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Despite substantial comorbidity of sensory dysfunction and autism spectrum disorder (ASD), there are few evidence-based sensory interventions for educators to implement in their classrooms. Nonetheless, recent research has found that early childhood educators are frequently implementing sensory strategies in the classroom despite this lack of evidence. This article provides educators with an evidence-informed roadmap for choosing interventions to address sensory needs in children with ASD, and steps for implementing and evaluating the impact of these interventions in their classrooms. Each child with ASD is unique, and therefore it is imperative to work with an occupational therapist to determine the child's sensory processing needs and tailor interventions to meet these individualized needs.

Background: Individuals with intellectual and developmental disabilities demonstrate disparities in sexual and reproductive health (SRH) compared to individuals without disabilities (e.g., lack of sexual education and knowledge, increased rates of abuse, unplanned pregnancies and sexually transmitted infections). Therefore, the purpose of this study was to identify topics healthcare providers address and perceived barriers and supports to SRH education. Methods: We conducted semi-structured interviews with healthcare providers (N = 12). Results: Providers address relationships, safety, protection and appropriate sexual behaviours with clients with intellectual and developmental disabilities. Parent education and client-centred care were identified as supports, while the patient's level of understanding, the provider's lack of knowledge or access to resources and to appropriate referrals were identified as barriers to SRH education. Conclusion: Future studies are needed to link providers to resources they can use to provide comprehensive, accessible SRH education for clients with intellectual and developmental disabilities.

Introduction: According to the World Health Organization, sexuality education (SE) is considered a human right and aims to increase understanding, decrease abuse, unplanned pregnancies, and sexually transmitted infections. Yet, individuals with intellectual or developmental disabilities are less likely to receive or SE is primarily focused on safety and abuse prevention, despite best practice being comprehensive, inclusive, and positive approaches to SE. Methods: We performed a sub-analysis from a larger study to identify recommendations to improve accessibility of SE using interviews and focus groups with individuals with intellectual or developmental disabilities, parents, healthcare providers, and educators. Results: All participants recommended using educational guides, direct, explicit instruction, videos, visuals, and universal design for learning (UDL). Participants also recommended a variety of settings, including one-on-one, group, a combination, or technology. Conclusions: Educational guides, visuals, videos, UDL, and direct, explicit instruction should be utilized when providing SE to individuals with intellectual or developmental disabilities. Settings and modalities should be determined dependent on the individuals' preferences, abilities, and fit. Further, worksheets and handouts may be useful in educational and healthcare settings, while role playing and modeling may be useful in educational, community-based and/or home settings, and parents require additional education and training to support their children.

The COVID-19 outbreak caused abrupt disruptions to many domains of everyday life, including education. Educational disruptions may be compounded for students who require supports and services to participate. We surveyed parents of students with disabilities and chronic health conditions to understand the extent of service delivery disruption, challenges experienced with virtual learning, and the impact of these changes on their and their students' lives. Thirty-seven parents completed an online survey consisting of multiple-choice and open-ended questions from May-August 2020. Data were analyzed using a convergent mixed-methods approach using descriptive and content analyses of survey data. Parents reported their students' educational needs are not met in the virtual environment and parents are taking on new roles to support their students' learning. The need to provide intensive supports resulted in parental frustration and burnout. We offer potential approaches to improve educational service delivery for students with disabilities during the COVID-19 pandemic.

Sexuality education (SE) for individuals with intellectual and developmental disabilities is needed, but is sparse. Seven individuals with intellectual and developmental disabilities and two educators participated in a mixed method participatory design to iteratively refine nine learning activities for SE. We analyzed usability, usefulness, and desirability of each activity. The utilization of multiple modalities, experiential learning opportunities, and inclusion of different perspectives yielded nine learning activities that were usable, useful, and desirable. This work resulted in learning activities to improve accessibility of SE for individuals with I/DD. Additional research is needed to evaluate activity effectiveness in improving knowledge.

