American Institutes for Research

Many parents are the primary caregivers for their adult children with intellectual and developmental disabilities (IDD). But who do parents of adult children with IDD turn to for help? For this study, 518 parents of adult children with IDD completed a national online survey. We examined the social support networks of parents of adults with IDD, including members of their support networks and satisfaction with network members. Findings indicate that parents of adults with IDD have few types of supporters within their support networks. Parents reported varying levels of satisfaction with support received from network members, though they were most highly satisfied with support received from their child’s other parent. The strongest correlates of network variety (having more types of supporters within parents’ social network) were greater satisfaction with spousal support and larger household incomes. The strongest correlates of parent satisfaction with their social support network included parents who were in better physical health, identifying as Black, having more friends with disabilities, and having more supporters in their social support network. Our findings highlight the significant role that positive spousal relationships play in the social support networks of parents of adult children with IDD and underscore the need to strengthen the social support networks of families of adults with IDD, particularly those from marginalized groups.

Using structural equation modeling, a previous study investigated the longitudinal relationships of role-related mathematics identity, efficacy, and interest to grade 12 mathematics performance. The results indicated that both mathematics identity and educational expectations at grade 11 were statistically and substantively significant predictors of grade 12 mathematics achievement in the presence of other factors such as grade 9 mathematics achievement, high school mathematics coursetaking, educational expectations at grades 9 and 11, as well as student and school background socio-demographic factors. The current study uses multiple group structural equation modeling and shows that the model derived in the previous study holds for males and females equally well. The study also found that females’ levels of motivation (except for interest) were lower than males’ at both points in time and that the males’ and females’ means on the motivation variables declined equally from grade 9 to grade 11. Implications of the findings are discussed.

Background Intranasal antihistamines (INAH), corticosteroids (INCS), and their fixed combinations (INAH+INCS) are one of the cornerstones of the treatment of allergic rhinitis (AR). We performed a systematic review and network‐meta‐analysis comparing the efficacy and safety of INAH, INCS, and INAH+INCS in patients with AR. Methods We searched four electronic bibliographic databases and three clinical trial databases for randomised controlled trials assessing the use of INAH, INCS, and INAH+INCS in adults with seasonal or perennial AR. We performed a network meta‐analysis on the Total Nasal Symptom Score, Total Ocular Symptom Score, Rhinoconjunctivitis Quality‐of‐Life Questionnaire, development of adverse events, and withdrawals due to adverse events. Certainty of evidence was assessed using GRADE‐NMA. Results We included 167 primary studies, most of which assessed patients with seasonal AR. Among individual medications, azelastine‐fluticasone, and fluticasone furoate were the most frequently highest‐ranked interventions for efficacy outcomes, being regularly associated with clinically meaningful larger improvements when compared to other active treatments. Considering drug classes, INAH+INCS were the highest‐ranked interventions for all outcomes in which they were assessed, followed in most cases by INCS. In 105 out of 184 comparisons in seasonal AR, and 28 out of 97 comparisons in perennial AR, certainty of evidence was considered “high” or “moderate”. Conclusion Intranasal medications for AR display clinically relevant differences in their efficacy, but all show a good safety profile. To our knowledge, this is the first network meta‐analysis comparing INAH, INCS, and INAH+INCS in AR, providing relevant evidence for guideline developers and practising physicians on the most efficacious treatments.

In this article, we introduce the term vulnerability to achievement stressors, which refers to differentially low achievement when shifts in the educational environment “stress” or threaten the capacity of an individual or a group of individuals to make academic progress. We also introduce a methodological framework for assessing vulnerability to achievement stressors. Vulnerability to achievement stressors in students with learning disabilities (LD), relative to students without disabilities, is illustrated with two achievement stressors: (a) the shift in learning standards codified in Common Core State Standards, specifically the increase in complexity of the fourth-grade fractions curriculum, and (b) the COVID-19 pandemic, which decreased instructional structure by disrupting in-person teaching. Because these illustrations were embedded within randomized controlled trials, each with an inclusive instruction condition and an intensive intervention condition, they also provide the basis for concluding that intensive intervention is more effective than inclusive instruction for addressing students with LD’s vulnerability to achievement stressors and for narrowing their persistently severe achievement gaps.

Taking advanced courses in high school predicts many positive outcomes, yet low-income students and students who identify as Black and Hispanic are underrepresented. Policies such as “algebra for all” that accelerate middle school students into advanced courses are well-studied, but little is known about newer academic acceleration policies that target older students. Between 2014–2015 and 2016–2017, 72 districts in Washington implemented Academic Acceleration policies, which identified proficient 11th- and 12th-grade students for automatic acceleration into AP, IB, and other dual credit courses. We used difference-in-differences models to examine changes in advanced course enrollments, GPAs, and high school graduation between districts that began implementing the policy at different times. We found advanced course enrollment increased and became more equitable postpolicy.

