Search

Key Clinical Message Psilocybin shows promise as a treatment for CRPS, offering significant pain relief and functional improvement in a patient with refractory symptoms. This case highlights the need for further research into psilocybin's efficacy and optimal dosing for chronic pain management.

Abstract Objectives Type 1 laryngeal clefts (LC1) and deep interarytenoid grooves contribute to pediatric feeding disorders. Management of these defects remains heterogeneous among surgeons and interarytenoid injection augmentation (IIA) is not always offered as a treatment option. This study evaluated IIA outcomes among a pediatric patient cohort comprised mostly of those with deep interarytenoid grooves. Methods A single‐institution retrospective chart review featured children under the age of 5 years presenting for aspiration, dysphagia, or choking. Over the period of 7 years (January 2014–October 2021), 39 met inclusion criteria and had sufficient follow‐up data. Descriptive statistics and subgroup analyses were performed. Results Of the 39 included patients, 76.92% had clinical improvement post‐injection, with the mean time to follow‐up being 47 days. Within the deep interarytenoid groove group, improvement rates were 82.76%. Bronchoscopy findings revealed 29 (74.36%) patients with a DIG, 3 (7.69%) with LC1, 3 (7.69%) with no anatomic abnormality, and 4 (10.26%) with vocal cord paralysis. There were no adverse events. There were no associations with the outcomes based on subgroup analysis and logistic regression. Conclusions IIA is an effective and safe treatment for pediatric feeding disorders. No covariates were associated with symptom improvement. Within the deep interarytenoid groove diagnosis subgroup, IIA effectively improved symptoms. Further investigations are needed to explore predictors of success with IIA in this population. Level of Evidence VI.

Introduction: One major obstacle in validating drugs for the treatment or prevention of hearing loss is the limited data available on the distribution and concentration of drugs in the human inner ear. Although small animal models offer some insights into inner ear pharmacokinetics, their smaller organ size and different barrier (round window membrane) permeabilities compared to humans can complicate study interpretation. Therefore, developing a reliable large animal model for inner ear drug delivery is crucial. The inner and middle ear anatomy of domestic pigs closely resembles that of humans, making them promising candidates for studying inner ear pharmacokinetics. However, unlike humans, the anatomical orientation and tortuosity of the porcine external ear canal frustrates local drug delivery to the inner ear.Methods: In this study, we developed a surgical technique to access the tympanic membrane of pigs. To assess hearing pre- and post-surgery, auditory brainstem responses to click and pure tones were measured. Additionally, we performed 3D segmentation of the porcine inner ear images and used this data to simulate the diffusion of dexamethasone within the inner ear through fluid simulation software (FluidSim).Results: We have successfully delivered dexamethasone and dexamethasone sodium phosphate to the porcine inner ear via the intratympanic injection. The recorded auditory brainstem measurements revealed no adverse effects on hearing thresholds attributable to the surgery. We have also simulated the diffusion rates for dexamethasone and dexamethasone sodium phosphate into the porcine inner ear and confirmed the accuracy of the simulations using in-vivo data.Discussion: We have developed and characterized a method for conducting pharmacokinetic studies of the inner ear using pigs. This animal model closely mirrors the size of the human cochlea and the thickness of its barriers. The diffusion time and drug concentrations we reported align closely with the limited data available from human studies. Therefore, we have demonstrated the potential of using pigs as a large animal model for studying inner ear pharmacokinetics.

Abstract Background Treatment of end-stage kidney disease (ESKD) with hemodialysis requires surgical creation of an arteriovenous (AV) vascular access—fistula (AVF) or graft (AVG)—to avoid (or limit) the use of a central venous catheter (CVC). AVFs have long been considered the first-line vascular access option, with AVGs as second best. Recent studies have suggested that, in older adults, AVGs may be a better strategy than AVFs. Lacking evidence from well-powered randomized clinical trials, integration of these results into clinical decision making is challenging. The main objective of the AV Access Study is to compare, between the two types of AV access, clinical outcomes that are important to patients, physicians, and policy makers. Methods This is a prospective, multicenter, randomized controlled trial in adults ≥ 60 years old receiving chronic hemodialysis via a CVC. Eligible participants must have co-existing cardiovascular disease, peripheral arterial disease, and/or diabetes mellitus; and vascular anatomy suitable for placement of either type of AV access. Participants are randomized, in a 1:1 ratio, to a strategy of AVG or AVF creation. An estimated 262 participants will be recruited across 7 healthcare systems, with average follow-up of 2 years. Questionnaires will be administered at baseline and semi-annually. The primary outcome is the rate of CVC-free days per 100 patient-days. The primary safety outcome is the cumulative incidence of vascular access (CVC or AV access)-related severe infections—defined as access infections that lead to hospitalization or death. Secondary outcomes include access-related healthcare costs and patients’ experiences with vascular access care between the two treatment groups. Discussion In the absence of studies using robust and unbiased research methodology to address vascular access care for hemodialysis patients, clinical decisions are limited to inferences from observational studies. The goal of the AV Access Study is to generate evidence to optimize vascular access care, based on objective, age-specific criteria, while incorporating goals of care and patient preference for vascular access type in clinical decision-making. Trial registration : This study is being conducted in accordance with the tenets of the Helsinki Declaration, and has been approved by the central institutional review board (IRB) of Wake Forest University Health Sciences (approval number: 00069593) and local IRB of each participating clinical center; and was registered on Nov 27, 2020, at ClinicalTrials.gov (NCT04646226).

