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Universal autism screening is recommended by the American Academy of Pediatrics at 18 and 24 months. However, many children are not identified until after the age of 4 years, and some not until adulthood, either due to mild or no indication of symptoms early in development, or to co-occurring conditions which may overshadow autism symptoms. This indicates a need for universal autism screening measures for school-age children. This project adapts the widely used toddler autism screening tool, the Modified Checklist for Autism in Toddlers, Revised, with Follow-Up (M-CHAT-R/F), for use in school-age children, called M-CHAT-School (M-CHAT-S). The study follows the Patient-Reported Outcomes Measurement Information System guidelines for measure development to create parent- and teacher-report versions of the M-CHAT-S for 4- to 8-year-old children. Through expert consensus feedback via a Delphi pool and cognitive interviewing with stakeholders (i.e. parents and teachers), we developed two versions of the M-CHAT-S to be used for verbal and minimally verbal children. The M-CHAT-S poses several advantages to existing measures, including brevity, items updated based on current knowledge and conventions, and narrow age range to assure items are developmentally appropriate. Future steps include validation of the M-CHAT-S to determine its utility as an autism screener for young school-age children.

Clinicians form initial impressions about a childs diagnosis based on behavioral features, but research has not yet identified specific behaviors to guide initial diagnostic impressions. Participants were toddlers (N = 55, mean age 22.9 months) from a multi-site early detection study, referred for concern for ASD due to screening or parent/provider concern. Within 5 min of meeting a child, clinicians noted ASD or non-ASD impression, confidence in impression, and behaviors that informed their impression. These clinicians also determined final diagnoses for each child. When a childs final diagnosis was ASD (n = 35), senior clinicians formed an initial impression of ASD in 22 cases (63%) but missed 13 cases (37%). When final diagnosis was non-ASD (n = 20), senior clinicians made an initial impression of non-ASD in all cases (100%). Results were similar among junior clinicians. Senior and junior clinicians used the same behaviors to form accurate impressions of ASD and non-ASD: social reciprocity, nonverbal communication, and eye contact. Senior clinicians additionally used focus of attention when forming accurate impressions of ASD and non-ASD; junior clinicians used this behavior only when forming accurate non-ASD impressions. Clinicians initial impressions of ASD are very likely to be consistent with final diagnoses, but initial impressions of non-ASD need follow-up. Toddlers who show all four atypical behaviors (social reciprocity, nonverbal communication, eye contact, and focus of attention) might receive expedited ASD diagnoses. However, presence of apparently typical behaviors should not rule out ASD; for some children a longer evaluation is necessary to allow for more opportunities to observe subtle social behavior.

Current physical literacy recommendations include a focus on enhancing teachers' knowledge and understanding of the concept. This paper explores whether physical education (PE) practitioners in a country where physical literacy is not foregrounded in educational practice are naturally aligning their approach towards the creation of learning experiences that would nurture physical literacy. Ten in-service Spanish PE teachers delivering Educación Secundaria Obligatoria and Bachillerato education programmes to students aged 13 to 18 years (seven male, three female; mean age: 45 years; mean teaching experience: 17.4 years), unfamiliar with the concept of physical literacy, participated in semi-structured interviews exploring their experiences of delivering PE. Thematic analysis revealed teaching craft, curriculum implementation, differentiation strategies, assessment behaviours, utility of feedback, psychomotor development, and sensitivity to affective domains of learning as overarching themes. Findings provide insight into the practices and behaviours of PE teachers who self-identified as being unfamiliar with the concept of physical literacy. Results suggest that learners are well served through the provision of high-quality PE that ubiquitously satisfies the requirements of developing physically literate individuals, implying how teaching is conducted in relation to developing physical literacy is as important, perhaps more so, than what is understood of the concept.

