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Behavior analysts have been working in and with public schools for decades. However, there is a paucity of research related to their work; specifically, their roles and responsibilities and needed support. We conducted a 37-item online survey of 98 nationally certified behavior analysts who work in public schools in a Southeastern state in the United States to gather information about what these professionals do and whether they feel supported to complete their work effectively. The roles and responsibilities of school-based behavior analysts vary but frequently include facilitating professional development opportunities, including coaching, administration and supervision tasks, and supporting programming for both special and general education students with less emphasis on direct services to students. When asked about the types of students with whom they work, behavior analysts shared they work with a variety, including those with and without disabilities. Behavior analysts shared mixed results related to their feelings of support from school districts and their supervisors. We discuss implications for practitioners and future research.

This descriptive study included a systematic examination of provider and caregiver reflective conversations during caregiver coaching sessions focused on embedded intervention. Transcribed videos from 31 provider-caregiver dyads in two groups (Embedded Practices and Interventions with Caregivers [EPIC] vs. business-as-usual [BAU]) were used for data collection, resulting in a total of 93 transcripts across three different time points. Using methods of directed content analysis, a coding scheme describing various components of shared reflection was developed and used to code transcripts. Coding data were used to explore the rate per minute and relative frequency of types, topics, and spontaneity of reflection. Although there were no statistically significant differences in the frequency and rate of reflective versus nonreflective conversational turns, there were group differences in the reflective topics and specific types of reflective comments and questions posed by participants. Results from this study and others can help the field further define reflection as a coaching strategy and consider the potential utility of different reflective comment and question types to increase caregiver capacity to embed interventions in home routines. Further research is recommended to explicate further definitions and processes for reflection specific to caregiver coaching, including methods used to code reflective conversations and evaluate how reflection impacts caregivers' intervention implementation. [This manuscript was presented at the 2019 annual conference for the American Speech-Language-Hearing Association in Orlando, FL.]

Morgan P Lorio,1 Jordan Lee Tate,2 Thomas J Myers,3 Jon E Block,4 Douglas P Beall5 1Advanced Orthopedics, Altamonte Springs, FL, USA; 2Southern Pain and Spine Associates, Jasper, GA, USA; 3Paradigm Health System, Slidell, LA, USA; 4Private Practice, San Francisco, CA, USA; 5Comprehensive Specialty Care, Edmond, OK, USACorrespondence: Jon E Block, Private Practice, 2210 Jackson Street, Ste. 401, San Francisco, CA, 94115, USA, Tel +1(415) 775-7947, Email jb@drjonblock.comAbstract: Specific clinical diagnostic criteria have established a consensus for defining patients with lumbar discogenic pain. However, if conservative medical management fails, these patients have few treatment options short of surgery involving discectomy often coupled with fusion or arthroplasty. There is a rapidly-emerging research effort to fill this treatment gap with intradiscal therapies that can be delivered minimally-invasively via fluoroscopically guided injection without altering the normal anatomy of the affected vertebral motion segment. Viable candidate products to date have included mesenchymal stromal cells, platelet-rich plasma, nucleus pulposus structural allograft, and other cell-based compositions. The objective of these products is to repair, supplement, and restore the damaged intervertebral disc as well as retard further degeneration. In doing so, the intervention is meant to eliminate the source of discogenic pain and avoid surgery. Methodologically rigorous studies are rare, however, and based on the best clinical evidence, the safety as well as the magnitude and duration of clinical efficacy remain difficult to estimate. Further, we summarize the US Food and Drug Administration’s (FDA) guidance regarding the interpretation of the minimal manipulation and homologous use criteria, which is central to designating these products as a tissue or as a drug/device/biologic. We also provide perspectives on the core evidence and knowledge gaps associated with intradiscal therapies, propose imperatives for evaluating effectiveness of these treatments and highlight several new technologies on the horizon.Keywords: degenerative, disc, intradiscal, autologous, allogeneic, injection, regenerative, discogenic, pain

