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This study synthesized 14 published and unpublished group design and single-case design studies on bullying interventions for individuals with disabilities. The specific objectives were to examine the general characteristics and design qualities of the studies, quantify the magnitude of the intervention effects, and identify potential moderating variables. Four studies were excluded from the meta-analysis due to being outliers or having insufficient data. The design qualities of the 14 studies were assessed before conducting the meta-analysis. Analysis of the study characteristics revealed that approximately one-third of the studies included participants with a singular diagnosis, many of the participants were elementary or secondary high school age, researcher was the most common implementer, schools were the most common setting, and interventions targeted bully victims more than bullies themselves. The results indicated that six studies (43%) met the What Works Clearinghouse Design Standards, with or without reservations. The overall effect size for bullying intervention with individuals with disabilities was small, and effect size of individual studies was small to large. Interventions implemented by teachers had the largest effect size; however, no statistical significance was found across implementers. Implications for practice and future research are discussed in the following areas: implementer, dose of intervention, and implementation supports.

This study synthesized 14 published and unpublished group design and single-case design studies on bullying interventions for individuals with disabilities. The specific objectives were to examine the general characteristics and design qualities of the studies, quantify the magnitude of the intervention effects, and identify potential moderating variables. Four studies were excluded from the meta-analysis due to being outliers or having insufficient data. The design qualities of the 14 studies were assessed before conducting the meta-analysis. Analysis of the study characteristics revealed that approximately one-third of the studies included participants with a singular diagnosis, many of the participants were elementary or secondary high school age, researcher was the most common implementer, schools were the most common setting, and interventions targeted bully victims more than bullies themselves. The results indicated that six studies (43%) met the What Works Clearinghouse Design Standards, with or without reservations. The overall effect size for bullying intervention with individuals with disabilities was small, and effect size of individual studies was small to large. Interventions implemented by teachers had the largest effect size; however, no statistical significance was found across implementers. Implications for practice and future research are discussed in the following areas: implementer, dose of intervention, and implementation supports., Author(s): Trevor Maxfield [sup.1], Eun-Young Park [sup.2], Kwang-Sun Cho Blair [sup.1] Author Affiliations: (1) grid.170693.a, 0000 0001 2353 285X, Department of Child and Family Studies, College of Education, University of [...]

Since individuals with intellectual disabilities are vulnerable to injury, they should be aware of potential dangers and develop skills to protect themselves from possible injury. This study verifies the effects of group safety skill training on individuals with intellectual disabilities. Meta-analytical procedures were used to identify and synthesise articles for analysis. The study summarised the empirical literature on safety training that was examined using group design and published between 2001 and 2018. The standard mean difference was used to interpret effect sizes and quantify individual research findings; further, coding procedures recorded various moderators. A total of 423 individuals participated in the group intervention. Among 12 selected studies, 11 were analysed. The results of meta-analyses indicated an overall medium effect, and moderator analyses verified the factor affecting the group safety skill training's effectiveness. All moderators showed significant differences in effect size. Therefore, future safety skill training research should consider significant moderators.

Background: Studies have reported difficulties in job acquisition and retention as well as unstable employment status among individuals with intellectual disabilities. Method: Chi-square, one-way ANOVA, and binary logistic regression analysis were employed to investigate the factors that affect the labour market transition of 374 individuals with intellectual disabilities. Results: There were significant differences in sex between the sustained unemployment group and the sustained employment groups; in educational level, between sustained employment and other groups; and in basic living security assistance received, between sustained unemployment and other groups. All psychological factors in the sustained employment group were higher than in the sustained unemployment group. Communication ability significantly affected sustained employment. Conclusions: Greater family support was associated with a lower turnover probability, and a higher educational level and greater family support increased the probability of retention. Developing family support systems may decrease the possibility of turnover and increase retention.

