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Objective: The purpose of this study was to measure college student athletes' nutrition knowledge and behavior before and after a text message-based educational intervention. Participants: Athletes (n = 35) participated by completing a pre- and post-intervention survey. Methods: This survey gathered information on ability to identify carbohydrate and protein food sources, pre- and post-workout intake, and behavior. Text messages were sent during the 4-week intervention and included information regarding the importance of carbohydrate consumption before training, and a carbohydrate-protein mixture for recovery. Results: Dependent t-tests revealed a lack of statistically significant increases in total knowledge (p = 0.156) or behavior (p = 0.177), but an increase in the behavior questions regarding efficacy of carbohydrate before training (p = 0.026) and carbohydrate and protein after training (p = 0.016). Conclusion: This suggests the text message educational intervention did influence behavioral outcomes. Future research should focus on the effectiveness, length, and frequency of the text message intervention, and investigate the athletes' willingness to change dietary behaviors.

School-based day treatment is an intensive mental health service for children with social, emotional, and behavioral difficulties. Research on day treatment is scarce and descriptions of program models are lacking. We used stimulated recall interviews to explore the moment-to-moment processes and strategies of classroom staff in a day treatment program for children in kindergarten and Grade 1 in Canada. Several processes and strategies used by staff emerged from the thematic analysis of the interviews. These included a process of individualized intervention, characterized by a continual and cyclical process of attunement, responsiveness, assessment, and evaluation, using a team-based approach, noticing positives about children, a climate of positive relationships, staff regulating their own emotions, being flexible while also being firm and consistent, and seeing children from a developmental perspective. More specific strategies used by staff (e.g., token economy) also emerged from the interviews. Implications for future research and teacher training are discussed.

The regulation of cell physiology depends largely upon interactions of functionally distinct proteins and cellular components. These interactions may be transient or long-lived, but often affect protein motion. Measurement of protein dynamics within a cellular environment, particularly while perturbing protein function with small molecules, may enable dissection of key interactions and facilitate drug discovery; however, current approaches are limited by throughput with respect to data acquisition and analysis. As a result, studies using super-resolution imaging are typically drawing conclusions from tens of cells and a few experimental conditions tested. We addressed these limitations by developing a high-throughput single-molecule tracking (htSMT) platform for pharmacologic dissection of protein dynamics in living cells at an unprecedented scale (capable of imaging >106 cells/day and screening >104 compounds). We applied htSMT to measure the cellular dynamics of fluorescently tagged estrogen receptor (ER) and screened a diverse library to identify small molecules that perturbed ER function in real time. With this one experimental modality, we determined the potency, pathway selectivity, target engagement, and mechanism of action for identified hits. Kinetic htSMT experiments were capable of distinguishing between on-target and on-pathway modulators of ER signaling. Integrated pathway analysis recapitulated the network of known ER interaction partners and suggested potentially novel, kinase-mediated regulatory mechanisms. The sensitivity of htSMT revealed a new correlation between ER dynamics and the ability of ER antagonists to suppress cancer cell growth. Therefore, measuring protein motion at scale is a powerful method to investigate dynamic interactions among proteins and may facilitate the identification and characterization of novel therapeutics.

Background: Diversity within the physician workforce is associated with improved clinical outcomes and patient satisfaction. Despite this, the US physician workforce, particularly in emergency medicine (EM), remains relatively homogeneous. Of all Black medical school students in the US, 14% attend the four Historically Black Colleges and Universities (HBCU) that have a medical school. Unfortunately, none of these schools are affiliated with an academic EM program. Because of this, there is less professional mentorship focused on obtaining a career in EM and potentially less formal curricula for senior medical students doing their home sub-internship in EM.Objectives: Our objective was to fill the gap left by the absence of an academic EM department at Howard University College of Medicine (HUCOM) by creating a collaborative educational experience for fourth-year medical students during their home EM sub-internship. The curricular objectives were to teach core principles of EM, build relationships with students, and prepare them for pursuing EM residency training.Curricular Design: Four EM academic departments collaborated to create and implement a virtual curriculum using the six-step approach to curricular development.Impact/Effectiveness: After completion of the course, five students (100%) reported strongly agreeing with the following statements. These sessions 1) helped me learn the approach to core EM topics more than I would have been able to do on my own; 2) helped me learn key skills for excelling in an EM rotation more than I would have been able to do on my own; and 3) allowed me to connect with faculty and resident mentors to learn more about the field of EM. Of these five students, 80% and 20% reported strongly agreeing and agreeing, respectively, that these sessions helped them learn about the process of applying to and selecting an EM residency program.