Summary: Delivery of pharmaceutical therapeutics to the inner ear to treat and prevent hearing loss is challenging. Systemic delivery is not effective as only a small fraction of the therapeutic agent reaches the inner ear. Invasive surgeries to inject through the round window membrane (RWM) or cochleostomy may cause damage to the inner ear. An alternative approach is to administer drugs into the middle ear using an intratympanic injection, with the drugs primarily passing through the RWM to the inner ear. However, the RWM is a barrier, only permeable to a small number of molecules. To study and enhance the RWM permeability, we developed an ex vivo porcine RWM model, similar in structure and thickness to the human RWM. The model is viable for days, and drug passage can be measured at multiple time points. This model provides a straightforward approach to developing effective and non-invasive delivery methods to the inner ear.

The rapid development associated with Next Generation Tobacco Products (NGTP) has necessitated the development of high throughput methodologies to test their genotoxic potential in vitro when compared to conventional cigarette smoke (CS). An assessment of two Vitrocell® Mammalian 6/48 exposure modules in three independent experiments was made by comparing results from multiple dosimetric techniques applied to aerosol generated from 3R4F Kentucky Reference cigarettes, commercially available electronically heated tobacco product (eHTP) and Electronic Nicotine Delivery System (ENDS) using the Vitrocell® VC10®. Real-time aerosol particle concentration was assessed by means of light scattering photometers and expressed as area under the curve (∑AUC). Nicotine concentrations were determined analytically by LC/MS. Humectant amount and distribution was assessed for eHTP and ENDS by the quantification of free glycerol in a phosphate buffered saline (PBS) trap, whereas total particulate matter (TPM) was assessed in the 3R4F cigarettes by the fluorescence of the particulate at 485 nm in anhydrous dimethyl sulfoxide (DMSO) trap within the exposure. Dose was adjusted by means of the addition of ambient air to dilute the whole smoke/aerosol in L/min and sampled into the system at a rate of 5 mL/min. Dilution of CS ranged from 8.0 to 0.5 L/min and for the eHTP and ENDS ranged from 4 to 0 L/min (undiluted). Dosimetric analysis of the system showed good concordance within replicates (p-values ranged from p = 0.3762 to p = 0.8926) and showed that the Vitrocell® Mammalian 6/48 is a viable means for genotoxic assessment of aerosol generated from both conventional cigarettes and NGTP. Results demonstrate the need to tailor dosimetry approaches to different aerosols due to variations in the physio-chemical composition, with a multi-dosimetry approach recommended.

Objective: Developmental education provides postsecondary students requisite skills to take credit-bearing coursework. Yet, racial disparities exist in which students are most likely to be placed into developmental education. The present study investigates how multiple measures of students' mathematics background ameliorate racial disparities in developmental math outcomes among U.S. community college students. Methods: The High School Longitudinal Study of 2009 was used to identify sample participants (n = 3,650) who attended a 2-year postsecondary institution (community college) within 3 years of high school graduation. A series of logistic regression models were employed with developmental math outcomes as dependent variables predicted by multiple measures of student's math background and demographic covariates. Results: Compared to White students, Black and Hispanic students had poorer developmental math outcomes; however, inclusion of multiple measures of high school math experiences reduced racial disparities. Multiple measures significantly reduced developmental math enrollment by 13% for Black students and 15% for Hispanic students, improved developmental math passing rates for Black students by 25% and Hispanic students by 25%, and improved passing rates for the first college-credit bearing math course for Hispanic students by 73%. Conclusion: The present study highlights how multiple measures of students' math background might be an important lever for more racially-equitable placement processes. For Black and Hispanic students, the most influential high school measures were high school math GPA, highest high school math course, and math motivation. More work is needed to fine-tune how multiple measures can be used to increase access and equitable outcomes for students.

We developed a portable ultra-wideband radar system capable of reconfigurable operation in multiple frequency bands (separate or simultaneous) spanning from microwaves through millimeter waves. The instrument provides a compact solution for fine-resolution measurements of elevation changes and superficial snow/firn thickness from low-altitude, mid-sized airborne platforms. In this article, we provide an overview of the radar system design and its performance during laboratory testing. We demonstrate its application in aerial surveys of snow layer thickness at S/C bands, dual-band airborne altimetry at Ku-/Ka-bands, and present first-order comparisons with coincident airborne lidar data.

Abstract Background The incidence of autism spectrum disorders (ASD) is on the rise. Currently, 1 in 59 children are identified with ASD in the United States. ASD refers to a range of neurological disorders that involve some degree of difficulty with communication and interpersonal relationships. The range of the spectrum for autism disorders is wide with those at the higher functioning end often able to lead relatively independent lives and complete academic programs even while demonstrating social awkwardness. Those at the lower functioning end of the autism spectrum often demonstrate physical limitations, may lack speech, and have the inability to relate socially with others. As persons with ASD age, options such as employment become increasingly important as a consideration for long‐term personal planning and quality of life. While many challenges exist for persons with ASD in obtaining and maintaining employment, some research shows that, with effective behavioral and social interventions, employment can occur. About 37% of individuals with ASD report having been employed for 12 months or more, 4 years after exiting high school. However, several studies show that individuals with ASD are more likely to lose their employment for behavioral and social interaction problems rather than their inability to perform assigned work tasks. Although Westbrook et al. (2012a, 2013, 2015) have reviewed the literature on interventions targeting employment for individuals with ASD, this review is outdated and does not account for recent developments in the field. Objectives The objective of this review is to determine the effectiveness of employment interventions in securing and maintaining employment for adults and transition‐age youth with ASD, updating two reviews by Westbrook et al. (2012a, 2013). Search Methods The comprehensive search strategy used to identify relevant studies included a review of 28 relevant electronic databases. Search terminology for each of the electronic databases was developed from available database thesauri. Appropriate synonyms were used to maximize the database search output. Several international databases were included among the 28 databases searched. In addition, the authors identified and reviewed gray literature through analysis of reference lists of relevant studies. Unpublished dissertations and theses were also identified through database searches. The programs of conferences held by associations and organizations relevant to ASD and employment were also searched. In sum, the search strategy replicated and expanded the prior search methods used by Westbrook et al. (2012a, 2013). Selection Criteria Selection criteria consisted of an intervention evaluation using a randomized controlled trial or quasi‐experimental design, an employment outcome, and a population of individuals with ASD. Data Collection and Analysis We updated the search from Westbrook et al., replicating and broadening the information retrieval processes. Our wide array of sources included electronic databases, gray literature, and conference and organization websites. Once all potentially relevant studies were located, pairs of coders evaluated the relevance of each title and abstract. Among the studies deemed potentially relevant, 278 were subjected to full‐text retrieval and screening by pairs of coders. Because many intervention studies did not include employment outcomes, only three studies met our inclusion criteria. Given the small number of included studies, meta‐analytic procedures were not used; rather, we opted to use more narrative and descriptive analysis to summarize the available evidence, including an assessment of risk of bias. Results The systematic review update identified three studies that evaluated employment outcomes for interventions for individuals with ASD. All three studies identified in the review suggest that vocation‐focused programs may have positive impacts on the employment outcomes for individuals with ASD. Wehman et al. indicated that participants in Project SEARCH had higher employment rates than control participants at both 9‐month and 1‐year follow‐up time points. Adding autism spectrum disorder supports, Project SEARCH in Wehman et al.'s study also demonstrated higher employment rates for treatment participants than control participants at postgraduation, 3‐month follow‐up, and 12‐month follow‐up. Smith et al. found that virtual reality job interview training was able to increase the number of job offers treatment participants received compared to control participants. Authors' Conclusions Given that prior reviews did not identify interventions with actual employment outcomes, the more recent emergence of evaluations of such programs is encouraging. This suggests that there is a growing body of evidence regarding interventions to enhance the employment outcomes for individuals with ASD but also greater need to conduct rigorous trials of vocation‐based interventions for individuals with ASD that measure employment outcomes.

