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BACKGROUND: Assessment of eating disorders (ED) in youth relies heavily on self-report, yet persistent lack of recognition of the presence and/or seriousness of symptoms can be intrinsic to ED. This study examines the psychometric properties of a semi-structured interview, the parent version of the Eating Disorder Examination (PEDE), developed to systematically assess caregiver report of symptoms. METHODS: A multi-site, clinical sample of youth (N = 522; age range: 12 to 18 years) seeking treatment for anorexia nervosa (AN) and subsyndromal AN were assessed using the Eating Disorder Examination (EDE) for youth and the PEDE for collateral caregiver report. RESULTS: Internal consistencies of the four PEDE subscales were on par with established ranges for the EDE. Significant medium-sized correlations and poor to moderate levels of agreement were found between the corresponding subscales on each measure. For the PEDE, confirmatory factor analysis of the EDE four-factor model provided a poor fit; an exploratory factor analysis indicated that a 3-factor model better fits the PEDE. CONCLUSIONS: Findings suggest that the PEDE has psychometric properties on par with the original EDE. The addition of the caregiver perspective may provide incremental information that can aid in the assessment of AN in youth. Future research is warranted to establish psychometric properties of the PEDE in broader transdiagnostic ED samples.

Researchers have reported that English language learners (ELLs) may be at risk of reading difficulties in the postsecondary setting. Although some students may only require explicit content-related vocabulary instruction and support with comprehension strategies in order to enhance comprehension, others may benefit from targeted shortterm intervention in foundational reading skills. In this study, we examined whether a phonologically based reading intervention for undergraduate ELLs at-risk of reading difficulties would result in significant between-group differences for the proximal variables of decoding and sight word recognition and the distal variable of reading comprehension. This pilot quasi-experimental group design study involved 9 participants (treatment = 6/control = 3) from various L1 backgrounds, including Chinese, Spanish, and Arabic. Effect sizes were calculated for the proximal variables using measures of word attack and letter-word identification, and the distal variable based on a measure of passage comprehension. Although a small and small-medium effect were calculated for the measures of word attack and letterword identification, respectively, no effect was found for the measure of passage comprehension. Implications related to intervention dosage and additional intervention components are discussed.

Salmonella enterica serovar Typhimurium induces intestinal inflammation to create a niche that fosters the outgrowth of the pathogen over the gut microbiota. Under inflammatory conditions, Salmonella utilizes terminal electron acceptors generated as byproducts of intestinal inflammation to generate cellular energy through respiration. However, the electron donating reactions in these electron transport chains are poorly understood. Here, we investigated how formate utilization through the respiratory formate dehydrogenase-N (FdnGHI) and formate dehydrogenase-O (FdoGHI) contribute to gut colonization of Salmonella. Both enzymes fulfilled redundant roles in enhancing fitness in a mouse model of Salmonella-induced colitis, and coupled to tetrathionate, nitrate, and oxygen respiration. The formic acid utilized by Salmonella during infection was generated by its own pyruvate-formate lyase as well as the gut microbiota. Transcription of formate dehydrogenases and pyruvate-formate lyase was significantly higher in bacteria residing in the mucus layer compared to the lumen. Furthermore, formate utilization conferred a more pronounced fitness advantage in the mucus, indicating that formate production and degradation occurred predominantly in the mucus layer. Our results provide new insights into how Salmonella adapts its energy metabolism to the local microenvironment in the gut. IMPORTANCE Bacterial pathogens must not only evade immune responses but also adapt their metabolism to successfully colonize their host. The microenvironments encountered by enteric pathogens differ based on anatomical location, such as small versus large intestine, spatial stratification by host factors, such as mucus layer and antimicrobial peptides, and distinct commensal microbial communities that inhabit these microenvironments. Our understanding of how Salmonella populations adapt its metabolism to different environments in the gut is incomplete. In the current study, we discovered that Salmonella utilizes formate as an electron donor to support respiration, and that formate oxidation predominantly occurs in the mucus layer. Our experiments suggest that spatially distinct Salmonella populations in the mucus layer and the lumen differ in their energy metabolism. Our findings enhance our understanding of the spatial nature of microbial metabolism and may have implications for other enteric pathogens as well as commensal host-associated microbial communities.

