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Background & objectives The Covid-19 pandemic has revolutionised how we receive services, with a huge shift to online delivery. Online health promotion tools could be a cost-effective and safe way to improve population health. We used mixed methods to explore user responses to an online cognitive health tool. Methods 15–28 months after completing an online tool, comprising a cognitive test, lifestyle questionnaire; and dietary and lifestyle behaviour feedback, 4826 participants completed an online survey about their perceptions of it; and questions about their capability, opportunity and motivation for behavioural change developed using the COM-B behaviour change model. We reported how responses to the behaviour change questionnaire predicted decisions to make lifestyle and dietary changes. 24 participants attended focus groups to further explore their responses. Results Most users reported that the tool was useful (88%), with 37% reporting they made lifestyle or dietary changes after using it. More positive responses to questions regarding capability and motivation predicted making changes. Over a third (36%) felt more fearful after completing the tool. In qualitative findings, we identified barriers to engagement across the three COM-B domains: a sense that information was “nothing new” (so did not enhance capability); that “experts don’t agree” and that the tool may not be credible (influencing motivation), and a lack of support from peers and lower availability of healthy food (reducing opportunities for change). Conclusions Future e-health tools will be most effective if they have high credibility, demonstrate advice is evidence-based and provide opportunities for support and follow up.

Autistic individuals with intellectual disability who speak few or no words are at high risk of anxiety but are underrepresented in research. This study aimed to describe the presentation of anxiety in this population and discuss implications for the development of assessments. Interviews were conducted with 21 parents/carers of autistic individuals and nine clinicians. Data were analysed using content analysis and interpretative phenomenological analysis. Anxiety behaviours described by parents/carers included increased vocalisation, avoidance and behaviours that challenge. Changes to routine were highlighted as triggering anxiety. Clinicians discussed the importance of identifying an individual’s baseline of behaviour, knowing an individual well and ruling out other forms of distress. This study raises considerations for early identification of anxiety and for subsequent support.

Background There is a need for evidence-based approaches to reduce anxiety experienced by autistic children with severe to profound intellectual disability (ID). Avoidance of anxiety triggers, as a response to pronounced anxiety, occurs irrespective of age, background and neurodiversity. When avoidance is unhelpful, evidence-based anxiety reduction approaches aim to reduce it gradually (graded exposure), subsequently reducing anxiety. Combining graded exposure with emotional regulation techniques may be effective and acceptable for autistic children with severe to profound ID, if sensitive to needs and characteristics of autistic children. We have developed a 16-week, parent-led intervention (LADDERS) to reduce anxiety in this population of autistic children. LADDERS consists of psychoeducation, graded exposure-based tasks, and skills building, delivered utilising a person-centred approach. This study aims to assess whether LADDERS 1) reduces anxiety and 2) whether autistic children and parents find it acceptable and feasible. Method A single-site, multiple baseline, single case experimental study will be conducted. Participants will be parents of autistic children aged between 4–15 years. A minimum of 8 participants will be recruited through a research participant database, the Autistica Discover Network and social media. Once eligibility is confirmed, participants will be assessed at baseline, during the intervention and at a 2-month follow-up (week 24). The primary outcome measure will be a daily diary that assesses child anxiety. Discussion The study will provide preliminary evidence of whether LADDERS reduces anxiety in autistic children with severe to profound ID. Qualitative data from parents and child engagement will provide data on acceptability and feasibility.

Background and Objectives The Covid-19 pandemic reduced access to social activities and routine health care that are central to dementia prevention. We developed a group-based, video-call, cognitive well-being intervention; and investigated its acceptability and feasibility; exploring through participants’ accounts how the intervention was experienced and used in the pandemic context. Research Design and Method We recruited adults aged 60+ years with memory concerns (without dementia). Participants completed baseline assessments and qualitative interviews/focus groups before and after the 10-week intervention. Qualitative interview data and facilitator notes were integrated in a thematic analysis. Results 12/17 participants approached completed baseline assessments, attended 100/120 (83.3%) intervention sessions and met 140/170 (82.4%) of goals set. Most had not used video calling before. In the thematic analysis, our overarching theme was social connectedness. Three sub-themes were as follows: Retaining independence and social connectedness: social connectedness could not be at the expense of independence; Adapting social connectedness in the pandemic: participants strived to compensate for previous social connectedness as the pandemic reduced support networks; Managing social connections within and through the intervention: although there were tensions, for example, between sharing of achievements feeling supportive and competitive, participants engaged with various lifestyle changes; social connections supported group attendance and implementation of lifestyle changes. Discussion and Implications Our intervention was acceptable and feasible to deliver by group video-call. We argue that dementia prevention is both an individual and societal concern. For more vulnerable populations, messages that lifestyle change can help memory should be communicated alongside supportive, relational approaches to enabling lifestyle changes.

This article reviews recent efforts to implement the William & Mary English Language Arts (ELA) curriculum within the Paradise Valley Unified School District gifted programs. The programs include self-contained gifted, as well as content replacement programs in Title 1 and Non-Title 1 schools. Each delivery model modified the constructs of the curriculum to meet the unique needs of the students serviced. All results indicated successful academic progress and student growth.

This study examines self-reported engagement in questionable research practices (QRPs) by faculty (N = 164) and students (N = 110) in American Psychological Association (APA)-accredited clinical and counseling psychology doctoral programs. Both faculty and student participants were asked to report their own engagement as well as the engagement of their graduate school mentor in 12 QRPs. Nearly 65% of the faculty participants and 50% of the student participants reported engaging in at least one QRP. The most commonly reported QRP was selectively reporting findings that worked (35% for faculty, 26% for students) and the least commonly admitted was falsifying data (0% for faculty, 1% for students). Total number of QRPs engaged in was significantly predicted by knowledge of mentor engagement in QRPs (explaining 34% of the variance for faculty and 19% of the variance for students), but it was not predicted by degree year, number of publications, or self-reported researcher reputation. These results suggest that QRPs do occur in the field, but perhaps at lower levels than had previously been thought. They also suggest that additional training in QRPs is needed. Training implications and future directions are discussed.

