Ecobehavioral Characteristics of Self-Contained High School Classrooms for Students with Severe Cognitive Disability

This study investigated educational experiences for students with significant cognitive disability (SCD) taught in self-contained high school classrooms. Nineteen students and nine teachers across five high schools and four school districts participated. A time-sampling method was used to describe the ecological, teacher, and student behaviors of these classrooms. Field notes were collected and analyzed as well. Results revealed students in these classrooms were often passively engaged and had few opportunities to learn from rigorous curriculum. Instructors engaged in few practices known to be effective in supporting the learning of students with SCD. Finally, the classrooms themselves were often distracting and demonstrated little evidence of specialized or effective instruction. Implications for teaching and research are included

Parent perspectives of their involvement in IEP development for children with autism

The present study investigated parents’ experiences making educational decisions for their children with autism and their satisfaction with the outcomes of those decisions. Parents completed a survey describing their: (1) input in educational decisions, (2) satisfaction with school personnel, and (3) satisfaction with their child’s school experience. Sequential regressions revealed parents’ satisfaction was generally predicted by their own knowledge of autism, school staff knowledge of autism, parent satisfaction with teachers, and parent relationships with school personnel. Additionally, parent input was a significant predictor of satisfaction with their child’s school experience. Finally, open-ended responses indicated that parents experienced many barriers when working with schools, and often felt compelled to go outside of the school system to ensure their children received an appropriate education. Implications for teacher preparation and school-parent partnerships are described

Parent Perspectives on Special Education Services: How Do Schools Implement Team Decisions?

The purpose of this qualitative study was to examine parents’ perspectives and experiences of special education, including the degree to which decisions about their child’s education were implemented as they had agreed upon with the school personnel. Additionally, a secondary purpose of this study was to understand how parents explain why school personnel do or do not implement elements of their child’s Individualized Education Program (IEP). In this study, parents of children with intellectual and developmental disabilities described their experiences attempting to reach agreement with school personnel on decisions involving their child’s educational placement and special education services. Parents expressed a desire to be involved in decisions, and they described a desire to obtain inclusive educational placements for their children. Parents described varied experiences with the implementation of special education services. They also described both successes and concerns related to the special education services their child was receiving at school. Implications for special education policy, practice, and research are discussed from the perspective of supporting family involvement in the special education process

Synthesis, Structure, and Activity of Enhanced Initiators for Olefin Metathesis

A series of ruthenium olefin metathesis catalysts of the general structure (H_2IMes)(PR_3)(Cl)_2Ru CHPh (H_2IMes = 1,3-dimesityl-4,5-dihydroimidazol-2-ylidene) have been prepared; these complexes are readily accessible in two steps from commercially available (H_2IMes)(PCy_3)(Cl)_2Ru CHPh. Their phosphine dissociation rate constants (k_1), relative rates of phosphine reassociation, and relative reaction rates in ring-opening metathesis polymerization (ROMP) and ring-closing metathesis (RCM) have been investigated. The rates of phosphine dissociation (initiation) from these complexes increase with decreasing phosphine donor strength. Complexes containing a triarylphosphine exhibit dramatically improved initiation relative to (H_2IMes)(PCy_3)(Cl)_2Ru CHPh. Conversely, phosphine reassociation shows no direct correlation with phosphine electronics. In general, increased phosphine dissociation leads to faster olefin metathesis reaction rates, which is of direct significance to both organic and polymer metathesis processes

Parent identity and family-school partnerships: Animating diverse enactments for (special) education decision-making

Family-school partnerships between family members and school personnel can be successful as well as unproductive for parents who have children and youth with developmental disabilities. This qualitative study sought to capture parents’ identities as they negotiated family-school partnerships when making inclusive education decisions and discussing special education service-delivery options for their children and youth with developmental disabilities. Seventeen participants shared their personal narratives in interviews and focus groups. Data were thematically analyzed after an initial round of open-coding generated broad themes. Findings revealed the experiences parents have in partnering with schools span an identity spectrum, including: (a) victim, (b) advocate, (c) perseverer, (d) educator, (e) broker and negotiator, and (f) surrenderer. Implications for policy, practice, and research focus on parent identity and familyschool partnerships

Parents’ experiences in education decision-making for children and youth with disabilities

