Provider perspectives and reach of an evidence-based intervention in community services for toddlers

Best-practice recommendations for young children at high likelihood of autism include active involvement of caregivers in intervention. However, the use of evidence-based parent-mediated interventions in community practice remains limited. Preliminary evidence suggests that Project ImPACT for Toddlers demonstrates positive parent and child outcomes in community settings. Project ImPACT for Toddlers was adapted specifically for toddlers and teaches parents of young children strategies to build their child’s social, communication, and play skills in daily routines. This study reports implementation outcomes from the initial community rollout of Project ImPACT for Toddlers and examines the system-wide intervention reach, with the goal of informing continued community sustainment and scale-up. Participants include 38 community providers who participated in a Project ImPACT for Toddlers’ training study who completed an implementation survey and semi-structured interviews after approximately 3 months of community implementation. Participants perceived the training model as acceptable and appropriate, and identified several strengths of the approach. Interview themes also supported the feasibility, acceptability, and utility of the intervention in community settings. Quantitative findings complemented the thematic results from interviews. Intervention reach data indicate an increasing number of agencies delivering and families receiving Project ImPACT for Toddlers. Efforts to scale-up evidence-based interventions in early intervention should continue to build upon the model of the Bond, Regulate, Interact, Develop, Guide, and Engage Collaborative. Lay abstract Expert recommendations for toddlers who are likely to develop autism include caregivers being actively involved in the services children receive. However, many services available in the community may not follow these recommendations. Evidence suggests that an intervention named Project ImPACT for Toddlers demonstrates positive parent and child outcomes for families in the community. Project ImPACT for Toddlers was designed specifically for toddlers by a group of parents, clinicians, researchers, and funders. It teaches parents of young children strategies to support their child’s development in daily routines. This study reports the perspectives of early intervention providers who learned to use Project ImPACT for Toddlers on whether the intervention was a good fit for their practice and easy to use. The study also examines how many agencies are using Project ImPACT for Toddlers and how many families have received the intervention in the community. The goal of the study is to inform the continued use of Project ImPACT for Toddlers in the community and support offering the intervention in other regions. Participants include 38 community providers who participated in a training study of Project ImPACT for Toddlers and completed a survey and semi-structured interview after approximately 3 months of using Project ImPACT for Toddlers with families. Participants perceived the training model as acceptable and appropriate, and identified the group-based model of training, comprehensive materials, and agency support as strengths of the approach. Survey findings complemented the results from the interviews. Data indicate an increasing number of agencies and families accessing Project ImPACT for Toddlers. Efforts to expand evidence-based intervention in early intervention should continue to build upon the model used for Project ImPACT for Toddlers.

Challenges and Solutions Surrounding Environmental Enrichment for Dogs and Cats in a Scientific Environment

Dogs and cats housed in research-, kennel- and cattery-type settings are reliant on caregivers to optimise their day-to-day experiences and welfare. The goal is to provide enriching environments for physical, social and environmental control; behavioural choice and opportunities to live as varied a life as possible. However, there are numerous challenges in these environments such as lack of appropriate enrichment for group housing, budget for equipment/training, study controls, time and space to make improvements. In addition, research settings are required to comply with legislation for care, husbandry and housing, and as standards differ between regions, conditions will vary between settings. Sharing knowledge in this field can only help drive a wider culture of care by helping improve the lives and welfare of animals cared for. This article presents some of the environmental enrichment strategies effective at the Waltham Petcare Science Institute, UK.

For unto every one that hath shall be given: teachers’ competence profiles regarding the promotion of self-regulated learning moderate the effectiveness of short-term teacher training

