Interim Assessments Research Articles

A longitudinal investigation of the effects of language instruction versus immersion on cognitive functions in young adult Chinese speakers learning English

AbstractThe current study examined cognitive effects of two pathways of second language (L2) acquisition longitudinally in Chinese speakers learning English in an L2-dominant environment. Thirty-nine participants who attended an intensive 10-week English course (L2-instruction group) were compared to 38 participants who attended regular university courses taught in English (L2-immersion group). Four repeated assessments were conducted over 10 weeks: precourse (baseline) and postcourse assessments, and two interim assessments every 3 weeks. Both groups matched on background variables (e.g., intelligence) and showed comparable cognitive performance in all measures at the baseline. The longitudinal results showed a similar improvement in both groups for most cognitive measures, such as visual and auditory inhibition. The only significant group difference was observed in the auditory inhibition test, where the L2-instruction group outperformed the L2-immersion group. Taken together, our results suggest a specific effect of language experience and an overall effect of linguistic context on cognitive functions.

Estimating and Comparing Growth Using Longitudinal Interim Achievement Data with Seasonal Trends

Sources of longitudinal achievement data are increasing thanks partially to the expansion of available interim assessments. These tests are often used to monitor the progress of students, classrooms, and schools within and across school years. Yet, few statistical models equipped to approximate the distinctly seasonal patterns in the data exist, nor is there much guidance on how to choose among models. In this study, we present a general statistical model motivated by the seasonal character of interim achievement data and conduct analyses aimed at reducing barriers to the generation of empirical benchmarks for repeated measures achievement data. The model is designed to combine features from traditional polynomial models that estimate year-to-year growth but ignore within-year gains and losses with those from piecewise models, which directly estimate within-year gains/losses but do not include terms for year-to-year growth. Implications for research and policy are discussed.

S126: AN EU -- ARISE INITIATIVE GAP ANALYSIS APPROACH TO IMPROVING THE QUALITY OF LABORATORY SYSTEMS IN SUB-SAHARAN AFRICA.

Background: Accurate and reliable laboratory results are critical to diagnostics in sickle cell disease (SCD) newborn screening. In sub-Saharan Africa, due to neglect of some national health laboratories, there has been persistently high levels of laboratory error, lack of functioning quality management systems and laboratory accreditation. ARISE (African Research and Innovative Initiative for Sickle Cell Education) is a research project funded by the EU. It involves a secondment plan across 8 work packages between institutions in EU (Italy, France, UK and Cyprus) and non-EU (Nigeria, Lebanon, Kenya and USA) countries, creating an interagency and multidisciplinary staff exchange programme to share best practices in newborn screening, diagnosis and treatment of SCD, leading to improved disease outcomes. Secondments include medical, nursing, laboratory, administrative, academic and research professionals. Led by the RCPath and INSERM, WP3 is tasked with improving laboratory diagnostics, capacity, and quality assurance systems for population screening, diagnosis, treatment and monitoring of SCD through assessments, training and mentoring of laboratory health professionals. This is facilitated by baseline, interim and final gap assessments Aims: To compare a baseline gap analysis at the commencement of the project in 2019 with an interim gap assessment 2 years into the project, following secondments to UK laboratories from Nigeria To identify areas of increased focus and support during planned secondments, workshops, and virtual lectures Methods: 6 partner organisation laboratories participated in the baseline gap assessment in 2019, while 10 laboratories participated in the interim gap assessment in 2021, due to new institutions joining the ARISE initiative. An electronic online questionnaire (40 questions) was sent to each laboratory lead. Results: Survey results of the 6 laboratories that undertook both the baseline and interim gap assessment were analysed. A sample of comparative results between 2019 and 2021 include the following: Working towards accreditation - 2/6 versus 3/6: There is the need for each laboratory to progress towards an application for accreditation. SOP’s available for tests and processes - 38 versus 32: This might suggest standardisation and rebranding of documents previously labelled as SOP’s. No schedule of SOP revisions in 0/6 laboratories versus 4/6 laboratories: This clearly demonstrates an understanding that SOP’s need to be updated via a document management system. Scientist certified competences - 22 versus 22. Self -assessed improvement targets - 18 versus 15. Laboratory lead for QA - 3/6 versus 6/6: The importance of QA leadership for each laboratory identified prior to interim assessment. Summary and Recommendations: Early evidence suggests that ARISE secondments have facilitated improved approaches to laboratory governance procedures and QA. Mentoring by EU partner laboratories will further enhance this. ARISE related workshops and train - the- trainer programmes will support capacity building and skills transfer. A final assessment will be undertaken at the end of the ARISE initiative. Conclusion: The ARISE initiative will build on the early success of improvement in laboratory systems, to further support service development and capacity building. The target for each partner laboratory will be a timeline of application to full accreditation