All interventions -- whether academic, behavioral, or social-emotional -- should be consistently delivered as planned to realize desired student outcomes. In other words, they should be delivered with fidelity. School psychologists can address this concern by monitoring fidelity and providing support for intervention implementation. In this final installment, the authors identify common reasons that interventions are not implemented with fidelity and share implementation supports that can be provided by school psychologists. Even after evidence-based universal intervention implementation supports, some teachers may benefit from more help. For teachers requiring additional support, practitioners can evaluate what type of support is needed (i.e., skill or performance deficit) and intensify support accordingly to ensure that teachers' unique needs are met, and students experience high-quality intervention delivery that is more likely to lead to improved outcomes.

This study describes research conducted with Master of Social Work (MSW) students and alumni who completed all or part of their graduate practicum during the height of the COVID-19 pandemic. It arises from observations by the first three authors, who are all faculty in a post-secondary social work program in northern British Columbia. These faculty observed that, despite myriad challenges associated with the COVID-19 pandemic, many graduate students reported benefits from completing a practicum during this time. Semi-structured interviews were conducted with 11 participants, revealing three themes: 1) advantages from flexibility in completing practicum requirements, 2) enhanced connections, and 3) richer learning experiences. This article discusses those themes and their sub-themes, and offers suggestions for how the people involved with post-secondary professional programs can use what was learned from the unprecedented time around the COVID-19 pandemic to inform field education. As people involved in post-secondary professional programs, faculty and staff, university administrators, community organizations and professionals, and accreditation bodies may find this study helpful.

The purpose of this paper is to describe teacher outcomes from participating in an intensive science, technology, engineering, and mathematics (STEM) professional learning (PL) initiative for middle school science teachers in the United States. The initiative included intensive summer coursework and ongoing support (e.g., individual coaching, professional learning communities), and focused on enhancing teachers' STEM instruction and their pedagogical content knowledge (PCK), with the ultimate goal of improving student outcomes. In this mixed method study, we examine change across time in teachers' beliefs, use of STEM instruction, and PCK. In general, we did not observe statistically significant change in teachers' beliefs, use of STEM instruction, or PCK from the beginning to the end of Year 1. In follow-up focus groups, ten teachers described their perceptions of student outcomes of STEM instruction and identified tensions related to implementation. We offer implications intended to inform future work in the area of STEM PL.

Persistent ableism in higher education, counseling practice, and society necessitates disability justice advocacy. In this article, the author explores the historical context of disability and the importance of disability knowledge for counselors and counselor educators. In addition to discrimination and inaccessibility, able privilege and lack of representation present significant barriers to equity and empowerment of disabled people. Better awareness of disability culture and community-oriented frameworks for the collective liberation of disabled people, such as disability justice, can improve disability equity and allyship within counseling and counselor education.

Many autistic adults report preference for computer-mediated communication and social media use. Despite many benefits to online socialization, there are many challenges including anxiety and cyber-victimization. To date, support is limited related to helping autistic adults with safe and effective internet use. The purpose of this study was to evaluate the feasibility, acceptability, and preliminary efficacy of the novel SELFI program. This pilot study utilized a randomized controlled trial design. A total of 25 autistic adults enrolled in the study and were randomized to the nine-week SELFI program or a waitlist control condition. Feasibility assessed enrollment, attrition, and fidelity of delivery. Acceptability examined attendance and feedback from participants and peer mentors. Efficacy evaluated change in Facebook activity, social media utility/anxiety, and individualized goals. Regarding feasibility, the recruitment goal was met within one month, there was limited attrition, and therapists delivered the program with high fidelity. Participants attended a majority of scheduled sessions and feedback from participants reflected high levels of agreement with several facets of the program. Compared to the control group, more participants assigned to the SELFI condition were perceived by autistic and non-autistic raters as having improved Facebook activity. SELFI participants also reported reduced difficulty meeting their individualized goal. Findings support the piloted SELFI program as feasible and acceptable with signals of preliminary efficacy. This study establishes an exciting foundation regarding an innovative social media skills program, however more research is necessary.

