Typically Developing Preschoolers’ Behavior Toward Peers with Disabilities in Inclusive Classroom Contexts

This study aimed to investigate typically developing preschoolers’ behavior toward peers with disabilities in inclusive classrooms, focusing on the co-occurrence of the interactions between children with and without disabilities with various classroom contexts. Behaviors of 22 typically developing preschoolers were observed and coded on two different days in both indoor and outdoor classrooms during free play, small group activities, transitions, and meals/snack. Typically developing children interacted with peers with disabilities for a small amount of time; the interactions were significantly more likely in the outdoor classroom, in either child- or teacher-directed activities, and in play activities. There was a lack of adults’ intentional scaffolding for social interactions between children with and without disabilities even when they were near the children. Activity contexts contribute to children’s social behavior, and teachers need more support and training with inclusive and collaborative practices

Examining the Role of Teacher Presence and Scaffolding in Preschoolers’ Peer Interactions

The current study aimed to examine the associations between teacher presence and social scaffolding and preschool children’s peer interactions. Using a time sampling method, peer interactions of 22 four- and five-year-old preschoolers (12 girls; Mage = 52.95 months) and teacher behavior were observed on two different days during various classroom activities in seven public preschool classrooms. Eco-behavioral analyses revealed that (a) teacher presence was negatively associated with positive peer interactions; (b) teacher absence was positively associated with negative peer interactions; (c) positive change of peer interactions was more likely to occur when the teacher was present; (d) children showed more positive peer interactions during child-directed activities than during adult-directed activities or daily routines and transitions; and (e) teacher’s social scaffolding was positively associated with children’s positive peer interactions although it occurred only for 3.61% of the intervals during which the teacher was in close proximity to children. In addition, although the likelihood for children’s positive interaction was over 2 times higher in child-directed activities in comparison to adult-directed activities, teacher presence still seems very important for inhibiting negative peer interactions

Paleoenvironmental characteristics and organic matter enrichment mechanisms of the upper Ordovician-lower Silurian organic-rich black shales in the Yangtze foreland basin, South China

The Wufeng Formation-Longmaxi Formation (O3w-S1l1) black shales within the Yangtze foreland basin (South China) hold significant potential as unconventional oil and gas resources. However, several challenges, including sluggish sedimentation rates, thin sedimentary layers, and notable homogeneity, hinder a comprehensive grasp of the organic matter enrichment (OME) mechanism within these shales. These challenges impede the exploration of unconventional oil and gas resources. This study aims to identify the O3w-S1l1 black shales in the Weiyuan area through a combined approach of organic and inorganic geochemical analyses. By doing so, it delves into the controlling mechanism behind OME in the black shales of the Yangtze foreland basin. The findings of this research reveal that the O3w-S1l1 black shales primarily consist of sapropelic kerogen and exhibit signs of over-maturation, with TOC content ranging from 0.43% to 8.21%. These shales are classified as organic-rich, mainly composed mixed and siliceous lithofacies. The presence of silica in the shales originates mainly from biogenic sources, and the highest TOC content coincides with a Sixs contribution of around 30% to the total silica content. During the late Katian, a global sea level drop led to an oxic paleoenvironment, transitioning into a euxinic paleoenvironment as sea levels rose in the early Rhuddanian. Notably, TOC content exhibited a significant correlation with paleoceanographic conditions (e.g., V/Cr, Ni/Co) and paleoproductivity levels (e.g., P/Al, Babio), while displaying a negative correlation with paleoclimate conditions (e.g., CIA, C-value), terrigenous detrital input intensity (e.g., Sixs, Ti/Al), and sedimentation rate ((La/Yb)N). Specifically, favourable conditions for OME encompass robust reducing seawater conditions, high paleoproductivity, a humid climate, reduced influx of terrigenous debris, and relatively elevated sedimentation rates. Regional tectonic movements (Guangxi movement) and fluctuations in relative sea levels exert influence over the deposition of O3w-S1l1 black shales. This study provides a valuable case study for exploring and developing shale gas resources within the Yangtze foreland basin

Distressed yet bonded: A longitudinal investigation of the COVID-19 pandemic’s silver lining effects on life satisfaction.

