Training, Inclusion, and Behaviour: Effect on Student–Teacher and Student–SEA Relationships for Students with Autism Spectrum Disorders

Little is known about factors that affect teacher and special educational assistants’ (SEA) relationships with students with Autism Spectrum Disorders (ASD). In this study, participants were 15 students with ASD receiving inclusive education in Kindergarten through Grade 3, their classroom teachers, and SEAs. Teachers and SEAs completed rating scales assessing problem behaviour and the quality of student–teacher and student–SEA relationships. Results showed that the level of problem behaviour and percent of time receiving the general education curriculum (i.e., not a modified curriculum) significantly predicted the student–teacher relationship, but not the student–SEA relationship. Training in ASD did not significantly predict the student–teacher or student–SEA relationship

Toward True Integration of Response to Intervention Systems in Academic and Behavior Support: Part 1: Tier 1 Support.

Part 1 of a series involving the integration of academic and behavior support

Evaluation of Social and Academic Effects of School-wide Positive Behaviour Support in a Canadian School District

This article discusses School-wide Positive Behaviour Support (SWPBS), an evi-dence-based approach to teaching social competencies and enhancing the school social environment. The focus of this article is on the value of evaluation and evaluation plans at a district level for maintaining and increasing the effective-ness of SWPBS in a district. We review the key components of evaluation plans and describe a framework for creating evaluation plans created for British Co-lumbia. We also provide an example of the evaluation efforts using this framework in a medium sized school district in British Columbia. Results showed decreased levels of problem behaviour, decreased numbers of students at risk for significant behaviour challenges, and increased academic achievement and stu-dent perceptions of school safety for schools implementing SWPBS, in comparison to low implementing schools and district and provincial averages

Three-dimensional Structure of the Central Mitotic Spindle of Diatoma vulgare

Central mitotic spindles in Diatoma vulgare have been investigated using serial sections and electron microscopy. Spindles at both early stages (before metaphase) and later stages of mitosis (metaphase to telophase) have been analyzed. We have used computer graphics technology to facilitate the analysis and to produce stereo images of the central spindle reconstructed in three dimensions. We find that at prometaphase, when the nuclear envelope is dissassembling, the spindle is constructed from two sets of polar microtubules (MTs) that interdigitate to form a zone of overlap. As the chromosomes become organized into the metaphase configuration, the polar MTs, the spindle, and the zone of overlap all elongate, while the number of MTs in the central spindle decreases from greater than 700 to approximately 250. Most of the tubules lost are short ones that reside near the spindle poles. The previously described decrease in the length of the zone of overlap during anaphase central spindle elongation is clearly demonstrated in stereo images. In addition, we have used our three-dimensional data to determine the lengths of the spindle MTs at various times during mitotis. The distribution of lengths is bimodal during prometaphase, but the short tubules disappear and the long tubules elongate as mitosis proceeds. The distributions of MT lengths are compared to the length distributions of MTs polymerized in vitro, and a model is presented to account for our findings about both MT length changes and microtubule movements

Do Maternal Vitamin D Levels Influence Vitamin D Levels in Preterm Neonates?

Objective To determine the prevalence of Vitamin D (VitD) deficiency/insufficiency in mothers of preterm neonates less than or equal to 32 weeks of gestation and determine if the current level of VitD supplementation used for preterm neonates is appropriate. Design Prospective study from 10th May 2015 to 1st November 2016. Setting Neonatal Intensive Care Unit at the Canberra Hospital. Patients Mothers and their preterm neonates born less than or equal to 32 weeks gestation. Interventions Maternal VitD levels were obtained within 3-4 days following delivery. Neonatal VitD levels were obtained in the first 3-4 days of life, at 3-4 weeks of age, and at 6-8 weeks of age. Demographic data and data on VitD intake from parenteral nutrition, enteral feeds, and vitamin supplementation agents were collected. Results 70 neonates were enrolled into the study. Median gestation was 29 (27-30) weeks and median birth weight 1197 (971.2-1512.5) grams. Median maternal VitD level was 54.5 (36-70.7) nmol/L, median neonatal Vit D level at birth was 57 (42-70) nmol/L. Median Vit D level at 3 weeks and 6 weeks were 63.5 nmol/L (53-80.2) nmol/L and 103 (71.5-144) nmol/L respectively. 22/55 (40%) mothers were VitD deficient/insufficient. 25/70 (36%) neonates were VitD deficient/insufficient at birth. Of those neonates who were VitD deficient/insufficient at birth 5/25(10%) were deficient/insufficient at 6 weeks. The median intake of VitD at 6 weeks was 826.5 (577.5-939.5) IU/day. Conclusions VitD deficiency/insufficiency in mothers of preterm neonates and in preterm neonates at birth is common. Routine screening of maternal VitD and their preterm neonates along with individualized supplementation regimens in mothers and preterm infants may optimize VitD status and reduce risk of ongoing VitD deficiency/insufficiency

