostatic model assessment of β-cell function and insulin resistance (HOMA-IR) was used as a surrogate measure of insulin resistance. Additionally, PNPLA3 was genotyped. Results Eighty-seven participants were weight gainers (G; cutoff value = 5 kg), and 620 were non-gainers (NG). Initial anthropometric (G vs. NG: age, 44 ± 13 vs 51 ± 13 years, P

Many teachers resort to using reprimands in attempts to stop disruptive student behavior, particularly by students with emotional or behavioral problems, although this may not be effective. This study examined short-term longitudinal data on teacher reprimands of 149 teachers in 19 different elementary schools across three states, as well as disruptive behavior and classroom engagement of 311 students considered at risk for emotional and behavioral disorders. A cross-lag analysis showed that teacher reprimands did not decrease students' future disruptive behavior or increase their engagement or vice versa. While teacher reprimands may suppress misbehavior momentarily, they do not appear to be effective in decreasing students' disruptive behavior or increasing their engagement over time. Limitations and implications are discussed. [For the Grantee Submission, see ED606563.]

Middle school teachers frequently struggle with positively managing student behavior. However, praise-to-reprimand ratios (PRRs) have received little research attention. PRRs studied in elementary school have been positively associated with improvements in on-task and prosocial behavior, but limited research has been conducted on optimal PRRs in middle schools. We conducted this study in the context of a randomized control trial of Class-wide Function-related Intervention Teams Middle School (CW-FIT MS) to isolate the effects of one of the main components of the intervention, PRR. After controlling for the intervention, we examined the effects of PRRs in 28 U.S. middle school classrooms on (a) class-wide on-task behavior, (b) on-task behavior of students at risk for emotional and behavioral disorders (EBD), and (c) disruptive behavior of students at risk for EBD. Multivariate regressions revealed a statistically significant linear relationship between middle school PRRs and the variables of interest: As PRRs increased, on-task behavior of the entire class improved, on-task behavior and grades of students at risk for EBD increased, and disruptive behavior of students at risk for EBD decreased. We discuss the implications of our findings and suggest areas for future research. [For the corresponding grantee submission, see ED616782.]

Effective interventions are needed to help alternative high school teachers manage challenging student behaviors. One such intervention, class-wide function-related intervention teams (CW-FIT), is a classroom management program based on positive behavior interventions and supports principles. CW-FIT involves teaching appropriate classroom behavioral expectations (social skills), using high behavior-specific praise-to-reprimand ratios, and an interdependent group contingency to provide differential reinforcement of appropriate classroom behavior and eliminate potential reinforcement of problem behavior. In this pilot study, four alternative high school teachers implemented CW-FIT during a summer school program. A series of single subject A-B designs were used over a 3-week period. Results supported effectiveness of the program as teachers appeared able to implement the program with fidelity, increase their behavior-specific praise rates and decrease their reprimand rates, and students appeared to respond with increased on-task behavior. Teacher and student responses also suggested the program was socially valid. Study implications and limitations are addressed.

Disruptive student behavior is a significant challenge in schools and a predictor of student failure. Effective classroom management is a crucial skill that middle level teachers must acquire to foster student engagement and learning. This qualitative study explored the experiences and perceptions of 35 middle level teachers in both general education and special education settings regarding effective classroom management techniques. Eight focus group interviews were conducted with 25 general education teachers and 10 special education teachers at one of five middle schools in Kansas, Missouri, or Utah. Focus group transcripts were analyzed using iterative qualitative content analysis to identify themes and subthemes. Findings revealed that effective classroom management includes teachers' use of appropriate positive and negative reinforcement, student buy-in to reward systems, positive immediate feedback to students, teachers' consistent follow-through with consequences, and positive teacher-student relationships. We also report similarities and differences between middle level general education and special education teachers' perceptions. Limitations and areas for future research are addressed.

