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Lichen planus is a chronic, inflammatory, immune-mediated dermatosis affecting the patient’s skin, scalp, mucous membranes, and nails. Drug-induced lichen planus is described after the administration of antimalarials, ß-blockers, methyldopa, NSAIDs, penicillamines, and sodium aurothiomalate. The use of biologicals such as adalimumab, etanercept, and infliximab has also been linked with the appearance of lichenoid eruptions in the recent past. In this case, we report on a patient developing oral and cutaneous lichen planus after the administration of dupilumab. The lichenoid lesions occurred after 11 months of the drug’s administration and involved the buccal walls, trunk, and extremities. Dupilumab had been administered in an effort to counter severe atopic dermatitis exacerbations. Dupilumab is associated with a downregulation of T-helper 2 cell activation by blocking the Interleukin-4/Interleukin-13 pathway, so leading to a TH1/TH2 imbalance. This imbalance may cause a shift toward a TH1-mediated immune response and be an explanation for the drug-induced lichen planus. Dupilumab was discontinued, and the patient was treated with oral corticosteroids and UVB phototherapy, leading to a significant improvement in the lichen planus lesions.

The purpose of this literature review is to examine the research base of interventions focused on reducing bullying, aggressive, or inappropriate behavior in recess settings through behavioral-based interventions. This review extends the literature by synthesizing findings from experimental, quasi-experimental, and single-case research on the characteristics and components of effective interventions. Many of the interventions focused on social skills training of the students, with a few addressing the adult behavior of active supervision. Findings suggest that more research is needed in school recess settings to determine the effective components of interventions for students, especially for social skills, and to address the adult behavior of active supervision.

Precorrection is an intervention that is a simple, systematic method of predicting and addressing inappropriate social or academic behaviors. It can be successfully be implemented for students of any age and ability, and across any setting, behavior, or academic task. This article demonstrates the use of precorrection across settings, including as part of a multi-intervention approach with self-management.

The use of crisis procedures, such as seclusion and physical restraint, in U.S. schools has garnered a great deal of national attention, resulting in reports from professional organizations, proposed legislation, and recent recommendations from the U.S. Department of Education (U.S. DOE; 2012). In this paper, we review the recommendations from the U.S. DOE, highlight the need for proactive and positive behavior supports, and propose guidelines for educators and parents to promote the ethical and professional use of crisis procedures. In addition, we present tools that define crisis procedures, summarize the U.S. DOE recommendations, prompt key crisis event considerations, and facilitate educators' and parents' reviews of crisis procedures.

Aggressive behaviors are garnering a great deal of national attention in research, policy, and practice circles. The majority of these problematic behaviors occur in non-classroom settings, where students outnumber staff and structure is lacking. Although strategies, like active supervision, are effective at reducing problem behavior in these settings, adults often miss opportunities to implement these strategies to achieve desired results. Project RECESS (Restructuring Environmental Contingencies and Enhancing Self-Managed Supervision) introduces a behavioral approach to increase adult active supervision through the use of self-management. Specifically, four recess supervisors participated in a brief training on active supervision and engaged in self-management by filling out a supervision checklist and direct behavior ratings (DBR). Using a multiple baseline across participants design, I introduced the intervention to participants in a randomly assigned order, and I examined the fidelity, effects (measured by direct observations of staff and students and recordings of interactions), and social validity of the RECESS intervention. Results suggest that the brief training and self-management may be associated with increases in some of the active supervision interactions, specifically prompting and praising. There was no change in students’ problematic behavior, although it was at low levels through each phase. This exploratory study has potential implications for schools, and researchers.

The Howard brothers' blue eyes pierce the sandy scene, but the result is unnerving, not refreshing -- the color seems unnatural against their suntanned skin -- and the only real points of light are the Texas Rangers' clean-lined white hats.

The crowd buzzed with hushed, excited conversation, eagerly awaiting the concert reading of the most recent play from Pulitzer Prize-winning playwright and Cornell alum Paula Vogel, directed by Meghan Brodie, Ph.D.

Publication: Cornell Daily Sun, Cornell University, Ithaca NY. [...]it goes off the rails in its third act, The Witch maintains an unnerving, tense aura of creepiness and dread. Taylor-Joy has a wide-eyed face, a blank canvas with so much thought swimming behind her pupils that the audience can project multiple layers of intention and character onto her.

[...]they add no depth to the overall plot, and the audience remains unengaged by their storyline. Yet they remain as minor as they were in their original shows. Because the characters are so unsatisfying, the audience seeks an interesting plot, but it proves equally as disappointing.