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BackgroundNeuropathic pain is a debilitating secondary condition for many individuals with spinal cord injury. Spinal cord injury neuropathic pain often is poorly responsive to existing pharmacological and nonpharmacological treatments. A growing body of evidence supports the potential for brain-computer interface systems to reduce spinal cord injury neuropathic pain via electroencephalographic neurofeedback. However, further studies are needed to provide more definitive evidence regarding the effectiveness of this intervention. ObjectiveThe primary objective of this study is to evaluate the effectiveness of a multiday course of a brain-computer interface neuromodulative intervention in a gaming environment to provide pain relief for individuals with neuropathic pain following spinal cord injury. MethodsWe have developed a novel brain-computer interface-based neuromodulative intervention for spinal cord injury neuropathic pain. Our brain-computer interface neuromodulative treatment includes an interactive gaming interface, and a neuromodulation protocol targeted to suppress theta (4-8 Hz) and high beta (20-30 Hz) frequency powers, and enhance alpha (9-12 Hz) power. We will use a single-case experimental design with multiple baselines to examine the effectiveness of our self-developed brain-computer interface neuromodulative intervention for the treatment of spinal cord injury neuropathic pain. We will recruit 3 participants with spinal cord injury neuropathic pain. Each participant will be randomly allocated to a different baseline phase (ie, 7, 10, or 14 days), which will then be followed by 20 sessions of a 30-minute brain-computer interface neuromodulative intervention over a 4-week period. The visual analog scale assessing average pain intensity will serve as the primary outcome measure. We will also assess pain interference as a secondary outcome domain. Generalization measures will assess quality of life, sleep quality, and anxiety and depressive symptoms, as well as resting-state electroencephalography and thalamic γ-aminobutyric acid concentration. ResultsThis study was approved by the Human Research Committees of the University of New South Wales in July 2019 and the University of Technology Sydney in January 2020. We plan to begin the trial in October 2020 and expect to publish the results by the end of 2021. ConclusionsThis clinical trial using single-case experimental design methodology has been designed to evaluate the effectiveness of a novel brain-computer interface neuromodulative treatment for people with neuropathic pain after spinal cord injury. Single-case experimental designs are considered a viable alternative approach to randomized clinical trials to identify evidence-based practices in the field of technology-based health interventions when recruitment of large samples is not feasible. Trial RegistrationAustralian New Zealand Clinical Trials Registry (ANZCTR) ACTRN12620000556943; https://bit.ly/2RY1jRx International Registered Report Identifier (IRRID)PRR1-10.2196/20979

Connections among faculty who might be potential resources for diffusion of learner-centered practices across STEM departments were examined at a major research university. Specifically, the research assessed the impact of these connections on learner-centered beliefs among faculty and the implementation of learner-centered practices across the network. Participants were recruited from Physics, Chemistry, and Mathematics departments, and from departments in the College of Engineering. A snowball sampling procedure began with 21 randomly selected faculty from each department engaged in the STEM instruction of engineering students. These faculties then identified the colleagues they utilize as resources for improving their instruction. Characteristics of faculty connectedness in the network consisted of number of connections and depth of connections for both individual faculty and within and across departments. Outcome measures consisted of a survey of learner-centered attitudes and classroom observations of faculty instructional practices. The results show that faculty exhibiting more learner-centered behaviors had deeper and more extensive social networks than their peers who were more instructor-centered. The results are discussed in terms of the need for intra- and inter-departmental faculty professional development experiences that build and support collaborative organizations of faculty working together to transform early engineering experiences.

There is a need for a more robust conceptualization of engagement in mathematics education research. Investigating how teachers describe engagement can provide insight into relationships between purposes of engagement and dimensions of engagement. In this exploratory study, we examined how 28 secondary mathematics teachers in two states in the USA talked about their students' engagement. During interviews, we asked teachers to provide their definitions for engagement, describe their teaching strategies for engaging students, and describe their observations of engagement during a video clip from their own classroom. We interpreted teachers' talk to identify how they described the nature of mathematics engagement (dimensions such as behavioral, cognitive, affective, and/or social engagement) and purposes of engagement (engagement in learning or in schooling [Harris, 2011]). When teachers described the purpose of engagement as engagement in learning, they also tended to describe the nature of engagement with cognitive and social dimensions and with multiple dimensions of engagement.

We examined the relationships between different aspects of mathematics engagement for 285 students in their first year of high school in the United States. Path Analyses were used to trace the relationships between students' self-reported prior motivation and appraisals of control and value of mathematics, perceptions of teacher support and peer support. These variables and observed teacher and peer support as coded from video by researchers, were examined as potentially impacting students' self-reported in-the moment affect and task-level control and value appraisals Our results showed three key contributions. First, significant paths corresponded to relationships predicted by Control Value Theory (CVT) across a particularly robust set of variables and over the course of their first semester in high school. Second, results added further nuance by considering the objects that students' in-the-moment emotions were directed toward, showing distinctions between positive and negative emotions directed at the mathematics task, students' teachers and peers, and selves. Third, results more closely considered the impact of both observed and perceived aspect of support from peers and teachers in the classroom, in both its academic and social forms. Implications are discussed for theory and practice.