For many English Learners (ELs), access to post-secondary education has been limited. Of particular concern to post-secondary educators is that lack of access has been attributed in part to deficits in reading proficiency. Many postsecondary education programs do not adequately differentiate and scaffold instruction, suggesting that these are areas where postsecondary professionals can target change. In response to this need to differentiate instruction (DI) and scaffold supports in the postsecondary classroom, first the authors share definitions of the two terms. The reading intervention described herein not only allows for DI, but it also includes scaffolds to support students' reading comprehension to ensure that they can access the same critical readings as their classmates. This reading intervention is designed to move students towards greater independence in terms of their reading skills based on the targeted nature of the components of the intervention.

ObjectiveFamily-based treatment (FBT) is a well-established intervention for adolescent anorexia nervosa (AN). Although FBT is efficacious in promoting weight gain and improvements in psychological symptoms, for some adolescents, cognitive/attitudinal recovery lags behind weight gain. This study conducted an exploratory post hoc analysis of outcomes of adolescents who achieved weight gain by the end of FBT but continued to experience elevated psychological symptoms post-treatment.MethodsData were drawn from two randomised controlled trials (RCTs) testing two forms of FBT (conjoint/whole family and parent-focussed). Descriptive statistics and generalised estimating equations were used to examine differences in treatment outcomes between non-cognitive responders (NCRs) (those who regained weight but continued to experience psychological symptoms) and full responders (FRs) (those who achieved both weight and cognitive restoration by the end of treatment) (n = 80; 83.7% female, Agemean [SD] = 14.66 [1.73]).ResultsBy 12 months post-treatment, there were no differences in weight between NCRs and FRs. However, NCRs had a slower trajectory of weight gain than FRs and continued to have elevated levels of psychological symptoms throughout the follow-up period.ConclusionsA subset of adolescents appear to continue to experience clinically significant levels of eating pathology up to 12 months after FBT even when weight restoration is achieved.

ObjectiveExercise is a transdiagnostic clinical feature of eating disorders, but consensus is lacking as to what constitutes, and gives rise to, excessive exercise motivated by weight control. Using a longitudinal cohort study, we aimed to describe population-level prevalence rates of varying levels of weight-control exercise and examine gender and weight status (overweight or obesity; OVOB) as cross-sectional determinants of weight-control exercise in 14-15-year-old adolescents. We then evaluated the association of OVOB at 10-11 years with weight-control exercise at 14-15 years.MethodsThe sample comprised 6329 adolescents from the Longitudinal Study of Australian Children (LSAC). Weight and height were measured in early adolescence (aged 10-11) and in mid-adolescence (aged 14-15). Participants reported weight-control exercise using the Branched Eating Disorders Test at 14-15 years.ResultsIn mid-adolescence, the estimated population prevalence for any weight-control exercise was 49 % (55 % in females). For girls, moderate levels of exercise were most prevalent, and low levels for boys. For all levels except for the very lowest, boys with (vs. without) OVOB history (10-11 years) had about twice the odds of endorsing every level of weight-control exercise. Patterns among girls were similar, though lower in magnitude (∼1.5 times).ConclusionsFor both girls and boys, across most exercise levels, rates of weight-control exercise were greatest for those with OVOB; for the highest exercise level, effects were strongest for boys with OVOB. To accurately identify at-risk adolescents, our results provide preliminary support for a fluid definition of excessive weight-control exercise, dependent on gender and weight status.

While school performance suggests students with learning disabilities require intervention to demonstrate mathematics proficiency, little is known about how they approach problem solving in secondary geometry. Think aloud protocols highlight the higher order thinking skills underlying complex academic tasks. We conducted an exploratory descriptive analysis exploring the cognitive and metacognitive processes underlying problem solving with the Pythagorean Theorem in secondary students with and without learning disabilities (n = 8). Using an established cognitive-metacognitive theoretical framework, we coded and analyzed student verbalizations during a think aloud protocol. Results indicated that, compared to general education students, students with learning disabilities made shorter and fewer verbalizations advancing toward accurate problem solutions and longer and more frequent verbalizations hindering successful problem solving. Findings and implications for research and practice are discussed.

This meta-analysis synthesized the findings of experimental and quasi-experimental studies to determine the efficacy of math interventions for enhancing the word problem-solving accuracy of students with mathematics difficulties in Grades 4 to 12. Further, we identified intervention and design characteristics that moderate the effectiveness of interventions. We appraised study quality using Council for Exceptional Children (CEC's) evidence standards. We also used random-effects meta-regression models with robust variance estimation (RVE) to compute the overall weighted treatment effect and investigate the moderating impact of 15 variables. Results from 36 intervention studies published between 1989 and 2020 reveal a relatively large and positive mean effect size (g = 0.71; SE = 0.11, 95% CI [0.49, 0.92]) across 88 outcomes, suggesting the examined interventions were effective. The moderator analyses' findings showed the treatment efficacy varied as a function of five intervention characteristics, including intervention model, interventionist, grade level, math topic, and intervention duration. None of the design features we examined led to significant moderator effects. We discuss findings and limitations and provide directions for future research and practice.