Education not Incarceration: A Conceptual Model for Reducing Racial and Ethnic Disproportionality in School Discipline

Extension of retribution- and incapacitation-based criminal justice policies and practices to schools has exacerbated racial and ethnic disproportionality in school discipline, a serious and unsolved threat to equity in education and social opportunity. Common approaches implemented to reduce discipline disproportionality have not been shown to be widely effective. A more comprehensive, theory-driven understanding of the factors associated with disproportionate discipline is needed to enhance equity. In this article, we propose a conceptual model of how racial and ethnic bias affects school discipline, with direct implications for practical interventions. The model includes a multidimensional view of bias, informed by research from the field of social psychology, with multiple points identified for intervention to reduce disproportionality over time. The authors conclude with a proposed multicomponent intervention that builds on a foundation of school-wide positive behavioral interventions and supports (SWPBIS) and includes specific strategies for reducing the effects of explicit and implicit bias on school discipline decision making

Teaching Transitions: Techniques for Promoting Success Between Lessons

Presents suggestions on how teachers of exceptional children can help students transition from one activity to another. Enhancement of classroom management with explicit instruction and practice in behavioral expectations and routines; Planning for transitions; Revisiting and reviewing instruction

Differential Effects of a Direct Behavior Rating Intervention Based on Function of Problem Behavior

The purpose of this study was to investigate the effectiveness of a teacher-implemented tier two behavior intervention and differential effects based on function of student problem behavior. The participants were 36 public elementary school students who were nominated for additional behavior support beyond universal School-wide Positive Behavior Support. The intervention provided was Check-In/Check-Out, a tier two intervention using direct behavior ratings to increase structure and feedback to the student’s environment. Before and after implementation of the intervention, the authors assessed the students’ function of behavior, levels of problem behavior, prosocial behavior, and rate of behavioral incidents. A multivariate analysis of variance indicated significant effects for all students in prosocial behavior and behavioral incidents, but not problem behavior. An analysis of interaction effects indicated statistically significant differences in response to intervention based on function of problem behavior. Results are discussed in terms of considering function of problem behavior in selecting tier two interventions and implementing a three tier response to intervention model

Isolation and characterization of a baculovirus associated with the insect parasitoid wasp, Cotesia marginiventris, or its host, Trichoplusia ni

A multiple nucleopolyhedrovirus (MNPV) was isolated from Trichoplusia ni (Hübner) (Lepidoptera: Noctuidae) larvae that had been stung by the parasitoid Cotesia marginiventris (Cresson) (Hymenoptera: Braconidae). The wild type virus was plaque purified by infecting a Heliothis subflexa (BCIRL- HsAM1) cell line and isolating several clones. The mean estimated genomic size of this virus based on PstI, BstEII, StyI, HindIII restriction profiles was estimated to be 106 ± 2.5 kbp (mean±SE). A clone designated as TnMNPV/CmBCL9 was used in bioassays against several lepidopteran pests and in comparative studies with the baculoviruses AcMNPV, AgMNPV, AfMNPV, PxMNPV and HzSNPV of Autographa californica, Anticarsia gemmatalis, Anagrapha falcifera, Plutella xylostella, and Helicoverpa zea, respectively. Infectivity studies showed that TnMNPV/CmBCL9 was highly infectious for Heliothis subflexa and T. ni, with an LC50 value 0.07 occlusion bodies/mm2 in both species and also infectious for H. zea and Heliothis virescens with LC50 values of 0.22 and 0.27 occlusion bodies/mm2, respectively. Restriction endonuclease analysis of the isolate and selected baculoviruses revealed profiles that were very similar to AfMNPV but different from the restriction endonuclease profiles of the other baculoviruses. Hybridization studies suggest that the TnMNPV/CmBCL9 was closely related to AfMNPV and AcMNPV-HPP. Further support for this comes from a phylogenetic analysis employing a split-graphs network, comparing the polh, egt, and p10 genes from TnMNPV/CmBCL9 with those from other baculoviruses and suggests that this virus is closely related to the AcMNPV variants, AfMNPV and RoMNPV of Rachiplusia ou

Morphologically distinct microtubule ends in the mitotic centrosome of Caenorhabditis elegans

During mitosis, the connections of microtubules (MTs) to centrosomes and kinetochores are dynamic. From in vitro studies, it is known that the dynamic behavior of MTs is related to the structure of their ends, but we know little about the structure of MT ends in spindles. Here, we use high-voltage electron tomography to study the centrosome- and kinetochore-associated ends of spindle MTs in embryonic cells of the nematode, Caenorhabditis elegans. Centrosome-associated MT ends are either closed or open. Closed MT ends are more numerous and are uniformly distributed around the centrosome, but open ends are found preferentially on kinetochore-attached MTs. These results have structural implications for models of MT interactions with centrosomes