Federal mandates require special education teachers to implement evidence-based practices (EBPs) to support student learning to the extent practical. There are 28 identified EBPs specifically designed for teaching students with autism spectrum disorder (ASD). Preparing special education teachers to implement EBPs with fidelity remains a challenge. Planning and executing professional development (PD) targeting EBPs is typically a role assumed by special education administrators. This qualitative phenomenological research study examines special education administrators' capacity to develop and implement effective PD around EBPs identified for students with ASD. Findings suggest special education administrators are committed to improving classroom-based application of EBPs specific to meeting the unique needs of students with ASD through collaborative efforts. Challenges exist related to the gap between knowledge and practice and the duality of systems in education.

Students with autism spectrum disorder (ASD) have complex and unique needs that can impact their success. Evidence-based practices (EBPs) have been identified that are effective with this population, yet educators may not be adequately prepared to implement such EBPs. Special education administrators are frequently responsible for developing and implementing professional development experiences to improve teacher performance for students with ASD, including implementing EBPs. This study focused on the experiences of 10 special education administrators who plan and implement professional development experiences for educators working with students with ASD. The implementation science model was used to provide a framework for the phenomenon. This article is the first of two reporting specifically on the competency drivers described in the implementation science model. Five themes were found from the interview data including a deep commitment to coaching; participant-centered training; systematic barriers to effective training; the gap of administrator knowledge and application; and the COVID-19 impact. Findings and implications are discussed.

In the United States, families of young children with developmental disabilities may encounter many challenges and obstacles when advocating for their child's developmental services and supports. Research has highlighted that the transition from early intervention services to school-based services is especially confusing and difficult for many families. To limit confusion, the context and procedures of the transition must be clearly understood by all parties involved, including the family, early intervention providers, and school personnel. This exploratory qualitative pilot study highlights different practices used in a transition classroom for young children with developmental disabilities and the experiences of those involved in the transition process. The transition classroom was created through a collaboration between a non-profit early intervention organisation and a public Early Childhood Special Education Program. A teacher, the director of the non-profit organisation, and a parent of a child in the transition classroom were interviewed. Implications emphasising effective partnerships between families, schools, and community organisations, and how to potentially build those partnerships are discussed.

In this study, we explore parent and teacher perceptions of school readiness (SR) among 4-year-olds learning English as a second language (ESL) and native English-speaking 4-year-olds and compare these perceptions to child scores. Child assessments focused on letter and numeral knowledge. These data were collected from 387 children (52% boys), including 28% ESL children. Adult perspectives were collected from 141 parents (who rated one child each) and from 30 teachers (who rated 380 children). Findings indicated (a) children's letter and numeral knowledge did not significantly vary by ESL status; (b) teachers, but not parents, rated ESL children significantly lower on literacy knowledge compared to non-ESL children; (c) teacher and, to a lesser extent, parent perceptions of children's literacy and numeracy knowledge were positively associated with children's scores; and (d) teacher perception of numeracy was significantly more aligned with children's numeral knowledge compared to parent perception. Discussion of these findings is included.

Family routines provide young children with predictable, repeatable, and functional contexts for learning about the world. Participating in family routines is a critical pathway by which all children learn. While the use of family routines in caregiver-implemented interventions (CIIs) is supported by theories, research, and recommended practices, few investigations examine the degree to which interventions take place within routines across developmental domains in early childhood intervention research. We conducted a scoping review using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews checklist to examine an interdisciplinary body of CIIs. We coded 42 articles for the presence and types of routines, child and family demographics, developmental targets, and how routines were identified within CIIs. Autism spectrum disorder was the highest represented disability; many studies included play routines or a combination of play with another routine. In this article, we discuss the importance of family routines in CIIs, how to jointly identify a range of routines with caregivers, and we describe the need for research on family routines in CIIs across disabilities and diverse family backgrounds.