Mathematical knowledge and skills are critical in the development of students. In this article, we begin to unpack the concept of mathematics disabilities and how they are presented across classrooms. We explain commonly used terms such as, specific learning disability and dyscalculia, and emphasize how students qualify for math support. We provide overview regarding difficulties students encounter with math and how to support student learning.

The current study investigates the effects of a fact family fluency intervention on math facts fluency and quantitative reasoning. Sixty-three students in Grades 5-8 participated in the study, including 14 students receiving special education services and 15 students receiving additional support. The researchers employed a quasi-experimental, switching replications design that included three waves of assessment. The first group to receive intervention achieved statistically significant gains in performance on both math facts fluency and quantitative reasoning. The second group then received intervention and demonstrated a similar performance. Implications of the current findings and potential directions for future research are discussed.

PurposeBoys represent a small proportion of samples in randomized clinical trials (RCT) investigating evidence-based treatment for adolescents with anorexia nervosa (AN). Consequently, knowledge of potential gender differences in clinical characteristics and treatment response in adolescents is considerably limited.MethodsSecondary analyses of aggregated data from two RCTs were used to characterize baseline and end-of-treatment clinical features in male and female adolescents with AN (n = 228, 10.53% male). Mixed analyses of variance were used to investigate potential gender differences in treatment response relative to weight outcomes (% median BMI) and eating disorder cognitions (Eating Disorder Examination Global scores; EDE).ResultsThere were no significant gender differences in prior inpatient care, illness duration, psychiatric comorbidity, or psychotropic medication use at baseline. Nor were there significant gender differences in binge eating, purging, or driven exercise at baseline or end-of-treatment. Girls reported elevated weight and shape concern compared to boys at baseline but overall reduction in EDE Global scores over the course of treatment did not differ according to gender. Boys gained more relative weight during treatment than girls, but this difference was statistically non-significant.ConclusionOverall findings do not suggest significant differences in treatment outcome relative to weight or ED cognitions, by gender. Current evidence suggests that, with the exception of shape and weight concerns, boys present with cognitive and behavioral symptoms as severe as their female counterparts which underscores the need for increased accuracy in assessment of these disorders in boys and young men.Level of evidenceLevel 1, secondary data analysis of randomized controlled trials.

Students with exceptionalities who do not make adequate progress with core instruction in mathematics require more intensive research-based interventions such as explicit instruction or video modeling to address instructional needs. This study examined the effects of combining point-of-view video modeling, explicit instruction, and augmented reality to teach mathematics to students with disabilities. The researchers employed a multiple baseline across skills, single-subject research design to evaluate the effects of the intervention on student performance across four mathematics skills. Two eighth grade students identified as having a disability impacting mathematics, one with autism spectrum disorder and one with a specific learning disability, participated in the study. Visual analysis determined a functional relationship between the dependent and independent variables. Tau-U result for the intervention phase was 1.0 across all four skills for each participant. Participants demonstrated high levels of maintenance, and with one exception, students were able to apply the skills to word problems without additional training. Limitations and implications for future research and practice are discussed.

Since 1975, researchers have conducted interventions to improve the word-problem performance of elementary school students facing mathematics difficulties. The current study reports a meta-analysis of 52 studies that examined the effect of these interventions. We estimated multivariate, random-effects models (REM) with robust variance estimation (RVE) with and without outliers. Results showed a large, positive, and significant mean weighted effect size (g = 1.01 for the model with outliers; g = 0.81 for the model without outliers). Findings of meta-regression analyses showed several moderators, such as sample composition, group size, intervention dosage, group assignment approach, interventionist, year of publication, and dependent measure type, significantly explained heterogeneity in effects across studies. A sensitivity analysis showed these results were generally robust to outliers. We offer possible explanations for the findings and discuss study limitations. Finally, we propose recommendations for future research and classroom practice.

