Shaking Up Traditional Training With Lynda.com

Supporting the diverse technology training needs on campus while resources continue to dwindle is a challenge many of us continue to tackle. Institutions from small liberal arts campuses to large research universities are providing individualized training and application support 24/7 by subscribing to the lynda.com Online Training Library(r) and marketing the service to various combinations of faculty, staff and students. As a supplemental service on most of our campuses, lynda.com has allowed us to extend support to those unable to attend live lab-based training, those who want advanced level training, those who want training on specialized applications, and those who want to learn applications that are not in high demand. The service also provides cost effective professional development opportunities for everyone on campus, from our own trainers and technology staff who are developing new workshops, learning new software versions or picking up new areas of expertise from project management to programming, to administrative and support staff who are trying to improve their skills in an ever-tighter economic environment. On this panel discussion, you will hear about different licensing approaches, ways of raising awareness about lynda.com on our campuses, lessons learned through implementation, reporting capabilities, and advice we would give for other campuses looking to offer this service

Adaptation and Feasibility Study of a Digital Health Program to Prevent Diabetes among Low-Income Patients: Results from a Partnership between a Digital Health Company and an Academic Research Team.

Background. The feasibility of digital health programs to prevent and manage diabetes in low-income patients has not been adequately explored. Methods. Researchers collaborated with a digital health company to adapt a diabetes prevention program for low-income prediabetes patients at a large safety net clinic. We conducted focus groups to assess patient perspectives, revised lessons for improved readability and cultural relevance to low-income and Hispanic patients, conducted a feasibility study of the adapted program in English and Spanish speaking cohorts, and implemented real-time adaptations to the program for commercial use and for a larger trial of in multiple safety net clinics. Results. The majority of focus group participants were receptive to the program. We modified the curriculum to a 5th-grade reading level and adapted content based on patient feedback. In the feasibility study, 54% of eligible contacted patients expressed interest in enrolling (n = 23). Although some participants' computer access and literacy made registration challenging, they were highly satisfied and engaged (80% logged in at least once/week). Conclusions. Underserved prediabetic patients displayed high engagement and satisfaction with a digital diabetes prevention program despite lower digital literacy skills. The collaboration between researchers and a digital health company enabled iterative improvements in technology implementation to address challenges in low-income populations

Using Least-To-Most Assistive Prompt Hierarchy to Increase Child Compliance With Teacher Directives in Preschool Classrooms

Prompt strategies have been used to increase the compliance of preschool-aged children to teacher directives (Radley & Dart, 2015; Wilder & Atwell, 2006; Wolery & Gast, 1984). This paper describes two experiments conducted to determine if classroom teachers could learn to use the LtM prompt hierarchy and if child compliance would increase in response to teacher behavior. This study builds on the current literature base by using prompting, specifically LtM (first described by Horner & Keilitz, 1975), with the additional requirement of teacher-child proximity and teacher- child eye level prior to beginning the prompt sequence, which is consistent with recommended practice in early childhood (Copple & Bredekamp, 2009). The participants consisted of 6 preschool teachers, with varying levels of education and experience, across 2 different early childhood classrooms. Teacher prompts and children\u27s completion of teacher directives were measured during free choice center time. Results were consistent with previous research (Wilder & Atwell, 2006; Wolery & Gast, 1984) in that compliance to teacher directives increased in preschool children with the implementation of the LtM

Applying Time Series Modeling to Assess the Dynamics and Forecast Monthly Reports of Abuse, Neglect and/or Exploitation Involving a Vulnerable Adult