Motivational regulation, or the way learners purposefully initiate, maintain, or supplement their willingness for task engagement and completion, has been an important area of research in educational psychology. However, despite the surge of research on this topic, it remains unclear how specific motivational regulation strategies relate to learners' academic performance, motivation, and other forms of self-regulation. Based on findings from 55 studies (67 unique samples), we found a range of positive correlations among 10 types and subtypes of motivational regulation strategies and the following variables: academic achievement (rs = 0.01-0.15), motivation (effort, rs = 0.11-0.52; value perceptions, rs = 0.21-0.35; and competence beliefs, rs = 0.22-0.40), and self-regulation (cognitive, rs = 0.28-0.51; behavioral, rs = 0.10-0.33). Moderator results indicated that the magnitudes of associations among motivational regulation strategies and achievement and self-regulation varied by grade level and geographic region. Intercorrelations among motivational regulation strategies indicated wide-ranging degrees of overlap across strategies. Using meta-analytic structural equation modeling, we explored how motivational regulation strategies indirectly related to achievement through motivational beliefs and how self-regulatory factors were precursors to motivational regulation. Our meta-analytic findings shed light upon which motivational regulation strategies might be most adaptive for academic achievement, motivation, and self-regulation, and identified for whom and under what circumstances specific strategies can be most adaptively used.

The article focuses on the idea that it is time that teachers and students take control of their own learning, that education must be transformed and aligned with the realities of the 21st century. One way to take ownership of our own learning is student-centered teaching and learning. In this process several elements are important: constructivist activities, metacognitive reflections, student and professor partnerships, collaborative/cooperative efforts, authentic assessments, active and on-going student engagement in the work to learn, explicit teaching of important skills, student control of at least some of their learning, peer and professor/teacher feedback, and learning-based, to a large extent, on student effort.

Abstract Long‐term ecological monitoring provides valuable and objective scientific information to inform management and decision‐making. In this article, we analyze 22 years of herpetofauna monitoring data from the Point Loma Ecological Conservation Area (PLECA), an insular urban reserve near San Diego, CA. Our analysis showed that counts of individuals for one of the four most common terrestrial vertebrates declined, whereas counts for other common species increased or remained stable. Two species exhibited declines in adult body length, whereas biomass pooled over the five most common species increased over time and was associated with higher wet season precipitation. Although the habitat and vegetation at PLECA have remained protected and intact, we suspect that changes in arthropod communities may be driving changes in the abundance, growth, and development of insectivorous lizards. This study underscores the value of long‐term monitoring for establishing quantitative baselines to assess biological changes that would otherwise go undetected.

Amphibians have seen large population declines, but the key drivers are hard to establish. Here, Miller et al. investigate trends of occupancy for 81 species of amphibians across North America and find greater sensitivity to water availability during breeding and winter conditions than mean climate.

During the 2022 and 2023 school year, a group of eight college professors, 67 university education students, 27 primary school teachers and principals, and 200 primary school students participated together in a project titled, The Caravan of Friendship and Games. During the year, students suggested that they should also work with the elderly. Consequently, the project team added visitation to facilities for the elderly which included 240 elderly people. From the analysis of the survey data, the professor team realized that volunteering was not only beneficial to young students and the elderly people, but the data also revealed that the volunteers (university professors, university students, primary school teachers and principals) benefited from their efforts in the project. Showing once again that when people volunteer, they enter into a reciprocal beneficiary relationship--that one might call the ultimate win-win situation.