Despite a growing body of research demonstrating the value of using evidence-based programs and practices (EBPPs) to address health and education issues, the gap between research evidence and practice in education and human services continues to be a vexing problem. Technical assistance (TA) is widely accepted as a key strategy to support evidence-based programs and practices (EBPP) uptake and implementation. However, little is known about how TA practices are used in TA delivery. Moreover, little attention has been paid to building the capacity of TA providers and assessing the fidelity of the implementation of TA practices. The case example presented in this article describes one organization’s efforts to develop common language and definitions of TA services, core principles, and methods, and to standardize the delivery of TA by enhancing the capacity and retention of TA providers. We conclude with recommendations about how like organizations can employ similar efforts to improve the quality and consistency of TA delivery, thereby establishing a foundation for building a strong evidence base.

Preschool through third grade (P–3) alignment is regularly named as a key aspect of early childhood education and the transition to formal schooling. However, little is known about P–3 alignment in practice. Using data from 265 observations of math instruction in preschool, kindergarten, first-, and third-grade classrooms in New York City public schools, we explore P–3 instructional alignment as it would be experienced sequentially, over time and across grades, by students. We examine the continuity of developmentally appropriate instructional environments and high-quality pedagogical practices, as well as the progression of P–3 mathematics content coverage. We find notable discontinuities in instructional environments and some pedagogical practices, particularly across preschool and kindergarten. We also find both progression and repetition in math content coverage. Results suggest that, on some dimensions, kindergarten may be poorly aligned with both preschool and the early elementary grades.

Background The uptake of research findings into clinical practice is critical to providing health care that improves health outcomes for patients. This study explored how Patient-Centered Outcomes Research Institute (PCORI) awardees perceive the relationship between engagement of patients and other partners in research and three uses, or applications, of patient-centered comparative clinical effectiveness research (CER) study findings, which may lead to uptake in clinical practice: (1) Integration into clinical practice guidelines, recognized point-of-care decision tools, or documents that may inform policy; (2) Implementation beyond the study, including at sites outside of the study setting or patient populations; and (3) Active dissemination of findings to specific audiences by parties external to the study team. Methods This exploratory qualitative study examined awardee and partner perceptions of what led to each use of study findings and how engaged partners contributed. We purposively selected PCORI-funded research projects with documentation of each use and conducted virtual interviews with 42 individuals (15 PIs or project leads, 2 research team members, and 25 partners) from 17 projects. We conducted thematic analysis of individual projects or project sets, across projects within each use case, and across the three uses. Results Participants described three primary activities in which engaged partners made contributions before, during and after CER studies that facilitated the use of study findings: (1) generating relevant study findings, (2) distributing study findings strategically, and (3) making connections to people or organizations outside the study team. In addition, engagement continued to facilitate the use of study findings during subsequent PCORI-funded implementation and dissemination-specific projects, with partners adapting interventions and creating and tailoring dissemination messages and products. Finally, participants described attributes of teams’ engagement approaches that may have supported partner contributions, including early and ongoing engagement, leveraging partners’ connections and understanding of community needs, and using multiple engagement approaches. Conclusion This study identified examples of how engagement can help facilitate the use of CER study findings, especially when engagement contributions occur in meaningful ways. Findings from this study suggest a framework for future research on the relationship between engagement in research and uptake of study findings into clinical practice.

This review synthesizes research on advanced school surveillance practices, where schools routinely monitor and sort students and their data in pursuit of safety and security goals. Our review of 31 studies confirms the concentrated presence of surveillance technologies in schools serving predominantly poor and minoritized students, and their mixed effects on students’ perceived safety. However, we find research lags behind contemporary school security practices. Little attention is paid to the advanced capabilities of available school security technologies, the ways they are incorporated into schools’ academic and disciplinary structures, and their effects on disparate student groups’ school outcomes.

Aims and Objectives Pre-hospital Resuscitate Endovascular Balloon Occlusion of the Aorta (REBOA) is a time critical, complex and potentially life-saving procedure for patients with exsanguinating sub-diaphragmatic haemorrhage. The decision to perform REBOA and its technical complexities generate high levels of cognitive load. This study aimed to develop, validate and assess the feasibility of a novel pre-hospital REBOA cognitive load assessment tool. Method and Design The novel Pre-hospital REBOA Cognitive Load Assessment (PROCLASS) Tool was developed from the NASA-TLX tool after a systematic review of the literature and input from domain experts. Feasibility of assessing cognitive load with the PROCLASS tool was assessed in a simulation study during standard pre-hospital REBOA training between February to April 2024. Dual assessment of cognitive load was undertaken using objective (heart rate variability (HRV)) and subjective (PROCLASS) measurements simultaneously. Ethical permission was granted by QMUL (IPREC280324.SIM). Results and Conclusion The PROCLASS tool divides cognitive load into six domains: Mental Demand, Physical Demand, Temporal Demand, Performance, Situational Stress and Distractions. The domains are self-scored (0-100) and then multiplied by their relative ranking (0-5).Five pre-hospital clinicians were enrolled, with a median duration of 5 years pre-hospital practice and 10 hours of REBOA training. PROCLASS analysis highlighted similarities in the domains of cognitive load between clinicians (figure 1). The objective assessment of cognitive load using HRV metrics showed increased sympathetic activation (four frequency domain variables) and decreased parasympathetic activation (three time domain variables). • Download figure • Open in new tab • Download powerpoint Abstract 2995 Figure 1 Congnitive load assessment using the bespoke PROCLASS tool This study is the first to measure cognitive load in clinicians performing pre-hospital REBOA. Early findings confirm that PROCLASS is a viable tool for this purpose, providing granular data. PROCLASS can be easily combined with heart rate variability measurement. This approach could be used in future studies to identify individual steps of the procedure, that may benefit from further research or technological development to cognitively unburden the operator.

