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Oregon's Effective Behavioral and Instructional Support Systems (EBISS) initiative was implemented in 25 school districts. The initiative trained and coached district leaders and teachers in the use of the EBISS model through the lens of implementation science. The EBISS model integrates school-wide positive behavior intervention and supports (SWPBIS) and the school-wide reading model (SWRM) to improve schools for all students and to reduce the number of students at risk of learning difficulties. Proximal outcomes included gains in the number of building-level SWPBIS and SWRM implementation teams and the activities of those teams. Distal outcomes included statistically significant gains in oral reading fluency (ORF) in first and third grades and marginally significant decreases in the percentage of students in the intensive category for reading in second and fourth grades. These findings suggest that to optimize improvements in teacher and student outcomes, a rigorous system of professional development and coaching appears necessary.

In the face of dwindling financial resources, educational leaders are looking to refine resource allocation while maintaining a focus on improved student outcomes. This article presents initial findings from a professional development state initiative called Effective Behavioral and Instructional Support Systems (EBISS). The EBISS initiative aims to teach practicing educators about two evidence-based systems of practice and how to blend those practices for more efficient and effective school systems. The targeted systems are School-Wide Positive Behavioral Interventions and Supports and School-Wide Reading Model. Descriptive statistics from 140 participating elementary schools suggest there was an increase in (a) the administration of behavior and literacy screening tools, (b) the number of teams examining and analyzing these data, and (c) the implementation scores and student outcomes at selected grade levels. Continued exploration of data-based collaboration in school buildings appears warranted. (Contains 4 tables and 1 figure.)

There is a continued call for the use of practices supported by evidence to improve the quality and effectiveness of services provided for students with disabilities. Despite best intentions, our education systems continue to struggle to adopt these practices and transfer them into consistent, sustained use by practitioners. Implementation science, the multi-disciplinary study of methods and strategies to promote use of research findings in practice, seeks to address this by providing frameworks to guide creation of conditions that facilitate use of evidence-based practices. The present article describes how an implementation science approach, Active Implementation Frameworks, was used by a national technical assistance center to cultivate systemic change and create improved outcomes for students with disabilities within several state, regional, and local education agencies. A summary of the lessons learned thus far and resulting considerations for practice and policy are presented. A key lesson was that state education agencies (SEAs) supporting districts and schools in implementation of a specific, educator–student-level practice realized improved outcomes for their students with disabilities. SEAs implementing frameworks or processes without an operationalized and measurable educator–student- level practice had limited or no evidence of improved student outcomes. [ABSTRACT FROM AUTHOR]

A different method to calculate the coefficients in Newton's difference formula is considered along with methods to match the polynomial function.

The article describes procedures for finding polynomial functions for finite sequences. Hence, the representations of sequences, which could be used to find a next term for any given finite sequence of numbers, are introduced.

The setting of the current study was an urban city where the majority of public housing residents are single females living in poverty. An adapted women's mindfulness program, including a Photovoice exercise, was offered to this vulnerable population. Stress contributes to poor mental/physical health. A Photovoice research method was used to elucidate the stressors and coping facilitators used by participants. Eleven participants took a digital photography workshop and then photographed stressors and coping facilitators. All 275 photographic submissions were analyzed thematically. Coping themes were: Aesthetics: Man-Made and Natural; Relationships: Pets and People; Self-Esteem and Cultural Identity; and Inspiration Through Religion and Social Media Messaging. Stress themes were: Urban Disarray and Existential Threat/Danger. Results showed that social connectedness, spirituality, improving neighborhood aesthetics, use of social media, and access to nature could support coping. [Journal of Psychosocial Nursing and Mental Health Services, 60(7), 23–31.] [ABSTRACT FROM AUTHOR]

The purpose of this study was to develop a 12-week multicomponent, depression prevention pilot intervention and evaluate its feasibility and preliminary effects on improving levels and correlates of depressive symptoms, including anger, self-esteem perceived stress, social support, and racism. A quasi-experimental, mixed-methods design and a community-based participatory research (CBPR) approach was employed. University faculty, students and community residents collaborated at a low-income housing complex in a low-resourced, urban community. Fifteen low-income, ethnic minority mothers ages 23–46 years completed the intervention and evaluation surveys. Eight mothers participated in a focus group. The intervention included social group-dance, health education, and socialization. t -Tests, sign-tests, and thematic analysis was employed. Mothers identified barriers and facilitators of program engagement. Depressive symptoms were significantly reduced (t (14) = 2.41, p =.030). Self-esteem (t (14) = 2.28, p =.039) and social support levels (M = 4.5, p =.035) were significantly increased. This multicomponent intervention is feasible. Preliminary efficacy evidence was mixed. [ABSTRACT FROM AUTHOR]

Abstract Purpose To assess the cross-sectional construct validity of the Health Utilities Index Mark 3 (HUI3) in lung transplantation. Methods Two hundred and thirteen patients (103 pre-transplant and 110 post-transplant) with mean age 53 years old (SD 13) were recruited during a randomized controlled clinical trial at the out-patient clinic in a tertiary institution. At baseline, patients self-completed measures that included the HUI3, EuroQol EQ-5D, Hospital Anxiety and Depression Scale (HADS) and socio-demographic questionnaire. Six-minute walk test scores and forced expiratory volume in 1 second data were collected from patient's medical records. A priori hypotheses were formulated by members of the transplant team about the expected degree of association between the measures. Correlation coefficients of < 0.1 were considered as negligible, 0.1 to < 0.3 as small, 0.3 to < 0.5 as medium, and ≥0.5 as large. Results Of the ninety predictions made, forty three were correct but in 31 the correlation was slightly lower than predicted and in 7 the correlations were much higher than predicted. In 48% of the cases, predicted and observed associations were in agreement. Predictions of associations were off by one category in 42% of the cases; in 10% of the cases the predictions were off by two categories. Conclusions This is the first study providing evidence of cross-sectional construct validity of HUI3 in lung transplantation. Results indicate that the HUI3 was able to capture the burden of lung disease before transplantation and that post-transplant patients enjoyed higher health-related quality of life than pre-transplant patients.