ABSTRACT. Cooperative learning has been an important philosophy of teaching and learning for many years (Johnson & Johnson, 2013). The concepts of cooperative learning are now more important than at probably any other time in education. The skills necessary for the future go beyond the core subjects taught in schools (Wagner, 2008). Skills like communication, critical thinking, problem solving, innovative thinking, creativity, teamwork, collaboration, and negotiating are far more important than are the skills used to memorize facts for tests or learning the basics (Caine & Caine, 2011; Pink, 2006; Wagner, 2008; Zhao, 2013). Additionally, students who succeed in school and in life tend to be those students who can persevere during times of difficulty (Duckworth, 2013; Dweck). We need our future leaders of this world to understand how to get along with other people and solve problems in more effective ways than the use of bombs (Fitzgerald, 2013; Glasses, 2006). Education has to change or our students and our nation will be left behind (Pink, 2006; Wagner, 2008). This study was developed to determine if first grade students could learn complex social skills and develop positive mindsets. We worked with a class of first grade students for eight weeks introducing three social skills and putting students into cooperative groups to solve complex issues. The results were encouraging and point to the idea that first grade students can grow in the positive mindsets and learn to work cooperatively with their peers. These students give us hope for our future.

In many parts of the world, the combined effects of habitat fragmentation and altered disturbance regimes pose a significant threat to biodiversity. This is particularly true in Mediterranean-type ecosystems (MTEs), which tend to be fire-prone, species rich, and heavily impacted by human land use. Given the spatial complexity of overlapping threats and species' vulnerability along with limited conservation budgets, methods are needed for prioritizing areas for monitoring and management in these regions. We developed a multi-criteria Pareto ranking methodology for prioritizing spatial units for conservation and applied it to fire threat, habitat fragmentation threat, species richness, and genetic biodiversity criteria in San Diego County, California, USA. We summarized the criteria and Pareto ranking results (from west to east) within the maritime, coastal, transitional, inland climate zones within San Diego County. Fire threat increased from the maritime zone eastward to the transitional zone, then decreased in the mountainous inland climate zone. Number of fires and fire return interval departure were strongly negatively correlated. Fragmentation threats, particularly road density and development density, were highest in the maritime climate zone, declined towards the east, and were positively correlated. Species richness criteria showed distributions among climate zones similar to those of the fire threat variables. When using species richness and fire threat criteria, most lower-ranked (higher conservation priority) units occurred in the coastal and transitional zones. When considering genetic biodiversity, lower-ranked units occurred more often in the mountainous inland zone. With Pareto ranking, there is no need to select criteria weights as part of the decision-making process. However, negative correlations and larger numbers of criteria can result in more units assigned to the same rank. Pareto ranking is broadly applicable and can be used as a standalone decision analysis method or in conjunction with other methods.

This Campbell systematic review reports the effects of psychosocial interventions on employment outcomes for cancer survivors. The review summarises findings from 12 studies covering 2,151 cancer survivors. Interventions include education, training, psychological support, environmental adjustments or accommodations, flexible or job‐sharing work conditions, or job search and placement assistance. Most interventions include more than one component to address barriers to employment. Abstract BACKGROUND In the United States, an estimated 1.5 million people are diagnosed annually with some type of cancer (American Cancer Society, 2011). Work is an important stabilizing factor for cancer survivors (Arnold, 1999). De Boer and colleagues (2009) identified a rate of 33.8% unemployment among cancer survivors beyond the age of 18 compared to 15.2% among a healthy international control population. Greater awareness of the job‐related and workplace issues that cancer survivors face can lead to more comprehensive rehabilitation plans and recovery (Centers for Disease Control, 2011; Nathan, Hayes‐Lattin, Sisler, & Hudson, 2011). Although various recent interventions have been developed to address unemployment among cancer survivors, these have not yet been systematically evaluated. OBJECTIVE The objective of this systematic review is to examine experimental and quasi‐experimental studies about interventions that (i) include one or more behavioral, psychological, educational, or vocational components, (ii) involve cancer survivors aged 18 years or older, and (iii) assess intervention outcomes on employment outcomes. The aims are both to describe the variety of interventions that have been studied using rigorous methods and to estimate intervention effects. SEARCH STRATEGY We used electronic search techniques of 27 computerized databases to conduct a comprehensive search. Keywords used were relevant terms from four categories: population, treatment, domain, and design. We identified grey literature through electronic searches of popular search engines, unpublished dissertations/theses, and cancer‐related organizations and conferences. In addition, we searched reference lists from included individual studies for potential studies to consider. The dates of the last search for electronic databases and grey literature were November 2013 and October 2012, respectively. SELECTION CRITERIA We employed a two‐stage process to determine inclusion or exclusion of studies: (1) title and abstract stage and (2) full text stage. Participants needed to be cancer survivors 18 years of age or older. Interventions were included if they measured gainful employment, return to work, wages, or hours worked as an outcome. Interventions were behavioral, psychological, educational, or vocational in nature, including workshops, training, or counseling targeted towards employment initiation, return‐to‐work, or decreasing absenteeism and use of work disability or sick leave. Interventions included an element apart from medical or physical treatment (e.g., exercise, surgery, pharmaceutical treatment). Studies with a research design of randomized controlled trial or quasi‐experimental study were included. DATA COLLECTION AND ANALYSIS The combined electronic search, hand searches, and examination of the grey literature produced a total of 20,249 citations. Of these studies, a total of 70 citations were advanced for collection of a full text copy of the study when either one of the two independent reviewers agreed it appeared to meet the inclusion criteria. Twelve studies met the inclusion criteria. The results of the studies were synthesized in a random‐effects meta‐analysis using odds ratio effect sizes. RESULTS We found 12 studies evaluating the effects of psychosocially‐related interventions on the employment of cancer survivors (N = 2151). Our results provide promising evidence that the included interventions may improve employment status (OR = 1.71, 95% confidence interval (CI) = 1.26 to 2.32) for cancer survivors. For RCTs (k = 6), the weighted mean effect size for employment status was OR = 1.44 (CI = 0.99 to 2.09), favoring the intervention groups. The mean odds ratio of 1.44 translates to an employment rate of about 68% for intervention participants compared to a baseline 60% for comparison group participants. For QEDs (k = 6), the weighted mean effect size for employment status was OR = 2.18 (CI = 1.32 to 3.60), also favoring the intervention groups. The mean odds ratio of 2.18 for the quasi‐experimental studies translates to an employment rate of about 77% for intervention participants, compared to the baseline rate of 60% for the comparison group participants. Although the mean effect size from QEDs was larger than that from the RCTs, there is no significant difference between the two types of experimental designs (p = 0.19). There was no evidence of an effect on the number of hours worked (OR = 0.89, CI = 0.22 to 1.52) or number of sick leave days (OR = 1.18, CI = 0.81 to 1.71). Overall, the assessment of the risk of bias was high, and conclusions about the effectiveness of the included interventions should be interpreted with caution. AUTHORS' CONCLUSIONS This review highlights the positive effect psychosocial interventions may have on employment outcomes for cancer survivors. However, the methodological shortcomings of the included studies overall makes it likely that there is bias in the results and too few studies to provide sufficiently strong evidence to recommend particular practices. This review brings attention to the need for additional rigorous studies in this area, in particular, randomized controlled trials with more detailed reporting of data and study design and methodology.