Many countries are embracing inclusive education. However, one of the main challenges that African countries are facing in this regard is the shortage of qualified teachers with the requisite skills to provide an appropriate education for their children with special needs. This shortage can be addressed through provision of professional development to all in-service teachers in the area of special and inclusive education. This current study was an attempt to identify professional development needs, from both general and special education teachers' perspectives, in terms of special and inclusive education in the three African countries of Malawi, Namibia, and Zimbabwe. A combination of purposive and convenience sampling procedures was used to draw participants for this study. A semi-structured survey questionnaire was administered to 629 teachers from the three countries. Both, quantitative data analysis and qualitative thematic analysis methods were used to analyze the data. Even though there were slight differences in how the participants from the three countries responded, the results suggested that overall the teachers were strongly in favor of inclusive education and professional development in all the suggested topics related to special and inclusive education. The teachers also identified several constraints to successful inclusion. Implications of these findings are discussed.

Students with mathematics learning disabilities (MLD) often require more intensive intervention in addition to quality core mathematics instruction. This research evaluates the effects of a point of view video modeling (POVM) intervention including virtual demonstrating of concrete mathematics manipulatives to teach simplifying fractions. Three students receiving educational services for MLD participated in the study. This study employed a single-case multiple probe across subjects experimental design with visual analysis as the primary method of data analysis. To evaluate effects of the intervention, Tau-U was calculated. Intervention Tau-U was calculated at 1 for two students and at 0.80 for the third student. All three students favorably maintained the skills after the completion of the intervention (n = 2, 100%; n = 1, 80%), however, performance decreased when transferring skills to word problems (n = 2, 40%; n = 1, 0%). Overall, the intervention appeared to be effective to teach.

Content writing contributes to students' positive learning and outcomes. Mathematical-content writing has been shown to positively support students' mathematical reasoning, but it is challenging for many students with and without learning disabilities. This study explores proof-of-concept evaluation to extend self-regulated strategy development, an evidence-based practice in writing, to mathematical content-specific writing. Twenty-seven students participated in this pilot study, which included seven students with disabilities. The intervention consisted of six lessons that taught students a strategy to self-regulate written responses to open-response mathematics problems. Results indicate that mathematics fact fluency correlated with mathematical writing quality and demonstrated to be a potential predictor for mathematical writing performance. Mean scores indicated that students in the treatment group outperformed students in the control group, although the difference was not statistically significant. Results support the proof-of-concept that teaching students a self-regulated strategy for mathematical writing may improve student outcomes, although future research is needed with a greater number of participants that receive longer dosage of the intervention to more confidently support this claim. The implications for future research and practice were discussed.

This study was designed to explore the professional development needs of both general and special education teachers in Ghana regarding students with disabilities in an inclusive environment. Unlike the traditional top-down approach, where professional development for teachers is designed from the top and thrust upon them, this study sought to do the opposite by letting the teachers identify their own professional development needs. The study also sought to explore the teachers' perceptions regarding educating students with disabilities together with their peers without disabilities. A sample of 232 teachers selected through convenience, purposeful, and simple random sampling techniques participated in the study by completing a survey instrument comprising of both Likert type and open-end questions. Data were analyzed using both quantitative and qualitative thematic analysis methods. The results indicated that the teachers felt inadequately prepared to teach students with disabilities in inclusive classrooms. Almost all the participants indicated that professional development was important. In addition to the teachers identifying all the topics presented to them as important, they were able to rank order the topics thereby identifying what they considered most important. Also, a slight majority of the teachers were in favor of educating students with disabilities together with their peers. Implications of these results are discussed. Implications of the results are discussed.

The composition of gut-associated microbial communities changes during intestinal inflammation, including an expansion of Enterobacteriaceae populations. The mechanisms underlying microbiota changes during inflammation are incompletely understood. Here, we analyzed previously published metagenomic datasets with a focus on microbial hydrogen metabolism. The bacterial genomes in the inflamed murine gut and in patients with inflammatory bowel disease contained more genes encoding predicted hydrogen-utilizing hydrogenases compared to communities found under non-inflamed conditions. To validate these findings, we investigated hydrogen metabolism of Escherichia coli, a representative Enterobacteriaceae, in mouse models of colitis. E. coli mutants lacking hydrogenase-1 and hydrogenase-2 displayed decreased fitness during colonization of the inflamed cecum and colon. Utilization of molecular hydrogen was in part dependent on respiration of inflammation-derived electron acceptors. This work highlights the contribution of hydrogenases to alterations of the gut microbiota in the context of non-infectious colitis.