Background Application of time series modeling to predict reports related to maltreatment of vulnerable adults can be helpful for efficient early planning and resource allocation to handle a high volume of investigations. The goal of this study is to apply: (1) autoregressive integrated moving average (ARIMA) time series modeling to fit and forecast monthly maltreatment reports accepted for assessment reported to adult protective services (APS), and (2) interrupted time series analysis to test whether the implementation of intake hubs have a significant impact in the number of maltreatment reports after the implementation period. Methods A time series analysis on monthly APS intake reports was conducted using administrative data from SC Child and Adult Protective Services between January 2014 and June 2018. Monthly APS data were subjected to ARIMA modeling adjusting for the time period when intake hubs were implemented. The coefficient of determination, normalized SBC, AIC, MSE, and Ljung-Box Q-test were used to evaluate the goodness-of-fit of constructed models. The most parsimonious model was selected to predict the monthly APS intakes from July to December 2018. Poisson regression was fit to examine the association of the implementation of the hubs and the number of intake reports received to APS, adjusting for confounders. Results Over 24,000 APS intakes accepted for investigation were identified over a period of four calendar years with an increase in the monthly average of APS intakes between 2014 and 2017. An increase in the number of monthly APS intakes was found after the intake hubs were implemented in 2015 (Phase-1) and 2017 (Phase-2). Of all the models tested, an ARIMA (12), 1, 1 model was found to work best after evaluating all fit measures for both models. For Phase-1, the optimum model predicted an average of 488 APS intake reports between July and December 2018, representing a 9% increase from January–June 2018 (median = 445). For Phase-2, the percent increase was 32%. Conclusions The implementation of the intake hubs has a significant impact in the number of reports received after the implementation period. ARIMA time series is a valuable tool to predict future reports of maltreatment of vulnerable adults, which could be used to allow appropriate planning and resource allocation to handle a high volume of monthly intake reports

Evaluation of parent-reported feeding practices in a racially diverse, treatment-seeking child overweight/obesity sample

This study examined psychometric properties and baseline/post-treatment racial differences in the Child Feeding Questionnaire (CFQ) in parents of overweight/obese children in a randomized controlled obesity trial. Participants were 302 (n=285 mothers, n=17 fathers) diverse (n=207 Black, n=80 White), treatment-seeking parents of children (5–11 years) with overweight/obesity. CFQ data fit an established factor structure (Anderson et al, 2005) in the full sample and subsample of Black parents. Black parents had higher scores than White parents on only Pressure to Eat. The CFQ yields reliable and valid scores in a racially diverse treatment-seeking sample, suggesting its utility in culturally-sensitive pediatric obesity treatment

The transcriptome of utricle hair cell regeneration in the avian inner ear

Sensory hair cell loss is the major cause of hearing and balance disorders. Mammals are incapable of sustained hair cell regeneration, but lower vertebrates can regenerate these mechano-electrical transducers. We present the first comprehensive transcriptome (by mRNA-Seq) of hair cell regeneration in the chick utricle. We provide pathway and pattern annotations and correlate these with the phenotypic events that occur during regeneration. These patterns are surprisingly synchronous and highly punctuated. We show how these patterns are a new resource for identifying components of the hair cell transcriptome and identify 494 new putative hair-cell-specific genes and validate three of these (of three tested) by immunohistochemical staining. We describe many surprising new components and dynamic expression patterns, particularly within NOTCH signaling. For example, we show that HES7 is specifically expressed during utricle hair cell regeneration and closely parallels the expression of HES5. Likewise, the expression of ATOH1 is closely correlated with HEYL and the HLH inhibitory transcription factors ID1, ID2, and ID4. We investigate the correlation between fibroblast growth factor signaling and supporting cell proliferation and show that FGF20 inhibits supporting cell proliferation. We also present an analysis of 212 differentially expressed transcription factor genes in the regenerative time course that fall into nine distinct gene expression patterns, many of which correlate with phenotypic events during regeneration and represent attractive candidates for future analysis and manipulation of the regenerative program in sensory epithelia and other vertebrate neuroepithelia

A learning health systems approach to integrating electronic patient-reported outcomes across the health care organization