The objective of this Campbell systematic review was to determine the effectiveness of pre‐graduation interventions aimed at persons with autism spectrum disorders (‘ASD’) to shape behaviors, social interactions, and/or skills that result in employment in mainstream competitive employment settings. No studies were identified that met all the inclusion criteria specified for the review. This review was not able to identify definitive interventions that predictably and positively supported the development of transition programs designed to produce employment outcomes for individuals with ASD. Given the regulations and funding often surrounding transition programming for students with disabilities, it is remarkable that such limited research attention has been paid to the effectiveness of interventions that produce the intended result of such programs. Future research efforts are needed to develop studies that utilize a rigorous experimental design to determine the relative effectiveness of the various interventions being utilized in transition programming for students with ASD. It is also important for such studies to identify actual employment outcomes that result from presumed preparatory or facilitating interventions utilized in transition programs. Executive Summary/Abstract BACKGROUND As the number of individuals diagnosed with autism spectrum disorders (ASD) rises, attention is increasingly focused on potential employment outcomes for individuals with ASD, especially for those individuals that are exiting public school settings. Individuals without disabilities are eight times more likely to be employed than individuals with severe disabilities (National Organization on Disability, 2000). Individuals with ASD are among those least likely to be employed (Cameto, Marder, Wagner, & Cardoso, 2003; Dew & Alan, 2007). Although economic conditions and employer attitudes are important factors in acquiring employment opportunities for individuals with ASD, appropriately addressing specific behaviors common among individuals with ASD can greatly improve employment outcomes (Schaller & Yang, 2005). OBJECTIVE To determine the effectiveness of pre‐graduation interventions aimed at persons with autism spectrum disorders to shape behaviors, social interactions, and/or skills that result in employment in mainstream competitive employment settings. SEARCH STRATEGY Studies were identified using electronic search techniques of 30 computerized databases. The keywords used in the computerized bibliography searches were divided into three categories: population, treatment, and domain and design characteristics. The searches covered the period from 1943 through 2011. Grey literature identified through electronic searches was submitted to the same inclusion criteria as other studies. The same time range (1943 ‐ 2011) and inclusion criteria were applied to a search of the grey literature for unpublished studies. References from individual studies were searched for potential studies to consider for inclusion. In addition, unpublished dissertations and theses were identified through the search strategy for review and consideration. SELECTION CRITERIA A two‐stage process was used to determine inclusion or exclusion of studies: (1) title and abstract stage and (2) full text stage. The participant sample of the study was secondary school‐age individuals (ages 14‐22), with a diagnosis of Autism Spectrum Disorder (ASD). Interventions for this review were included if they were designed as an approach to prepare and/or place transition‐age individuals with ASD into gainful employment. Interventions that address the acquisition of job‐related skills/behaviors or social employment‐appropriate skills/behaviors without an employment outcome were excluded. Studies with a research design of randomized controlled trials, quasi‐experimental, or single subject experimental were coded for inclusion. DATA COLLECTION AND ANALYSIS The combined electronic and hand searches produced a total of 5,665 citations at Stage 1 Title/Abstract. Of these studies a total of 85 citations were advanced for collection of a full text copy of the study (Full‐Text Stage 2). The search results were examined independently by three of the review authors. RESULTS This review was not able to identify definitive interventions that predictably and positively supported the development of transition programs designed to produce employment outcomes for individuals with ASD. Upon review of the full‐text for each of the 85 studies, no studies were identified that met all the inclusion criteria specified for the review. The following describes the reasons for exclusion of the studies identified through the Stage 2 review procedures: studies that did not describe or assess an intervention (n = 40), did not present outcomes related with gainful employment (n = 38), did not contain participants with ASD (n = 3), or did not provide quantitative data (case study) (n = 4). AUTHORS' CONCLUSIONS While no definitive conclusions can be drawn based upon the current review, the authors did identify qualitative research and other related studies that addressed elements of potential successful employment placements for transition‐age individuals with ASD that are detailed in Appendix B. Given the regulations and funding often surrounding transition programming for students with disabilities, it is remarkable that such limited research attention has been paid to the effectiveness of interventions that produce the intended result of such programs. Future research efforts are needed to develop studies that utilize a rigorous experimental design to determine the relative effectiveness of the various interventions being utilized in transition programming for students with ASD. It is also important for such studies to identify actual employment outcomes that result from presumed preparatory or facilitating interventions utilized in transition programs.