Preschool picturebook read-alouds have the power to capture the attention of young students by providing an immersive experience that stimulates imagination while addressing learning objectives. The instructional strategies or practices that teachers use during picturebook read-alouds impact student engagement with the story and narrative comprehension. Too little is known about teacher practices during read-alouds, particularly their use of drama-based instructional practices while reading narrative picturebooks. To examine the frequency and quality of teacher read-aloud practices, we developed the Teachers' Use of Strategies for Storytime Drama rubric, an observational tool that captures shared reading, drama-based, and expressive read-aloud practices preschool teachers may use during read-alouds. In general, teachers rarely used commonly recommended read-aloud practices, and when used, quality was often low. Read-aloud practices varied by picturebook type. Books that incorporated a true narrative alongside sequenced events were associated with more frequent strategy use. Drama-based strategies during read-alouds in particular supported children's retelling of the picturebook story. These outcomes align with our hypotheses and with research-based recommendations that teachers carefully choose picturebooks to have increased opportunities for dialogic and dramatic strategies that support students' language skills. Implications for practice are discussed as they relate to preschool teachers' incorporation of drama-based strategies during read-alouds.

Background: Primary progressive aphasia (PPA) is a neurodegenerative condition characterised by a prominent and progressive deterioration in language abilities, which significantly impacts quality of life and interpersonal relationships. Speech and language therapy plays a crucial role in offering interventions. Group intervention is one mode of delivery that could benefit communication functioning and overall wellbeing of people with PPA (pwPPA) and their care partners. Group interventions are also more efficient than one-to-one intervention and may facilitate peer support. Aims: The aim of this review was to systematically evaluate the current evidence for the effectiveness of speech and language therapy groups for pwPPA and their care partners. Specifically, this paper considered three questions: (1) What evidence-based speech and language therapy groups for pwPPA and their care partners have been reported to date? (2) Are group communication interventions effective in improving quality of life and communication function for pwPPA and their care partners? (3) Are group communication interventions that are designed for people with communication difficulties of other aetiologies (such as stroke) effective for pwPPA? In addition, this review aimed to describe the structure and content of groups, including aims, disciplines involved, size and frequency of group meetings, and outcome measures. Methods: MEDLINE, CINAHL and PsycINFO were used to retrieve articles of interest. A total of 10 studies published between 2009 and 2022 met the eligibility criteria and therefore were included in this study. Data were extracted from the articles regarding the structure and content of groups. Main Contribution: Although evidence is currently limited, results suggest that speech and language therapy group intervention can improve specific linguistic processes, the use of communication strategies and psychosocial well-being. The importance of multidisciplinary input and care partners' involvement in groups was highlighted, along with the benefits of creative non-verbal activities as tools for self-expression. There is also initial evidence that telehealth group provision and one-off group sessions may be feasible and can benefit psychosocial well-being. Lastly, intentional recruitment and explicit education on different aphasia types are described as important when pwPPA participate in groups with mixed diagnoses. Conclusions: The literature on speech and language therapy group interventions for PPA shows promise of positive effects on communication function and psychosocial well-being of both pwPPA and their care partners. Speech and language therapists can consider these published interventions when designing and implementing similar groups, but more robust evidence is required to confirm the relative effectiveness of this approach.

An integrated multi-tiered system of support (I-MTSS) framework facilitates the implementation of practices across academic, social, emotional, and behavioral wellness (SEB) areas. Integrated multi-tiered systems of support allow schools to support all students efficiently and effectively in a manner that best meets their comprehensive needs. This approach is especially critical for students with multiple or complex learning and SEB needs. Although there is great promise in improving the effectiveness and efficiency of supporting students through an I-MTSS model, there is a need to help educators understand how an integrated approach can be practically implemented. In this article, we share information on practical applications of I-MTSS that can be implemented in elementary school settings.

A recently reported behavioral screen in larval zebrafish for phenocopiers of known anesthetics and associated drugs yielded an isoflavone. Related isoflavones have also been reported as GABAA potentiators. From this, we synthesized a small library of isoflavones and incorporated an in vivo phenotypic approach to perform structure-behavior relationship studies of the screening hit and related analogs via behavioral profiling, patch-clamp experiments, and whole brain imaging. This revealed that analogs effect a range of behavioral responses, including sedation with and without enhancing the acoustic startle response. Interestingly, a subset of compounds effect sedation and enhancement of motor responses to both acoustic and light stimuli. Patch clamp recordings of cells with a human GABAA receptor confirmed that behavior-modulating isoflavones modify the GABA signaling. To better understand these molecules nuanced effects on behavior, we performed whole brain imaging to reveal that analogs differentially effect neuronal activity. These studies demonstrate a multimodal approach to assessing activities of neuroactives.

