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The United States along with the rest of the world has experienced an unprecedented disruption in daily life due to the COVID-19 pandemic. Almost everyone has experienced some sort of stay at home order resulting in an economic catastrophe greater than the Great Recession of 2008 and on par with the Great Depression almost a century ago. Educational institutions at both the K-12 and post-secondary levels have not been immune from the shutdown, with many schools closed from mid-March through the end of the 2020 school year. Many schools moved classes to remote, distance delivery platforms. Career and Technical Education (CTE) teachers were tasked with creative engaging learning activities online for curricula which is taught in a hands-on contextual learning environment. This paper will present preliminary results from research conducted by a collaborative group of nine researchers from across the United States with collectively over 200 years of career and technical education experience. The conceptual framework used for this study was Danielson's Framework for Teaching and Enhancing Professional Practice and Foundations of Career and Technical Education including Constructivism. 3,267 participants representing all 50 states responded to the 37-item survey. The research objectives included description of participants and identified challenges to planning and delivery of CTE content when schools were closed, and instruction was moved to remote/distance/online platforms. Participants ranked their challenges as instructors and their perceptions of challenges that were experienced by their students. CTE teachers ranked replicating classroom or lab environments online and lack of experience teaching online as their biggest challenges. The perceptions of the participants concerning challenges for their students included motivation to guide and manage their own learning and students' access to reliable internet connection. The emergence and prevalence of the COVID-19 pandemic added a layer of complexity to educational practice that was not foreseen and for which no intentional preparation had occurred. Understanding how CTE teachers and instructors responded to this call, and the challenges they and their students encountered, is important to efforts to improve practice in the future and to be in a better position should another crisis occur that forces learning to be delivered in alternative formats from that of the traditional face-to-face classroom. [Note: The page range (177-194) shown on the PDF is incorrect. The correct page range is 177-193.]

This practitioner reflection explores our integration of the Relational Employability Framework within the Health Research Project capstone unit of a Bachelor of Health Science degree. To address the historically low quality of student reflections, we incorporated image-based reflective activities to improve engagement and depth. These activities encouraged students to use visual media to examine their developing relational employability. We developed and implemented a series of tutorial activities designed to scaffold this process, aiming to foster deeper reflective practice and highlight its importance for career development and employability. Our reflections indicate that, while grades did not significantly increase, students showed enhanced critical thinking and engagement with reflective practice, suggesting the framework's effectiveness in broadening awareness and enriching employability overall. We discuss the need for peer support among educators to sustain and enhance reflective practices in teaching-learning and conclude with thoughts on our ongoing efforts to embed and expand reflective practices in teaching approaches.

The numerous stressors and strains of the COVID-19 pandemic contributed to growing numbers of college students experiencing disabilities and needing support. This practice brief explores the challenges faced by disability resource professionals (DRPs) during the pandemic in reaching and supporting students potentially needing accommodations, but who had not formally disclosed a disability with the disability resource office (DRO). Findings highlight the challenges and areas for improvement to better engage students considered within the "pre-disclosure" status--students potentially needing accommodations and disability-based support who have yet to formally disclose to their institution's DRO. Study participants echoed previous findings that there are more students experiencing a disability who have yet to disclose.

The landscape of work continues to evolve post-pandemic, leading to a shift in focus within higher education from discipline-specific knowledge and skills to capabilities that are transferable and reflect real-world complexities. A review of higher education to meet future economic and social trends and skill sets is a feature of many countries including Australia, where work-integrated learning (WIL) has been identified as a priority. This research identifies how to successfully involve online students in interdisciplinary WIL to develop complex problem-solving skills, resilience, and adaptability -- all imperative for competing in a constantly changing and digitally reliant economy. Adaptable and scalable, online teaching provides an alternative to traditional student placements while supporting student collaboration on authentic real-world projects. This study reflects on student and industry feedback of an online, interdisciplinary WIL course over four years. The key learnings and, challenges of online interdisciplinary WIL are identified along with recommendations for further research.