Adults with Autism Spectrum Disorders (ASD) may face challenges in employment settings due to difficulties in social functioning. Bespoke employment interventions aim to make it easier for adults with ASD to secure and maintain jobs. This Campbell systematic review finds that there is not yet enough high quality research to draw a conclusion on their effectiveness. This review focused on employment interventions for adults 18 years or older with a diagnosis of ASD, and who were no longer enrolled in a school‐to‐work or secondary‐level education programs. The review considered interventions that centered on competitive, supported or integrated employment but did not include those where the treatment groups were not in an integrated or mainstream format of employment. The review focused on one outcome, attainment of a job placement, based on specific information about the duration and/or retention of that placement. One of the two included studies looked at a program where support workers gave guidance on job searching, work preparation and employer communication. The second study looked at supported employment involving jobs located in the local community and guidance from job coaches. Executive summary/Abstract BACKGROUND The incidence of Autism Spectrum Disorders (ASD) has been increasing over the last two decades. Currently, 1 in 110 children are identified with ASD in the United States (CDC, 2009). ASD refers to a range of neurological disorders that involve some degree of difficulty with communication and interpersonal relationships. The range of the spectrum for autism disorders is wide with those at the higher functioning end often able to lead relatively independent lives and complete academic programs even while demonstrating social awkwardness. Those at the lower functioning end of the autism spectrum often demonstrate physical limitations, may lack speech, and have the inability to relate socially with others. As persons with ASD age, options such as employment become increasingly important as a consideration for long‐term personal planning and quality of life. While many challenges exist for persons with ASD in obtaining and maintaining employment, some research is showing that, with effective behavioral and social interventions, employment can occur (Schaller & Yang, 2005). In fact, about 37% of individuals with ASD report having been employed for 12 months or more, four years after exiting high school (Newman, Wagner, Cameto, & Knokey, 2009). However, several studies show that individuals with ASD are more likely to lose their employment for behavioral and social interaction problems rather than their inability to perform assigned work tasks (Dew & Alan, 2007; Hurlbutt & Chalmers, 2004; Unger, 1999). Research has been conducted in the area of autism and employment, but such research has not been reported in a comprehensive evidence review format before. Thus, a systematic review on the effectiveness of adult employment assistance interventions for individuals with ASD would not only demonstrate the extent and magnitude of the interventions' effects, but also provide ideas for further research that can inform implementation and refinement of related employment‐focused programs. OBJECTIVE The objective of this review is to determine the effectiveness of adult employment interventions in securing and maintaining employment for adults with ASD. SEARCH STRATEGY The comprehensive search strategy used to identify relevant studies included the review of 28 relevant electronic databases. Search terminology for each of the electronic databases was developed from available database thesauri. Appropriate synonyms were used to maximize the database search output. Several international databases were included among the 28 databases searched. In addition, the authors identified and reviewed grey literature through analysis of reference lists of relevant studies. Unpublished dissertations and theses were also identified through database searches. The programs of conferences held by associations and organizations relevant to ASD and employment were also searched. SELECTION CRITERIA A two‐stage process was used to determine inclusion or exclusion of studies: (1) two reviewers independently reviewed the title and abstract of each identified study, and (2) for studies advanced from the first stage, two independent reviewers reviewed the full text of each study for final determination of inclusion or exclusion. Inclusion criteria allowed the following research designs: randomized controlled, quasi‐experimental, and single subject experimental designs. DATA COLLECTION AND ANALYSIS The electronic searches of databases yielded 8,528 citations for the first stage of review. Of these, a total of 77 citations were selected for second stage full‐text review of each study. Upon review of the full‐text for each of the 77 studies, two studies were retained, having met the inclusion criteria. Of the two included studies, both were quasi‐experimental research designs. The studies generally described the effects of a supported employment intervention for adults with ASD on either employment outcomes or aspects of cognitive functioning. The nature of the data provided did not lend itself to a traditional meta‐analysis. Given the number of studies, study designs, and the diversity of outcomes across the two studies, it was not possible to aggregate results across studies. RESULTS This review was not able to identify definitive interventions that predictably and positively supported the development of employment outcomes for individuals with ASD. There were two included studies. One, Mawhood and Howlin (1999), described outcomes directly related to employment by comparing an experimental group (n = 30) who received guidance from a support worker in the form of job finding, work preparation, and communication with the employers with a control group (n = 20) that did not receive any support. At the end of the two‐year study period, the authors found that the experimental group demonstrated significantly higher rates of having found paid employment (d = 1.067, 95% CI = 0.123 to 2.010), significantly longer periods of working time (d = 0.684, 95% CI = 0.111 to 1.257), and significantly higher wages (d = 1.177, 95% CI = 0.169 to 0.819). The experimental group also worked more hours per work week (d = 0.328, 95% CI = ‐0.628 to 1.284), but this effect was not significant. The second included study, Garcia‐Villamisar, Ross, and Wehman (2000), described differential effects of supported employment and sheltered employment for persons with autism. The experimental group received supported employment, i.e., jobs working between 15 and 30 hours per week in their communities and received job coach support services. The control group received sheltered employment, i.e., jobs that were not in their communities and with no job coaching services. Using measures of the Childhood Autism Rating Scale (CARS), the supported employment group was not significantly different from the sheltered employment group after treatment (d = ‐0.229, 95% CI = ‐0.764 to 0.306). The study did not report any differences in employment acquisition or maintenance between the two groups. In an analysis of risk bias of the included studies, it was found that there was a high level of substantial potential for bias across three of the five sources of bias analyzed including unit of assignment, unit of analysis, attrition, fidelity of implementation, and blinding. The methodological quality of both included studies was low. Therefore, these review results should not be interpreted as indicating definitive results related to the development of employment outcomes for persons with ASD. AUTHORS' CONCLUSIONS Qualitative and other relevant research studies connected to the employment of persons with ASD were also reviewed and suggest that the following may be elements of successful employment placement for persons with ASD: (1) identification of the most appropriate work settings and placements, (2) provision of effective supports on the job, (3) need for long‐term support services for the employer and the consumer, (4) costs for support, and (5) positive effects of employment on persons with ASD. While qualitative studies point to a number of promising issues for future research, they do not provide a definitive statement about what works. In addition, the authors noted that costs for community‐based employment interventions such as those included in this review are more expensive than other employment alternatives such as sheltered non‐integrated workshops. However, Howlin, Alcock & Burkin (2005) and others (e.g., Cimera & Cowan, 2009) show that supported employment service interventions, such as those identified in our included studies, are becoming less expensive to deliver. It seems important to note that community‐based integrated employment interventions, while expensive, do expand options for mainstream social integration, competitive wages, and community involvement.