New particle formation (NPF) often drives cloud condensation nuclei concentrations and the processes governing nucleation of molecular clusters vary substantially in different regions. The growth of these clusters from ∼2 to >10 nm diameters is often driven by the availability of extremely low volatility organic vapors (ELVOCs). Although the pathways to ELVOC formation from the oxidation of biogenic terpenes are better understood, the mechanistic pathways for ELVOC formation from oxidation of anthropogenic organics are less well understood. We integrate measurements and detailed regional model simulations to understand the processes governing NPF and secondary organic aerosol formation at the Southern Great Plain (SGP) observatory in Oklahoma and compare these with a site within the Bankhead National Forest (BNF) in Alabama, southeast USA. During our two simulated NPF event days, nucleation rates are predicted to be at least an order of magnitude higher at SGP compared to BNF largely due to lower sulfuric acid (H2SO4) concentrations at BNF. Among the different nucleation mechanisms in WRF-Chem, we find that the dimethylamine (DMA) + H2SO4 nucleation mechanism dominates at SGP. We find that anthropogenic ELVOCs are critical for explaining the growth of particles observed at SGP. Treating organic particles as semisolid, with strong diffusion limitations for organic vapor uptake in the particle phase, brings model predictions into closer agreement with observations. We also simulate two non-NPF event days observed at the SGP site and show that low-level clouds reduce photochemical activity with corresponding reductions in H2SO4 and anthropogenic ELVOC concentrations, thereby explaining the lack of NPF.

Inherited retinal degenerations are blinding genetic disorders characterized by high genetic and phenotypic heterogeneity. In this retrospective study, we describe sixteen families with early-onset non-syndromic retinal degenerations in which affected probands carried rare bi-allelic variants in CFAP410, a ciliary gene previously associated with recessive Jeune syndrome. We detected twelve variants, eight of which were novel, including c.373+91A>G, which led to aberrant splicing. To our knowledge this is the first likely pathogenic deep-intronic variant identified in this gene. Analysis of all reported and novel CFAP410 variants revealed no clear correlation between the severity of the CFAP410-associated phenotypes and the identified causal variants. This is supported by the fact that the frequently encountered missense variant p.(Arg73Pro), often found in syndromic cases, was also associated with non-syndromic retinal degeneration. This study expands the current knowledge of CFAP410-associated ciliopathy by enriching its mutational landscape and supports its association with non-syndromic retinal degeneration.

Urban landscapes homogenize our world at global scales, contributing to “extinction of experience”, a progressive decline in human interactions with native greenspace that can disconnect people from the services it provides. College age adults report feeling disconnected from nature more than other demographics, making universities a logical place to explore interventions intended to restore a connection with nature. This study surveyed 1088 students and staff across four university campus communities in Southern California, USA and used multicriteria decision analysis to explore their landscape preferences and the implications of those preferences for combatting extinction of experience. Our results suggest that perspectives of, and preferences for, different greenspace forms vary significantly (i.e., they are not perceived as substitutable). Support for native ecosystems, particularly coastal sage scrub (top ranked landscape) was generally high, suggesting that disaffection with wild nature is not particularly widespread. Programs for replacing turf grass lawns (lowest ranked landscape) with native plants were also well supported, but support for stormwater bioswales was more moderate (and variable). This may reflect their relative newness, both on university campuses and in urban spaces more generally. Not all members of campus communities preferred the same landscapes; preferences differed with degree of pro-environmentalism and university status (undergraduate student, graduate student, staff). Even so, all respondents exhibited landscape preferences consistent with at least one approach for combatting extinction of experience, suggesting that ecologists, engineers and urban planners have a viable set of generalizable tools for reconnecting people with nature.

Harmful algal blooms (HABs) are a reoccurring threat to subsistence and recreational shellfish harvest in Southeast Alaska. Recent Tribally led monitoring programs have enhanced understanding of the environmental drivers and toxicokinetics of shellfish toxins in the region; however, there is considerable variability in shellfish toxins in some species, which cannot be easily explained by seasonal bloom dynamics. Persistent concentrations of paralytic shellfish toxins (PSTs) in homogenized butter clam samples (n > 6, Saxidomus gigantea) have been observed in several communities, and relatively large spikes in concentrations are sometimes seen without Alexandrium observations or increased toxin concentrations in other species. In order to investigate potential sources of variability in PST concentrations from this subsistence species, we assessed individual concentrations of PSTs across a size gradient of butter clams during a period of relatively stable PST concentrations. We found that increasing concentrations of PSTs were significantly associated with larger clams using a log-linear model. We then simulated six clams randomly sampled from three size distributions, and we determined large clams had an outsized probability of contributing a significant proportion of the total toxicity in a six-clam homogenized sample. While our results were obtained during a period of low HAB activity and cannot be extrapolated to periods of intoxication or rapid detoxification, they have significant ramifications for both monitoring programs as well as subsistence and recreational harvesters.