The study investigated the impact on student engagement and achievement of a "formative thresholded" continuous assessment strategy in which students had to meet a modest threshold, but their continuous assessment marks did not contribute to their final grade. Students were free to choose their own blend of tutor-marked and computer-marked assignments provided they met the threshold in a minimum number of assignments. For students reaching this threshold, the final grade was determined solely by an end-of-year examination. This assessment strategy was compared with one in which summative assignments contributed to the final grade alongside the final examination. The methodology took the form of data analysis of assessment records from more than 3500 anonymized students over a period of 7 years. Evidence was found for improved student engagement under the formative thresholded assessment strategy, with students choosing to complete many more computer-marked assignments, balanced by slightly fewer tutor-marked assignments. There was no change in overall retention. Many students made use of the capability to repeat different versions of the computer-marked questions. There was some evidence of students gaming the system (repeating questions until they obtained a version they had seen before), though most students did not do this at all and only a small number did so regularly. Students appeared to make better use of model answers, provided in response to three incorrect tries at a question, than of hints provided after each try. It was noted that the formative thresholded assessment strategy has potential for wider use.

Preparing pre-service teachers is a crucial element to consider when looking to improve student success. Many teachers are not given sufficient resources and feel unprepared when entering the profession particularly around the topic of reading instruction. This study examined the effectiveness of an undergraduate course, with an embedded community partnership, designed to train pre-service teachers in the areas of literacy assessment and intervention. In addition to this, upon completion of the course, pre-service teachers are required to take a state proctored exam, measuring the knowledge and ability to apply content that is taught throughout the course. Pre-service teachers must pass the exam in order to go on to the next phase of the education program. We measured the efficacy of the course by administering (a) a teacher knowledge survey focusing on knowledge and practice growth, and (b) the state-based literacy exam pre-service teachers are required to pass as part of their teacher training program. We found that the course, paired with the community-based individualized tutoring program, provided pre-service teachers the opportunity to gain significant knowledge about teaching literacy. They were able to immediately embed evidence-based instruction into their tutoring sessions, and they felt confident about their ability to do this.

In this article, we describe the positive outcomes emerging from a three-year implementation of the Schoolwide Enrichment Model (SEM) in the first Italian implementation of the model. Both students and teachers benefitted from the positive experience of the SEM educational approaches to talent development which provides an educational experience that other Italian and European schools may wish to adapt to promote talent development. The SEM benefits all students with some forms of enrichment and simultaneously provides educational opportunities for academically talented students in Italy.

Increasing access for underrepresented cohorts to higher education has long been a priority internationally, and Australia is no exception. While universities offer a range of services in the areas of Equity, Career Development and Academic Advising (ECDAA) to support student success, there is little understanding of how these student-facing support staff are supported to work with diverse student cohorts. This is particularly the case when working with cultural and linguistic marginalised (CALM) students such as international students, refugees or migrants. This article examines the differing levels of knowledge and experience ECDAA practitioners' have in working with culturally and linguistically diverse students in Australian universities, and the challenges practitioners face in accessing professional development to support them in their roles. While the importance of tailoring support services to meet the needs of diverse student cohorts is recognised, our findings highlight the need to provide ongoing professional development to support practitioners in the delivery of nuanced support services to CALM students.

We share lessons gained through supporting an institution-wide curriculum innovation via a post-graduate professional learning program. At the inception of the innovation, an intensive Block Model (BM) was unfamiliar to both the institution and its professional learning facilitators. The Graduate Certificate of Tertiary Education was re-modelled with BM as the heart of professional learning so academics would encounter BM as students. The program modelled BM principles, reinforced by meta-conversations to provide students with a reflective, immersive experience. Through a participatory evaluation, professional learning facilitators' individual reflections were distilled to generate collaborative insights into academics' capacity building for BM. Their lessons inform strategies to cultivate institution-wide capability-building including their own professional growth. Lessons shape the study recommendations. Recommendations originate from effectively engaging time-poor, diverse cohorts. (1) In recognition of the ease with which students can fall behind, embedding strategies to manage their time and stress helps to maintain a realistic study pace. (2) Authentic assessments provide students with useful products for their teaching. (3) Peer-feedback and examples of students' work exposes them to how their colleagues present their work and illustrates good BM practices. (4) Modelling BM principles must be reinforced by meta-conversations to provide students with a reflective, immersive experience of the pedagogical principals. We observed that well planned efficiencies for students often provide consequent efficiencies for staff. These insights are captured in a model for scalable institutional-based professional learning practice. Capability growth flourishes at the intersection of action, reflection and evaluation. Professional collegial conversations are the catalyst for developing context-relevant professional learning.