Classroom management is commonly challenging in middle schools. Class-wide function-related intervention teams (CW-FIT) is a multitiered intervention designed to decrease problem behaviors at the classroom level. It is comprises evidence-based practices such as teaching classroom expectations, increasing teacher praise, and using positive reinforcement in an interdependent group contingency. CW-FIT has shown promise in a variety of school settings, but it has not been tested in middle school art classrooms. This initial investigation examined the effects of CW-FIT using a single-subject ABAB design in two middle school art classrooms. Results indicated that class on-task behavior increased by more than 25% and teacher praise-to-reprimand ratios more than doubled during CW-FIT implementation compared with baseline levels. Results also indicated that on-task behavior for students identified as at risk for behavioral disorders improved by more than 18% during the intervention. Teachers and students found the intervention to be socially valid. Resulting implications were promising for using CW-FIT in other middle school art classrooms.

Adolescents are often burdened with academic, home, and peer stressors. With adolescent mental health issues and suicide on the rise, administrators have worked with nonprofit organizations and the community to address stress and internalized behavior problems. School-based wellness centers are tranquil rooms with various sensory activities, calming nature scenes, and sounds for relaxation purposes. School-based wellness centers may have behavioral effects by reducing exposure to aversive events and increasing access to positive and negative reinforcers. There has not yet been a formal study of school-based wellness centers published in the literature. In the present study, we used questionnaires to examine the perceptions of 752 students, 124 parents, and 69 school staff of their high school wellness center. Results indicated that stakeholders had positive perceptions of the wellness center. In particular, results implied that stakeholders believed the wellness center contributed to students' academic success, elevation of mood, confidence, and coping skills. Results also suggested that attendance at the wellness center was associated with a decrease in student stress and anxiety, though recommendations for improvements were noted. Implications and limitations of this study are discussed.

Abstract Background Esophageal cancer survival is poor worldwide, though there is some variation. Differences in the distribution of anatomical sub‐site and morphological sub‐type may help explain international differences in survival for all esophageal cancers combined. We estimated survival by anatomic sub‐site and morphological sub‐type to understand further the impact of topography and morphology on international comparisons of esophageal cancer survival. Methods We estimated age‐standardized one‐year and five‐year net survival among adults (15‐99 years) diagnosed with esophageal cancer in each of 60 participating countries to monitor survival trends by calendar period of diagnosis (2000‐2004, 2005‐2009, 2010‐2014), sub‐site, morphology, and sex. Results For adults diagnosed during 2010‐2014, tumors in the lower third of the esophagus were the most common, followed by tumors of overlapping sub‐site and sub‐site not otherwise specified. The proportion of squamous cell carcinomas diagnosed during 2010‐2014 was generally higher in Asian countries (50%‐90%), while adenocarcinomas were more common in Europe, North America and Oceania (50%‐60%). From 2000‐2004 to 2010‐2014, the proportion of squamous cell carcinoma generally decreased, and the proportion of adenocarcinoma increased. Over time, there were few improvements in age‐standardized five‐year survival for each sub‐site. Age‐standardized one‐year survival was highest in Japan for both squamous cell carcinoma (67.7%) and adenocarcinoma (69.0%), ranging between 20%‐60% in most other countries. Age‐standardized five‐year survival from squamous cell carcinoma and adenocarcinoma was similar for most countries included, around 15%‐20% for adults diagnosed during 2010‐2014, though international variation was wider for squamous cell carcinoma. In most countries, survival for both squamous cell carcinoma and adenocarcinoma increased by less than 5% between 2000‐2004 and 2010‐2014. Conclusions Esophageal cancer survival remains poor in many countries. The distributions of sub‐site and morphological sub‐type vary between countries, but these differences do not fully explain international variation in esophageal cancer survival.