Leveraging e-Learning technology to enhance pre-service training for healthcare trainees in Ghana: evidence from a pilot project and pointers to policy reforms

BackgroundE-Learning solutions are increasingly being advocated to augment existing traditional teaching and learning efforts in health training institutions. Unfortunately, these emerging technologies rarely focus on health sciences education within the context of public universities, hence the need for this study. This project evaluated experiences of healthcare trainees with a pilot e-Learning project (SMART e-Learning project) initiated in one of Ghana’s public universities in 2017. The study used a mixed methods cross-sectional approach among 363 healthcare trainees. Data collection was between 17th October, 2019 to 3rd December, 2019. Data was analysed descriptively and test for variable differences done using Pearson Chi-square and Fisher’s Exact for categorical variables. Wilcoxon Mann-Whitney test was used to test for differences in the Likert scale items. Additionally, rotated varimax factor analysis was performed for the health trainees’ rated satisfaction factors.ResultsOut of 446 respondents who consented to participate in the study, 363 responses were complete and valid, representing a response rate of 81 %. Most frequently used e-learning facilities by healthcare trainees were: writing interim assessments (IAs) (82 %) while the least used function was live chating with faculty (5 %). Challenges associated with the e-learning pilot project were: limited workspace in the pilot computer laboratory (33 %), slow internet/intranet speed (29 %) and limited capacity of teaching and ICT staff to support users (28 %).Conclusions There is the need to engage relevant stakeholders at the University, ministries of health and education through policy dialogues to develop statutory e-Learning guidelines for health educational institutions of higher learning to complement existing traditional teaching and learning approaches.

A Randomised Evaluation of Low-Dose Ara-C Plus BCT-100 Versus Low Dose Ara-C in Older Patients with Acute Myeloid Leukaemia: Results from the LI-1 Trial