In this article, the authors introduce the Into Math Graph tool, which helps teachers learn about their students' mathematics-related experiences and mathematical engagement by inviting students to define and graph their engagement over time. This tool documents and allows teachers to understand how and why students' engagement increases, decreases, fluctuates, or remains the same. This tool was created for the Secondary Mathematics in-the-Moment Longitudinal Engagement Study (SMiLES) to help researchers understand how students experience and describe their mathematical engagement (Edusei, Jansen, and Mohammad Mirzaei 2019). Here, the authors discuss how they can use this tool as teachers, share examples of student responses, and discuss implications for practice.

Spontaneous problem posing (SPP) is presented as a phenomenon central to mathematical thinking, wherein learners generate problems without formal prompting, and where posed problems originate from the learner's motivation to improve their knowledge. Because of this, they may serve as important markers of productive mathematical engagement--in particular, affective engagement--both for problem posers and their classroom communities (D'Mello & Graesser in "Learning and Instruction," 22(2), 145-157, 2012). We report on a study which utilized mixed methods to examine SPP and associated affective engagement of students in four early high school mathematics classrooms in two geographic regions of the USA. For each classroom, we used observational and experience sampling methods to examine the patterns of affect problem posers and their peers experienced at individual and group levels, respectively, on a day with at least one instance of SPP observed compared with a day with no observed instances of SPP. Results show evidence of positive affect among problem posers, while their peers reported fewer negative emotions about mathematics tasks on days with SPP than on days without SPP. Moreover, a detailed analysis of two spontaneous problem posers revealed that they showed a desire to extend their own mathematical thinking, expressed dissatisfaction with their current knowledge, and directed their problems primarily towards the teacher. Results are discussed regarding the need to support students' confidence in their original mathematical ideas in class, and for reducing negative emotional responses to mathematics tasks.

Purpose: The objectives of this study were to translate and culturally adapt the Barriers to Physical Activity and Disability Survey (B-PADS) into the Thai context and to assess its inter- and intra-rater reliability. Methods: Participants were experts in the field of spinal cord injury (SCI, n = 3), linguistic experts (n = 7), Thai-English bilingual speakers (n = 40), Thai physiotherapists (n = 8), and people with SCI living in Thailand (n = 43). The translation and cross-cultural adaptation of the B-PADS into the Thai context was conducted using a 6-step process; forward translation, reconciliation of the two translated versions, backward-translation, harmonisation, backward-translation of the revised version, and cognitive debriefing with potential users and target population. The reliability of the translated tool was assessed using Cohen's kappa (K) and McNemar's test. Results: The inter-rater reliability test demonstrated high-range agreement for the majority of statements (27 out of 38; Cohen's K > 0.60) in the Thai-B-PADS final version. The intra-rater reliability test revealed that the majority of the statements (29 out of 38) in the Thai-B-PADS final version obtained substantial (Cohen's K = 0.61–0.80, p < 0.05) to perfect agreement (Cohen's K = 1.0, p < 0.05). McNemar's test displayed no statistically significant differences amongst assessors (p > 0.05) for nearly all statements. Conclusion: The Thai-B-PADS final version was successfully translated and culturally adapted for people with SCI. IMPLICATIONS FOR REHABILITATION: Multi-stakeholders, including academic experts, researchers, translators, clinicians, target users and clients, should be involved in developing health-related questionnaires' translation and cultural adaptation processes. The Thai version of Barriers to Physical Activity and Disability Survey (B-PADS) possessed high levels of inter- and intra-rater reliability to assess barriers related to undertaking physical activities or exercise in people with spinal cord injury. Interactional biases and perceived social status effects may not be avoided when deploying a face-to-face interview of health-related questionnaires in a culture where social hierarchy is present within the language. The translation and adaptation processes used in this study were thorough, systematic and comprehensive, providing a culturally competent exemplar for translating health-related questionnaires between languages of different root origins. [ABSTRACT FROM AUTHOR]

Objectives: Adults with spinal cord injury (SCI) are often sedentary, increasing their risk of cardiometabolic diseases. Leisure-time Physical Activity (LTPA) is physical activity completed during recreation time for enjoyment. We aimed to quantify LTPA in people ≥45 years with SCI and to explore its relationship with participants' characteristics. Methods: This is a secondary analysis on a subset of the Australian International SCI Survey in participants ≥45 years, at least 12 months post-injury. We described levels of LTPA and used multivariable regressions to estimate the associations between participant characteristics and LTPA. Results: Of 1,281 participants (mean age: 62.7 years, mean time since injury: 18.7 years; 74% males) 44% reported no participation in LTPA. The average LTPA participation was 197 (SD 352) minutes per week (median: 50). Females (β = -62.3, 95% CI [-112.9, -11.7]), and participants with non-traumatic injuries (β = -105.2, 95% CI [-165.9, -44.6]) performed less LTPA. Time since injury was not associated with moderate-to-heavy LTPA (LR: Probability > F = 0.785). Conclusion: LTPA promotion in the SCI population ≥45 years focusing on females and non-traumatic injuries is warranted. [ABSTRACT FROM AUTHOR]