Response to Intervention and the Impact on Eligibility for Special Education Services in Texas

Response to Intervention (RTI) trends and special education referrals were examined and compared with the self-reported data of special education directors and evaluation staff to determine the overall impact of RTI on special education referrals. A descriptive nonexperimental design study using existing data and survey methods was used. Findings from archival data demonstrated that during the period ranging from 2007 to 2011, trends at the state level, across regional services centers, and in one independent school district showed an increase in the number of students who were referred and found eligible for special education services. However, there was an average decrease in the number of students receiving special education services at the regional and state levels and an increase according to one district level. The trends that evolved suggest a possible relationship between the RTI process and increasingly accurate referrals for special education services. Findings from the survey administered at the Education Service Center (ESC) indicated the perceptions of special education directors and evaluation staff did not mirror the findings of the archival data. However, data gathered from the survey administered at the Independent School District (ISD) indicated the perceptions of the special education director and evaluation staff did mirror the findings of actual archival data

Requirement for the betaI and betaIV tubulin isotypes in mammalian cilia.

Nielsen et al., [2001: Curr Biol 11:529-533], based on studies in Drosophila, have proposed that beta tubulin in axonemal microtubules must contain a specific acidic seven amino acid sequence in its carboxyl terminus. In mammals, the two betaIV isotypes (betaIVa and betaIVb) contain that sequence. In order to test the application of this hypothesis to mammals, we have examined the expression of beta tubulin isotypes in four different ciliated tissues (trachea, ependyma, uterine tube, and testis) using isotype-specific antibodies and indirect immunofluorescence. We find that betaIV tubulin is present in all ciliated cell types examined, but so is betaI tubulin. Taken together with recent studies that show that betaI and betaIV tubulin are both present in the cilia of vestibular hair cells, olfactory neurons, and nasal respiratory epithelial cells, we propose that both betaI tubulin and betaIV tubulin may be required for axonemal structures in mammals

Analogies between the crossing number and the tangle crossing number

Tanglegrams are special graphs that consist of a pair of rooted binary trees with the same number of leaves, and a perfect matching between the two leaf-sets. These objects are of use in phylogenetics and are represented with straightline drawings where the leaves of the two plane binary trees are on two parallel lines and only the matching edges can cross. The tangle crossing number of a tanglegram is the minimum crossing number over all such drawings and is related to biologically relevant quantities, such as the number of times a parasite switched hosts. Our main results for tanglegrams which parallel known theorems for crossing numbers are as follows. The removal of a single matching edge in a tanglegram with $n$ leaves decreases the tangle crossing number by at most $n-3$, and this is sharp. Additionally, if $\gamma(n)$ is the maximum tangle crossing number of a tanglegram with $n$ leaves, we prove $\frac{1}{2}\binom{n}{2}(1-o(1))\le\gamma(n)<\frac{1}{2}\binom{n}{2}$. Further, we provide an algorithm for computing non-trivial lower bounds on the tangle crossing number in $O(n^4)$ time. This lower bound may be tight, even for tanglegrams with tangle crossing number $\Theta(n^2)$.Comment: 13 pages, 6 figure

Using \u3cem\u3eLearning Express-Ways\u3c/em\u3e in Special Education Teacher Preparation: Developing Student-Faculty Relationships as a Path to Partnership

This paper explores the effects of implementing Learning Express-Ways as an instructional communication tool between students and faculty in courses that are part of a special education teacher preparation program and apprenticeship. Findings suggest that using Learning Express-Ways contributed to the development of learning relationships with faculty and this instructional communication tool may be helpful in creating a partnership-focused approach in special education teacher preparation program

Cognitive biases predict symptoms of depression, anxiety and wellbeing above and beyond neuroticism in adolescence

Adolescence represents a period of vulnerability to affective disorders. Neuroticism is considered a heritable risk factor for depression, but is not directly amenable to intervention. Therefore, it is important to identify the contributions of modifiable risk factors. Negative cognitive biases are implicated in the onset and maintenance of affective disorders in adults, and may represent modifiable risk factors in adolescence. This study sought to assess to what extent cognitive biases are able to predict depression, anxiety and wellbeing beyond that of neuroticism in adolescents. Adolescents (N = 99), recruited from Scottish secondary schools (54.5% female; mean age = 14.7), ensured a sample representing the breadth of the mental health spectrum. In line with prevalence estimates, 18% of this sample demonstrated clinical levels of depression symptoms. Cognitive biases of autobiographical memory, self-referential memory, ambiguous scenarios interpretation, facial expression recognition, rumination and dysfunctional attitudes were assessed. Depression, anxiety, and wellbeing were indexed using the Mood and Feelings Questionnaire, Spence Children's Anxiety Scale and the BBC Subjective Wellbeing Scale. Regression analyses demonstrated neuroticism to significantly predict depression, anxiety and wellbeing. The addition of cognitive biases resulted in a significant increase of explained variance with final models explaining just over 50% of variances of depression, anxiety and wellbeing. These findings demonstrate that cognitive biases explain mental health symptoms over and above that of neuroticism. Depressive symptomology was particularly related to self-referential memory bias, while anxiety was predicted by interpretive bias. The key clinical implication is that targeting specific biases based on diagnostic features may be of particular benefit in alleviating distress and promoting wellbeing