Semantic diversity quantifies the similarity in the content of contexts a word has been experienced in. Four experiments investigated its effect on lexical and semantic judgments in 9- to 10-year-olds and adults. In Experiment 1, a cross-modal semantic judgment task, participants decided whether a visually presented word matched an audio definition. Both groups were slower to respond to words high in semantic diversity, and this effect was modulated by task demands. Experiment 2 used the same items but in a lexical-decision task. Children were faster to respond to words high in diversity but there was no effect in adults, failing to replicate previous work. Experiment 3 examined possible reasons for this, and Experiment 4 tested the effect of semantic diversity on lexical decision via secondary analysis of 2 large megastudies. Overall, the facilitative effect of semantic diversity on lexical decision was robust. Our findings show that contextual experience influences subsequent lexical processing, consistent with context inducing semantic representations that reflect continuities and gradations in meaning. These gradations are captured by semantic diversity, and in turn, this interacts with task demands to influence behavioral performance. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

To examine the feasibility and acceptability of NIDUS-Family, a 6-8 session manualised, individually tailored, modular intervention supporting independence at home for people with dementia; and explore participants' and facilitators' experiences of the intervention.In this single group multi-site feasibility study, trained, supervised non-clinically qualified graduates (facilitators) delivered NIDUS-Family to family carer and people living with dementia dyads. We recruited participants from GP practices and memory services in London and Bradford. We completed quantitative outcomes pre- and post-intervention; and conducted qualitative interviews with participants and facilitators. Our pre-specified main outcomes were proportion of potential participants approached who agreed to participate, intervention adherence and acceptability to family carers, and facilitator fidelity to the manual.We recruited 16 dyads (57% of those approached); 12 (75%) completed the intervention. Of 12 participants rating intervention acceptability, 9 (75%) agreed or strongly agreed that it had helped; 2 (18%) neither agreed nor disagreed and 1 (8%) disagreed. Mean facilitator fidelity was high (81.5%). Dyads set on average 3.9 goals; these most commonly related to getting out and about and increasing activity/hobby participation (NIDUS-Family was feasible and acceptable to participants. Following refinements, testing in a pragmatic trial is underway.

Semantic diversity – a metric that captures variations in previous contextual experience with a word – influences children’s lexical decision and reading aloud. We investigated the effects of semantic diversity and frequency on children’s reading of words embedded in sentences, while eye movements were recorded. If semantic diversity and frequency reflect different aspects of experience that influence reading in different ways, they should show independent effects and perhaps even different processing signatures during reading. Forty-nine 9-year-olds read sentences containing high/low frequency and high/low diversity words, manipulated orthogonally. We observed independent main effects of both variables, with high frequency and high semantic diversity words being read more easily in target word analyses. Sentence-level analyses indicated that semantic diversity influenced the overall ease of sentence processing whereas frequency did not. These results show that variations in the amount and nature of contextual experience influence how easily words are processed during reading

ObjectiveTo increase discussion about obesity and endometrial cancer and referrals to weight loss clinic in patients with newly diagnosed low-risk endometrial cancer.MethodsA multidisciplinary team used a quality improvement methodology to increase patient awareness about obesity and endometrial cancer. Target population included patients 2 who underwent surgery at our institution and had a final diagnosis of complex hyperplasia or stage I, grade 1–2 endometrioid endometrial cancer. A toolkit was developed for the intervention. Clinical characteristics, discussion about obesity, and referrals to a weight loss clinic were abstracted for a historic and intervention cohort. Data for the two cohorts were compared using chi-square, Fisher’s exact test, and t-test.Results54 patients from the historic cohort and 53 from the intervention cohort met inclusion criteria. Clinical characteristics were balanced between the groups. Discussion about obesity increased from 11.1% (6/54) to 79.2% (42/53) after implementing the toolkit (p<0.001). Referrals to the weight loss clinic also increased from 3.7% (2/54) to 26.4% (14/53) after implementing the toolkit (p=0.001), but in both groups only 50% of those referred actually attended the weight loss clinic. No clinical characteristics were identified as associated with being more likely to have documented conversations or referrals.ConclusionsA multidisciplinary quality-improvement project can be used to increase discussion about obesity and referral to a weight loss clinic in patients with low-risk endometrial cancer. Increasing patient awareness of the connection between obesity and endometrial cancer may have implications on the long-term health of endometrial cancer survivors.

The United States (U.S.) is going through a preschool through 12th grade education transition to Common Core State Standards (CCSS), initially English Language Arts (ELA) and Mathematics (Math). Computational and model thinking can lead to a practice of computer coding where many of the necessary shifts in learning the ELA and Math standards can be incorporated. A new initiative by Paradise Valley Unified School District (PVUSD) to teach coding to K-8 students, and the requisite computational/model thinking through CCSS activities and lesson plans is provided. Three Gifted Education teachers (1st/2nd grades, 3rd/4th grades, 5th/6th grades) and the Information Technology Director articulate and showcase some explorations of teaching computer coding. The teachers and their students have been exposed to a variety of computational/model thinking activities and web portals/platforms (e.g., Codecademy, Scratch, App Inventor, Khan Academy, etc.), IOS/Android Apps, and web sites as listed at http://ccc.pvlearners.net. All students have access to tablets, Chromebooks, and TelePresence units to facilitate their creation and collaboration in coding.