Transferable skills are embedded within assessments throughout Higher Education such as organisation, timekeeping and working as part of a team (during groups assessments) amongst some of the skills. Despite this, there is little evidence to suggest that students are fully aware of the importance of reflective practice upon their personal development as a possible transferable skill. In this study, we aimed to assess if and what students understood by the term 'reflective practice', and whether they identify its practice and benefits within their studies and for their potential future careers. Quantitative data, was collected during the first teaching block of the 2021-2022 academic year using specific reflective based questions in a paper-based questionnaire, with results indicating that students who undertook our foundation route, which instilled reflective practice-based assessments were more used to reflective practice than standard degree entry students, and emphasised skill development through reflection; confidence to tackle new task (38%), time management (25%), effective communication (25%) and prioritising tasks (13%). The data also suggested that across all levels of our degrees, students preferred to reflect once feedback of an assessment was received (60%) and after personal tutor meetings (43%), meaning, we as an institution should adapt our practice to develop this further. Embedding reflective practice early in a student's educational curriculum, could therefore enhance how students approach their course, by providing them with key reflective based skills which they can transfer to their journey within Higher Education and their career.

Self-regulated learning (SRL) is associated with university student academic success outcomes, however students often need support to develop these skills. Technology-mediated feedback is one strategy that may aid educators in supporting students' SRL development. This study aims to explore whether a technology-mediated feedback strategy targeting tutorial preparation for flipped classrooms enhances first-year students' self-report SRL and observed implementation of the strategy. Self-report SRL was measured using the Motivated Strategies for Learning Questionnaire (MSLQ); strategy implementation profiles were based on lecture video access patterns. First-year psychology students (n = 99) were sent technology-mediated feedback emails aimed at developing their SRL. Paired-samples t-tests revealed significant increases in post-intervention self-reported motivational SRL subscales; self-reported and observed learning strategies implementation did not improve. Future research could build upon this exploratory work to form a multi-pronged strategy to increase understanding of the role of technology-mediated feedback in first-year students' SRL development for flipped classroom learning.

Instructor leadership is widely recognized as essential for facilitating meaningful online learning in higher education. While previous studies have applied organizational leadership theories to the study of instructor leadership, fewer studies have investigated online instructor leadership. This predictive correlational study detailed the associations between the Community of Inquiry (CoI) framework and servant leadership (SL) theory and employed multiple regression analyses to investigate the predictive relationships of seven SL dimensions on the three CoI presences. Survey data were gathered from 148 graduate students enrolled in online courses in education, communication, and engineering master's degree programs using the CoI Survey (Arbaugh et al., 2008) and the SL-28 (Liden et al., 2008). The findings revealed a significant positive correlation between the instruments. The predictive model as a whole explained 66% of the variance in students' perceptions of a CoI. Three SL predictor variables demonstrated the most influence: helping subordinates grow and succeed, conceptual skills, and creating value for the community. Additional analyses at the CoI subscale level revealed that the SL variables accounted for 73% of the variance in teaching presence, 55% of the variance in cognitive presence, and 31% of the variance in social presence. Implications and limitations are discussed and recommendations are proposed to implement online instructor SL.

A major pre-award administrative challenge research universities face is turnaround time for generation of high-quality NIH Data Training Tables for NIH training grants (e.g., T32, K12, TL1, KL2, R25s) which are required for training grant submission proposals to the National Institutes of Health (NIH). Universities with dedicated training grant submission offices generally require data preparation following a structured timeline of several months in advance of the grant submission due date, while other universities with less or no dedicated support for training grant submissions use an ad hoc approach. In these cases, department or program administrators may collect the data manually, in Excel or REDCap, or similar manually maintained methods for those tables requested by the specific NIH grant announcement for the relevant participating graduate predoctoral and/or postdoctoral (including clinical) training programs across the university, depending on the training focus and the "participating faculty" provided by the proposed program director (PD/PI) for the grant. We describe an efficient "federated" method of data collection and construction for NIH Tables (2, 4, 5A/B, 6A/B & -8A part III/8C part III) for new and renewal applications by combining the use of REDCap and NIH xTRACT, leveraging the strengths of each.