Background: Among patients with Acute Myeloid Leukaemia (AML) over the age of 60, a considerable number are not considered suitable for intensive remission-induction chemotherapy. Survival in these patients is poor, whether they are treated using hypomethylating agents or low-dose ara-C (LDAC). The possibility of combination therapy with additional agents represents an attractive option. Arginine metabolism plays a key role in AML pathogenesis (Mussai et al. Blood 2013); BCT-100 is a pegylated recombinant human arginase that leads to a rapid depletion in extracellular and intracellular arginine concentrations resulting in G0/G1 arrest, and subsequent death by necrosis. BCT-100 demonstrates significant activity as single-agent against AML cell lines, AML xenografts and primary AML blasts from newly diagnosed or relapsed patients (Mussai et al. Blood 2015). Importantly BCT-100 is synergistic in combination with cytarabine.Aims: To assess the efficacy of LDAC+BCT100 versus LDAC alone in patients aged 60+ unsuitable for intensive therapy, in a “pick a winner” design. This design allows several treatments to be assessed simultaneously in a randomised fashion, with the aim of doubling 2-year survival from 11% to 22% (HR 0.69), with interim assessments after 50 and 100 patients per arm are recruited.Methods: LDAC was given at 20mg BD SC on days 1-10 of each course. Patients randomised to the combination received LDAC as above with BCT-100 1600U/kg on Days 1, 8, 15 and 22 as a 1-hour intravenous infusion. Courses occurred at 4-6 week intervals. Toxicities were recorded using CTCAE version 3. Pharmacokinetic and biomarker samples were assessed in BCT-100 patients. Results here are based upon median follow-up of 3.8 months (range: 0.1 - 20.6 months)Results: Between September 2018 and December 2020, 83 patients were randomised. The trial was prematurely closed due to the COVID pandemic and did not reach the pre-planned first evaluation. Median age was 76.7 years (range 62-88). Overall, 65% were male; 70% de novo AML, 23% secondary AML, and 6% high risk MDS; 2% favourable, 59% intermediate, 23% adverse and 15% unknown/unreported cytogenetics. Median of 2 courses was delivered in either arm (mean 2 LDAC, 2 LDAC+BCT, range for both: 1-12). BCT-100 leads to a depletion of arginine from baseline in the majority of patients.Overall response (CR/CRi) was achieved in 12/81 patients (15%), (LDAC+BCT-100 15%, LDAC 15%, R 1.03 (0.30, 3.51),P=0.963). Thirty-day mortality was not significantly increased (18% vs 11%, HR 1.71 (0.50, 5.84), P=0.393; and 1-year survival showed no evidence of a difference (31% vs 30%, HR 1.28 (0.72, 2.25). Median overall survival time was 3.8 vs 6.4months; overall survival HR 1.11 (0.64, 1.90), P=0.715. The most common cause of death was resistant/recurrent disease: 12(46%) vs 16(59%). BCT-100 was not associated with any haematological toxicity; although rare grade 3/4 cardiac and hepatic events were reported, these were not significantly increased with BCT-100.Summary: The addition of BCT-100 to LDAC did not improve response rate or survival. BCT-100 was well tolerated with an acceptable toxicity profile. Further clinical evaluation of BCT-100 induced arginase depletion continues in a variety of malignancies.Acknowledgements: We are grateful to Blood Cancer UK for funding the trial and Bio-Cancer Treatment International for providing drug and additional support for this Investigator Initiated Study.Figure 1. OS All patients [Display omitted] DisclosuresKnapper: Jazz: Consultancy, Speakers Bureau; Pfizer: Consultancy, Speakers Bureau; Astellas: Ended employment in the past 24 months, Speakers Bureau; Novartis: Consultancy, Research Funding, Speakers Bureau. McMullin: Bristol Myers Squibb: Membership on an entity's Board of Directors or advisory committees, Other: clinical trial support, Research Funding; Celgene: Membership on an entity's Board of Directors or advisory committees, Speakers Bureau; Novartis: Membership on an entity's Board of Directors or advisory committees, Speakers Bureau; AbbVie: Membership on an entity's Board of Directors or advisory committees, Speakers Bureau; AOP Orphan: Research Funding, Speakers Bureau. Copland: Incyte: Honoraria, Research Funding, Speakers Bureau; Novartis: Honoraria, Speakers Bureau; Pfizer: Honoraria, Speakers Bureau; Cyclacel Ltd: Research Funding; Astellas: Honoraria, Speakers Bureau; Jazz: Honoraria, Speakers Bureau. Russell: Pfizer: Membership on an entity's Board of Directors or advisory committees, Research Funding; Novartis: Speakers Bureau; Astellas: Membership on an entity's Board of Directors or advisory committees; Jazz: Research Funding, Speakers Bureau.

Identifying Teachers' Needs for Results From Interim Unit Assessments

Interim assessments have been defined variously in different contexts and can be used for predictive purposes or instructional purposes. In this paper, we present results from a study where we evaluated reporting needs for interim assessments designed for instructional purposes and intended to be used at the end of defined curriculum units. Results from such unit assessments should help teachers determine gaps in student understanding and inform ongoing instructional decision‐making. Our goal was to determine if learning progressions (LPs) could serve as the cognitive lens through which teachers can evaluate how their students' understanding of key constructs improves through periodic unit assessments. Therefore, we used the LP framework in mathematics and the key practices (KP) framework for English language arts (ELA) to design preliminary teacher report mock‐ups for these unit assessments. Within a utilization‐oriented evaluation framework, we conducted six needs‐assessment focus groups with elementary and middle school mathematics (n = 12) and ELA (n = 11) teachers to specifically evaluate the extent to which they find results presented within the LP and KP frameworks understandable and useful for their instructional practice. Results from the focus groups show teachers' overall needs for types of information sought from unit assessment reports, the extent to which teachers are familiar with the LP and KP frameworks, their interpretations (including confusions) of the information presented in the preliminary mock‐ups, and their additional needs for reports from unit assessments to be instructionally useful.

