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This systematic review describes a set of practices that have evidence of positive effects with autistic children and youth. This is the third iteration of a review of the intervention literature (Odom et al. in J Autism Dev Disorders 40(4):425–436, 2010a; Prevent School Fail 54(4):275–282, 2010b; Wong et al. in https://autismpdc.fpg.unc.edu/sites/autismpdc.fpg.unc.edu/files/imce/documents/2014-EBP-Report.pdf ; J Autism Dev Disorders 45(7):1951–1966, 2015), extending coverage to articles published between 1990 and 2017. A search initially yielded 31,779 articles, and the subsequent screening and evaluation process found 567 studies to include. Combined with the previous review, 972 articles were synthesized, from which the authors found 28 focused intervention practices that met the criteria for evidence-based practice (EBP). Former EBPs were recategorized and some manualized interventions were distinguished as meeting EBP criteria. The authors discuss implications for current practices and future research.

Commemorating the 40 th anniversary of the Diagnostic and Statistical Manual (DSM) III, the purpose of this commentary is to describe school-based and school-relevant interventions and instructional approaches for children and youth with autism that have been developed and employed during that time period. The commentary begins with a brief description of foundational research that provides an historical context. Research themes shaped by science, ethics, social policy, and the changes in the DSM provide an organization for describing the evolution of intervention and instructional practices over the four previous decades. The commentary concludes with a discussion of school-contextual variables that influence implementation and the promise of the “iSciences” for closing the research to practice gap in the future.

The purpose of this study was to test the efficacy of a comprehensive program model originally developed by the National Professional Development Center on Autism Spectrum Disorder (NPDC). Sixty elementary schools with 486 participants were randomly assigned to an NPDC and services as usual condition (SAU). Significantly greater changes in program quality occurred in the inclusive NPDC programs as compared with the SAU schools. Teachers in NPDC schools reported using more evidence-based practices (EBPs) and implemented EBPs with significantly greater fidelity than teachers in SAU schools. Autistic students in NPDC schools had significantly higher total attainment of educational goals than students in SAU schools, and the two groups made equivalent progress on standardized assessment outcomes across the school year.

In the past decade, medical education has increasingly incorporated evidence-based lifestyle interventions as primary strategies for preventing and managing noncommunicable diseases. This shift embraces the growing recognition of the significant impact of lifestyle on health outcomes, driving diseases including obesity, diabetes, heart disease, and cancer. Now deemed “food is medicine” (FIM), diet-related interventions witnessed integration into healthcare systems and recognition in the United States’ White House Conference on Hunger, Nutrition, and Health in 2023. As FIM gains traction, investigating optimal strategies for team-based education becomes essential. Healthcare teams need the necessary knowledge and tools to effectively administer FIM services and collaborate across disciplines, ultimately enhancing disease prevention, chronic disease management, health quality, value, and overall wellness. Culinary medicine (CM), a vital component of FIM, bridges nutrition education, pragmatic culinary skills, and conventional strategies to improve chronic disease management. CM involves experiential learning, imparts practical skills, and encourages behavior change by addressing food-related determinants of health and promoting equitable access. Teaching kitchens serve as physical or virtual learning spaces and as a didactic and experiential method (skills lab), playing a crucial role by integrating culinary, lifestyle, integrative, and conventional medicine. A growing number of medical schools in the United States and globally offer CM education via diverse methods including interest groups, electives, and specialty tracks, encompassing didactic sessions, hands-on kitchen education, and virtual teaching methods. Given the rising demand for CM programs, this article aims to describe, map, and compare existing CM education types in medical education. It provides actionable recommendations for medical schools to establish and expand CM programs by fostering service-learning partnerships, clinical innovation, and interdisciplinary research. As FIM gains prominence, cultivating a robust foundation of educational strategies is vital to ensure seamless integration into both medical education and collaborative medical practice.

This randomized, controlled trial, comparing the Comprehensive Autism Program (CAP) and business as usual programs, studied outcomes for 3–5 year old students with autism spectrum disorder (ASD). Participants included 84 teachers and 302 students with ASD and their parents. CAP utilized specialized curricula and training components to implement specific evidence-based practices both at school and home. A comprehensive set of outcome areas was studied. Hierarchical linear modeling was used to estimate the treatment impact. CAP had small positive impacts on the students’ receptive language (effect size of .13) and on their social skills as rated by teachers (effect size of .19). Treatment effects were moderated by severity of ASD.