Globally, vocational education and training (VET) is considered important for ensuring the supply of skilled labour to the economy and economic competitiveness but also for helping the next generation with the transition to working life and integration into society. However, despite this importance, there are no international comparative studies on the effectiveness of the very different VET systems. In March 2024, the Organisation for Economic Co-operation and Development (OECD) published the 'Analytical and Assessment Framework' for PISA-VET, an international study on professional competencies and employability skills in VET. In this paper, some of the lead experts that contributed to the framework provide an outline of the aims of the initiative, the target groups, the assessment approaches as well as strength and weaknesses to stimulate discussion in the scientific community. VISA-VET aims to deliver comprehensive data, inform decision making, facilitate peer learning between countries, and promote the image of VET, in general. Target populations are learners toward the end of their VET programmes in the occupational areas of automotive technicians, electricians, business and administration, health care, or tourism and hospitality. Assessment approaches to domain-specific professional skills are simulation-based questions, digital simulations, and live or recorded demonstrations. The professional skills assessments are expanded by the assessment of employability skills and comprehensive data collections on national contextual and system-level factors. This paper discusses the selection and breakdown of occupational areas, the various assessment approaches and possible supplementary studies. Its overall aim is to initiate a broader discussion in the scientific community about the design of and expected insights from PISA-VET.

Numerous influential policy and scientific bodies are calling for more rapid advances in the scale-up of child and youth mental health services (CYMHS). A number of CYMHS innovations hold promise for advancing scale-up but little is known about how real-world efforts are progressing. We conducted a scoping review to identify promising approaches to CYMHS scale-up across the globe. Searches were completed in six databases (Academic Search Complete, CINAHL, MEDLINE, PsychInfo, PubMed, and Web of Science). Article selection and synthesis were conducted in accordance to the Preferred Reporting Items for Systematic Reviews and Meta-Analysis extension for Scoping Reviews (PRISMA-ScR) checklist. A second search focused on low-and-middle-income countries (LMIC) was conducted based on the Cochrane Library recommended search filters of the World Bank listed LMIC countries. Authors used a double coding strategy during the title/abstract and full-text review. Twenty-eight articles meeting the eligibility criteria were identified that described 22 initiatives (in 11 different countries). Our review found the majority of published scale-up studies in CYMHS were not informed by scale-up frameworks in design or reporting. The methods and outcomes used in the identified articles were highly variable and limited our ability to draw conclusions about comparative effectiveness although promising approaches emerged. Successes and failures identified in our review largely reflect consensus in the broader literature regarding the need for strategies to better navigate the complexities of system and policy implementation while ensuring CYMHS interventions fit local contexts.

In this paper, we interrogate and justify the design of a local project that used collaborative design research in a secondary school in England. As authors, we represent teachers and teacher educators engaged in design research, whereby we acknowledge the difficulties implicit to university and school collaborations within a performative culture. Our analysis recognises the struggle for research-informed professional judgement in the decision-making and actions of educators that are situated in schools. A professional learning project is analysed to position teachers and teacher educators as practitioner researchers. In this respect, Stenhouse's work provides an analytical framework that is both a lens through which to interpret the nature of collaborations, as well as a methodology that allows us to understand the way in which we navigate the gap between educators' aspirations and the curriculum design and teaching within the project. The collaborative design research project was stimulated by an aspiration to make trigonometry accessible to low prior attaining pupils in a secondary mathematics classroom. This provides a stimulus for understanding the conditions that enable collaborative lesson inquiry and to question whether it can provoke raised aspirations for young people in inclusive classrooms. This allows us to understand the work of teachers as researchers and research users in an increasingly messy teacher education context. We interrogate the potentially problematic connection between research and practice within collaborative inquiry, as wdecisie understand how we enable research that is "held accountable for its relevance to practice" because "that relevance can only be validated by practitioners" (Stenhouse, 1988, p. 49).