Teachers play a major role in the effectiveness of student learning. Teacher’s competence contributes to their classroom practice. We applied a generic model of teacher competence to the specific context of teachers’ promotion of self-regulated learning (SRL) in the classroom, and investigated teachers’ competence profiles regarding SRL (study 1) and how teachers’ competence can moderate the effectiveness of teacher training (study 2). In the first step, in study 1 191 teachers were assessed according to different characteristics that have been found to be important aspects of teacher competence (knowledge, beliefs, and self-efficacy). To investigate how these characteristics co-occur in teachers we determined latent profiles of teacher competence regarding SRL. To this end, and the data were subjected to a latent profile analysis that yielded two levels of competence profile: low and high competence to promote SRL. These competence profiles were positively associated with teachers’ self-reported SRL practice in the classroom. Next, to test whether these competence profiles affect teachers’ competence development, we conducted a training study. In this study 2, we examined the effects of an 8-h long teacher training about SRL on the development of teachers’ competence (knowledge, beliefs, self-efficacy) and on their SRL practice in the classroom with a repeated measures control group design. Forty-five teachers participated in the training, and these teachers and their 543 students evaluated the effectiveness of the training. Training effects were found on the teacher level, but not on the student level. Teachers who participated in the training outperformed the control teachers in their development of self-efficacy to foster SRL, and their perceived SRL practice. Moreover, teachers’ competence profiles moderated the training effect, showing that teachers with an initially high competence benefitted more from the training. Applying a generic model of teacher competence to the context of promoting SRL seems beneficial to inspire future research on indicators of teachers’ SRL practice.

Increased Activation in the Fusiform Face Area to Greebles is a Result of Expertise Training, Not by its Face-likeness

In 2011, Brants, Wagemans, & Op de Beeck (JOCN 23:12, pp. 3949-3958) trained eight individuals to become Greeble experts, and found neuronal inversion effects [NIEs; i.e., higher Fusiform Face Area (FFA) activity for upright, rather than inverted Greebles]. These effects were also found for faces, both before and after training. By claiming to have replicated the seminal Greeble training study (i.e., Gauthier, Tarr, Anderson, Skudlarski, & Gore, 1999, Nat Neurosci, 2, 568-573), Brants et al. interpreted these results as participants viewing Greebles as faces throughout training, contrary to the original argument of subjects becoming Greeble experts only after training. However, such a claim presents two issues. First, the behavioral training results of Brants et al. did not replicate those of Gauthier et al (1999), raising concerns of whether the right training regime had been adopted. Second, both a literature review and meta-analysis of NIE in the FFA suggest its unreliability as an index of face(-like) processing. To empirically evaluate these issues, the present study compared two documented training paradigms (i.e., Gauthier & Tarr, 1997, Vision Res, 37, 1673-1682; and Gauthier, Williams, Tarr, & Tanaka, 1998, Vision Res, 38, 2401-2428) and explored their impact on the FFA. The results showed significant increases in the FFA for Greebles, and a clear neural "adaptation" (i.e., decreased activity for faces following Greebles, but not following non-face objects, in the FFA) both only in the Gauthier97 group, and only after training, reflecting clear modulation of expertise following "appropriate" training. In both groups, no clear NIE for faces nor Greebles were found. Collectively, these data invalidate the two assumptions behind the Brants et al. findings, and provide not only the updated support, but also the new evidence, for the perceptual expertise hypothesis of FFA.

From Lab to Zoom: Adapting Training Study Methodologies to Remote Conditions

Training studies extend developmental research beyond single-session lab tasks by evaluating how particular experiences influence developmental changes over time. This methodology is highly interactive and typically requires experimenters to have easy, in-person access to large groups of children. When constraints were placed on in-person data collection due to the COVID-19 pandemic, administering this study format in the conventional manner became unfeasible. To implement this type of research under these new circumstances, we devised an alternative approach that enabled us to conduct a live, multi-session training study using a diverse array of activities through an online interface, a task necessitating creative problem solving, since most existing remote methodologies either rely on unsupervised methods or have been limited to single sessions and restricted to a limited number of tasks. The current paper describes the technological and practical adaptations implemented in our online training study of 118 4- and 5-year-old children from a geographically diverse sample. An experimenter interacted with the children once a week for 5 weeks over Zoom. The first and final sessions were dedicated to collecting baseline and post-test measures, while the intermediate 3 weeks were structured as a training designed to teach children specific spatial-cognitive and visuo-motor integration skills. The assessments and training contained image-filled spatial tasks that experimenters shared on their screen, a series of hands-on activities that children completed on their own device and on paper while following experimenters’ on-screen demonstrations, and tasks requiring verbal indicators from the parent about their child’s response. The remote nature of the study presented a unique set of benefits and limitations that has the potential to inform future virtual child research, as our study used remote behavioral methods to test spatial and visuo-motor integration skills that have typically only been assessed in lab settings. Results are discussed in relation to in-lab studies to establish the viability of testing these skills virtually. As our design entailed continual management of communication issues among researchers, parents, and child participants, strategies for streamlined researcher training, diverse online recruitment, and stimuli creation are also discussed.