Parents are encouraged to read to their children as early as possible. Multiple studies of parent-child shared book reading with children ages 3 years and older have shown positive outcomes on parent use of language-based strategies and child language development. However, few studies have included children under the age of 3; thus, little is known about interventions for parent-child shared book reading practices with infants and toddlers. In this systematic review, we examined 12 studies of interventions that included practice opportunities to support parent-child shared book reading practices with infants and toddlers between the ages of birth and 3 years. Across the studies, parents were taught to use interactive shared book reading strategies through a variety of teaching functions; however, only six studies included direct measurement of parent strategy use and child behaviors during shared book reading interactions. Directions for future research and the implications of this review are discussed.

Se reseña el libro de Andrea Teruel que desarrolla un estudio pormenorizado y meticuloso de la heterología batailleana, haciendo foco en los escritos de Georges Bataille de los años 30, indicando que en ese peculiar neologismo del autor francés está la clave de lectura de su obra en general y de los desarrollos de una antropología cuestionadora de lo humano en particular. La heterología como ciencia de lo heterogéneo, cuyo valor epistémico es problemático- pues plantea la pregunta sobre si se trata de “ficción propedéutica o una formulación alegórica” de la “diferencia no explicable” es retomada por Andrea Teruel como la lupa para ver esas partes excluidas por el primado de la razón, por el primado de la cabeza, por el primado de la utilidad humana. Algunos de los hitos o provocaciones señaladas en este recorrido son: la posibilidad de una revolución que no tenga un sentido utilitario, sin un fin posterior por el cual se realiza; la interpretación de la economía que tuerza la vigente de la economía clásica, señalando la importancia del gasto, el don; enmarcar una antropología mitológica retomando dos mitos batailleanos de los años 30.

In recent years, Indonesia has emerged as a powerhouse in the digital economy, aiming to become the leading force in South East Asia. In this digital era, the promotion of products and services has become a fundamental factor for businesses, largely attributed to the advent of digital marketing. The primary objectives of this study are to explore the reliance of digital marketing agencies on digital marketing and assess the success rate of this strategy, particularly during the COVID-19 pandemic, which has significantly increased productivity and sales. Additionally, the study aims to evaluate the effectiveness of digital marketing strategies for business sustainability and discuss future trends. To shed light on this phenomenon, this study employs qualitative methods, including interviews and observations, to collect data. Various analysis techniques such as EFE, IFE, CPM, IE, SWOT, and QSPM are employed. Based on the findings, this research demonstrates that digital marketing strategies have proven highly effective, particularly in terms of the promotional and advertising techniques employed. Based on the findings, SKI Digital Marketing's strategic focus on Instagram as its primary marketing platform, coupled with a commitment to content marketing, reflects a purposeful approach to engaging a broad audience and enhancing brand visibility. The adoption of a market penetration strategy underscores the agency's determination to thrive amid intense competition. Keywords: business strategy, digital business, digital communication, digital economy, digital marketing

Resumen Este libro abre preguntas acerca de la materia y sus pulsiones ofreciendo acabadas muestras y fecundas derivas de la puesta en diálogo entre territorios de la literatura, discursos de las ciencias y registros de las humanidades. Partiendo del llamado giro material, en el que los Nuevos Materialismos “vuelven a definir la materia, a redefinir los límites de lo humano y su relación con los demás existentes (...), el entorno material y sus transformaciones” (p. 15), esta investigación en equipo recorre ese paisaje teórico para ofrecer un panorámico testimonio de la potencia de sus problemas y desarrollos.

I. INTRODUCTION On July 19, 2020, the Loyola New Orleans College of Law lost a dear and distinguished member of our faculty, Professor of Law and former Interim Dean Kathryn [...]