This study reports feasibility, fidelity and acceptability of a pilot of START; a 12-week parent-toddler, group-based, neurodiversity-affirming programme aiming to support executive function development in toddlers at elevated likelihood of autism or ADHD. After 4 days' training, community early years practitioner pairs delivered START to 13 UK families with a toddler showing elevated autistic traits, or with a parent or sibling with autism or ADHD, in groups of 6 and 7. Sessions were audio-recorded and rated by practitioners and researchers regarding the extent to which programme and session aims were met. Practitioners' reflections on strengths and challenges in session delivery, adaptations to the session plan and researchers' observations from the audio recordings were probed in weekly debrief calls, and one-to-one interviews at programme end-point. Recruitment and retention were monitored. Parent participants were asked to complete a feedback questionnaire after each session. Results show recruitment to the programme is feasible, but a large minority of parents experience barriers to regular attendance, which is a challenge for achieving exposure targets. Practitioners delivered the programme to a high quality and at least partially met programme and session-specific aims in every session. The most significant barrier to fully meeting session aims was families' late arrival. Parents reported regularly engaging with the suggested activities at home and found the sessions useful, although not all parents responded each week. Overall, the results of this small-scale pilot indicate START is feasible and acceptable as a parent-mediated programme to support toddlers at elevated likelihood of autism or ADHD to thrive.

BACKGROUND: School physical education is an important population-level health intervention for improving youth fitness. This study estimated the impact of New York Citys PE Works program - which included providing PE teachers, training for classroom teachers, and administrative/ teacher support for PE - on student cardiorespiratory fitness as measured by the FitnessGrams 15-meter PACER test for aerobic capacity. METHODS: This longitudinal study (2014/15-2018/19) includes 581 elementary schools (n = 315,999 4th /5th -grade students; 84% non-white; 74% who qualify for free or reduced-price meals, a proxy for socioeconomic status). We apply the parametric g-formula to address schools time-varying exposure to intervention components and time-varying confounding. RESULTS: After four years of staggered PE Works implementation, 49.7% of students/school (95% CI: 42.6%, 54.2%) met age/sex-specific Healthy Fitness Zone (HFZ) aerobic capacity standards set by the FitnessGram. Had PE Works not been implemented, we estimate 45.7% (95% CI: 36.9%, 52.1%) would have met aerobic capacity HFZ standards. Had PE Works been fully implemented in all schools from the programs inception, we estimate 57.4% (95% CI: 49.1%, 63.3%) would have met aerobic capacity HFZ standards. Adding a PE teacher, alone, had the largest impact (6.4% (95% CI: 1.0, 12.0) increase). CONCLUSION: PE Works positively impacted student cardiorespiratory fitness. Mandating and funding multicomponent PE programs is an important public health intervention to increase childrens cardiorespiratory fitness.

Previous studies have reported alterations in cortical thickness in autism. However, few have included enough autistic females to determine if there are sex specific differences in cortical structure in autism. This longitudinal study aimed to investigate autistic sex differences in cortical thickness and trajectory of cortical thinning across childhood. Participants included 290 autistic (88 females) and 139 nonautistic (60 females) individuals assessed at up to 4 timepoints spanning ~2-13 years of age (918 total MRI timepoints). Estimates of cortical thickness in early and late childhood as well as the trajectory of cortical thinning were modeled using spatiotemporal linear mixed effects models of age-by-sex-by-diagnosis. Additionally, the spatial correspondence between cortical maps of sex-by-diagnosis differences and neurotypical sex differences were evaluated. Relative to their nonautistic peers, autistic females had more extensive cortical differences than autistic males. These differences involved multiple functional networks, and were mainly characterized by thicker cortex at ~3 years of age and faster cortical thinning in autistic females. Cortical regions in which autistic alterations were different between the sexes significantly overlapped with regions that differed by sex in neurotypical development. Autistic females and males demonstrated some shared differences in cortical thickness and rate of cortical thinning across childhood relative to their nonautistic peers, however these areas were relatively small compared to the widespread differences observed across the sexes. These results support evidence of sex-specific neurobiology in autism and suggest that processes that regulate sex differentiation in the neurotypical brain contribute to sex differences in the etiology of autism.