Methanol is a byproduct of cell wall modification, released through the action of pectin methylesterases (PMEs), which demethylesterify cell wall pectins. Plant PMEs play not only a role in developmental processes but also in responses to herbivory and infection by fungal or bacterial pathogens. Molecular mechanisms that explain how methanol affects plant defenses are poorly understood. Here we show that exogenously supplied methanol alone has weak effects on defense signaling in three dicot species, however it profoundly alters signaling responses to danger- and microbe-associated molecular patterns (DAMPs, MAMPs) such as the alarm hormone systemin, the bacterial flagellum-derived flg22 peptide, and the fungal cell wall-derived oligosaccharide chitosan. In the presence of methanol the kinetics and amplitudes of DAMP/MAMP-induced MAP kinase (MAPK) activity and oxidative burst are altered in tobacco and tomato suspension-cultured cells, in Arabidopsis seedlings and tomato leaf tissue. As a possible consequence of altered DAMP/MAMP signaling, methanol suppressed the expression of the defense genes PR-1 and PI-1 in tomato. In cell cultures of the grass tall fescue (Festuca arundinacea, Poaceae, Monocots), methanol alone activates MAPKs and increases chitosan-induced MAPK activity, and in the darnel grass Lolium temulentum (Poaceae), it alters wound-induced MAPK signaling. We propose that methanol can be recognized by plants as a sign of the damaged self. In dicots, methanol functions as a DAMP-like alarm signal with little elicitor activity on its own, whereas it appears to function as an elicitor-active DAMP in monocot grasses. Ethanol had been implicated in plant stress responses, although the source of ethanol in plants is not well established. We found that it has a similar effect as methanol on responses to MAMPs and DAMPs.

When a learner receives feedback, important motivational and emotional processes are triggered that control whether and how the learner reengages in a learning activity and successfully adjusts in response to what the feedback suggests. We aim to highlight how motivation and emotion processes influence feedback effectiveness, and how our theoretical understanding of the feedback process depends on appreciating the affective precursors, concomitants, and consequences of feedback. To query the literature, interrogate theories of academic motivation and emotion, and identify central motivational and emotional factors associated with feedback, we use a five-question framework: What does the feedback mean to me? How do I feel about the feedback? Can I improve from the feedback? Do I want to improve from the feedback? Am I supported by others or by the context in dealing with feedback? A conceptual review of empirically grounded and theory-driven interpretations accompanies each question to inform practice and research.

The Learning and Study Strategies Inventory (LASSI; Weinstein et al., "Learning and study strategies inventory." H&H Publishing, 1987) is a prominent instrument used in thousands of institutions worldwide as an educational and research tool. Despite its widespread prevalence, there are inconsistencies regarding the underlying latent structure of the instrument's 10 subscales. Although there are theoretical conceptions of the latent factors, prior empirical work has challenged the originally proposed factor structure. Using meta-analytic SEM (MASEM) on 86 studies, we tested four factor structure models derived from theory and prior studies and found one model indicating good fit and a parsimonious factor structure. Our study highlights the use of MASEM technique in psychometric applications to test the factor structure of multidimensional instruments and help drive theoretical development in the learning sciences. Implications from our study include the categorizations of learning strategies and how they might be taught in learning strategy courses.

To understand how to best support Latino male community college students, we used the Socio-Ecological Outcomes (SEO) model to examine factors associated with their achievement and college satisfaction. Specifically, we leveraged data from the Community College Survey of Student Engagement (CCSSE) and situated our study in developmental mathematics, given its potentially gatekeeping effects in postsecondary education. In a subsample of Latino men in community college developmental mathematics courses (N = 1,140), we conducted two regression models with GPA and satisfaction as outcomes and various predictors from the SEO model such as background, environmental, academic, and campus factors. Results indicated that academic preparedness, being of older age, college support from friends and family, and use of academic-related resources were positive predictors for both outcomes. Sense of belonging was positively associated with college satisfaction. Conclusions and implications for how CCSSE variables can be used in conjunction with the SEO model are discussed.

Nearly all college students require some academic assistance throughout their learning experiences. Rather than a dependent act, help-seeking is a self-regulated and motivated strategy; however, there are mixed findings regarding the relationship between academic help-seeking and academic achievement. Thus, the current study used meta-analytic techniques to assess the relationship between academic help-seeking variables and achievement (GPA, grades, test scores) among postsecondary students in 108 studies (119 samples, N = 37,941). Findings revealed a positive association between self-reported, need-contingent help-seeking behaviors and student achievement; the average weighted correlation was very small but potentially meaningful in the long run. Furthermore, the quality of help-seeking mattered, revealing small to moderate associations of greater consequence. Specifically, and executive help-seeking were negatively correlated to achievement; instrumental help-seeking along with formal help-seeking was positively correlated with academic performance. Moreover, a few factors significantly moderated the relationship between help-seeking and achievement. Implications for research and practice will be discussed.