The increasing number of proposed technologies for the active treatment of acid mine drainage (AMD) raises a problem for decision-makers during the selection process. Selecting the optimum treatment technology requires extensive analysis to determine the best possible treatment based on multiple and often conflicting criteria. The introduction of multi-decision criteria analysis (MCDA) provides a systematic approach to problem-solving based on both quantitative and qualitative data. In this study, analytic hierarchy process (AHP) as an MCDA tool was used to select the optimum treatment option for AMD in a local copper mining site in the Philippines. Three treatment technologies were found to be the most applicable – a combination of Conventional Lime Neutralization and Sulfidogenic Bioreactor (CLN + SB), High-Density Sludge (HDS) Process, and a combination of Two-Step Neutralization Ferrite Formation and Sulfidogenic Bioreactor (TSNFF + SB). Three criteria – technical, economic, and environmental – and eight sub-criteria were used to evaluate and analyze the three alternatives systematically. The overall ranking of the alternatives was TSNFF + SB > HDS > CLN + SB. However, sensitivity analysis showed that HDS was the most stable treatment technology when equal weights were given for each criterion. Implications from this study could provide a more reliable information for possible technology adoption to sustainably address problems on AMD which is one of the leading global environmental problems today.

An increasing number of researchers are examining the benefits and outcomes of caregiver-implemented interventions for young children with delays or disabilities. Most report the incorporation of multiple coaching strategies within their approach; however, definitions and descriptions of coaching strategies and processes continue to be limited. This scoping review examined the use of various coaching strategies across models of caregiver coaching in early intervention, with a specific focus on problem solving and reflection coaching strategies occurring in the literature between 2011 and 2018. Problem solving and reflection are 2 coaching strategies incorporated into coaching approaches to build caregiver competency, confidence, and independence within intervention implementation. The results of this review may guide the field in further defining caregiver coaching as well as specific coaching strategies, such as problem solving and reflection. [This article was presented at the 2018 annual conference for the Division for Early Childhood (DEC) in Orlando, Florida.]

The article focuses on restorative reproductive medicine (RRM) as an approach to address reproductive health issues by identifying and treating their root causes, rather than masking symptoms with conventional treatments like IVF (In vitro fertilization) or hormonal contraception. It emphasizes viewing a woman's cycle as a vital sign of overall health and using evidence-based methods to understand and address hormonal imbalances and related health concerns.

Background: The traditional open midline posterior cervical spine fusion procedure has several shortcomings. It can cause soft tissue damage, muscle atrophy, compromise of the lateral masses and painful prominent posterior cervical instrumentation or spinous process if there is dehiscence of the fascia. Additionally, patients frequently experience the rapid development of adjacent segment disease, which can result in the reemergence of debilitating pain and functional impairment. Clinical relevance: Tissue-sparing posterior cervical fusion is an alternative method for treating patients with symptomatic cervical degenerative disc disease. However, widespread clinical adoption has been challenged by ambiguity, misunderstandings and misinterpretations regarding appropriate procedural reimbursement coding. Technological advancement: The tissue-sparing posterior cervical fusion procedure was approved by the US Food and Drug Administration (FDA) in 2018 (CORUS™ Spinal System and CAVUX® Facet Fixation System (CORUS/CAVUX); Providence™ Medical Technology). This technique addresses the concerns with traditional spine fusion methods by achieving the stability and outcomes of posterior cervical fusion without the morbidity associated with significant muscle stripping in the traditional approach. This technology uses specialized implants and instrumentation to perform all of the steps required to facilitate bone fusion and provide stability while minimizing tissue disruption. The technique involves extensive bone preparation for fusion and placement of specialized stabilization implants that span the facet joint, promoting natural bone growth and fusion while reducing the need for extensive exposure. This procedure provides an effective, less invasive solution for patients with cervical degenerative disc disease. Reimbursement and coding clarity: The article provides a comprehensive rationale for appropriate reimbursement coding for tissue-sparing posterior cervical fusion. This is a critical aspect for the adoption and accessibility of medical technologies. This information is crucial for practitioners and healthcare administrators, ensuring that innovative procedures are accurately coded and reimbursed. Procedural details and clinical evidence: By detailing the procedural steps, instruments used and the physiological basis for the procedure, this article serves as a valuable educational resource for spine surgeons and payers to appropriately code for this procedure. Conclusions: The description of work for CORUS/CAVUX is equivalent to the current surgical standard of lateral mass screw fixation with decortication and onlay posterior grafting to facilitate posterior fusion. Thus, it is recommended that CPT codes 22600/22840 be used, as they best reflect the surgical approach, instrumentation, decortication, posterior cervical fusion and bone grafting procedures. [ABSTRACT FROM AUTHOR]