Aim/Purpose: This paper aims to address the gap in comprehensive, real-world applications of Generative Artificial Intelligence (GenAI) in education, particularly in higher education settings. Despite the evident potential of GenAI in transforming educational practices, there is a lack of consolidated knowledge about its practical effectiveness and real-world impact. Background: This study addresses this gap by conducting a systematic literature review to collate and analyze real-life instances of GenAI applications in higher education, thus providing a nuanced understanding of its practical implementations and measurable outcomes. Methodology: The paper utilizes a systematic literature review methodology, adopting the PRISMA approach complemented by a thematic analysis procedure to ensure a comprehensive and in-depth evaluation of the literature. It synthesizes information from relevant articles from 2022 to 2024, focusing on the applications of GenAI in higher education. This analysis covers various aspects, including research settings, analysis scales, data types, collection tools, and analytical methods. Contribution: The paper contributes to the academic community by offering a comprehensive review of GenAI applications in education, highlighting the current precision level of these tools, and providing strategic recommendations for their effective use in academia. Furthermore, the research defines seven specific cases where Gen AI can be utilized as a reference for educational institutions in their adoption strategies. Findings: Key findings include the versatility of GenAI in generating teaching materials, enhancing skill development, supporting student tasks, academic performance evaluation, feedback delivery, and its role as a virtual assistant and in research support. Recommendations for Practitioners: Practitioners are advised to explore the integration of GenAI for diverse educational purposes, from content creation to student assessment, while being cognizant of its limitations and ethical considerations. Recommendation for Researchers: Future research should focus on addressing the gaps identified, such as the implications of GenAI in research roles, its application in various disciplines, and the exploration of newly developed AI tools tailored to specific educational needs. Impact on Society: The findings of this paper highlight the potential of GenAI in revolutionizing the educational sector, offering personalized learning experiences, and significantly influencing teaching methodologies and student engagement, but it also reveals significant deficiencies of Generative AI, known as hallucinations, which can impact the expected results. Future Research: Subsequent research should explore the evolving capabilities of GenAI models, their impact on various academic disciplines, and the development of pedagogical strategies to optimize their use in education.

Reducing the age of first autism diagnosis facilitates access to critical early intervention services. A current "waitlist crisis" for autism diagnostic evaluation thus demands that we consider novel use of available clinical resources. Previous work has found that expert autism clinicians can identify autism in young children with high specificity after only a brief observation; rapid identification by non-experts remains untested. In the current study, 252 children ages 12-53 months presented for a comprehensive autism diagnostic evaluation. We found that junior clinicians in training to become autism specialists (n = 29) accurately determined whether or not a young child would be diagnosed with autism in the first five minutes of the clinic visit in 75% of cases. Specificity of brief observations was high (0.92), suggesting that brief observations may be an effective tool for triaging young children toward autism-specific interventions. In contrast, the lower negative predictive value (0.71) of brief observations, suggest that they should not be used to rule out autism. When trainees expressed more confidence in their initial impression, their impression was more likely to match the final diagnosis. These findings add to a body of literature showing that clinical observations of suspected autism should be taken seriously, but lack of clinician concern should not be used to rule out autism or overrule other indicators of likely autism, such as parent concern or a positive screening result.

Diagnosticians report that autism spectrum disorder (ASD) is immediately apparent in some, but not all, children ultimately diagnosed. Clinicians' initial diagnostic impressions have implications for ASD early detection, yet the literature raises questions about their accuracy. This study explores diagnostic impressions of ASD specialists made within the first 5 minutes of meeting a young child and investigates factors associated with the match between initial impressions and final diagnoses. Participants were children (n = 294, aged 12-53 months) referred for an ASD evaluation as part of multi-site ASD screening studies. After 5 minutes observing each child, clinicians with expertise diagnosing ASD recorded if they thought the child would meet criteria for ASD following a complete evaluation, and recorded their confidence in this impression. Clinicians' initial impressions matched the final diagnosis in 81% of cases. Ninety-two percent of cases initially thought to have ASD met criteria following a full evaluation; however, 24% of cases initially thought not to have ASD also met criteria, suggesting a high miss rate. Clinicians were generally confident in their initial impressions, reporting highest confidence for children initially thought correctly not to have ASD. ASD behavioral presentation, but not demographic characteristics or developmental level, were associated with matching initial impression and final diagnosis, and confidence. Brief observations indicating ASD should trigger referral to intervention services, but are likely to under-detect positive cases and should not be used to rule out ASD, highlighting the need to incorporate information beyond initial clinical impression. LAY SUMMARY: When children come in for an autism evaluation, clinicians often form early impressions-before doing any formal testing-about whether the child has autism. We studied how often these early impressions match the final diagnosis, and found that clinicians could not easily rule out autism (many children who initially appeared not to have autism were ultimately diagnosed), but were generally accurate ruling in autism (when a child appeared to have autism within 5 minutes, they were almost always so diagnosed).