Families should be an active part of educational decision-making for their children and can be particularly influential in advocating for inclusion for students with intellectual and developmental disabilities. Yet, significant research has shown that parents do not feel schools effectively collaborate with them. We interviewed 19 parents of children with disabilities to investigate the ways they were included and excluded from educational decision-making, and how they decided on their children’s placement and services. Five themes emerged: parents’ exclusion from decision-making, parents’ independent efforts to shape their children’s educational services, parents’ decisions as a result of school and district factors, parents’ role changes to direct their children’s education, and discrepancies between beliefs and experiences of inclusion. Parents’ responses indicate that specific school structures and institutionalized procedures may regularly exclude parents from decision-making. Results have implications for parent-professional partnership during decision-making for students with disabilities and personnel preparation

Differential Gene Expression in Primary Breast Tumors Associated with Lymph Node Metastasis

Lymph node status remains one of the most useful prognostic indicators in breast cancer; however, current methods to assess nodal status disrupt the lymphatic system and may lead to secondary complications. Identification of molecular signatures discriminating lymph node-positive from lymph node-negative primary tumors would allow for stratification of patients requiring surgical assesment of lymph nodes. Primary breast tumors from women with negative (n = 41) and positive (n = 35) lymph node status matched for possible confounding factors were subjected to laser microdissection and gene expression data generated. Although ANOVA analysis (P < .001, fold-change >1.5) revealed 13 differentially expressed genes, hierarchical clustering classified 90% of node-negative but only 66% of node-positive tumors correctly. The inability to derive molecular profiles of metastasis in primary tumors may reflect tumor heterogeneity, paucity of cells within the primary tumor with metastatic potential, influence of the microenvironment, or inherited host susceptibility to metastasis

A Versatile Precursor for the Synthesis of New Ruthenium Olefin Metathesis Catalysts

The ruthenium complex (IMesH_2)(Cl)_2(C_5H_5N)_2Ru═CHPh [IMesH_2 = 1,3-dimesityl-4,5-dihydroimidazol-2-ylidene] (3) was prepared by the reaction of (IMesH_2)(PCy_3)(Cl)_2Ru═CHPh (2) with an excess of pyridine. Complex 3 contains substitutionally labile pyridine and chloride ligands and serves as a versatile starting material for the synthesis of new ruthenium benzylidenes

Mechanism and Activity of Ruthenium Olefin Metathesis Catalysts

This report details the effects of ligand variation on the mechanism and activity of ruthenium-based olefin metathesis catalysts. A series of ruthenium complexes of the general formula L(PR_3)(X)_2Ru ═ CHR^1 have been prepared, and the influence of the substituents L, X, R, and R^1 on the rates of phosphine dissociation and initiation as well as overall activity for olefin metathesis reactions was examined. In all cases, initiation proceeds by dissociative substitution of a phosphine ligand (PR_3) with an olefinic substrate. All of the ligands L, X, R, and R^1 have a significant impact on initiation rates and on catalyst activity. The origins of the observed substituent effects as well as the implications of these studies for the design and implementation of new olefin metathesis catalysts and substrates are discussed in detail

The Toxicology Investigators Consortium 2020 Annual Report.

The Toxicology Investigators Consortium (ToxIC) Registry was established by the American College of Medical Toxicology in 2010. The registry collects data from participating sites with the agreement that all bedside and telehealth medical toxicology consultation will be entered. This eleventh annual report summarizes the Registry\u27s 2020 data and activity with its additional 6668 cases. Cases were identified for inclusion in this report by a query of the ToxIC database for any case entered from January 1 to December 31, 2020. Detailed data was collected from these cases and aggregated to provide information which included demographics, reason for medical toxicology evaluation, agent and agent class, clinical signs and symptoms, treatments and antidotes administered, mortality, and whether life support was withdrawn. Gender distribution included 50.6% cases in females, 48.4% in males, and 1.0% identifying as transgender. Non-opioid analgesics were the most commonly reported agent class, followed by opioid and antidepressant classes. Acetaminophen was once again the most common agent reported. There were 80 fatalities, comprising 1.2% of all registry cases. Major trends in demographics and exposure characteristics remained similar to past years\u27 reports. Sub-analyses were conducted to describe race and ethnicity demographics and exposures in the registry, telemedicine encounters, and cases related to the COVID-19 pandemic