Introduction: Foundational to a learning health system (LHS) is the presence of a data infrastructure that can support continuous learning and improve patient outcomes. To advance their capacity to drive patient-centered care, health systems are increasingly looking to expand the electronic capture of patient data, such as electronic patient-reported outcome (ePRO) measures. Yet ePROs bring unique considerations around workflow, measurement, and technology that health systems may not be poised to navigate. We report on our effort to develop generalizable learnings that can support the integration of ePROs into clinical practice within an LHS framework. Methods: Guided by action research methodology, we engaged in iterative cycles of planning, acting, observing, and reflecting around ePRO use with two primary goals: (1) mobilize an ePRO community of practice to facilitate knowledge sharing, and (2) establish guidelines for ePRO use in the context of LHS practice. Multiple, emergent data collection activities generated generalizable guidelines that document the tangible best practices for ePRO use in clinical care. We organized guidelines around thematic areas that reflect LHS structures and stakeholders. Results: Three core thematic areas (and 24 guidelines) emerged. The theme of governance reflects the importance of leadership, knowledge management, and facilitating organizational learning around best practice models for ePRO use. The theme of integration considers the intersection of workflow, technology, and human factors for ePROs across areas of care delivery. Lastly, the theme of reporting reflects critical considerations for curating data and information, designing system functions and interactions, and presentation of ePRO data to support the translation of knowledge to action. Conclusions: The guidelines produced from this work highlight the complex, multidisciplinary nature of implementing change within LHS contexts, and the value of action research approaches to enable rapid, iterative learning that leverages the knowledge and experience of communities of practice

Effect of Parent Training on Adaptive Behavior in Children With Autism Spectrum Disorder and Disruptive Behavior: Results of a Randomized Trial

Objective This study examined the impact of parent training on adaptive behavior in children with autism spectrum disorder (ASD) and disruptive behavior. Methods This was a 24-week, 6-site, randomized trial of parent training versus parent education in 180 children with ASD (aged 3−7 years; 158 boys and 22 girls) and moderate or greater behavioral problems. Parent training included specific strategies to manage disruptive behavior over 11 to 13 sessions, 2 telephone boosters, and 2 home visits. Parent education provided useful information about autism but no behavior management strategies over 12 core sessions and 1 home visit. In a previous report, we showed that parent training was superior to parent education in reducing disruptive behavior in young children with ASD. Here, we test whether parent training is superior to parent education in improving daily living skills as measured by the parent-rated Vineland Adaptive Behavior Scales II. The long-term impact of parent training on adaptive functioning is also presented. Results At week 24, the parent training group showed a 5.7-point improvement from baseline on the Daily Living domain compared to no change in parent education (p = .004; effect size = 0.36). On the Socialization domain, there was a 5.9-point improvement in parent training versus a 3.1-point improvement in parent education (p = .11; effect size = 0.29). Gains in the Communication domain were similar across treatment groups. The gain in Daily Living was greater in children with IQ of >70. However, the interaction of treatment-by-IQ was not significant. Gains in Daily Living at week 24 were maintained upon re-evaluation at 24 weeks posttreatment. Conclusion These results support the model that reduction in disruptive behavior can lead to improvement in activities of daily living. By contrast, the expected trajectory for adaptive behavior in children with ASD is often flat and predictably declines in children with intellectual disability. In the parent training group, higher-functioning children achieved significant gains in daily living skills. Children with intellectual disability kept pace with time

The genetic prehistory of the Andean highlands 7000 years BP though European contact

The peopling of the Andean highlands above 2500 m in elevation was a complex process that included cultural, biological, and genetic adaptations. Here, we present a time series of ancient whole genomes from the Andes of Peru, dating back to 7000 calendar years before the present (BP), and compare them to 42 new genome-wide genetic variation datasets from both highland and lowland populations. We infer three significant features: A split between low- And high-elevation populations that occurred between 9200 and 8200 BP; a population collapse after European contact that is significantly more severe in South American lowlanders than in highland populations; and evidence for positive selection at genetic loci related to starch digestion and plausibly pathogen resistance after European contact. We do not find selective sweep signals related to known components of the human hypoxia response, which may suggest more complex modes of genetic adaptation to high altitude