Utilizing a lottery-based natural experiment, this study assessed the longer-term impact of early colleges on postsecondary degree attainment. It found that early colleges significantly increased the overall degree completion and associate degree completion rates within 10 years of expected high school graduation. While the impact on bachelor’s degree or advanced degree attainment was no longer significant 10 years after high school, results from earlier years suggest that early college students attained these degrees at a higher rate and faster pace than control students. This study also found that the early college impact on bachelor’s degree attainment was significantly stronger for underrepresented minorities and that the impact on associate degree attainment was significantly stronger for students with higher prior achievement.

Pandemic-era disruptions to schooling resulted in academic setbacks for many students. To help students catch up, school districts nationwide are implementing a range of academic recovery interventions. In this paper, we use multiple data sources to evaluate the impact and implementation of academic recovery interventions in four school districts during the 2021-2022 school year. Our estimates suggest the interventions failed to reach the expected number of students and had little detectable impact on students’ test scores. Interviews with district officials highlight a host of challenges districts faced during the 2021-2022 school year. Considering the overall scale of pandemic learning loss, our results raise urgent questions about the adequacy of academic recovery efforts relative to students’ needs. The results also have implications for how districts might respond to disrupted learning in the future (e.g. in the wake of natural disasters).

We conducted a comprehensive, systematic review and meta-analysis on the effects of the BSCS 5E Instructional Model—and its related variants—on science, math, and motivation outcomes. The 5E Instructional Model is a framework for delivering STEM instruction that is based on constructivist learning theory; it has been used throughout the U.S. and other countries, particularly in Turkey. Despite its wide usage, no comprehensive systematic review and meta-analysis on the effects of 5E and related models has yet been conducted. Our search and screening procedures yielded 61 randomized controlled trial studies, estimating 156 effect sizes; 70% of studies met WWC standards with or without reservations. We found that the 5E instructional model resulted in improved science outcomes (g=0.82, 95% CI [0.67, 0.97]), but a large amount of heterogeneity requires some caution (t=0.56). We explored numerous explanations for the effect heterogeneity and provided practical recommendations

The purpose of this study was to validate the Spanish version of the Family Involvement Questionnaire‐Short Form (FIQ‐SF) for use with Spanish‐speaking families of children enrolled in early childhood education programs. This study examined the factor structure of the FIQ‐SF and established criterion validity for the resulting FIQ‐SF dimension scores. Results from exploratory and confirmatory factor analyses replicated the three dimensions of the English FIQ: Home Engagement, School Engagement, and home–school Conferencing. Mean differences across family demographics were examined. Criterion‐related validity for the three FIQ‐SF dimensions was established by examining correlations with scores on measures of parent‐reported satisfaction with educational experiences, program records of family engagement, direct assessments of child language skills and teacher‐reported approaches to learning. Future directions and practice implications for the use of the Spanish FIQ‐SF to inform program policy and interventions are discussed.

Purpose The Elementary and Secondary School Emergency Relief (ESSER) requires districts to deliver “evidence-based interventions” to students impacted by the pandemic. The policy has created a unique opportunity for researchers and practitioners to engage with evidence to learn how recovery interventions work and under what conditions. Design/methodology/approach This study is part of a research-practice partnership (RPP) between Guilford County Schools, AIR-CALDER, Harvard University and NWEA to understand the impacts and implementation of ESSER-funded recovery programs. We use a case analysis approach and frameworks of evidence-use and RPPs to explain how researchers and Guilford leaders engage with evidence to improve and evaluate programs. Findings The RPP used evidence to inform Guilford leaders’ recovery approaches and strengthened researchers’ evaluations of programs. Conditions that enabled evidence engagement included the RPP’s goals, research activities and collaborative conditions such as boundary spanning activities, team meetings, relationships and trust. We also observed factors that hindered evidence engagement, including the RPP’s nascent stage, structure and breadth of goals, rapid policy timelines and other organizational conditions in Guilford. Originality/value Given the complexities of pandemic recovery, RPPs can help researchers evaluate programs in their local context, and present evidence in ways that are actionable to guide decision-making. District leaders can play a valuable role in co-designing research studies attuned to local priorities and context and facilitating research participation among internal stakeholders. However, newly formed RPPs with broad goals for impact will need more time and resources to build an improvement infrastructure for sustaining pandemic recovery.