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Flipped classrooms have become widely adopted in educational settings (e.g., in higher education) worldwide. However, there is a need for more precise understanding of the ingredients for student satisfaction in a flipped setting. The aim of this paper was to investigate university students’ experiences of the factors that create a successful flipped course. Ten measures were used to investigate the hypothesized factors affecting satisfaction, which were chosen based on the results from previous flipped classroom studies and higher educational research. These measures were grouped into three dimensions: (1) pedagogical (five measures), (2) social (three measures), and (3) technological (two measures). Exploratory factor analysis was run to analyze the adequacy of the instruments. Results revealed that the factor structure was as expected and that the instruments measuring all ten factors of teaching and learning in a flipped classroom were adequate. Furthermore, confirmatory factor analysis was used to formally operationalize the hypothesized latent constructs, and to build a structural equation model for predicting the student satisfaction of a flipped classroom. In the end, seven factors were found to predict student satisfaction with flipped courses. The highest predictor was guidance from the dimension of pedagogy, and the second-best predictor was experienced teaching for understanding. The results, limitations, and conclusion are discussed in terms of key issues and the development of a flipped classroom pedagogical design for higher education.

The ADHD Rating Scale is widely used to assess ADHD in the United States, and psychometrically sound. However, when assessments are translated into other languages, it is necessary to re-examine psychometrics. This study aimed to analyze the factor structure, test measurement invariance, and provide normative data for an adaptation of the ADHD Rating Scale in Saudi Arabia using parent ratings of 3,127 youth and teacher ratings of 2,595 students. Outcomes corroborate the validity of the two-factor correlated model for both parent and teacher ratings, and the measurement invariance among age and gender groups. The adapted ADHD Rating Scale is suitable for assessing the ADHD symptomology of youth in Saudi Arabia using the normative standards developed in this study.

Levels of emotional and behavioral problems in children and adolescents demonstrate secular changes over time, warranting ongoing investigation. Prior studies examining secular trends in a range of such problems have been conducted in the U.S. and internationally. Research in this area generally has not fully considered the school setting. This study compared emotional and behavioral problems across two cohorts of students in the U.S. assessed over a 22-year time period as part of measurement development efforts for the Scales for Assessing Emotional Disturbance Rating Scale (SAED-RSRS; Epstein et al., 2020). Specifically, analyses drew from data collected via teacher report on matched cohorts of students for the 1998 (data collected from 1996 to 1997; n = 1,148) and 2020 (data collected from 2016 to 2018; n = 1,148) editions of the SAED-RS. After establishing measurement invariance across cohorts and testing for gender differences, structural equation modeling revealed statistically significant cohort mean differences on two of the five factors of the SAED-RS, suggesting increases over time in Inability to Learn (β = 0.09, p = .024) and Physical Symptoms and Fears (β = 0.14, p = .005) that were comparable for girls and boys. There were no statistically significant differences on the remaining factors: Relationship Problems, Inappropriate Behavior, and Unhappiness/Depression. Supplemental item-level tests revealed differences on 8 of the 39 SAED-RS items. Findings suggest increases in specific problem areas that could benefit from ongoing monitoring and targeted interventions to support contemporary students.

Abstract Prolonged infections in immunocompromised individuals may be a source for novel Severe Acute Respiratory Syndrome Coronavirus 2 (SARS-CoV-2) variants, particularly when both the immune system and antiviral therapy fail to clear the infection and enable within-host evolution. Here we describe a 486-day case of SARS-CoV-2 infection in an immunocompromised individual. Following monotherapy with the monoclonal antibody Bamlanivimab, the individual’s virus acquired resistance, likely via the earliest known occurrence of Spike amino acid variant E484T. Recently, E484T has arisen again as a derivative of E484A in the Omicron Variant of Concern, supporting the hypothesis that prolonged infections can give rise to novel variants long before they become prevalent in the human population.

Empowerment has been established as an important factor in resilience in adolescence. It has also been deemed critical for youth with emotional and behavioral disorders to achieve successful outcomes across academic, social, and behavioral domains, especially during a major transition. There is currently one measure used to evaluate empowerment in youth with mental health difficulties, yet it is unclear if this is a reliable measure for youth in therapeutic residential care. The purpose of this study was to examine the reliability and validity of this measure of empowerment in a sample of youth departing therapeutic residential care (N = 138) and to examine whether or not specific factors contribute to varied levels of empowerment. Findings indicate that the empowerment measure is reliable and valid for use with youth departing therapeutic residential care. Overall, youth report high levels of empowerment at discharge from care. None of the predictors in the three multivariate general linear models were statistically significant. Limitations and implications are discussed.