Internet addiction is a growing public health problem and university students have number of characteristics which make them a population at risk. Numerous studies suggest a relation between addiction and the impairment of executive functions. This bibliographical review aims to identify neuropsychological variables which indicate a risk of developing an addiction to different internet applications among university students. A systematic search was made of online databases (Medline, PsycInfo, PubMED, ScienceDirect, Scopus & Web of Science) for empirical studies published between 2000 and 2019 on the relation between internet addiction and executive functions in this population. After eliminating duplicates and applying eligibility criteria, a total of 30 studies were selected. The results of these studies suggest an alteration of executive functions due to addiction (inhibitory control, decision-making and verbal fluency), although the findings do not provide a clear internet addiction risk profile. More study is necessary into the nature of this relation, differentiating the different internet applications and controlling certain variables such as gender, the nature of the task and the type of stimuli, in order to design effective addiction prevention strategies. [Note: The page range (611-642) shown on the PDF is incorrect. The correct page range for this article is p613-644.]

While well-represented on clinical measures, co-speech gesture production has never been formally studied in autistic adults. Twenty-one verbally fluent autistic adults and 21 typically developing controls engaged in a controlled conversational task. Group differences were observed in both semantic/pragmatic and motoric features of spontaneously produced co-speech gestures. Autistic adults prioritized different functions of co-speech gesture. Specifically, they used gesture more than controls to facilitate conversational turn-taking, demonstrating a novel nonverbal strategy for regulating conversational dynamics. Autistic adults were more likely to gesture unilaterally than bilaterally, a motoric feature of gesture that was individually associated with autism symptoms. Co-speech gestures may provide a link between nonverbal communication symptoms and known differences in motor performance in autism.

Oleoylethanolamide (OEA) is a satiety factor that controls motivational responses to dietary fat. Here we show that alcohol administration causes the release of OEA in rodents, which in turn reduces alcohol consumption by engaging peroxisome proliferator-activated receptor-alpha (PPAR-α). This effect appears to rely on peripheral signaling mechanisms as alcohol self-administration is unaltered by intracerebral PPAR-α agonist administration, and the lesion of sensory afferent fibers (by capsaicin) abrogates the effect of systemically administered OEA on alcohol intake. Additionally, OEA is shown to block cue-induced reinstatement of alcohol-seeking behavior (an animal model of relapse) and reduce the severity of somatic withdrawal symptoms in alcohol-dependent animals. Collectively, these findings demonstrate a homeostatic role for OEA signaling in the behavioral effects of alcohol exposure and highlight OEA as a novel therapeutic target for alcohol use disorders and alcoholism.

This research aims to analyze the importance of inventory control and management, especially regarding the components used in industrial machinery maintenance. The methodology used was based on a quantitative approach, descriptive scope, and non-experimental cross-sectional design. Principal Component Analysis (PCA) and Clustering techniques were employed to evaluate both the quantities consumed and the frequency of usage, to efficiently categorize the components according to their distinctive attributes. This approach is proposed as an objective guidance that will significantly contribute to improving effectiveness and sustainability in the overall management of spare parts inventories. The developed methodology allowed for a detailed description of spare parts behavior; 1,753 references of spare parts used in the maintenance of industrial equipment in a food factory during the period from the second half of 2021 to the first half of 2022. The highest production peaks were recorded during this time, highlighting consumed quantities and usage frequencies, guiding the material management teams in making decisions about spare parts storage. [ABSTRACT FROM AUTHOR]