The Science of Reading: Four Forces That Modified, Distorted, or Ignored the Research Finding on Reading Comprehension

ABSTRACTThe science of reading is the latest version of the reading wars brought to national attention by the popular press. Although most of the popular press has focused on phonics and early reading, in this article, we chose to study what happened to the research on reading comprehension. By the beginning of the 21st century, there had emerged a mainstream view of reading comprehension and comprehension instruction. However, four factors distorted, impeded, and swamped the research findings. (1) Commercial publishers fit comprehension instruction into a curricular format that distorted the intent of the research. (2) The No Child Left Behind Act, with its high‐stakes testing and concomitant interim assessments, moved the focus in schools from developing comprehension to passing tests. (3) The publishers’ criteria for the Common Core State Standards promoted instruction that ran contrary to research findings. (4) Problems with the educational research, publication, development, and dissemination process itself further weakened the effect of research on practice. We conclude with suggestions for researchers to better communicate their results and procedures to other educators, suggestions for how the research community can have a greater impact on the development and review of commercial reading materials and policy initiatives, and suggestions for improving the education of future researchers, administrators, and teachers.

The Relationship of the Therapeutic Alliance to Patient Characteristics and Functional Outcome During an Episode of Physical Therapy Care for Patients With Low Back Pain: An Observational Study

Research supports the relevance of the therapeutic alliance (TA) between patients and physical therapists on outcomes, but the impact of TA during routine physical therapist practice has not been quantified. The primary objective of this study was to examine the relationship between TA assessed during a physical therapy episode of care for patients with low back pain and functional outcome at the conclusion of care. The secondary objective was to examine psychometric properties of the Working Alliance Inventory-Short Revised (WAI-SR) form, a patient-reported TA measure. This study was a retrospective analysis of prospectively collected data from 676 patients (mean [SD] age=55.6 [16.1] y; 55.9% female) receiving physical therapy for low back pain in 45 outpatient clinics from 1 health system in the United States. Participating clinics routinely collect patient-reported data at initial, interim, and final visits. The lumbar computer-adapted test (LCAT) was used to evaluate functional outcome. The TA was assessed from the patient's perspective at interim assessments using the WAI-SR, bivariate correlations were examined, and regression models were examined if interim WAI-SR scores explained outcome variance beyond a previously validated multivariate prediction model. Internal consistency and ceiling effects for the WAI-SR were examined. Interim WAI-SR scores were not correlated with patient characteristics or initial LCAT, but they were correlated with final LCAT and LCAT change from initial to final assessment. WAI-SR total score (adjusted R2=0.36), and Task (adjusted R2=0.38) and Goal subscales (adjusted R2=0.35) explained additional variance in outcome beyond the base model (adjusted R2=0.33). Internal consistency was higher for WAI-SR total score (α=.88) than for subscales (α=.76-.82). Substantial ceiling effects were observed for all WAI-SR scores (27.2%-63.6%). Findings support the importance of TA in physical therapist practice. Measurement challenges were identified, most notably ceiling effects. This study supports the impact of the patient-physical therapist alliance on functional outcome. Results extend similar findings from controlled studies into a typical physical therapist practice setting. Better understanding of the role of contextual factors including the therapeutic alliance might be key to improving the magnitude of treatment effect for discrete physical therapist interventions and enhancing clinical outcomes of physical therapy episodes of care.

Arguing About the Effectiveness of Assessments for the Classroom

Approaches to test score use and test purpose lack the well-developed methodological guidelines and established sources of evidence available for intended score interpretation. We argue in this paper that this lack fails to reflect the ultimate purpose of a test score—to help solve an important problem faced by intended test users. We explore the treatment of intended test purpose and test score use under the chain of assumption/inferences perspective identified within an argument-based approach to validity. Next, we revisit the notion of test score use and argue that, at least for classroom assessments based on complex constructs, such as learning progressions in math and science, test score use can be more effectively conceptualized as part of a potential solution to solving a problem, or “job-to-be-done.”. We argue for shifting from the definition of validity to the concept of effectiveness. Finally, we illustrate an argument- based approach to test score effectiveness by contrasting effectiveness arguments for interim assessments based on a conventional test blueprint or a test blueprint augmented with learning progressions.

