Functional behavior assessment: Procedures, components, and personnel

Challenging behaviors at school inte1fere with a student\u27s ability to effectively learn. In these situations behavioral assessments are frequently conducted and current practice adamantly supports the use of functional behavioral assessments (FBA) in addressing challenging behaviors among students. This study examines the assessment methods and personnel most frequently included in the FBA process in a Midwestern regional education agency through the review of completed assessments in a one year period. The results of this study suggest that record reviews and observations are utilized in the majority of the cases as part of the assessment process, along with an interview and other behavior data not further specified. Research suggests that assessments incorporating data from multiple methods enhance the accuracy and effectiveness of the FBAs and behavior intervention plans (BIPs), yet the majority of the cases reviewed included data from two or fewer different RIOT (Review, Interview, Observe, Test) sources. School psychologists, general education teachers, and special education teachers were involved in the FBA process most frequently and parents were involved in a smaller number of cases. Implications for practice are discussed

Borrowing from the palaeolimnologists toolkit; the use of lake sediment cores in diagnosing the causes of freshwater species decline

Populations of freshwater species are experiencing dramatic declines globally. Tools that facilitate the diagnosis of decline and identify management solutions and/or restoration targets are thus vital. Typically approaches taken to diagnose decline are carried out over short timescales and rely upon identifying spatial associations between presence or abundance of declining species and variables hypothesised to be driving decline. The potential to contextualise observed declines on longer time scales, with a broader range of potential explanatory variables is frequently dismissed, because of a perceived lack of existing long-term data. In this study we explore the value of incorporating a longer-term perspective to decline diagnosis using the common scoter as a case study. The number of scoter breeding in Scotland has declined substantially since the 1970s. Hypotheses for decline include a reduction in macroinvertebrate food available for females and young at the breeding lakes. In this study we apply palaeolimnological techniques to generate standardised, long-term ecological data, enabling us to characterise recent changes at four common scoter breeding lakes. Our results demonstrate that the (macroinvertebrate) food resource of common scoter has, in fact, gradually increased in abundance at all four sites from ca. 1900, and that a further statistically significant increase in macroinvertebrate abundance occurred at ca. 1970. We draw on our palaeolimnological data, to explore alternative hypotheses for common scoter decline. Increases in overall abundance across multiple algal, macrophyte and macroinvertebrate taxa, combined with specific increases in nutrient tolerant taxa, and concurrent declines in nutrient sensitive taxa indicate that the lakes have experienced enrichment within their current oligotrophic state during the last 100 years, and that this trajectory has become more marked during the period of common scoter decline. There is no evidence of changes to habitat, turbidity or increased competition from fish. In the absence of within lake changes that could be detrimental to the benthic (and generalist) feeding common scoter, we conclude that factors outside of the lake, such as increased predation, associated with afforestation in the surrounding area, are the most plausible drivers of common scoter decline. Prioritisation/testing of management solutions that address these issues are indicated

Varieties of semantic ‘access’ deficit in Wernicke’s aphasia and semantic aphasia

Comprehension deficits are common in stroke aphasia, including in cases with (i) semantic aphasia (SA), characterised by poor executive control of semantic processing across verbal and nonverbal modalities, and (ii) Wernicke’s aphasia (WA), associated with poor auditory-verbal comprehension and repetition, plus fluent speech with jargon. However, the varieties of these comprehension problems, and their underlying causes, are not well-understood. Both patient groups exhibit some type of semantic ‘access’ deficit, as opposed to the ‘storage’ deficits observed in semantic dementia. Nevertheless, existing descriptions suggest these patients might have different varieties of ‘access’ impairment – related to difficulty resolving competition (in SA) vs. initial activation of concepts from sensory inputs (in WA). We used a case-series design to compare WA and SA patients on Warrington’s paradigmatic assessment of semantic ‘access’ deficits. In these verbal and non-verbal matching tasks, a small set of semantically-related items are repeatedly presented over several cycles so that the target on one trial becomes a distractor on another (building up interference and eliciting semantic ‘blocking’ effects). WA and SA patients were distinguished according to lesion location in the temporal cortex, but in each group, some individuals had additional prefrontal damage. Both of these aspects of lesion variability – one that mapped onto classical ‘syndromes’ and one that did not – predicted aspects of the semantic ‘access’ deficit. Both SA and WA cases showed multimodal semantic impairment, although as expected the WA group showed greater deficits on auditory-verbal than picture judgements. Distribution of damage in the temporal lobe was crucial for predicting the initially beneficial effects of stimulus repetition: WA cases showed initial improvement with repetition of words and pictures, while in SA, semantic access was initially good but declined in the face of competition from previous targets. Prefrontal damage predicted the harmful effects of repetition: the ability to re-select both word and picture targets in the face of mounting competition was linked to left prefrontal damage in both groups. Therefore, SA and WA patients have partially distinct impairment of semantic ‘access’ but, across these syndromes, prefrontal lesions produce declining comprehension with repetition in both verbal and non-verbal tasks