Many students with autism spectrum disorder (ASD) experience academic challenges and difficulties. These struggles are especially pronounced in mathematics with students with ASD performing significantly below than their peers without disabilities on measures of mathematical performance. The current study used a single case experimental design with concurrent multiple probe across students to investigate the effects of a point-of-view video modeling (POVM) intervention on accuracy of addition with regrouping word problems. The participants were three secondary grade level students with ASD. Findings showed that each student demonstrated considerable improvement during intervention over baseline levels, and subsequently sustaining their performance through the maintenance phase. Limitations, implications for practitioners and future research directions are presented.

As teachers are faced with increasing demands to meet the needs of diverse learners, such as the growing number of students with ASD, the need to accommodate each learner and provide opportunities for individualized learning becomes critical. Therefore, the aim of this A-B single-case study was to explore a variety of support strategies (e.g., video modeling, concrete manipulatives, guided practice, self-monitoring checklists, and error correction) to see which aspects of the multicomponent instruction were helpful in improving the fraction problem-solving accuracy for three students with ASD. Our analysis examined patterns in skill improvement and support levels required. All students improved their accuracy of solving fraction problems, although one student required more guidance. Using both quantitative and observational findings, we further examined each student's individual experience with the intervention and discuss future directions and implications.

The intestinal epithelium separates host tissue and gut-associated microbial communities. During inflammation, the host releases reactive oxygen and nitrogen species as an antimicrobial response. The impact of these radicals on gut microbes is incompletely understood. We discovered that the cryptic appBCX genes, predicted to encode a cytochrome bd-II oxidase, conferred a fitness advantage for E. coli in chemical and genetic models of non-infectious colitis. This fitness advantage was absent in mice that lacked epithelial NADPH oxidase 1 (NOX1) activity. In laboratory growth experiments, supplementation with exogenous hydrogen peroxide enhanced E. coli growth through AppBCX-mediated respiration in a catalase-dependent manner. We conclude that epithelial-derived reactive oxygen species are degraded in the gut lumen, which gives rise to molecular oxygen that supports the aerobic respiration of E. coli. This work illustrates how epithelial host responses intersect with gut microbial metabolism in the context of gut inflammation.

In education, there is a history of pitting philosophy against science. In mathematics, a similar divide exists between evidence-based practice and philosophy-based practice. Philosophy-based practices are very prevalent in math and are not simply benignly ineffective tactics. The science of math is a movement that focuses on using objective evidence about how students learn math in order to make educational decisions and to inform policy and practice. The authors believe that school psychologists, as data-based decision-making consultants and MTSS experts in schools, are critical allies in promoting research-based practices in mathematics. This article is the first of a series of articles appearing in "Communiqué" about how school psychologists can adopt and promote evidence-based practices in math assessment and instruction. Future articles will address topics including equity in mathematics, curriculum-based measurement updates in mathematics, math anxiety and timed tasks, how to build intensified individualized math interventions, and how to use math MTSS data for program evaluation and eligibility determination.

Bullying has been recognized as a complex phenomenon with potential for serious negative outcomes. Activities that address complex social situations of bullying, such as reading and writing to a pen pal about fictional literature, provide space for students to think and share about personal issues that they encounter and how characters deal with similar issues in productive ways. For this research, we used a critical literacy lens to explore bullying within the context of language, power and context. This research shares qualitative analysis of letters students wrote to adult pen pals after reading a fictional book with a plot addressing bullying. Letters from 32 students were analyzed and four themes emerged: (1) text-based interpretations about bullying; (2) personal experiences and perspectives about bullying; (3) bullying in relation to friendship and social positioning; and (4) lessons learned for addressing bullying via action and advocacy.

ObjectiveRates of psychiatric comorbidity are elevated in adolescents with anorexia nervosa, but little is known about how psychiatric comorbidity changes following family-based treatment (FBT).MethodsAdolescents with anorexia nervosa (N = 107) enrolled in a randomized controlled trial comparing two forms of FBT completed the Mini International Neuropsychiatric Interview for Children and Adolescents at baseline and end of treatment. Analyses tested whether baseline comorbid diagnoses predicted the presence of comorbid diagnoses at end of treatment and if baseline eating disorder psychopathology impacted this association.ResultsRates of comorbid diagnoses decreased from 54% at baseline to 26% at end of treatment. Logistic regression analyses indicated that individuals with multiple comorbid diagnoses at baseline were more likely to meet criteria for a comorbid condition at end of treatment (b = 2.00, p