Converting Physical Function Testing to the Remote Setting: Adapting Our Research Protocol During COVID-19

Objective measurement of physical function can be a more sensitive predictor of future disability and changes over time than self-report measures. However, objective measures require in-person assessments which can limit their use in hard-to-reach populations. During the COVID-19 pandemic, laboratory assessment of physical functioning in our two large randomized controlled exercise trials in older adults with cancer was temporarily suspended. We adapted testing protocols for administering the short physical performance battery (PPB), including chair stand (CS; sec) and 4m usual walk (4MW; m/s) tests, and timed-up-and go (TUG; sec) tests of physical functioning for remote assessment by video conferencing technology. We report on interim assessments of inter and intra-rater reliability and validity against newly resumed in-person tests. Repeat assessments were conducted on the same participant 1-2 weeks apart, by the same assessor (intra-rater reliability) or by another assessor (inter-rater reliability) for remote visits and by the same assessor for in-person tests (validity). Pearson-product moment correlations are provided for PPB, CS, 4MW and TUG, in that order. Intra-rater reliability values are: 0.97, 0.88, 0.90, and 0.96; Inter-rater reliability values are: 0.79, 0.14, 0.40, and 0.99; Validity values (no TUG) are: 0.66, 0.81, 0.78. Reliability of conducting remote PPB by video is very high when using the same assessor, while TUG reliability is high within and between assessors. Remote PPB administration has a good correlation with in-person visits, but the two modes of delivery should not yet be used interchangeably in longitudinal studies until sources of error can be determined and minimized.

Patient function in serial assessments throughout the post-ACL reconstruction progression

ObjectiveTo assess the changes in patient strength and function from 4- to 6-month assessments following ACLR, determine relationships between changes in strength to changes in subjective function, and identify factors that predict patients that fail to increase in strength. DesignProspective, Cohort Study. SettingControlled Laboratory. ParticipantsForty-seven patients(27 female, 24.3 ± 11.1 years) completed a battery of performance assessments at approximately 4- and 6-months following primary ACLR (4.03 ±0 .49 and 6.46 ±0 .68 months). Main outcome measuresSubjective scores and isokinetic knee flexor and extensor strength were compared across visits. Patients were categorized per their ability to increase in strength beyond a previously defined threshold(0.22 Nm/kg). Binary logistic regression models were used to determine predictors of patients that failed to meet strength changes. ResultsPatients demonstrated improvements in patient-reported outcomes and strength measures between visits(P’s < 0.05). Higher age (B = −0.073, P = .039), lower pre-injury activity levels (B = 0.61, P = .022), and higher limb symmetry indexes (B = −0.044, P = .05) at 4-months were predictors of patients that did not achieve improvements in quadriceps strength between assessments. ConclusionsFrom 4- to 6-months post-ACLR, increases in subjective function, strength and symmetry were observed. High quadriceps symmetry at interim assessments without consideration of the magnitude of strength values could overestimate recovery of quadriceps function.

Mosunetuzumab, a Novel CD20/CD3 Bispecific Antibody, in Combination with CHOP Confers High Response Rates in Patients with Diffuse Large B-Cell Lymphoma

Mosunetuzumab, a Novel CD20/CD3 Bispecific Antibody, in Combination with CHOP Confers High Response Rates in Patients with Diffuse Large B-Cell Lymphoma

The Sensitivity of a Scenario-Based Assessment of Written Argumentation to School Differences in Curriculum and Instruction

Educators need actionable information about student progress during the school year. This paper explores an approach to this problem in the writing domain that combines three measurement approaches intended for use in interim-assessment fashion: scenario-based assessments (SBAs), to simulate authentic classroom tasks, automated writing evaluation (AWE) features to track changes in performance and writing process traits derived from a keystroke log. Our primary goal is to determine if SBAs designed to measure English Language Arts skills, supplemented by richer measurement of the writing task, function well as interim assessments that are sensitive to differences in performance related to differences in quality of instruction. We calibrated these measures psychometrically using data from a prior study and then applied them to evaluate changes in performance in one suburban and two urban middle schools that taught argument writing. Of the three schools, only School A (the suburban school, with the strongest overall performance) showed significant score increases on an essay task, accompanied by distinctive patterns of improvement. A general, unconditioned growth pattern was also evident. These results demonstrate an approach that can provide richer, more actionable information about student status and changes in student performance over the course of the school year.