It is a common understanding that the 2019 coronavirus pandemic (COVID-19) significantly harmed mental health. However, findings on changes in overall life satisfaction have been mixed and inconclusive. To address this puzzling phenomenon, we draw upon the domain specific perspective of well-being and research on catastrophe compassion and propose thatthe pandemic can have opposing effects on mental health and communal satisfaction, which then differently relate to people’s overall life satisfaction. Longitudinal analyses of the Household, Income and Labour Dynamics (HILDA) Survey of Australia (N = 12,093) showed that while there was a greater decrease in mental health in the first COVID-19 pandemic year (2019-2020) than in previous years (2017-2019), an increase in communal satisfaction also occurred, demonstrating a potential silver lining effect of the pandemic on people’s satisfaction with family, community and neighborhood. Moreover, consistent with socioemotional selectivity theory, changes in mental health, communal satisfaction and life satisfaction were related to age such that older adults generally reported less harmful and more beneficial psychological changes. We further found that age was associated with stronger associations of mental health and communal satisfaction with life satisfaction during the pandemic year. Overall, our findings speak to the importance of communal life in life satisfaction during the pandemic and age-related differences in the process, shedding light on the need to devise customized support to address inequalities in pandemic effects on public well-being

Structural and functional changes of the cerebellum in temporal lobe epilepsy

AimsThis study aimed to comprehensively explore the cerebellar structural and functional changes in temporal lobe epilepsy (TLE) and its association with clinical information.MethodsThe SUIT toolbox was utilized to perform cerebellar volume and diffusion analysis. In addition, we extracted the average diffusion values of cerebellar peduncle tracts to investigate microstructure alterations. Seed-based whole-brain analysis was used to investigate cerebellar–cerebral functional connectivity (FC). Subgroup analyses were performed to identify the cerebellar participation in TLE with/without hippocampal sclerosis (HS)/focal-to-bilateral tonic–clonic seizure (FBTCS) and TLE with different lateralization.ResultsTLE showed widespread gray matter atrophy in bilateral crusII, VIIb, VIIIb, left crusI, and left VIIIa. Both voxel and tract analysis observed diffusion abnormalities in cerebellar afferent peduncles. Reduced FC between the right crus II and the left parahippocampal cortex was found in TLE. Additionally, TLE showed increased FCs between left lobules VI–VIII and cortical nodes of the dorsal attention and visual networks. Across all patients, decreased FC was associated with poorer cognitive function, while increased FCs appeared to reflect compensatory effects. The cerebellar structural changes were mainly observed in HS and FBTCS subgroups and were regardless of seizure lateralization, while cerebellar–cerebral FC alterations were similar in all subgroups.ConclusionTLE exhibited microstructural changes in the cerebellum, mainly related to HS and FBTCS. In addition, altered cerebellar–cerebral functional connectivity is associated with common cognitive alterations in TLE

Examining the Role of Teacher Presence and Scaffolding in Preschoolers’ Peer Interactions

The current study aimed to examine the associations between teacher presence and social scaffolding and preschool children’s peer interactions. Using a time sampling method, peer interactions of 22 four- and five-year-old preschoolers (12 girls; Mage = 52.95 months) and teacher behavior were observed on two different days during various classroom activities in seven public preschool classrooms. Eco-behavioral analyses revealed that (a) teacher presence was negatively associated with positive peer interactions; (b) teacher absence was positively associated with negative peer interactions; (c) positive change of peer interactions was more likely to occur when the teacher was present; (d) children showed more positive peer interactions during child-directed activities than during adult-directed activities or daily routines and transitions; and (e) teacher’s social scaffolding was positively associated with children’s positive peer interactions although it occurred only for 3.61% of the intervals during which the teacher was in close proximity to children. In addition, although the likelihood for children’s positive interaction was over 2 times higher in child-directed activities in comparison to adult-directed activities, teacher presence still seems very important for inhibiting negative peer interactions