3D-printing technology has revolutionized spinal implant manufacturing, particularly in developing personalized and custom-fit titanium interbody fusion cages. These cages are pivotal in supporting inter-vertebral stability, promoting bone growth, and restoring spinal alignment. This article reviews the latest advancements in 3D-printed titanium interbody fusion cages, emphasizing their relevance in modern personalized surgical spine care protocols applied to common clinical scenarios. Furthermore, the authors review the various printing and post-printing processing technologies and discuss how engineering and design are deployed to tailor each type of implant to its patient-specific clinical application, highlighting how anatomical and biomechanical considerations impact their development and manufacturing processes to achieve optimum osteoinductive and osteoconductive properties. The article further examines the benefits of 3D printing, such as customizable geometry and porosity, that enhance osteointegration and mechanical compatibility, offering a leap forward in patient-specific solutions. The comparative analysis provided by the authors underscores the unique challenges and solutions in designing cervical, and lumbar spine implants, including load-bearing requirements and bioactivity with surrounding bony tissue to promote cell attachment. Additionally, the authors discuss the clinical outcomes associated with these implants, including the implications of improvements in surgical precision on patient outcomes. Lastly, they address strategies to overcome implementation challenges in healthcare facilities, which often resist new technology acquisitions due to perceived cost overruns and preconceived notions that hinder potential savings by providing customized surgical implants with the potential for lower complication and revision rates. This comprehensive review aims to provide insights into how modern 3D-printed titanium interbody fusion cages are made, explain quality standards, and how they may impact personalized surgical spine care. [ABSTRACT FROM AUTHOR]

Purpose: Shared book reading (SBR) is an evidence-based literacy activity that promotes the development of oral language and emergent literacy skills in young children; however, literature regarding best practices for parents of children with developmental disabilities under the age of 5 years, specifically those with complex communication needs, is severely limited. In this descriptive study, we aimed to better understand how families of toddlers/preschoolers incorporated augmentative and alternative communication (AAC) into SBR interactions. Method: Videos of SBR interactions were collected across five families with children between 35 and 48 months of age who used AAC systems. Three families had previous training in AAC use during SBR; two families did not have previous training and reportedly did not use their child's AAC system during typical SBR interactions at home. Thus, SBR without AAC was considered "typical" for these two families, and behaviors were compared across two conditions: SBR without AAC and SBR with AAC. Each video was coded for a variety of parent and child behaviors, including asking questions, repetitions, modeling/ commenting, expanding/extending, defining vocabulary, affirmations, initiations, and responses. The communication modality used was coded for each behavior. Results: Analysis of the video coding revealed that parents used a variety of strategies and that children relied on multimodal means of communication during SBR. For the two families who had videos collected across two conditions, namely, SBR without AAC and SBR with AAC, family AAC use increased the overall duration of SBR activities. For all families, the frequency of parent SBR strategy use increased the SBR duration. Conclusions: This study adds to the limited research on SBR practices with toddlers/preschoolers who use AAC. Directions for future research and the implications of the study are discussed. [ABSTRACT FROM AUTHOR]

Abstract Anaplastic large‐cell lymphoma (ALCL) is a CD30 + lymphoproliferative disorder that may manifest with skin involvement.1 We present a rare case of Agent Orange‐induced ALCL with cutaneous involvement of the hand, surgical excision, and follow‐up treatment.