During short-lived perturbations, such as inflammation, the gut microbiota exhibits resilience and reverts to its original configuration. Although microbial access to the micronutrient iron is decreased during colitis, pathogens can scavenge iron by using siderophores. How commensal bacteria acquire iron during gut inflammation is incompletely understood. Curiously, the human commensal Bacteroides thetaiotaomicron does not produce siderophores but grows under iron-limiting conditions using enterobacterial siderophores. Using RNA-seq, we identify B. thetaiotaomicron genes that were upregulated during Salmonella-induced gut inflammation and were predicted to be involved in iron uptake. Mutants in the xusABC locus (BT2063-2065) were defective for xenosiderophore-mediated iron uptake in vitro. In the normal mouse gut, the XusABC system was dispensable, while a xusA mutant colonized poorly during colitis. This work identifies xenosiderophore utilization as a critical mechanism for B. thetaiotaomicron to sustain colonization during inflammation and suggests a mechanism of how interphylum iron metabolism contributes to gut microbiota resilience.

Comparing evidence-based psychotherapy (EBP) to usual care typically demonstrates the superiority of EBPs, although this has not been studied for eating disorders EBPs such as family-based treatment (FBT). The current study set out to examine weight outcomes for adolescents with anorexia nervosa who received FBT through a randomized clinical research trial (RCT, n = 54) or non-research specialty care (n = 56) at the same specialist pediatric eating disorder service. Weight was recorded throughout outpatient treatment (up to 18 sessions over 6 months), as well as at 6- and 12-month follow-up. Survival curves were used to examine time to weight restoration [greater than 95% median body mass index (mBMI)] as predicted by type of care (RCT vs. non-research specialty care), baseline clinical and demographic characteristics, and their potential interaction. Results did not indicate a significant main effect for type of care, but there was a significant effect for baseline weight (p = .03), such that weight restoration was achieved faster across both treatment types for those with a higher initial %mBMI. These data suggest that weight restoration achieved in non-research specialty care FBT was largely similar to that achieved in a controlled research trial.Clinical trial registrationhttp://www.anzctr.org.au/, identifier ACTRN12610000216011.

BackgroundAtypical anorexia nervosa (AN) has received minimal empirical attention regarding effective diagnosis and treatment. Family-based treatment (FBT) might be a promising treatment for atypical AN, yet it is unclear as to what adaptations are needed to the current manualized FBT for AN model. The objective of the current study was to identify how FBT practitioners applied FBT for atypical AN for adolescents in their clinical practice, and if there were any implementation challenges and adaptations to the model for this population.MethodsThe current study employed fundamental qualitative description, with the aim of capturing practitioners' reflections on working with adolescents with atypical AN in clinical practice. A purposeful sample of practitioners with training in FBT were recruited and each participant completed an individual, semi-structured interview. Data was analyzed using conventional content analysis.ResultsA total of 23 practitioners participated in this study. The results indicate that practitioners maintained some fidelity to manualized FBT in treating atypical AN, but they differed in their discussions around target weights, what constitutes weight restoration, and the dosage for FBT phases. Salient practice challenges included operationalizing the Diagnostic and Statistical Manual of Mental Disorders - 5th Edition (DSM-5) definition of atypical AN, identifying a 'goal weight' for adolescents and activating parents to take charge of the re-nourishment process.ConclusionsThe results of this qualitative study demonstrate practitioner reflections on the delivery and adaptations of FBT for adolescents with atypical AN. These reflections highlight the need to establish the delivery of coherent and consistent treatment and messaging with patients and families. Further, practitioners' reflections highlight common strategies to increase the sense of urgency in parents to support their child with atypical AN.

We quantitatively synthesized findings of quasi-experimental and randomized control studies of interventions designed to improve the mathematics achievement of secondary school students with mathematics difficulties (MD). We identified 45 studies (49 interventions) published between 1978 and 2020 and classified interventions into five categories: technology-based interventions (TBI), schema-based interventions (SBI), use of visual representations, cognitive-based instruction, and other. We used robust variance estimation (RVE) to address dependency in effect sizes (ESs). The cumulative effect size across 139 outcomes was moderately large (g = 0.52), with a substantial amount of between-study heterogeneity. A multiple meta-regression analysis showed several significant moderators of interventions' effectiveness, such as content domain, intervention length, and dependent measure. We discuss limitations and implications for research and classroom practice.