The Effects of Eccentric and Plyometric Training Programs and Their Combination on Stability and the Functional Performance in the Post-ACL-Surgical Rehabilitation Period of Elite Female Athletes

BackgroundThe standard method to treat physically active patients with anterior cruciate ligament (ACL) rupture is ligament reconstruction surgery. The rehabilitation training program is very important to improve functional performance in recreational athletes following ACL reconstruction.ObjectivesThe aims of this study were to compare the effects of three different training programs, eccentric training (ECC), plyometric training (PLYO), or combined eccentric and plyometric training (COMB), on dynamic balance (Y-BAL), the Lysholm Knee Scale (LKS), the return to sport index (RSI), and the leg symmetry index (LSI) for the single leg hop test for distance in elite female athletes after ACL surgery.Materials and MethodsFourteen weeks after rehabilitation from surgery, 40 elite female athletes (20.3 ± 3.2 years), who had undergone an ACL reconstruction, participated in a short-term (6 weeks; two times a week) training study. All participants received the same rehabilitation protocol prior to the training study. Athletes were randomly assigned to three experimental groups, ECC (n = 10), PLYO (n = 10), and COMB (n = 10), and to a control group (CON: n = 10). Testing was conducted before and after the 6-week training programs and included the Y-BAL, LKS, and RSI. LSI was assessed after the 6-week training programs only.ResultsAdherence rate was 100% across all groups and no training or test-related injuries were reported. No significant between-group baseline differences (pre-6-week training) were observed for any of the parameters. Significant group-by-time interactions were found for Y-BAL (p < 0.001, ES = 1.73), LKS (p < 0.001, ES = 0.76), and RSI (p < 0.001, ES = 1.39). Contrast analysis demonstrated that COMB yielded significantly greater improvements in Y-BAL, LKS, and RSI (all p < 0.001), in addition to significantly better performances in LSI (all p < 0.001), than CON, PLYO, and ECC, respectively.ConclusionIn conclusion, combined (eccentric/plyometric) training seems to represent the most effective training method as it exerts positive effects on both stability and functional performance in the post-ACL-surgical rehabilitation period of elite female athletes.

The Effects of Handwriting Experience on Literacy Learning

Previous research indicates that writing practice may be more beneficial than nonmotor practice for letter learning. Here, we report a training study comparing typing, visual, and writing learning conditions in adults ( N = 42). We investigated the behavioral consequences of learning modality on literacy learning and evaluated the nature of the learned letter representations. Specifically, the study addressed three questions. First, are the benefits of handwriting practice due to motor learning per se or to other incidental factors? Second, do the benefits generalize to untrained tasks? And third, does handwriting practice lead to learning and strengthening only of motor representations or of other types of representations as well? Our results clearly show that handwriting compared with nonmotor practice produces faster learning and greater generalization to untrained tasks than previously reported. Furthermore, only handwriting practice leads to learning of both motor and amodal symbolic letter representations.

Psychedelics as a Training Experience for Psychedelic Therapists: Drawing on History to Inform Current Practice

The therapeutic use of psilocybin in psychedelic-assisted therapy models is currently being tested for a variety of indications, necessitating the training of hundreds of therapists. At present, training programs do not include the provision of a psilocybin experience for therapists, and the last time such an experience was offered with a similar compound was through the Spring Grove LSD Training Study between 1969 and 1974. This article explores archival Spring Grove data to inform training programs and efforts to establish or provide training experiences with psilocybin or otherwise include experiences with nonordinary states of consciousness in the training of psychedelic therapists.