For patients with advanced non-small-cell lung cancer (NSCLC), dual immune checkpoint blockade (ICB) with CTLA4 inhibitors and PD-1 or PD-L1 inhibitors (hereafter, PD-(L)1 inhibitors) is associated with higher rates of anti-tumour activity and immune-related toxicities, when compared with treatment with PD-(L)1 inhibitors alone. However, there are currently no validated biomarkers to identify which patients will benefit from dual ICB1,2. Here we show that patients with NSCLC who have mutations in the STK11 and/or KEAP1 tumour suppressor genes derived clinical benefit from dual ICB with the PD-L1 inhibitor durvalumab and the CTLA4 inhibitor tremelimumab, but not from durvalumab alone, when added to chemotherapy in the randomized phase III POSEIDON trial3. Unbiased genetic screens identified loss of both of these tumour suppressor genes as independent drivers of resistance to PD-(L)1 inhibition, and showed that loss of Keap1 was the strongest genomic predictor of dual ICB efficacy-a finding that was confirmed in several mouse models of Kras-driven NSCLC. In both mouse models and patients, KEAP1 and STK11 alterations were associated with an adverse tumour microenvironment, which was characterized by a preponderance of suppressive myeloid cells and the depletion of CD8+ cytotoxic T cells, but relative sparing of CD4+ effector subsets. Dual ICB potently engaged CD4+ effector cells and reprogrammed the tumour myeloid cell compartment towards inducible nitric oxide synthase (iNOS)-expressing tumoricidal phenotypes that-together with CD4+ and CD8+ T cells-contributed to anti-tumour efficacy. These data support the use of chemo-immunotherapy with dual ICB to mitigate resistance to PD-(L)1 inhibition in patients with NSCLC who have STK11 and/or KEAP1 alterations.

This study investigates the efficacy of predicting age-related macular degeneration (AMD) activity through deep neural networks (DNN) using a cross-instrument training dataset composed of Optical coherence tomography-angiography (OCTA) images from two different manufacturers. A retrospective cross-sectional study analyzed 2D vascular en-face OCTA images from Heidelberg Spectralis (1478 samples: 1102 training, 276 validation, 100 testing) and Optovue Solix (1003 samples: 754 training, 189 validation, 60 testing). OCTA scans were labeled based on clinical diagnoses and adjacent B-scan OCT fluid information, categorizing activity into normal, dry AMD, active wet AMD, and wet AMD in remission. Experiments explored cross-instrument disease classification using separate and combined datasets for training the DNN. Testing involved 100 Heidelberg and 60 Optovue samples. Training on Heidelberg data alone yielded 73% accuracy on Heidelberg images and 60% on Optovue images. Training on Optovue data alone resulted in 34% accuracy on Heidelberg and 85% on Optovue images. Combined training data from both instruments achieved 78% accuracy on Heidelberg and 76% on Optovue test sets. Results indicate that cross-instrument classifier training demonstrates high classification prediction accuracy, making cross-instrument training viable for future clinical applications. This implies that vascular morphology in OCTA can predict disease progression.

Transcription factors (TFs) bind combinatorially to cis-regulatory elements, orchestrating transcriptional programs. Although studies of chromatin state and chromosomal interactions have demonstrated dynamic neurodevelopmental cis-regulatory landscapes, parallel understanding of TF interactions lags. To elucidate combinatorial TF binding driving mouse basal ganglia development, we integrated chromatin immunoprecipitation sequencing (ChIP-seq) for twelve TFs, H3K4me3-associated enhancer-promoter interactions, chromatin and gene expression data, and functional enhancer assays. We identified sets of putative regulatory elements with shared TF binding (TF-pRE modules) that orchestrate distinct processes of GABAergic neurogenesis and suppress other cell fates. The majority of pREs were bound by one or two TFs; however, a small proportion were extensively bound. These sequences had exceptional evolutionary conservation and motif density, complex chromosomal interactions, and activity as in vivo enhancers. Our results provide insights into the combinatorial TF-pRE interactions that activate and repress expression programs during telencephalon neurogenesis and demonstrate the value of TF binding toward modeling developmental transcriptional wiring.

Climate change, wildfires, and environmental justice concerns have drawn increased attention to the impact of air pollution on children's health and development. Children are especially vulnerable to air pollution exposure, as their brains and bodies are still developing. The objective of this systematic review was to synthesize available empirical evidence on the associations between air pollution exposure and brain outcomes in developmental samples (ages 0-18 years old). Studies were identified by searching the PubMed and Web of Science Core Collection databases and underwent a two-phase screening process before inclusion. 40 studies were included in the review, which included measures of air pollution and brain outcomes at various points in development. Results linked air pollution to varied brain outcomes, including structural volumetric and cortical thickness differences, alterations in white matter microstructure, functional network changes, metabolic and molecular effects, as well as tumor incidence. Few studies included longitudinal changes in brain outcomes. This review also suggests methodologies for incorporating air pollution measures in developmental cognitive neuroscience studies and provides specific policy recommendations to reduce air pollution exposure and promote healthy brain development by improving access to clean air.