Due to climate change, drought, and earthquakes, drinking supplies in the western U.S. and similar climatic regions globally will become strained, especially in densely populated urban areas, such as the City of Los Angeles (City). In response, the Los Angeles Department of Water and Power committed at least $6 billion to invest in Pure Water Los Angeles, also known as Operation Next. The initiative would treat wastewater to create a new local, sustainable, and reliable source of over 250,000 acre-feet of drinking water per year. By developing the Operation NEXT Resilience Analysis Model and analyzing about 100,000 scenarios, the researchers found that Operation NEXT would be a strategic investment to address immediate water supply challenges and offer long-term economic and water security benefits. Operation NEXT would: 1) offer substantial regional economic benefits; 2) significantly bolster local water supply resilience; 3) improve resilience to uncertain water imports; and 4) significantly reduce earthquake-driven water shortages. Because climate uncertainty will be the largest driver of the City's water shortage, the project should be designed to be adaptable. This analysis can inform broader planning efforts both in the U.S. and beyond.

BACKGROUND: Phenotypic heterogeneity in early language, intellectual, motor, and adaptive functioning (LIMA) features are amongst the most striking features that distinguish different types of autistic individuals. Yet the current diagnostic criteria uses a single label of autism and implicitly emphasizes what individuals have in common as core social-communicative and restricted repetitive behavior difficulties. Subtype labels based on the non-core LIMA features may help to more meaningfully distinguish types of autisms with differing developmental paths and differential underlying biology. METHODS: Unsupervised data-driven subtypes were identified using stability-based relative clustering validation on publicly available Mullen Scales of Early Learning (MSEL) and Vineland Adaptive Behavior Scales (VABS) data (n = 615; age = 24-68 months) from the National Institute of Mental Health Data Archive (NDA). Differential developmental trajectories between subtypes were tested on longitudinal data from NDA and from an independent in-house dataset from UCSD. A subset of the UCSD dataset was also tested for subtype differences in functional and structural neuroimaging phenotypes and relationships with blood gene expression. The current subtyping model was also compared to early language outcome subtypes derived from past work. RESULTS: Two autism subtypes can be identified based on early phenotypic LIMA features. These data-driven subtypes are robust in the population and can be identified in independent data with 98% accuracy. The subtypes can be described as Type I versus Type II autisms differentiated by relatively high versus low scores on LIMA features. These two types of autisms are also distinguished by different developmental trajectories over the first decade of life. Finally, these two types of autisms reveal striking differences in functional and structural neuroimaging phenotypes and their relationships with gene expression and may highlight unique biological mechanisms. LIMITATIONS: Sample sizes for the neuroimaging and gene expression dataset are relatively small and require further independent replication. The current work is also limited to subtyping based on MSEL and VABS phenotypic measures. CONCLUSIONS: This work emphasizes the potential importance of stratifying autism by a Type I versus Type II distinction focused on LIMA features and which may be of high prognostic and biological significance.

Mindfulness witnessed a substantial popularity surge in the past decade, especially as digitally self-administered interventions became available at relatively low costs. Yet, it is uncertain whether they effectively help reduce stress. In a preregistered (OSF https://doi.org/10.17605/OSF.IO/UF4JZ ; retrospective registration at ClinicalTrials.gov NCT06308744 ) multi-site study (nsites = 37, nparticipants = 2,239, 70.4% women, Mage = 22.4, s.d.age = 10.1, all fluent English speakers), we experimentally tested whether four single, standalone mindfulness exercises effectively reduced stress, using Bayesian mixed-effects models. All exercises proved to be more efficacious than the active control. We observed a mean difference of 0.27 (d = -0.56; 95% confidence interval, -0.43 to -0.69) between the control condition (M = 1.95, s.d. = 0.50) and the condition with the largest stress reduction (body scan: M = 1.68, s.d. = 0.46). Our findings suggest that mindfulness may be beneficial for reducing self-reported short-term stress for English speakers from higher-income countries.