Practical or data-based projects? Types of undergraduate capstone projects chosen by distance-learning biology and environmental science students at the Open University

The COVID-19 pandemic challenged universities to develop online undergraduate research project opportunities for students that could provide an authentic research experience. As a result, many universities have now broadened their capstone project offerings to include online, data projects and are deciding whether to return to their traditional model. Furthermore, heads of biosciences at several universities have been “reimagining” the capstone experience. Jones et al. (2020) suggested that by offering students a choice to allow them to select a project type that best fits their skills, experience, and aspirations their learning experience would be improved. Until 2020, students studying biology and environmental science degrees by distance learning at the Open University completed primarily literature and field-based research projects respectively. Students commencing field-based projects in February 2020, supported by the module team, were required to make a quick switch to online data-based projects due to COVID-19 lockdown restrictions. This change met the accreditation requirements for the degree, meeting the same learning outcomes. Encouragingly, the achievement of this cohort was not negatively affected. Coincidentally, at the start of the pandemic, we were already working to move from literature-based to practical and data-based project options for biology students to better meet sector and accrediting body expectations. As a result, in February 2021 we decided to give students studying both biology and environmental science degrees the choice of completing data-based, field-based or home (e.g., potted plant) investigations. In addition, a small number of students completed work-based laboratory projects. As part of a larger project, we are evaluating the impact of introducing these new project options on student achievement, and both student and tutor experience over two years (2021 and 2022 student cohorts) to help inform further development of our undergraduate science capstone project module. Here we share initial findings from the 2021 cohort relating to the students’ project choice - which project types do students choose and why? Project type (field-based, data-based, combined field and data or lab-based) was recorded for 98 biology and 143 environmental sciences students who completed their projects in 2021. Survey data collected from biology (n=24) and environmental science (n=16) students following completion of their projects provides insight into reasons for their project choice. As part of a larger survey (of 320 undergraduate science students, 16% response rate) other factors affecting their choice of project were assessed including their career aspirations, the development of their project idea and whether they felt completing their project had helped them progress towards their goals. In addition, student characteristics data such as ethnicity, disability and employment status were obtained to investigate any association with choice of project type. An understanding of undergraduate students’ preferred project options will help to ensure we are providing options that are suitable and accessible for our students and will inform further development of undergraduate project modules at the Open University and at other institutions. Jones S., Lewis D. and Payne M. (2020). Reimagining the final year project. The Biologist. Online. https://thebiologist.rsb.org.uk/biologist-features/reshaping-education-reimagining-the-final-year-project (accessed 11/2/22)

Citizen meets social science : Predicting volunteer involvement in a global freshwater monitoring experiment

FreshWater Watch is a global citizen science project that seeks to advance the understanding and stewardship of freshwater ecosystems across the globe through analysis of their physical and chemical properties by volunteers. To date, literature concerning citizen science has mainly focused on its potential to generate unprecedented volumes of data. In this paper, we focus instead on the data relating to the volunteer experience and ask key questions about volunteer engagement with the project. For example, we ask what factors influence: a) volunteer data submission following a training event and b) the number of water quality samples volunteers subsequently submit. We used a binomial model to identify the factors that influence the retention of volunteers after training. In addition, we used a generalized linear model (GLM) to examine the factors that affected the number of samples each citizen scientist submitted. In line with other citizen science projects, most people trained did not submit any data, and 1% of participants contributed 47% of the data. We found that the statistically significant factors associated with submission of data after training were: whether training was given on how to upload data, the number of volunteers that attended the training, whether the volunteer was assigned to a research team, the outside temperature, and the average engagement of others in the training group. The statistically significant factors associated with the quantity of data submitted were: the length of time volunteers were active in the project, whether training took place as part of a paid work day, the difficulty of the sampling procedure, how socially involved volunteers were in the project, average sampling group size, and engagement with online learning modules. Based on our results, we suggest that intrinsic motivation may be important for predicting volunteer retention after training and the number of samples collected subsequently. We suggest that, to maximize the contribution of citizen science to our understanding of the world around us, there is an urgent need to better understand the factors that drive volunteer retention and engagement

Can the optimisation of pop-up agriculture in remote communities help feed the world?

