Practice-driven research for statewide scale up: Implementation outcomes of the California Autism Professional Training and Information Network

Scaling up the use of evidence-based practice (EBP) for autism across service sectors and regions has presented a considerable challenge indicating a clear need for continued development. The California Autism Professional Training and Information Network (CAPTAIN) integrates implementation drivers into specific procedures and methodology as an implementation strategy to support statewide scale up. The current study was designed to evaluate the impact of CAPTAIN on provider-level outcomes including attitude toward, and knowledge, fidelity and use of autism EBPs, and overall classroom quality. Overall, results indicated variability across measures, with some significant differences between CAPTAIN-trained and non-CAPTAIN-trained providers. CAPTAIN-trained providers reported more openness to EBP. Significantly more CAPTAIN-trained direct service providers reported collecting fidelity of implementation data (χ2(2, N = 1515) = 10.95, p = 0.004), collecting student data (χ2(2, N = 1509) = 14.19, p = 0.001), and reported using their primary EBP with “most or all students” (χ2(2, N = 1514) = 11.41, p = 0.003) than providers not trained by CAPTAIN. In summary, these preliminary findings show promise for the efficacy of the CAPTAIN model to increase dissemination and implementation of EBP at the classroom level. Lay abstract Supporting use of evidence-based practice in public service programs for autistic individuals is critical. The California Autism Professional Training and Information Network (CAPTAIN) brings together best practices from intervention and implementation research to support scale up of autism services. The current study was designed to evaluate the impact of CAPTAIN on provider-level outcomes including attitude toward, knowledge, fidelity, and use of autism EBPs and overall classroom quality. Overall, results indicated variability across measures, with some significant differences between CAPTAIN-trained and non-CAPTAIN-trained providers. These preliminary findings show promise for the efficacy of the CAPTAIN model to increase dissemination and implementation of EBP at the classroom level.

Higher Education as Institution of Decolonization

Higher education should be an institution of decolonization––one centered on the repatriation of land and ocean to Indigenous peoples. Quantitative methods are used to perpetuate the historical and ongoing processes of Indigenous dispossession. However, quantitative methods courses often fail to reckon with these colonial histories and are taught in ways that are inaccessible for Indigenous students. Drawing from the first author's experiences as a professor of political science in Hawai‘i, this chapter proposes three classroom-level interventions that educators can pursue to make quantitative methods relatable and empowering for Indigenous students: (1) designing lectures to center the experiences of Indigenous students, (2) designing assignments that invite Indigenous students to interrogate the settler-colonial and neocolonial structures perpetuating Indigenous dispossession, and (3) maintaining university-community partnerships that provide Indigenous students with opportunities to use quantitative methods to support Indigenous sovereignty movements.

Risk factors for scabies, tungiasis, and tinea infections among schoolchildren in southern Ethiopia: A cross-sectional Bayesian multilevel model

Background Skin problems cause significant sickness in communities with poor living conditions, but they have received less attention in national or global health studies because of their low mortality rates. In many developing regions, the prevalence of parasitic skin diseases among schoolchildren is not reported. Previous studies thus have attempted to identify risk factors for these conditions using the frequentist approach. This study aimed to assess the occurrence and risk factors of skin infections among rural schoolchildren in southern Ethiopia by combining a frequentist and a Bayesian approach. Methodology/Principal findings Using three-stage random sampling, we assessed 864 schoolchildren aged 7–14 years from the Wonago district in southern Ethiopia. We detected potential risk factors for scabies, tungiasis, and tinea infections and recorded their hygienic practices and socio-demographic information. The frequentist model revealed a clustering effect of 8.8% at the classroom level and an insignificant effect at the school level. The Bayesian model revealed a clustering effect of 16% at the classroom level and 5.3% at the school level. Almost three-fourths of the sample had at least one type of skin problem, and boys were at higher overall risk than girls (adjusted odds ratio [aOR] 1.55 [95% Bayesian credible interval [BCI] 1.01, 2.28). Risk factors included unclean fingernails (aOR 1.85 [95% BCI 1.08, 2.97]); not washing the body (aOR 1.90 [95% BCI 1.21, 2.85]) and hair (aOR 3.07 [95% BCI 1.98, 4.57]) with soap every week; sharing a bed (aOR 1.97 [95% BCI 1.27, 2.89]), clothes (aOR 5.65 [95% BCI 3.31, 9.21]), or combs (aOR 3.65 [95% BCI 2.28, 5.53]); and living in a poor household (aOR 1.76 [95% BCI 1.03, 2.83]). Washing legs and feet with soap daily was identified as a protective factor for each of the three skin diseases (aOR 0.23 [95% BCI 0.15, 0.33]). Conclusions/Significance We observed high variation in skin problems at the classroom level, indicating the presence of shared risk factors in these locations. The findings suggest the need to improve children’s personal hygiene via health education by schoolteachers and health workers.

School Matters: The Effects of School Experiences on Youth’s Attitudes toward Immigrants

Although schools have been described as an important socialization context for the development of intergroup attitudes, longitudinal multilevel studies are still rare within this field. This 3-wave study (with annual assessments) of German adolescents (N = 1292; Mage = 13.86; 51.8% female) examined the role of school experiences (perceived multicultural education, supportive peer relations in class, democratic classroom climate) in the development of youth’s negative attitudes toward immigrants. Longitudinal multilevel analyses revealed that a democratic classroom climate predicted youth’s attitudes at the individual level. At the classroom level class-average perceptions of a democratic classroom climate, supportive peer relations in class, and multicultural education (the latter solely among male, higher track students) were associated with less negative attitudes toward immigrants. In addition, age moderated the effect of school experiences on attitudes, showing that perceptions of a democratic climate at the classroom level mattered in particular among older adolescents. The findings suggest that school experiences are related to youth’s negative attitudes toward immigrants and can therefore help to reduce the risk of prejudice development.

Improving Preschool Accountability Systems: Bringing Individual Children’s Experiences Back to Child Policy

Preschool accountability systems, including Quality Rating and Improvement Systems (QRIS), seek to assess, monitor, and improve children’s outcomes across the early care and education (ECE) landscape. QRIS have a number of strengths, especially by focusing on classroom-level quality inputs for all children collectively across multiple domains that are well aligned with developmental science. This article considers how to build on the QRIS framework by highlighting children’s individual experiences within classrooms as a key indicator of quality in addition to the more traditional classroom-level measures. The article first provides the theoretical rationale and empirical evidence for focusing on children’s individual experiences based on new insights from developmental science. The article then illustrates key factors that relate to variation in children’s experiences, including child temperament, gender, age, and race/ethnicity. The article concludes by considering opportunities for innovation to better measure individual children’s experiences in QRIS.

Elementary Classroom Vocabulary Experiences

This study aimed to examine language at the teacher/classroom level among second-grade classrooms that differ in socioeconomic backgrounds. Measures of teachers’ vocabulary input across the school day throughout the school year were examined. There was a significant difference in the proportion of academic word use between classes that differed in the percent of students on free or reduced-price lunch. Teachers in classes of students from higher socioeconomic backgrounds used more academic words. Class vocabulary level significantly predicted the proportion of academic word use and the proportion of grade-level vocabulary use. Once class vocabulary level was accounted for, percent of students on free or reduced-price lunch was no longer predictive. However, some classes of students may be at a disadvantage in their exposure to academic and grade-level vocabulary words given that school is the most likely place for many students to be exposed to these curriculum words.