Comprehensive and Superficial Data Users: A Convergent Mixed Methods Study of Teachers’ Practice of Interim Assessment Data Use

Background/Context Teachers’ practice of interim assessment data use is subject to an array of individual, social, and organizational contextual factors. While contemporary research situates interim assessments within teachers’ broader practice of data use, teachers do not make sense of interim assessment data in isolation. This interconnectedness of data sources serves as an important context for understanding how teachers make sense of interim assessment data. Purpose/Objective/Research Question/Focus of Study Teachers’ ability to connect data sources to inform a common instructional practice has important implications for their instructional decision making. The present study maps the interconnectedness of interim assessment with other data sources as one of two dimensions of teachers’ practice of data use. Furthermore, this article explores how those dimensions are related to similarities, differences, and patterns in how teachers make sense of interim assessment data. Population/Participants/Subjects Data come from 88 grade 3-5 mathematics or English language arts teachers across 10 elementary schools in two states. All participants completed a survey about their data use practices. A subsample of 23 teachers completed an extended survey and participated in an interview data about how they use interim assessment data. Research Design: We conducted a convergent mixed methods study of teachers’ practice of interim assessment data use. Data Collection and Analysis Quantitatively, we analyzed the interconnectedness of data sources across teachers within an epistemic network analytic framework. Qualitatively, we coded interview transcripts to gather evidence of how teachers use interim assessment data to make instruction decisions. We integrated our quantitative and qualitative findings and recoded interview transcripts to develop a nuanced perspective on the similarities, differences, and patterns in how teachers make sense of interim assessment data. Findings/Results Findings reveal teachers rarely interpret interim assessment data in isolation and meaningfully vary in the extent to which they perceive it informs their broader instructional practice. Taken together, these two dimensions of teachers’ practice of interim assessment data use are indicators of significant patterns in the authenticity of teachers’ data use with implications for their instructional decision making. Conclusions/Recommendations The present study maps the interconnectedness of data sources within teachers’ instructional practice and how it serves as one of two dimensions that explain similarities, differences, and patterns in how they make sense of interim assessment data. Our findings have implications for how instructional support coaches, administrators, interim assessment developers, and researchers can support teachers’ use of interim assessment data for instructional purposes.

Feasibility, Acceptance, and Safety of Metacognitive Training for Problem and Pathological Gamblers (Gambling-MCT): A Pilot Study

Approximately 90% of problem and pathological gamblers remain untreated. This treatment gap may be diminished by the implementation of low-threshold treatment programs. As cognitive distortions play a crucial role in the development and maintenance of gambling problems, interventions targeting gambling-related biases may be particularly effective. The aim of the present study was to examine the feasibility, acceptance, and safety of a novel metacognitive training for individuals with gambling problems (Gambling-MCT). Twenty-five participants were included in an uncontrolled pilot trial with two assessment points (intervention). The intervention comprised eight training modules targeting gambling-specific cognitive distortions. At baseline and post assessment, symptom severity, as measured with the PG-YBOCS, and gambling-related cognitive distortions, as measured with the GABS, were assessed. In addition, interim assessments measuring session-specific changes were conducted. Subjective appraisal was examined after each module and also post treatment. On average, participants took part in 4.16 (SD = 2.84) training sessions. Both intent-to-treat and per protocol analyses showed significant improvements on the PG-YBOCS and the GABS (dz = 0.37–1.37). After Bonferroni correction for multiple testing, linear mixed models for the analysis of session-specific changes showed no deterioration in participants’ mental state after any of the modules. Subjective appraisal of Gambling-MCT was good. The present pilot study provides first evidence for the feasibility, acceptance, and safety of Gambling-MCT. Recruitment of participants remains challenging, emphasizing the importance of overcoming patient-related treatment barriers. Future studies need to investigate the efficacy of Gambling-MCT in randomized controlled trials.

Randomised controlled trial of integrated cognitive behavioural treatment and motivational enhancement for comorbid social anxiety and alcohol use disorders.

