Accounting for learning environments in academic screening.

Within multi-tiered systems of support (MTSS) practice and research, students' need for academic intervention is often determined by comparison of students' screening scores to cut scores. We examined the degree to which the relationship between students' fall screening data (i.e.

Further exploration of the predictive validity of growth on early reading curriculum-based measures among students at risk for reading difficulties.

A variety of early literacy assessments are available to monitor student response to instruction in early reading skills. The purpose of this study was to explore the degree to which growth during the second half of kindergarten on measures of alphabetic principle (i.e.

Identifying High-Risk ZIP Codes for Childhood Lead Exposure: A Statewide ZCTA-Level Priority List for North Carolina.

Background: Research has consistently shown that there is no safe blood lead level (BLL) for children. Despite progress in lead poisoning prevention, lead exposure remains a persistent threat to the health and neurological development of children. To identify high-risk ZIP codes for use by families and health care providers for the entire state of North Carolina, we developed a risk model using ZIP Code Tabula-tion Area (ZCTA)-level census data.

Depression of cortical neuronal activity after a low-dose fentanyl in preterm infants.

Aim: Opioids might be harmful to the developing brain and dosing accuracy is important. We aimed at investigating fentanyl effects on cortical activity in infants using computational re-analysis of bedside recorded EEG signals.

Methods: Fifteen infants born at median 26.

The influence of procedural characteristics on within-case effect sizes for academic outcomes.

Single-case experimental designs (SCEDs) have been used with increasing frequency to identify evidence-based interventions in education. The purpose of this study was to explore how several procedural characteristics, including within-phase variability (i.e.