This study provides the results of a meta-analysis of 31 single-case design studies on safety skills interventions for individuals with intellectual disabilities (ID). Results indicate that individuals who have mild to moderate ID, in particular school-age children, have benefited most from the safety skills interventions. In addition, the interventions have demonstrated small-to-large effect sizes across safety skills (e.g., abduction prevention, fire safety, first aids, daily living safety, pedestrian safety skills). The behavioral skills training (BST) with and without additional components was the most commonly used safety skills intervention for individuals with ID; BST alone demonstrated a larger effect than BST with additional components, and video modeling had the largest treatment effect of all intervention types. Outcomes for abduction prevention skills were larger than those of other safety skills. Implications for practice and future research are discussed in the following areas: implementer, dose of intervention, treatment fidelity, and social validity.

AimsIt is not known whether the machine-smoked nicotine yield of usual brand of cigarette smoked is associated with the chances of success of quit attempts. This study aimed to assess this association.DesignProspective study.SettingRepublic of Korea.ParticipantsA total of 16 808 male smokers registered for the Quitline between 7 April 2006 and 31 December 2013. Of these, 13 176 participants who were > 19 years of age and provided data on their demographic characteristics, smoking-related behaviors, nicotine dependence, tobacco brands used and self-efficacy were included in this study.MeasurementsMachine-smoked nicotine yield was based on information provided by tobacco companies on cigarette packages that smokers reported as their usual brand. Ultra-low nicotine yield was defined as ≤ 0.1 mg machine-smoked nicotine yield per cigarette, whereas higher nicotine yield was defined as > 0.1 mg machine-smoked nicotine yield. Participant personal information and self-reported continuous abstinence at 1-month, 6-month and 1-year follow-up were recorded in electronic databases.FindingsContinuous abstinence rates in the ultra-low nicotine yield versus higher nicotine yield groups were, respectively, 40.7 versus 34.6% at 1 month [odds ratio (OR) = 1.22, 95% confidence interval (CI) = 1.12-1.33], 22.7 versus 18.8% at 6 months (OR = 1.20, 95% CI = 1.08-1.32) and 19.5 versus 16.6% (OR = 1.19, 95% CI = 1.10-1.29) at 1 year. The association between ultra-low nicotine yield cigarette smoking and successful quitting was stronger among the smokers with higher cigarette dependence.ConclusionsMale smokers who use the Korean Quitline are more likely to quit successfully if they smoke ultra-low nicotine yield cigarettes than if they smoke higher nicotine yield cigarettes.

Metastasis is responsible for 90% of human cancer mortality, yet it remains a challenge to model human cancer metastasis in vivo. Here we describe mouse models of high-grade serous ovarian cancer, also known as high-grade serous carcinoma (HGSC), the most common and deadliest human ovarian cancer type. Mice genetically engineered to harbor Dicer1 and Pten inactivation and mutant p53 robustly replicate the peritoneal metastases of human HGSC with complete penetrance. Arising from the fallopian tube, tumors spread to the ovary and metastasize throughout the pelvic and peritoneal cavities, invariably inducing hemorrhagic ascites. Widespread and abundant peritoneal metastases ultimately cause mouse deaths (100%). Besides the phenotypic and histopathological similarities, mouse HGSCs also display marked chromosomal instability, impaired DNA repair, and chemosensitivity. Faithfully recapitulating the clinical metastases as well as molecular and genomic features of human HGSC, this murine model will be valuable for elucidating the mechanisms underlying the development and progression of metastatic ovarian cancer and also for evaluating potential therapies.

Individuals with autism spectrum disorder (ASD) benefit from physical activity interventions. This study synthesized 14 single-case design (SCD) studies on interventions involving physical activities for individuals with ASD. The study evaluated the methodological quality of the reviewed studies by using What Works Clearinghouse (WWC) design standards and used Tau-U indices to determine the overall magnitudes of intervention effects and the potential variables that moderate improved outcomes for individuals with ASD. The results indicated that three studies met the WWC SCD design standards. Interventions involving physical activities demonstrated an overall moderate-to-large positive effect on behaviors of individuals with ASD. The effect size of sports-related skills was significantly larger than that of exercise. The smallest effect size among dependent variables was engagement and the largest was problem behavior. Interventions implemented by professional practitioners demonstrated a larger effect size than interventions implemented by teachers or teachers with researcher. Questions remain concerning what dosage of physical activity interventions would produce optimum results for individuals with ASD. Further high-quality studies are needed to examine the differences in physical activity intervention outcomes for individuals with ASD according to moderators.