Substantial evidence shows that the current level of children’s physical activity (PA) is insufficient. Schools along with academic lessons can offer an effective avenue to increase children’s physical activity and decrease sedentary time. Teacher training in movement integration (MI) has been emphasized as an important strategy in facilitating less sedentary and more physically active lessons. The aim of this study was to explore the design process for developing a teacher training module for MI and its implementation within the comprehensive, school-based, physical activity program. Flexible co-creation methods with teachers were applied. Process evaluation was conducted through individual feedback surveys, observations in schools, evaluating the teacher’s MI mapping timetable, group feedback, and a follow-up study. The two-day module, a practical and flexible approach, ready-to-use resources, allocated time and autonomy for practice, communication with other teachers, and a whole school approach aligned with teachers’ needs are identified as key elements. A follow-up study after the training showed significant changes in teachers’ practices regarding the use of MI in the classroom. The study offers important insights into the design process and its successes and failures. The lessons learnt, a final model of designed seminars, and a toolbox of materials are presented.

Behavioral threat assessment and management (BTAM) is recognized as an evidence-based approach designed to prevent targeted school violence. Although empirical evidence supports the efficacy of BTAM, its limitations and the potential for more inclusive and innovative practices must be explored. Currently there is a lack of research on the role of social workers within BTAM. This conceptual article aims to bridge this gap by incorporating social work theories such as the person-in-environment perspective, strengths-based perspective, and intersectionality. Integration of these theories can enhance BTAM with culturally sensitive and trauma-informed applications. Such an integrated approach is essential for guiding scholarship and practice in preventing targeted school violence and supporting at-risk students.

The paper is devoted to the problem of physical therapy for patients with pulmonary tuberculosis. The modern aspects and tendencies concerning physical therapy treatment for patients with pulmonary tuberculosis are generalized. A new comprehensive approach to solving this problem is presented, in particular, to increasing the efficiency and quality of the recovery process of patients with pulmonary tuberculosis. The study involved 68 patients who were first diagnosed with pulmonary tuberculosis, with no bacterial excretion (-BC), of whom 40 (58.82%) participants were men and 28 (41.18%) - women. By randomization, patients were divided into control and experimental groups with 34 participants each, including 20 men and 14 women. The control group underwent the generally accepted therapy program recommended by the Ministry of Health of Ukraine. The participants of the experimental group were engaged in the developed comprehensive program of physical therapy. The complex program of physical therapy included morning hygienic gymnastics, therapeutic massage, physiotherapy treatments (UHF therapy), hydrotherapy, manipulative interventions and educational programs. The results of statistically significant improvement of the general level of physical health of patients with pulmonary tuberculosis of the experimental group are highlighted and explained by the correctness of components and effectiveness of the proposed program of physical therapy. At the end of the study, the overall assessment of the level of physical health (sum of points) of the male patients with pulmonary tuberculosis in the control group was as follows: 5 (25.00%) patients had an average level, 4 (20.00%) - below average and in 11 (55.00%) patients it remained low; in the male patients with pulmonary tuberculosis of the experimental group, the overall assessment of physical health looked much better: 1 (5.00%) patient had above average level , 8 (40.00%) - average, 5 (25.00%) - below average and in only 6 (30.00%) patients it remained low (р<0,05). In the female patients with pulmonary tuberculosis of the control group, the overall assessment of the level of physical health (sum of points) at the end of the study was as follows: 7 (50.00%) patients had below average level and in 7 (37.50%) patients the level remained low; in female patients with pulmonary tuberculosis of the experimental group, the overall assessment of the level of physical health differed significantly in the direction of improvement: 2 (14.29%) patients had an average level, in 8 (57.14%) patients it remained below average and only 4 (28.57%) women had a low level (р<0,05). The overall physical health of patients with pulmonary tuberculosis in both groups changed at the end of the study. Indicators of the overall assessment of the level of physical health of the participants of the experimental group, engaged in the recommended program, exceed the same in the participants of the control group. The effectiveness of the comprehensive physical therapy program aimed at improving the overall level of physical health of patients with pulmonary tuberculosis has been proved.