The purpose of this study is to understand the sexual experiences and perspectives of adolescents and young adults (AYA) with intellectual or developmental disabilities, how they are receiving sexual education, and how sexual education can be tailored to their needs. This qualitative study utilized semi-structured focus groups and interviews with eight AYA with intellectual or developmental disabilities from January 14 to May 7, 2019. Data were analyzed using a constant comparative approach. Participants reported a diverse range of sexual experiences and an interest in marriage and parenting in the future. Two themes emerged for how AYA are learning about sexual health information: through formal (school, doctors' visits, or from caregivers) and informal education (peers, siblings, self-exploration, or Pop Culture). Sexual education can be tailored to this population by addressing educational gaps (pregnancy, contraception, sexually transmitted infections, intimacy, and sexual activity) and by implementing specific participant recommendations (proactive, inclusive education with real-life examples). With a growing emphasis on disability rights to sexual education among individuals with intellectual or developmental disabilities, it is vital to understand AYA's experiences, perspectives, and current understanding of sexual health information so that we can design a program specifically tailored to meet their unique needs. [ABSTRACT FROM AUTHOR]

Self-advocacy is a client's ability to represent one's interests when managing disease or disability. Self-advocacy may increase one's ability to seek, evaluate, and use information to promote health, yet little is known about the role of occupational therapy in promoting self-advocacy. This scoping review aims to identify interventions within occupational therapists' scope of practice to improve self-advocacy. A literature search was conducted through Academic Search Complete to identify interventions within the scope of occupational therapy that promote self-advocacy. All levels of evidence were included, and articles were reviewed for inclusion by two authors. Included articles were charted for level of evidence, objectives, participants, and results. Fourteen articles met the criteria. Interventions included interactive multimedia interventions, peer-led educational groups, writing interventions, job counseling and advocacy, and disease-specific advocacy programs. Occupational therapists are well-equipped to intervene and promote self-advocacy through workplace modification, utilizing assistive technologies, and facilitating peer-led educational groups. [ABSTRACT FROM AUTHOR]

Duplex sequencing (DuplexSeq) is an error-corrected next-generation sequencing (ecNGS) method in which molecular barcodes informatically link PCR-copies back to their source DNA strands, enabling computational removal of errors by comparing grouped strand sequencing reads. The resulting background of less than one artifactual mutation per 10 7 nucleotides allows for direct detection of somatic mutations. TwinStrand Biosciences, Inc. has developed a DuplexSeq-based mutagenesis assay to sample the rat genome, which can be applied to genetic toxicity testing. To evaluate this assay for early detection of mutagenesis, a time-course study was conducted using male Hsd:Sprague Dawley SD rats (3 per group) administered a single dose of 40 mg/kg N-ethyl-N-nitrosourea (ENU) via gavage, with mutation frequency (MF) and spectrum analyzed in stomach, bone marrow, blood, and liver tissues at 3 h, 24 h, 7 d, and 28 d post-exposure. Significant increases in MF were observed in ENU-exposed rats as early as 24 h for stomach (site of contact) and bone marrow (a highly proliferative tissue) and at 7 d for liver and blood. The canonical, mutational signature of ENU was established by 7 d post-exposure in all four tissues. Interlaboratory analysis of a subset of samples from different tissues and time points demonstrated remarkable reproducibility for both MF and spectrum. These results demonstrate that MF and spectrum can be evaluated successfully by directly sequencing targeted regions of DNA obtained from various tissues, a considerable advancement compared to currently used in vivo gene mutation assays., Highlights: DuplexSeq is an ultra-accurate NGS technology that directly quantifies mutationsENU-dependent mutagenesis was detected 24 h post-exposure in proliferative tissuesMultiple tissues exhibited the canonical ENU mutation spectrum 7 d after exposureResults obtained with DuplexSeq were highly concordant between laboratoriesThe Rat-50 Mutagenesis Assay is promising for applications in genetic toxicology.

Self-advocacy is a client's ability to represent one's interests when managing disease or disability. Self-advocacy may increase one's ability to seek, evaluate, and use information to promote health, yet little is known about the role of occupational therapy in promoting self-advocacy. This scoping review aims to identify interventions within occupational therapists' scope of practice to improve self-advocacy. A literature search was conducted through Academic Search Complete to identify interventions within the scope of occupational therapy that promote self-advocacy. All levels of evidence were included, and articles were reviewed for inclusion by two authors. Included articles were charted for level of evidence, objectives, participants, and results. Fourteen articles met the criteria. Interventions included interactive multimedia interventions, peer-led educational groups, writing interventions, job counseling and advocacy, and disease-specific advocacy programs. Occupational therapists are well-equipped to intervene and promote self-advocacy through workplace modification, utilizing assistive technologies, and facilitating peer-led educational groups.