This meta-analysis synthesized 26 published single-case design (SCD) studies on Tier 2 behavior interventions implemented within the educational framework of school-wide positive behavioral interventions and supports. We used Tau-U indices to determine the overall magnitudes of effect of the Tier 2 behavior interventions and the potential variables that moderate improved student behavioral outcomes. The 26 studies that were analyzed included a total of 243 student participants. The studies were evaluated to determine whether and to what extent they met What Works Clearinghouse (WWC) SCD standards. Of these, 10 studies were confirmed as meeting WWC SCD standards with or without reservations. Notable findings were that outcomes for students in kindergarten and secondary grade levels were limited, and insufficient screening methods were used to identify and select students needing Tier 2 interventions. The results indicate that the literature reports Tier 2 interventions with effect sizes ranging from 0.26 to 0.98. Average effect size for social skills instruction was found to be large, whereas Check-in/Check-out, group contingency, and intervention packages had medium effect sizes. Moderator analyses indicated different effect sizes across intervention types, outcomes, and implementers. The results are discussed in relation to implications for practice, limitations, and future research.

This study analyzed factors affecting the acquisition and retention of employment among individuals with intellectual disabilities (ID). These factors were verified according to job type and were classified into general characteristics, family-related factors, psychological factors, and abilities. Data from 398 individuals with ID were analyzed using chi-square tests, independent "t"-tests, and regression analyses using the second wave of the first year Panel Survey of Employment for the Disabled in Korea. We found significant differences in sex, education level, receipt of basic living security assistance, transportation use, household income level, and family support between employed and unemployed participants. Additionally, the employed (vs. unemployed) ID group had significantly higher scores for all variables related to psychological factors and abilities. Factors affecting employment among individuals with ID included age, education level, receipt of basic living security assistance, family support, and vocational ability. Older age, higher education level, absence of basic living security assistance, greater family support, and higher vocational ability were associated with a higher probability of current employment. Transportation use and parents' education were associated with a high probability of non-manufacturing-type jobs. Being married, absence of basic living security assistance, greater householder income level, family support, and manufacturing industry work were associated with increased job retention. Consequently, modifying the benefit system and developing family support systems may promote employment acquisition and retention among people with ID. Efforts are also needed to expand the job types available to individuals with ID.

This study examined the validity of the Korean version of the Child Behavior Checklist (K-CBCL) with 180 children with autism spectrum disorder (ASD) in South Korea. Rasch analysis was applied to examine item fit, item difficulty, suitability of the response scale, and person and item separation indices of the K-CBCL. The results indicated that, with the exception of six out of the 119 items, the K-CBCL had a good item fit. Suitability of the rating scale was supported. Both Attention Problems and Aggressive Behavior factors differentiated two strata of behavior problems of children with ASD, whereas six other factors only captured one stratum of behavior problems. The item separation index indicated that the items were distributed well with high reliability. We demonstrated that statistical item analysis with the Rasch model could provide valuable information related to psychometric properties.

This meta-analysis study synthesized the intervention effects of Check-in/Check-out (CICO), the most common Tier 2 behavior intervention used in schools. Systematic review procedures were employed to examine six CICO studies that were evaluated using a group research design and that involved 146 students. Studies were coded to examine their characteristics as well as quality indicators concerning their design features. The results indicated that in group design studies, the overall effect size of CICO across student outcomes (problem behavior, appropriate behavior, social skills, and academic performance) was medium (g = 0.42). No differences in effects were found for outcome domains, Tier 1 fidelity, and implementation fidelity, but grade level was associated with statistically significant differences in effect sizes (Q = 3.95, p < 0.05). Elementary school students (g = 0.70) showed greater improvements than middle school students (g = 0.27). Further research is needed to examine the intervention features impacting the effects of CICO.