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Eustachian tube dysfunction (ETD) is a common middle ear disorder in children that can have a significant impact on the quality of life. This review aims to provide an updated understanding of ETD and its clinical management. We will discuss the pathophysiology and diagnosis of ETD, as well as the medical and surgical treatment of ETD. We will also review studies of both adults and children with ETD, although special attention will be paid to children with ETD.The purpose of this article is to outline the current state of evaluating children with unilateral hearing loss, with significant focus on cochlear implantation, in terms of reviewing the key points of the history, including the duration of deafness, outlining the recommended audiometric testing battery, and discussing issues related to imaging of the auditory system and related anatomy. In addition, a comprehensive and up-to-date summary of outcomes in terms of speech perception, sound localization, and quality of life for both the child with unilateral hearing loss as well as their parent(s) is reported.Although school absenteeism trajectories can be studied through various parameters and dimensions, such as the amount of school absenteeism, sequence, and timing, most studies have only focused on changes in the amount of school absenteeism. However, when investigating the nature of school absenteeism, an analysis cannot be restricted to just changes in the amount of school absenteeism. In this article, I show how applying optimal matching on time-stamped half days of missed school (n = 6260) enables researchers, policy makers, and school professionals to uncover socio-temporal regularities in trajectories of non-attendance (i.e., the degree to which groups of pupils are absent at the same time and in the same rhythm within a given school year). Results indicated that students fall into five types of trajectories, and that these are highly predictive of student's examination results at the end of the school year. In the Discussion, I elaborate on the implications of these findings.Based on the control-value theory, the present study examined the development and change of enjoyment and effort among adolescents during a school year. The study analyzed 754 adolescent students (MAge = 13.56; SD = 1.2; 49.7% female) who twice participated in a 1-week intervention of self-directed learning (SDL). The results of the bivariate latent neighbor change model showed that-contrary to previous study results-a positive development of enjoyment and effort was generally recorded over the school year and that particularly the two 1-week self-directed learning interventions were beneficial for this increase. Furthermore, the results show that enjoyment and effort were reciprocally linked over time, but only when self-directed learning was experienced first. In other words, by enlarging instruction via self-directed learning intervals, it is possible to counteract the tendency of enjoyment and effort to exhibit a downward spiral. This tendency is especially pronounced during students' entry into secondary school and the onset of adolescence.The current study addressed the need for experimental research on Restorative Practices (RP) in its evaluation of the Morningside Center for Teaching Social Responsibility's Whole School RP Project. The study was conducted in a large Northeastern city using a cluster randomized controlled design in 18 elementary, middle, and high schools. In a single year, before the COVID-19 pandemic, and with data from 5878 students, the study found that overall, students in the RP Project schools were less likely to receive a discipline incident record (11.1%) as compared to students in the comparison schools (18.2%). However, differential treatment effects based on sex, race/ethnicity, and disability status were not found. The findings suggest prevention efforts are a cornerstone of practice/policy reforms to reduce the use of exclusionary discipline. Findings also suggest multi-year initiatives are needed to address discipline disparities.In the present study, we examined bidirectional associations between two components of teachers' burnout (personal accomplishment and emotional exhaustion) and classroom relational climate (closeness and conflict) across two time points within an academic year. Participants included 330 elementary school teachers (third and fourth grade) and 5081 students in a large, urban city in the northeastern United States. Students were primarily Hispanic/Latino (66%) or Black/African American (22%), and most were from low-income households. Forty-seven percent of teachers were White, 25% Black, and 31% identified as Hispanic/Latino. Two modeling approaches were used for preliminary detection of bidirectional relations among burnout and classroom relational climate. First, a crossed-lagged panel model showed a clear pattern from earlier relational climate to later burnout; closeness and conflict at Time 1 predicted personal accomplishment at Time 2, and conflict at Time 1 predicted emotional exhaustion at Time 2. No evidence was found for earlier burnout predicting later relational climate. Second, a set of latent change score models indicated that increases in closeness from Time 1 to Time 2 were associated with decreases in emotional exhaustion across the academic year. Together, findings provide preliminary evidence for associations from classroom relational climate to teacher burnout, but not the other way around. Implications of these findings for teachers and school psychologists are discussed.Parent-teacher relationship (PTR) quality is linked to child and family-school functioning and may be especially important in the school adjustment of autistic children. However, measurement of PTR quality has been limited by inconsistency in the use of measures, a paucity of two-informant measurement, and limited psychometric consideration. We examined the psychometric properties