Understanding the college experiences of Indigenous students in the United States is critical to enhance their goals of educational attainment. Indigenous college students have been historically underserved by institutions they attend, which are often fraught with the uncertainty of belonging and feelings of isolation. A driving force behind this marginalization is the lack of proper valuation of cultural ways of knowing and being central to their identities. Thus, we sought to examine factors associated with tribal college students' academic achievement: the degree to which institutions support Indigenous students' cultural development and their other academic, social, and nonacademic needs in addition to perceptions of belongingness. With a secondary data sample of 1,393 self-identifying Indigenous students (65% women) across 22 institutions from the Community College Survey of Student Engagement as part of the Tribal Student Success and Completion Project, we situated our study in tribal community colleges, which by design, prioritize the preservation of Indigenous culture and can provide valuable lessons for all institutions to support the academic goals of Indigenous students. Our structural equation model suggested that perceiving institutional support of Indigenous cultural development did not directly impact students' grade point average (GPA) but rather indirectly via their sense of belonging and perceptions of support for student success. Our study sheds light on possible pathways through which respecting students' cultural assets can be linked with their academic performance. Implications for higher education and efforts to forefront Indigenous culture are discussed.

The mission of most writing centers is to cultivate effective and independent writers. However, in sessions with students from culturally and linguistically diverse backgrounds, tutors tend to make direct edits on their writing products despite writing center policies that discourage such practices and encourage process-oriented writing instruction (Cheatle, 2017; Kim, 2018). One cause for this problem might be the minimal tutor training of specific techniques to best support multilingual students' writing development. The focus of this article is a practice to support writing tutors called "autonomy-supportive" instructional strategies (Reeve & Jang, 2006), which are designed to nurture students' inner motivational resources. The authors integrated the model of autonomy-supportive instructional strategies with the existing literature on English language teaching and writing center practices. In addition, they incorporated reflections on our teaching experiences with adult multilingual writers. They conclude by presenting 11 hypothesized autonomy-supportive tutoring strategies to use among multilingual student-writers and a writing tutor handbook that encompasses their synthesis of the literature and their experiences.

This study updates and extends prior work on institutional and individual productivity in educational psychology journals ("Cognition and Instruction," "Contemporary Educational Psychology," "Educational Psychologist," "Educational Psychology Review," "Journal of Educational Psychology") from 2015 to 2021. As in previous studies, the University of Maryland, College Park, was the top-producing institution. Several universities (e.g., University of Tübingen) emerged as highly productive compared to previous time periods. Using two approaches to measure individual productivity, we found that Richard Mayer, Ulrich Trautwein, Fred Paas, Patricia Alexander, and Logan Fiorella claimed the top spots. We also identified productive early career scholars and, for some, recognized connections to productive doctoral advisors. Overall, compared to prior years, authors of educational psychology journal articles were increasingly working from non-US institutions and in larger teams (higher mean number of authors per article). A discussion of these trends and future directions for research are included.

The title compound, C6H8N2O2, was prepared from 2,5-dimethylpyrazine, acetic acid, and hydrogen peroxide. The 2,5-dimethylpyrazine 1,4-dioxide molecule is located on an inversion center. π–π interactions between neighboring 2,5-dimethylpyrazine 1,4-dioxide molecules are observed with an interplanar distance of 3.191 Å. Each 2,5-dimethylpyrazine 1,4-dioxide molecule is linked to four neighboring N-oxide molecules through C—H...O hydrogen-bonding interactions, forming two-dimensional layers.

The National Aeronautics and Space Administration (NASA)’s Operation IceBridge (OIB) was a 13-year (2009–2021) airborne mission to survey land and sea ice across the Arctic, Antarctic, and Alaska. Here, we review OIB’s goals, instruments, campaigns, key scientific results, and implications for future investigations of the cryosphere. OIB’s primary goal was to use airborne laser altimetry to bridge the gap in fine-resolution elevation measurements of ice from space between the conclusion of NASA’s Ice, Cloud, and land Elevation Satellite (ICESat; 2003–2009) and its follow-on, ICESat-2 (launched 2018). Additional scientific requirements were intended to contextualize observed elevation changes using a multisensor suite of radar sounders, gravimeters, magnetometers, and cameras. Using 15 different aircraft, OIB conducted 968 science flights, of which 42% were repeat surveys of land ice, 42% were surveys of previously unmapped terrain across the Greenland and Antarctic ice sheets, Arctic ice caps, and Alaskan glaciers, and 16% were surveys of sea ice. The combination of an expansive instrument suite and breadth of surveys enabled numerous fundamental advances in our understanding of the Earth’s cryosphere. For land ice, OIB dramatically improved knowledge of interannual outlet-glacier variability, ice-sheet, and outlet-glacier thicknesses, snowfall rates on ice sheets, fjord and sub-ice-shelf bathymetry, and ice-sheet hydrology. Unanticipated discoveries included a reliable method for constraining the thickness within difficult-to-sound incised troughs beneath ice sheets, the extent of the firn aquifer within the Greenland Ice Sheet, the vulnerability of many Greenland and Antarctic outlet glaciers to ocean-driven melting at their grounding zones, and the dominance of surface-melt-driven mass loss of Alaskan glaciers. For sea ice, OIB significantly advanced our understanding of spatiotemporal variability in sea ice freeboard and its snow cover, especially through combined analysis of fine-resolution altimetry, visible imagery, and snow radar measurements of the overlying snow thickness. Such analyses led to the unanticipated discovery of an interdecadal decrease in snow thickness on Arctic sea ice and numerous opportunities to validate sea ice freeboards from satellite radar altimetry. While many of its data sets have yet to be fully explored, OIB’s scientific legacy has already demonstrated the value of sustained investment in reliable airborne platforms, airborne instrument development, interagency and international collaboration, and open and rapid data access to advance our understanding of Earth’s remote polar regions and their role in the Earth system.

School-choice policies are expected to generate healthy competition between schools, leading to improvements in school quality and better outcomes for students. However, the empirical literature testing this assumption yields mixed findings. This systematic review and meta-analysis tests this theory by synthesizing the empirical literature on the competitive effects of school choice on student achievement. Overall, we found small positive effects of competition on student achievement. We also found some evidence that the type of school-choice policy and student demographics moderated the effects of competition on student achievement. By examining whether school competition improves outcomes, our findings can inform decisions of state and local policymakers who have adopted or are considering adopting school-choice reforms.