Threats to global food security have generated the need for novel food production techniques to feed an ever-expanding population with ever-declining land resources. Hydroponic cultivation has been long recognised as a reliable, resilient and resource-use-efficient alternative to soil-based agricultural practices. The aspiration for highly efficient systems and even city-based vertical farms is starting to become realised using innovations such as aeroponics and LED lighting technology. However, the ultimate challenge for any crop production system is to be able to operate and help sustain human life in remote and extreme locations, including the polar regions on Earth, and in space. Here we explore past research and crop growth in such remote areas, and the scope to improve on the systems used in these areas to date. We introduce biointensive agricultural systems and 3D growing environments, intercropping in hydroponics and the production of multiple crops from single growth systems. To reflect the flexibility and adaptability of these approaches to different environments we have called this type of enclosed system ‘pop-up agriculture’. The vision here is built on sustainability, maximising yield from the smallest growing footprint, adopting the principles of a circular economy, using local resources and eliminating waste. We explore plant companions in intercropping systems to supply a diversity of plant foods. We argue that it is time to consume all edible components of plants grown, highlighting that nutritious plant parts are often wasted that could provide vitamins and antioxidants. Supporting human life via crop production in remote and isolated communities necessitates new levels of efficiency, eliminating waste, minimising environmental impacts and trying to wean away from our dependence on fossil fuels. This aligns well with tandem research emerging from economically developing countries where lower technology hydroponic approaches are being trialled reinforcing the need for ‘cross-pollination’ of ideas and research development on pop-up agriculture that will see benefits across a range of environments

An evidence-based study mapping the decline in freshwater ponds in the Severn Vale catchment in the UK between 1900 and 2019

Freshwater ponds have long been an overlooked biodiversity store and changing types of land use and the land management practices has led to a steady decline in pond numbers. Establishing the regional extent of pond loss is the first step in identifying key areas for conservation action. This study calculated pond loss in the Severn Vale catchment UK since 1900. Identification of pond location and surrounding land use on historic and contemporary maps enabled a comparison of total number, density and distance between present day and historic ponds. 57.7% of ponds present in 1900 were lost and pond density declined from 7.3 to 4.5 ponds km−2 between 1900 and 2019. This resulted in a 24.6 m increase in the average distance between contemporary ponds. Land use was an important factor in determining pond loss. Although in 2019 the highest density of ponds are in rural areas, 62.3% of ponds lost were from agricultural settings (arable or pasture). Our results highlight the significant pond loss experienced in the Severn Vale since 1900 and provide a valuable baseline for pondscape restoration. The methods described are widely applicable to other regions either with a history of ponds or an environment that could sustain them

Story in health and social care

This paper offers a brief consideration of how narrative, in the form of people‟s own stories, potentially figures in health and social care provision as part of the impulse towards patient-centred care. The rise of the epistemological legitimacy of patients‟ stories is sketched here. The paper draws upon relevant literature and original writing to consider the ways in which stories can mislead as well as illuminate the process of making individual treatment care plans

Proportional-odds models for repeated composite and long ordinal outcome scales

In many medical studies, researchers widely use composite or long ordinal scores, that is, scores that have a large number of categories and a natural ordering often resulting from the sum of a number of short ordinal scores, to assess function or quality of life. Typically, we analyse these using unjustified assumptions of normality for the outcome measure, which are unlikely to be even approximately true. Scores of this type are better analysed using methods reserved for more conventional (short) ordinal scores, such as the proportional-odds model. We can avoid the need for a large number of cut-point parameters that define the divisions between the score categories for long ordinal scores in the proportional-odds model by the inclusion of orthogonal polynomial contrasts. We introduce the repeated measures proportional-odds logistic regression model and describe for long ordinal outcomes modifications to the generalized estimating equation methodology used for parameter estimation. We introduce data from a trial assessing two surgical interventions, briefly describe and re-analyse these using the new model and compare inferences from the new analysis with previously published results for the primary outcome measure (hip function at 12 months postoperatively). We use a simulation study to illustrate how this model also has more general application for conventional short ordinal scores, to select amongst competing models of varying complexity for the cut-point parameters