of the Parent-Teacher Relationship Quality Scale (PTRQS), a parent- and teacher-report measure of PTR quality derived from multiple sources. Specifically, we examined the factor structure, reliability, and convergent validity of the PTRQS among parents and teachers of 192 autistic children in preschool to 2nd grade. Results supported a three-factor model, including (1) parent-perceived relationship quality, (2) teacher-perceived comfort with parent(s), and (3) teacher perceptions of parent abilities. Scores exhibited high internal consistency. As evidence of convergent validity, all three factors of PTR quality, as well as the total PTRQS score, were strongly associated with parent interview-based PTR quality, parent perceptions of teacher effectiveness, and teacher-rated parental school involvement. The two teacher-rated PTR quality factors were also associated with student-teacher relationship quality. Results indicated that (a) the measure can validly capture PTR quality in the context of preschool and early elementary-age autistic children, (b) early PTR quality is linked to parental involvement, and (c) teacher-rated PTR factors are linked to autistic students' own relationships with their teachers. Selleckchem MAPK inhibitor The results have implications for researchers and school psychologists measuring PTR quality in their practice.Simulation technology provides opportunities for teachers to engage in extended practice using positive behavioral supports to promote student engagement and behavior. These training models are rapidly emerging and if effective, create an infrastructure for scaling up positive behavioral supports in classrooms and schools. However, there is limited research examining teacher skill transfer or student outcomes. This study examined the incremental benefits of Interactive Virtual Training for Teachers (IVT-T) in combination with professional learning communities (PLCs) in one high poverty school district. Using a quasi-experimental design, teachers (N = 90; n = 52 IVT-T + PLC condition; n = 38 PLC condition) and students (N = 100; n = 60 IVT-T + PLC condition; n = 40 PLC only) participated across six K-8 schools. Both training conditions were rated as moderately acceptable. One and two-level generalized linear models indicated teachers who used IVT-T increased their use of praise (b = 0.75, p = .03) and decreased their use of behavioral corrective feedback (b = -0.32, p = .02). Their students were also more passively engaged (b = 0.42, p = .05) and showed fewer inappropriate physical behaviors (b = -0.87, p = .002). IVT-T hours predicted increases in praise statements (b = 0.07, p less then .001) and decreases in vague directives (b = -0.07, p = .006) whereas PLC hours predicted increases in teachers' use of vague directives (b = 0.07, p = .05). There was a significant positive effect of IVT-T hours on student passive engagement (b = 0.04, p = .01) and a negative effect of PLC hours on rates of inappropriate physical behaviors (b = 0.1, p = .04). Study limitations and future directions for research and practice are discussed.Sluggish cognitive tempo (SCT) is increasingly conceptualized as a transdiagnostic set of symptoms associated with poorer functional outcomes, although the extent to which SCT is associated with academic functioning remains unclear. This study recruited children based on the presence or absence of clinically elevated SCT symptoms, using a multi-informant and multi-method design to provide a comprehensive examination of academic functioning in children with and without clinically elevated SCT symptoms. Participants were 207 children in Grades 2-5 (ages 7-11 years; 63.3% male), including 103 with clinically elevated teacher-reported SCT symptoms and 104 without elevated SCT, closely matched on grade and sex. A multi-informant, multi-method design that included standardized achievement testing, curriculum-based measurement (CBM), grades, classroom and laboratory observations, and parent and teacher rating scales was used. Children with elevated SCT symptoms had poorer academic functioning than their peers acrossreating SCT to improve academic outcomes.School climate measures are increasingly utilized as one indicator of school quality within educational accountability systems. However, concerns have been raised about the accuracy of these indicators given that school climate surveys are often not validated using multilevel methods. Further, cross-school comparisons in climate may not be trustworthy because the school-level invariance of climate surveys has not been investigated. There is a need to examine the validity of school-level climate constructs and to determine if surveys measure climate equitably for schools that serve underrepresented populations. The aim of the current study was to examine the multilevel factor structure of a statewide school climate survey to determine whether it measured climate equitably for students of different races/ethnicities and across schools with varying racial/ethnic and socioeconomic compositions. Participants included 259,778 students from 427 middle schools throughout a southeastern U.S. state. Cross-level invariance analyses revealed that the climate constructs were measured differently across levels of analysis, and school-level climate could not be interpreted as merely the aggregate of individual-level climate. Student- and school-level factorial invariance was tested using multilevel modeling procedures. Results revealed item bias with respect to student and school characteristics, and the relationships between school climate and student and school demographics changed after accounting for identified bias. As more educational agencies consider including school climate surveys in their accountability systems, these findings suggest that multilevel validation procedures and school-level invariance analyses are necessary to ensure accurate and equitable measurement.
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