Transitioning from elementary to middle school is a time of particular vulnerability for students with behavior problems. This study examined the effects of class-wide function-related intervention teams (CW-FIT) in three middle school classrooms to determine whether this multitiered intervention could help teachers proactively manage student behavior. With a focus on teaching classroom expectations, delivering behavior-specific praise, and providing differential reinforcement within an interdependent group contingency, CW-FIT is designed to teach functional replacement behaviors that support students' academic engagement. Intervention effects were assessed with seventh- and eighth-grade students from diverse backgrounds. Results, evaluated using a single-subject withdrawal (ABAB) design, indicated improved rates of on-task behavior at both class-wide and individual student levels, with corresponding increases in teacher praise and decreases in teacher reprimands. The positive way in which participants viewed CW-FIT implementation and its accompanying effects on student behaviors was consistent with earlier findings in elementary schools. Study limitations and areas for future research are discussed. [For the corresponding grantee submission, see ED616822.]

In the United States, many teachers feel underprepared to manage student classroom behavior positively. Such management is crucial for students to learn effectively, especially those with or at risk of emotional and behavioral disorders (EBD). Although increasing teacher praise and decreasing teacher reprimands may be research-based practices, more empirical evidence is required for them to be considered evidence based. The current study of 65 elementary school teachers and 239 students across three states contrasted the effects of these teacher behaviors on engagement and disruptions of students who were and were not at risk of EBD. Using structural equation modeling, we examined how the engagement and disruptions of students at risk were more sensitive to teacher praise and reprimand than the behavior of their typical peers. These results support the literature and invite teachers to consider that who they praise and reprimand is just as important as how.

This study investigated the effects of varying opportunities to respond when using a behavior management program with three elementary school students with developmental disabilities in a small group special education setting. These students exhibited both academic and behavioral difficulties. With the implementation of Class-Wide Function-Related Intervention Teams (CW-FIT) with low opportunities to respond (OTR), students increased their active engagement and correct responses, as well as decreased their disruptive behaviors. When CW-FIT with high OTR was implemented, students showed an even greater improvement than CW-FIT with low OTR. Higher rates of OTR resulted in higher levels of active engagement and correct responses and decreases in disruptive behavior for all three students. These results indicate that CW-FIT in combination with high OTR can help elementary school teachers manage students' behavior and increase students' correct responding when implemented in a small group special education setting.

Students with emotional and behavioral disorders (EBD) often receive low rates of teacher praise and high rates of teacher reprimands, though they may respond more positively to praise and more negatively to reprimands than their typically developing peers. Teacher praise-to-reprimand ratios (PRRs) are associated with increased student engagement, but more research is necessary to further explore how these ratios affect student behavior, particularly for students with or at risk for EBD. Commonly 3:1 or 4:1 is recommended as a desirable PRR, but students with EBD may need higher ratios to improve their classroom behavior. In our study of 540 students and 149 teachers, we found that as teacher PRR increased the engagement of at-risk students increased, though engagement for typically developing peers did not. A PRR of approximately 9:1 was needed for students at risk for EBD to approximate the engagement levels of their typically developing peers. No effect of PRR on disruption rates was found for either student category.

Student mental health problems often emerge in high school; however, such problems frequently go unaddressed. Using a time series design, we evaluated the effects of the Strong Teens social-emotional learning curriculum implemented by three school counselors and two school social workers with 28 high school students identified with internalizing symptoms. Decreases in students' self-reported levels of internalizing symptoms were statistically significant following the 12-week intervention, indicating moderate improvement. Participants rated the program as socially valid, though they also recommended ways to improve it. Results coincide with past studies indicating that Strong Teens may help reduce adolescents' self-reported internalizing symptoms.

During the transition from elementary to middle school, adolescents may become increasingly vulnerable for emotional and behavioral problems. Class-Wide Function-Related Intervention Teams for middle school (CW-FIT MS), the independent variable examined in this study, was developed to improve teaching and learning by fostering student engagement. The study's purpose was to examine the feasibility and effects of CW-FIT MS Tier 1 implementation across nine middle school classes using a single-subject ABAB withdrawal design. Participants were 234 students in grades 6-8, including 23 identified as at risk for emotional behavioral disorders. Results of CW-FIT MS Tier 1 implementation showed significant improvement in on-task behavior for groups as well as individual target students, increased teacher praise-to-reprimand ratios, and decreased target student disruptions. Outcomes of social validity surveys were consistent with earlier studies. Study findings extend previous results by demonstrating positive intervention effects in novel settings with a greater number of participants. Study limitations and areas for future research are discussed. [This paper was published in "Research in Middle Level Education" v42 n7 p1-15 2019 (EJ1226018).]