Background/Aims: Neutrophil gelatinase-associated lipocalin (NGAL) and kidney injury molecule-1 (KIM-1) are urinary biomarkers of diagnostic relevance in a wide variety of acute and chronic kidney diseases. Their diagnostic sensitivity and specificity for kidney cancer are largely unknown and therefore the subject of this investigation. Methods: A prospective cohort study was performed to evaluate urine biomarkers for clear-cell and papillary subtypes of renal cancer (67 patients undergoing nephrectomy) and 55 control patients undergoing non-kidney surgery. Urinary KIM-1 and NGAL concentrations were determined by sensitive and specific ELISAs. Results: In renal cancer patients, median NGAL excretion was 0.52 (1st to 3rd quartiles: 0.28–0.82) ng/mg urinary creatinine (U Cr ) before nephrectomy compared to 0.15 (0.04–0.31) ng/mg U Cr in controls (p < 0.001), and there was a modest decrease of 30% after nephrectomy (p < 0.008). NGAL was not correlated to tumor size (r = 0.19, p = 0.27) or stage. Before nephrectomy, KIM-1 excretion was 0.68 (0.40–1.12) ng/mg U Cr compared to 0.03 (0.01–0.06) in controls (p < 0.001). There was a linear correlation between KIM-1 excretion before nephrectomy and tumor size (Spearman’s r = 0.66, p < 0.001), tumor stage, and a 50% decrease in median KIM-1 concentration 1 month following tumor excision (p < 0.01). Biomarker concentration ranges for renal cancer patients and controls overlapped substantially for NGAL but not KIM-1. Conclusion: NGAL is not a sensitive or specific urinary biomarker of kidney cancer. Although KIM-1 had diagnostic sensitivity for kidney cancer, it is well known to reflect many types of kidney injuries, thus limiting its specificity as a diagnostic biomarker for renal cancer.

For years, the research and policy focus on Black students with emotional disturbance (ED) has been on racial disproportionality. The disproportionality issue has sparked professional debate and raised major questions about racial bias, cultural fairness, appropriateness of assessment instruments, the adequacy of special education programs, poverty, exposure to risk factors, and research approaches. Unfortunately, minimal progress has been made on understanding the overrepresentation of Black students in ED programs. The purpose of the present study was to initiate research on the emotional and behavioral functioning of Black students with ED, by comparing the teacher-completed ratings from the Scales for Assessing Emotional Disturbance for Black students with ED (n = 139), Black students without ED (n = 421), White students with ED (n = 271), and White students without ED (n = 1,218). The results demonstrated that (a) Black students with ED were judged to demonstrate significantly higher levels of emotional and behavioral problems than their Black and White peers without ED, and (b) Black students with ED differed minimally from White students with ED. Research limitations, directions for future research, and implications for assessment and service delivery are discussed.

The study examined the types of explanations students provide for fraction magnitude problems. Student responses were coded into one of five explanation types: (a) absent, (b) faulty, (c) conceptual-partially developed, (d) algorithmic, and (e) conceptual-fully developed. When examining latent classes specific to students’ explanations of their knowledge of fraction magnitude, a five-class model was the most tenable, conveying the presence of five distinct student profiles. The algorithmic class represented the largest percentage of student explanations and also revealed the strongest correlation with criterion measures. A combined algorithmic-conceptual class was not identified.

Students who struggle with reading have particular trouble with expository text. Instruction in text structures has been shown to be effective for improving expository reading comprehension. However, few studies have been conducted specifically with upper elementary aged struggling readers. To address these issues, we developed a new intervention, Structures, to improve the expository text comprehension of 4th and 5th grade struggling readers. In this study, we conducted a randomized control trial to assess the promise, usability, and feasibility of one component of the intervention designed to teach students to identify and discriminate the five text structures. Forty-five 4th and 5th grade struggling readers were randomly assigned to intervention or business-as-usual conditions. Students in the Structures condition were taught to identify and discriminate among the five text structures used by authors of expository text: description, sequence, cause/effect, compare/contrast, and problem/solution. At post-test, experimental students (n = 24) statistically significantly outperformed control students (n = 21) on a structures identification measure (d = 0.94). No other statistically significant differences were found. However, a practically (but not statistically) significant effect size was found on an oral retell measure (d = 0.29). Results also indicate the materials were usable for teachers and it was feasible to implement the intervention in a school setting. The implications and future directions of the development of remaining components in the Structures intervention are discussed.

For parents of youth with emotional and behavioral disorders, activation, or having the knowledge, skills, and confidence to access and engage in appropriate services for their children, is important for managing their child’s mental health care. The Parent Activation Measure (PAM) was modified to create the Parent Patient Activation Measure-Mental Health (P-PAM-MH) to measure activation as part of a randomized controlled trial of a peer parent support intervention for parents of youth with emotional and behavioral problems. Results from this study provide initial support for use of the P-PAM-MH as a measure of activation in this population and for the reliability and validity of the measure. Implications of the findings from this study for research and practice in behavioral health are discussed.