OBJECTIVE: Large language models such as ChatGPT have demonstrated significant potential in question-answering within ophthalmology, but there is a paucity of literature evaluating its ability to generate clinical assessments and discussions. The objectives of this study were to (1) assess the accuracy of assessment and plans generated by ChatGPT and (2) evaluate ophthalmologists abilities to distinguish between responses generated by clinicians versus ChatGPT. DESIGN: Cross-sectional mixed-methods study. SUBJECTS: Sixteen ophthalmologists from a single academic center, of which 10 were board-eligible and 6 were board-certified, were recruited to participate in this study. METHODS: Prompt engineering was used to ensure ChatGPT output discussions in the style of the ophthalmologist author of the Medical College of Wisconsin Ophthalmic Case Studies. Cases where ChatGPT accurately identified the primary diagnoses were included and then paired. Masked human-generated and ChatGPT-generated discussions were sent to participating ophthalmologists to identify the author of the discussions. Response confidence was assessed using a 5-point Likert scale score, and subjective feedback was manually reviewed. MAIN OUTCOME MEASURES: Accuracy of ophthalmologist identification of discussion author, as well as subjective perceptions of human-generated versus ChatGPT-generated discussions. RESULTS: Overall, ChatGPT correctly identified the primary diagnosis in 15 of 17 (88.2%) cases. Two cases were excluded from the paired comparison due to hallucinations or fabrications of nonuser-provided data. Ophthalmologists correctly identified the author in 77.9% ± 26.6% of the 13 included cases, with a mean Likert scale confidence rating of 3.6 ± 1.0. No significant differences in performance or confidence were found between board-certified and board-eligible ophthalmologists. Subjectively, ophthalmologists found that discussions written by ChatGPT tended to have more generic responses, irrelevant information, hallucinated more frequently, and had distinct syntactic patterns (all P < 0.01). CONCLUSIONS: Large language models have the potential to synthesize clinical data and generate ophthalmic discussions. While these findings have exciting implications for artificial intelligence-assisted health care delivery, more rigorous real-world evaluation of these models is necessary before clinical deployment. FINANCIAL DISCLOSURES: The author(s) have no proprietary or commercial interest in any materials discussed in this article.

For students exhibiting challenging behaviors that are nondangerous to others and nondisruptive to classroom activities, such as daydreaming and doodling, educators are unlikely to refer these students for more individualized and resource-intensive behavioral support. As a step towards understanding how to address these students' motivational needs better, we conducted two assessments, an indirect rating scale and a direct assessment of a child's choice-making, known as a concurrent operant analysis (COA), to identify a reinforcer for work completion for an elementary-aged student in a school resource setting. An alternating treatments design was used to compare work completion when the COA-identified reinforcer was available relative to when the indirect assessment-identified reinforcer was available. Results indicated that both interventions effectively increased work completion. Future research recommendations related to direct and indirect assessments for individualizing interventions for students engaging in interfering behaviors that are nondangerous and nondisruptive are discussed.

Co-teaching teams of special educators and science educators can collaboratively plan and implement the Rock Out the Rubric revising strategy to improve students' writing in science class. The strategy is implemented as part of the evidence-based writing practice of Self-regulated Strategy Development (SRSD). In this article, first we describe how secondary students with exceptionalities struggle with discipline-specific elements of writing in science class. Then, we briefly review how teachers can use primary-trait rubrics to develop students' self-regulation, to monitor students' progress with writing processes and products, and to focus teacher-student and peer conferences as part of the revising phase of writing-to-learn instruction in inclusive secondary science classrooms. Step-by-step instructions are provided for implementing the Rock Out the Rubric strategy.

Explicit instruction is a high-leverage practice for special education and is associated with improved learning for students with disabilities (Hughes et al., 2019). The high-leverage practices are 22 critical practices in special education that are effective for improving outcomes for a broad range of students with and at risk for disabilities (Hughes et al., 2019). Reading interventions that use explicit instruction are effective for improving both younger and older students' reading skills (Flynn et al., 2012; Gersten et al., 2020; Herrera et al., 2016). Explicit instruction is an approach to teaching that is focused around a specific learning goal; to meet this goal, skills are clearly explained and demonstrated, and then students are guided through practice with support and feedback until they can perform the skill independently (Archer & Hughes, 2011). Intervention adaptations, such as making instruction more explicit, are embedded within a larger system of data-based individualization (DBI). DBI is a problem-solving process for intensifying interventions through the systematic use of data and intervention adaptations that has been shown effective for improving students outcomes across academic areas (Jung et al., 2018).