Growth mixture cace modeling: A statistical approach for evaluating causal effects in longitudinal interventions with noncompliance

The importance of accessing treatment fidelity or compliance in intervention studies has long been recognized. Few studies have been conducted that investigated how noncompliance influenced intervention effects in longitudinal intervention studies. This study used Monte Carlo simulation to evaluate a series of factors in a long-term randomized intervention data with noncompliance. Data from the Conjoint Behavioral Consultation (CBC) in Rural Communities was used to demonstrate the estimation of CACE with growth mixture modeling and inform the simulation study. Using a growth mixture modeling framework, simulation analyses examined factors that influenced statistical power/Type-I error rates and parameter recovery. The five factors included in the study were: attrition rate, compliance rate, intervention effect for noncompliers, sample size, and the violation of the exclusion restriction. The difference between Complier-Average Causal Effect (CACE) and intend-to-treat (ITT) in power and Type-I error rate was also evaluated using a latent growth mixture modeling and an ANCOVA approaches. Simulation results showed that attrition had a minor impact on the power and no impact on Type-I error rates for CACE and ITT. The results suggest that the violation of the exclusion restriction assumption for noncompliers may not have any impact on the power, Type-I error rate, or parameters recovery for CACE. The exclusion restriction assumption for noncompliers could be relaxed if a mixture model was used to estimate CACE. When the exclusion restriction assumption was not violated, CACE was more powerful than ITT when compliance rate was low. When compliance rate was high, the power difference between CACE and ITT was small. ITT had more power than CACE when the exclusion restriction assumption did not hold. Compliance rate had a positive effect on the power for CACE and ITT and benefited the parameter recovery of CACE. Compliance rate also benefited Type-I error rate of CACE but not ITT. Results demonstrated that Type-I error rate of CACE was higher than ITT, especially when sample size was small. The Type-I error for CACE tended to be inflated with small sample sizes. This might be due to an underestimation of the standard error for CACE when sample sizes were small. Finally, growth modeling was more powerful than ANCOVA for both CACE and ITT and had fewer Type-I errors in long-term randomized intervention studies. Finally, guideline in longitudinal RCTs with noncompliance and suggestions for future research were discussed

Goal Setting and Student Achievement: A Longitudinal Study

The connection between goals and student motivation has been widely investigated in the research literature, but the relationship of goal setting and student achievement at the classroom level has remained largely unexplored. This article reports the findings of a 5-year quasi-experimental study examining goal setting and student achievement in the high school Spanish language classroom. The implementation of LinguaFolio, a portfolio that focuses on student self-assessment, goal setting, and collection of evidence of language achievement, was introduced into 23 high schools with a total of 1,273 students. By using a hierarchical linear model, researchers were able to analyze the relationship between goal setting and student achievement across time at both the individual student and teacher levels. A correlational analysis of the goal-setting process and language proficiency scores reveals a statistically significant relationship between the goal-setting process and language achievement (p \u3c .01)

Examining the role of teacher presence and scaffolding in preschoolers' peer interactions

WOS: 000416559800006The current study aimed to examine the associations between teacher presence and social scaffolding and preschool children's peer interactions. Using a time sampling method, peer interactions of 22 four-and five-year-old preschoolers (12 girls; M-age = 52.95 months) and teacher behavior were observed on two different days during various classroom activities in seven public preschool classrooms. Eco-behavioral analyses revealed that (a) teacher presence was negatively associated with positive peer interactions; (b) teacher absence was positively associated with negative peer interactions; (c) positive change of peer interactions was more likely to occur when the teacher was present; (d) children showed more positive peer interactions during child-directed activities than during adult-directed activities or daily routines and transitions; and (e) teacher's social scaffolding was positively associated with children's positive peer interactions although it occurred only for 3.61% of the intervals during which the teacher was in close proximity to children. In addition, although the likelihood for children's positive interaction was over 2 times higher in child-directed activities in comparison to adult-directed activities, teacher presence still seems very important for inhibiting negative peer interactions