Alcohol use disorder and social anxiety disorder are interconnected disorders that commonly co-occur. We report the first trial to assess whether integrated treatment for social anxiety and alcohol use disorder comorbidity improves outcomes relative to standard alcohol-focussed treatment. Participants were recruited to a randomised controlled trial, and randomly allocated to one of two treatments, Integrated (n = 61) or Control (alcohol-focussed; n = 56). Assessment and treatment session were conducted at two sites in Sydney, Australia. Inclusion criteria were as follows: (1) clinical diagnosis of social anxiety disorder and (2) Diagnosis or sub-clinical symptoms of alcohol use disorder. Diagnoses were determined according to the Diagnostic and Statistical Manual of Mental Disorders (4th ed.). All participants (n = 117) received 10 sessions of cognitive behavioural treatment and motivational enhancement. The Integrated treatment simultaneously targeted social anxiety disorder, alcohol use disorder and the connections between these disorders. The Control treatment focussed on alcohol use disorder only. Outcomes were assessed at 6-month follow-up, with interim assessments at post-treatment and 3 months. Primary outcomes were social anxiety disorder severity (composite Social Phobia Scale and Social Interaction Anxiety Scale), alcohol use disorder severity (standard drinks per day and Severity of Alcohol Dependence Questionnaire) and quality of life (Short-Form Health survey) was assessed to capture the combined impairment of social anxiety and alcohol use disorder comorbidity. At 6-month follow-up, both conditions showed significant reductions in social anxiety and alcohol use disorder symptoms, and improved quality of life. There was no evidence of between-condition differences for alcohol outcomes, with mean consumption reduced by 5.0 (0.8) and 5.8 (1.0) drinks per day following Alcohol and Integrated treatments, respectively. Integrated treatment achieved greater improvements in social anxiety symptoms (mean difference = -14.9, 95% confidence interval = [-28.1, -1.6], d = 0.60) and quality of life (mean difference = 7.6, 95% confidence interval = [1.2, 14.0], d = 0.80) relative to alcohol-focused treatment. These results suggest that integrated social anxiety and alcohol use disorder treatment enhances quality of life and social anxiety disorder symptom improvement, but not alcohol outcomes, compared to treatment focussed on alcohol use disorder alone.

Scheduling two projects with controllable processing times in a single-machine environment

We consider two single-machine scheduling problems in which two competing projects share one common resource. Each project has multiple interim assessments, and its own jobs are ordered completely. A tardy job incurs a tardiness penalty cost which can be avoided by compressing some jobs, which requires an additional cost. The performance measure of each project is the total tardiness penalty cost plus the total compression cost. The first problem minimizes the weighted sum of the performance measures of two projects, and the second problem minimizes the performance measure of one project with a constraint on that of the other. We show that the first problem is solvable in strongly polynomial time and the second is weakly NP-hard. Furthermore, we analyze how the computational complexity of each problem changes if the number of projects is more than two.

Developing Ambitious Mathematics Instruction Through Web-Based Coaching: A Randomized Field Trial

This article describes and evaluates a web-based coaching program designed to support teachers in implementing Common Core–aligned math instruction. Web-based coaching programs can be operated at relatively lower costs, are scalable, and make it more feasible to pair teachers with coaches who have expertise in their content area and grade level. Results from our randomized field trial document sizable and sustained effects on both teachers’ ability to analyze instruction and on their instructional practice, as measured by the Mathematical Quality of Instruction instrument and student surveys. However, these improvements in instruction did not result in corresponding increases in math test scores as measured by state standardized tests or interim assessments. We discuss several possible explanations for this pattern of results.

Evaluation of the genotoxicity of cell phone radiofrequency radiation in male and female rats and mice following subchronic exposure.

The National Toxicology Program tested two common radiofrequency radiation (RFR) modulations emitted by cellular telephones in a 2‐year rodent cancer bioassay that included interim assessments of additional animals for genotoxicity endpoints. Male and female Hsd:Sprague Dawley SD rats and B6C3F1/N mice were exposed from Gestation day 5 or Postnatal day 35, respectively, to code division multiple access (CDMA) or global system for mobile modulations over 18 hr/day, at 10‐min intervals, in reverberation chambers at specific absorption rates of 1.5, 3, or 6 W/kg (rats, 900 MHz) or 2.5, 5, or 10 W/kg (mice, 1,900 MHz). After 19 (rats) or 14 (mice) weeks of exposure, animals were examined for evidence of RFR‐associated genotoxicity using two different measures. Using the alkaline (pH > 13) comet assay, DNA damage was assessed in cells from three brain regions, liver cells, and peripheral blood leukocytes; using the micronucleus assay, chromosomal damage was assessed in immature and mature peripheral blood erythrocytes. Results of the comet assay showed significant increases in DNA damage in the frontal cortex of male mice (both modulations), leukocytes of female mice (CDMA only), and hippocampus of male rats (CDMA only). Increases in DNA damage judged to be equivocal were observed in several other tissues of rats and mice. No significant increases in micronucleated red blood cells were observed in rats or mice. In conclusion, these results suggest that exposure to RFR is associated with an increase in DNA damage. Environ. Mol. Mutagen. 61:276–290, 2020. © 2019 Wiley Periodicals, Inc.

ES11.06 Toxicology of Tobacco and Metabolites, and Impact on Cancer

ES11.06 Toxicology of Tobacco and Metabolites, and Impact on Cancer