Academically talented students with autism spectrum disorder (ASD) have the potential to be successful both in high school and later in college, but their rate of post-secondary enrollment and completion lags behind their peers. Currently, limited information exists on strategies to help these students, often known as twice exceptional or 2e, to be academically successful in high school and prepare for competitive college experiences. This article includes a range of specific and practical educational strategies and practices reported in recent research. These strength-based practices, experiences, and learning strategies can be incorporated into educational planning for current 2eASD secondary students to prepare them for academic success and transition, if they desire, to competitive colleges.

Objective: Growing evidence suggests digital interventions may provide neurocognitive benefits for children with ADHD. This study aimed to investigate the efficacy of a digital attention intervention in children with ADHD. Method: In this double-blind randomized controlled trial 55 children with ADHD (5-9 years) were allocated to the intervention (N=28) or control program (N=27). Both programs were delivered via touchscreen tablets at home 5 days a week for 5 weeks. The primary outcome was change in the Test of Variables of Attention (TOVA) Attention Comparison Score (ACS) from pre- to post-intervention. Results: Participants who received the intervention had significantly greater improvements in the TOVA ACS from pre- to post-intervention than those in the control (p<0.044). No intervention effects were observed on secondary outcomes assessing executive functioning, ADHD symptoms, or functional impairment. Conclusion: Collectively these findings provide insufficient evidence for the implementation of digital attention interventions for children with ADHD.

Background: As a group, autistic children with high support needs (with adaptive functioning in the range of an intellectual disability) are at risk of significant literacy difficulties. We investigated the parent-reported home literacy environment of this group of children. Method: Sixty-two parents of autistic children (4.5 to 18.25 years) attending an autism-specific school completed a home literacy survey reporting on their child's: (1) alphabet knowledge, (2) interest in reading, (3) activities/interactions around books, (4) reading ability, and (5) writing ability. Results: We found significant positive correlations between parent-reported child interest in reading and literacy-related interactions and skills, but not with child age. Children using spoken words to communicate obtained significantly greater scores on four home-literacy subscales, but not on reading interest. Conclusions: A better understanding of the home literacy activities of autistic children with high-support needs is needed to inform educational practices aimed at promoting literacy development in this vulnerable population.

This paper reports on the design of a multimodal metalanguage developed by teacher education researchers to support pre-service teachers' understandings of critical literacy and critical health literacies in a changing communication landscape. The design of metalanguage constitutes the first stage of an ongoing transdisciplinary project, Multiliteracies Across Teaching Areas (MATA), which aims to design and implement cohesive disciplinary multiliteracies pedagogies across teaching areas of an initial teacher education (ITE) programme. The focus on metalanguage design is motivated by concerns shared by critical literacy scholars and scholars in health literacy to balance deconstruction of texts with actionable response through the 'deep moral grammar of narrative' Kindenberg and Freebody ("Australian Journal of Language and Literacy, 44"(2), 90-99, 2021). Such concerns also align with recent World Health Organisation calls for the use of solution-oriented literacies to empower communities. These sociocultural understandings of critical literacy and Kindenberg and Freebody's ("Australian Journal of Language and Literacy, 44"(2), 90-99, 2021) call to balance 'the analytical' and the narrative' in critical literacy practice provide the starting point for designing metalanguage for transdisciplinary research in Health and Physical Education (HPE) and English. We firstly review relevant models of the critical informing both subject areas to establish synergous understandings and then analyse expectations of critical practice in descriptions and elaborations of the HPE and English curricula. We provide an overview of the semiotic resources available for transdisciplinary conversations within the English curriculum with clarifying 'bridging' terminology informed by social semiotic descriptions. Through close analysis of four representative texts selected for critical literacy practice by English and HPE teacher educators in the MATA project, we demonstrate how such metalanguage was shared to build understandings of both critical analysis and actionable response. Along with analytical features to build and analyse issues according to disciplinary criteria, we show how stories are used to build rapport with their diverse audiences and to motivate their peers to take positive health action.