IntroductionPhenolic compounds in lettuce can increase by the application of positive stress (eustress) such as moderate saline stress. Phenolic compounds possess antioxidant capacity that is a key factor in the detoxification of excess reactive oxygen species. A double-blinded randomized interventional and placebo- controlled study design was carried out to compare the effect of daily dietary eustress lettuce ingestion in hepatic, lipid, bone, glucose, and iron metabolism.MethodsForty-two healthy volunteers, 19 female and 23 male participants, were divided into two groups. Participants were randomized into a polyphenol-enriched treatment (PET) arm or control arm. Each arm consumed 100 g/day of control or eustress (polyphenols enriched treatment = PET) lettuce for 12 days. Primary study outcomes were serological analysis for assessing hepatic, lipid, bone, iron, and glucose markers at baseline and after 12 days. Secondary outcomes assessed body composition.ResultsSalinity stress reduced plant yield but increased caffeic acid (+467%), chlorogenic acid (+320%), quercetin (+538%), and rutin (+1,095%) concentrations. The intake of PET lettuce reduced PTH, low-density lipoprotein (LDL), cholesterol, alanine transaminase (ALT), and aspartate transaminase (AST) enzyme levels and increased vitamin D and phosphate levels, while iron and glucose metabolism were unaffected.DiscussionSupplementation with eustress lettuce by increasing polyphenols concentration ameliorates hepatic, lipid, and bone homeostasis. Body composition was not affected.Clinical trial registrationhttps://classic.clinicaltrials.gov/ct2/show/NCT06002672, identifier: NCT06002672.

High school is a time of changes in adolescents' physical, psychological, social, and sexual development, often resulting in stress and anxiety. Adolescents are particularly vulnerable to mental health problems. Yoga is an Indian discipline practiced globally for health and relaxation. School-based yoga programs are becoming increasingly common given their potential benefits for high-school students. We conducted a literature review of studies of high school-based yoga programs, focusing on the reported benefits for adolescents. We identified 22 studies retrieved from electronic databases including Education Resources Information Center, PsycINFO, and Google Scholar that met inclusion criteria; (1) examined the benefits of yoga as the primary intervention conducted in a high school setting with students ages 14 to 19 years old; (2) was published by 2020; (3) was reviewed either by a journal editorial board or by a student's dissertation committee; (4) was available in English; and (5) a full text copy was available. Results of studies were synthesized by clustering study findings into common domains. High school-based yoga showed promise in terms of physical, social, academic, and mental health benefits for students. Yoga also showed benefits for high students who were stressed, anxious, or depressed, or those at risk for abusing substances or dropping out of school. We provide recommendations from the literature for those contemplating the implementation of yoga in high schools.

Class-Wide Function-Related Intervention Teams (CW-FIT) is a classroom management system using a group contingency involving direct teaching of classroom rules/skills, differential reinforcement of appropriate behaviors, and minimized social attention to inappropriate behaviors. We investigated elementary school teachers' implementation of CW-FIT with minimal reliance on external researcher support. Nine teachers and their classes participated. Ten students nominated as at risk for emotional and behavioral disorders (EBD) were individually monitored. Effects were examined using a single case reversal design. During CW-FIT implementation teachers' use of praise increased and reprimands decreased, on-task behavior increased in all classrooms, and seven of the at-risk students also showed decreased disruptive behaviors. Teacher and student social validity ratings indicated support of and satisfaction with the program. Implications for classroom practice are discussed.

Middle level school teachers commonly measure and monitor students' academic performance, but such is not the case for students' classroom behavior. This is unfortunate, given the rise in students' classroom behavior problems in middle school, especially for students who experience emotional or behavioral disorders. The Classroom Performance Survey (CPS) is a brief behavior rating scale that has shown promise for use in elementary school settings, but no studies have investigated the psychometric properties of this measure in middle level schools. In the present study, 103 middle grades students at-risk for emotional or behavioral disorders were rated by their classroom teachers using the CPS. We conducted a psychometric evaluation using a multi-step analytic strategy, including confirmatory factor analysis and reliability analysis. Results showed that the CPS displayed evidence of a reliable two-factor structure (Academic Competence and Interpersonal Competence), predictive validity with academic outcomes (percent of assignments completed and student grades), convergent validity with established behavioral and observational measures, and sensitivity to change over time. Study results suggest positive implications for using the CPS as part of behavior intervention and monitoring efforts in middle level schools.

Disruptive student behavior, a common concern for teachers, presents particular challenges for those who teach art. Class-Wide Function-Related Intervention Teams (CW-FIT) is a multitiered intervention for implementing effective classroom management strategies aligned with schoolwide positive behavior interventions and supports. CW-FIT has proven effective in general education classrooms, with its emphasis on social skills instruction, teacher praise, group contingency, and positive reinforcement. This first study of CW-FIT implementation in elementary art classrooms examined its effects on student on-task behavior. The researchers used a single-subject (AB) design in one classroom and reversal designs (ABAB) in two classrooms. Results indicated student on-task behavior significantly improved, and the teacher was able to implement CW-FIT with fidelity as well as increase her praise-to-reprimand ratios. Both teacher and students found the intervention to be socially valid. Study implications and limitations are discussed.

The precision request (PR) is a semi-scripted request sequence incorporating antecedent and consequence procedures designed to improve compliance. In a previous study, we demonstrated that PR can increase the compliance of students receiving special education services under the category of emotional disturbance (ED). However, the PR includes a punishment procedure (i.e., response cost), which may be unwise for ethical, legal, and practical reasons. In this study, we evaluated secondary data from the previous study to examine the impact of PR on the teacher's use of praise, response cost, and reprimands. We found that the teacher's use of the PR was associated with an increase in teacher praise and decreases in both response cost and reprimands. We also discuss the possible active elements of the PR intervention for improving student compliance. Implications and limitations are discussed.

Social skill instruction and school-wide positive behavior support have been found to be effective in treating students with emotional and behavioral disorders. However, students with internalizing behavior are often overlooked for interventions that could improve academic outcomes and prevent problems that might have serious implications, including social withdrawal, social isolation, and suicidal ideation. In this study, a multiple baseline across participants design was used across two elementary school recess playgrounds to evaluate a "buddy bench" intervention, which utilized peers to help socially withdrawn students to decrease social isolation behavior. Students in Grades 1 to 6 were observed during recess. Results revealed that from baseline to intervention phases the number of students engaged in solitary recess behavior decreased between 19% and 24%. Most students reported positive attitudes towards the intervention, while teachers were more neutral.

Classroom management is a common concern for teachers. Music teachers in particular experience unique behavior challenges because of large class sizes, uncommon pacing requirements, and performance-based outcomes. Positive behavior support is an evidence-based framework for preventing or eliminating challenging behaviors by teaching and reinforcing appropriate social skills. Class-Wide Function-Related Intervention Teams (CW-FIT), a specific positive behavior support intervention involving social skills instruction, positive reinforcement, and group contingencies, has proven effective in elementary schools but has not been evaluated specifically in music classrooms. The present study sought to investigate the effectiveness of CW-FIT in increasing on-task behavior and teacher praise-to-reprimand ratios in a sixth-grade music classroom. A single-subject reversal (ABAB) design was used. Results indicated that student on-task behavior increased when CW-FIT was implemented. Teacher praise-to-reprimand ratios also improved. Results suggest the teacher and the students found CW-FIT valuable and enjoyable. Study limitations and implications are addressed.

Numerous well-validated academic progress monitoring tools are used in schools, but there are fewer behavioral progress monitoring measures available. Some brief behavior rating scales have been shown to be effective in monitoring students' progress, but most focus only on students' social skills and do not address critical academic-related behaviors. We conducted a quasi-replication of a study by Brady, Evans, Berlin, Bunford, and Kern examining the "Classroom Performance Survey" (CPS) by using a multi-step analytic strategy, including confirmatory factor analysis and reliability analysis. Over a period of 3 years, 160 elementary schoolteachers in 19 schools across three states completed a modified CPS on 356 elementary students identified as at-risk for emotional and behavioral disorders. The modified CPS was found to be comprised of two factors (Academic Competence and Interpersonal Competence) and showed evidence of reliability and validity. These results suggest that the CPS shows promise as a brief behavior rating scale for progress monitoring in elementary schools.

Challenging behavior in preschool is a serious concern for teachers. Positive behavior interventions and supports (PBIS) have been shown to be effective in reducing such behaviors. Class-Wide Function-Related Intervention Teams (CW-FIT) is a specific multi-tiered intervention for implementing effective classroom management strategies using PBIS practices. CW-FIT has been shown to be effective in elementary classrooms but has not yet been evaluated with younger age groups. CW-FIT Tier 1 is a group contingency utilizing social skills training, teacher praise, and positive reinforcement to improve student behavior. The present study examined the effects of CW-FIT Tier 1 implementation on student group on-task behavior and on teacher praise and reprimand rates in four preschool classrooms. A single-subject delayed multiple baseline design with embedded reversals was used to evaluate impact. Results indicated the intervention increased student group on-task behavior and teacher praise to reprimand ratios. Both teachers and children found CW-FIT Tier 1 to be socially valid. Limitations and implications of this study for researchers and practitioners are discussed.

IntroductionVariation in stage at diagnosis of childhood cancers (CC) may explain differences in survival rates observed across geographical regions. The BENCHISTA project aims to understand these differences and to encourage the application of the Toronto Staging Guidelines (TG) by Population-Based Cancer Registries (PBCRs) to the most common solid paediatric cancers.MethodsPBCRs within and outside Europe were invited to participate and identify all cases of Neuroblastoma, Wilms Tumour, Medulloblastoma, Ewing Sarcoma, Rhabdomyosarcoma and Osteosarcoma diagnosed in a consecutive three-year period (2014-2017) and apply TG at diagnosis. Other non-stage prognostic factors, treatment, progression/recurrence, and cause of death information were collected as optional variables. A minimum of three-year follow-up was required. To standardise TG application by PBCRs, on-line workshops led by six tumour-specific clinical experts were held. To understand the role of data availability and quality, a survey focused on data collection/sharing processes and a quality assurance exercise were generated. To support data harmonization and query resolution a dedicated email and a question-and-answers bank were created.Results67 PBCRs from 28 countries participated and provided a maximally de-personalized, patient-level dataset. For 26 PBCRs, data format and ethical approval obtained by the two sponsoring institutions (UCL and INT) was sufficient for data sharing. 41 participating PBCRs required a Data Transfer Agreement (DTA) to comply with data protection regulations. Due to heterogeneity found in legal aspects, 18 months were spent on finalizing the DTA. The data collection survey was answered by 68 respondents from 63 PBCRs; 44% of them confirmed the ability to re-consult a clinician in cases where stage ascertainment was difficult/uncertain. Of the total participating PBCRs, 75% completed the staging quality assurance exercise, with a median correct answer proportion of 92% [range: 70% (rhabdomyosarcoma) to 100% (Wilms tumour)].ConclusionDifferences in interpretation and processes required to harmonize general data protection regulations across countries were encountered causing delays in data transfer. Despite challenges, the BENCHISTA Project has established a large collaboration between PBCRs and clinicians to collect detailed and standardised TG at a population-level enhancing the understanding of the reasons for variation in overall survival rates for CC, stimulate research and improve national/regional child health plans.