Program Requirements Research Articles

Teaching Measures to Develop Literary Competence for Students in Grades 4 and 5 According to the Program General Education in Language (2018)

Based on the requirements to achieve literary capacity according to the 2018 Literature General Education Program, combined with the results of a survey of the current status of teaching and developing literary capacity for students in grades 4 and 5, The article proposes six teaching measures to develop literary capacity for students in grades 4 and 5. The measures include mastering the program's requirements for each reading, writing, speaking, and listening skill. ; Master the characteristics of text types; Design learning questions/tasks according to a consistent process to create a routine for students; diversify teaching methods, techniques and forms of organization, encourage students to cultivate interest in reading literary books, and accumulate literary capital. These activities help students not only approach literature from an academic perspective, but also develop a deep relationship with literature, creating space for students to engage in creative activities.

Requirement patterns in deductive verification of poST Programs

Process-oriented programming is one of the approaches to developing control software. A process-oriented program is defined as a sequence of processes. Each process is represented by a set of named states containing program code that define the logic of the process's behavior. Program execution is sequential execution of each of these processes in their current states at every iteration of the control cycle. Processes can interact through changing each other's states and shared variables. The paper expands a method for classifying temporal requirements for process-oriented programs in order to simplify and automate the deductive verification of such programs. The method consists of the following steps. At the first step, the requirements are formalized in a specialized language DV-TRL, a variant of typed first-order predicate logic with a set of interpreted types and predicate and functional symbols, that reflect specific concepts of control systems in a process-oriented paradigm. At the second step, the formalized requirements are divided into classes, each of which is defined by a pattern — a parametric formula of the DV-TRL language. The correctness conditions generated for process-oriented programs regarding requirements satisfying the same pattern have the same proof scheme. At the third step, appropriate proof schemes are developed. In our paper, we first give a brief introduction to the poST language, a process-oriented extension to the ST language of the IEC 61131-3 standard. Next, the DV-TRL language is defined. We also provide a collection of natural language requirements for several control systems. Then we define patterns that fully cover all the requirements of this collection. For each of these patterns we give an example of a formalized requirement from the collection and describe a scheme for proving the correctness conditions for this pattern. Statistics on the distribution of requirements from the collection across patterns reveals the most popular patterns. We also analyzed related works.

Rural and urban clinician views on COVID-19’s impact on substance use treatment for individuals on community supervision in Kentucky

BackgroundThe COVID-19 pandemic produced system-level changes within the criminal legal system and community-based substance use disorder (SUD) treatment system with impacts on recovery efforts. This study examines rural and urban clinicians’ perspectives of COVID-19 on SUD treatment delivery for people on community supervision.MethodsVirtual qualitative interviews were conducted between April and October 2020 with 25 community supervision clinicians employed by Kentucky’s Department of Corrections (DOC), who conduct assessments and facilitate community-based treatment linkages for individuals on probation or parole. Transcripts were analyzed in NVivo using directed content analysis methods.ResultsClinicians were predominantly white (92%) and female (88%) with an average of over 9 years working in the SUD treatment field and 4.6 years in their current job. Four COVID-19 themes were identified by both rural and urban clinicians including: (1) telehealth increases the modes of communication, but (2) also creates paperwork and technological challenges, (3) telehealth requires more effort for inter/intra-agency collaboration, and (4) it limits client information (e.g., no urine drug screens). Two additional rural-specific themes emerged related to COVID-19: (5) increasing telehealth options removes SUD treatment transportation barriers and (6) requires flexibility with programmatic requirements for rural clients.ConclusionsFindings indicate the need for community-based SUD treatment providers approved or contracted by DOC to support and train clients to access technology and improve information-sharing with community supervision officers. A positive lesson learned from COVID-19 transitions was a reduction in costly travel for rural clients, allowing for greater engagement and treatment adherence. Telehealth should continue to be included within the SUD continuum of care, especially to promote equitable services for individuals from rural areas.

Factors associated with internalized HIV-related stigma among people living with HIV in Thailand

ABSTRACT Internalized HIV-related stigma (IHS) among people living with HIV (PLHIV) has been documented as one of the factors contributing to the ongoing AIDS epidemic. The purpose of this study, which was conducted from September 2021 to January 2022, was to measure prevalence and identify factors associated with IHS among research participants who were living with HIV recruited from a research clinic in Chiang Mai, Northern Thailand. Participants were considered to have IHS if they agreed to at least one of the 8 items of the newly developed Thai Internalized HIV-related Stigma Scale (Thai-IHSS). Of the 104 participants, 65.4% were female. The median age was 51.5 years and the duration of known HIV infection was 19.0 years. Fifty-three percent of the participants had IHS as defined by the study. Reduced probability of having IHS was independently associated with certain levels of education (middle or high school education compared with no or primary school) (AOR = 0.30; 95% CI: 0.12–0.77) and increased mental health-related quality of life (AOR = 0.39; 95% CI: 0.18–0.86). The prevalence of IHS among PLHIV in Chiang Mai was high. These findings highlight the requirement for comprehensive mental health care programs for PLHIV to improve their quality of life.

Opportunities and achievements — experiences of pharmacists as Foundation Residency Program residents — a qualitative study

AbstractBackgroundThe Australian Foundation Residency Program prepares new‐to‐hospital and early career pharmacists for extended roles and advanced pharmacy practice. An understanding of the outcomes residents perceive they achieve through completion of a residency and what supports them in their achievements is limited.AimTo explore pharmacists' experiences during their residency and what they perceive as its outcomes and their achievements.MethodFocus groups and interviews were conducted and recorded with 12 early career or new‐to‐hospital pharmacists who recently completed a residency program in an Australian hospital. Recordings were transcribed and analysed using inductive thematic analysis. Ethical approval was granted by the University of Queensland Human Research Ethics Committee (Reference no: 2021/HE001225) and the study conforms to the Australian Statement on Ethical Conduct in Human Research. Informed consent was obtained from all participants via the distribution of project information sheets and completion of written consent forms.ResultsFive distinct themes were generated from participants' discussions of their experiences and achievements throughout their residency. The outcomes and achievements they described included gaining the confidence to take on new and challenging roles as well as advancing their career by developing a deeper understanding of their role and potential in the healthcare system. Skill development was accelerated by the structure and assessment requirements of the residency program and by support from mentors, which positively influenced their attitudes towards feedback and competency assessments. Participants reflected on the differences between postgraduate university‐based learning and workplace‐based learning and saw benefits in both.ConclusionThe residency was reported to offer a structured and supportive training pathway for pharmacists in the early stages of their hospital pharmacy career. Completion of residency facilitates pharmacists' skill development and a deeper understanding of their roles. Dedicated and qualified mentorship and routine networking events between peers and past residents enhance these experiences and outcomes for residents.

Demonstration Exam in the Modern System of Assessment Funds at the Pedagogical University

Introduction. The problem of the study involves the need to find effective procedures for assessing the competence and level of readiness for professional activities of future specialists, their readiness to work in conditions of uncertainty. The aim of the study is to identify the possibilities of using the demonstration exam to improve the quality of implementation of educational programs of higher education and to ensure the effectiveness of the assessment procedure. Methods: analysis and synthesis of analytical data, dissertation researches, regulatory and legislative framework. Outcomes. It is revealed that one of the options for improving the assessment procedure in the structure of final certification in pedagogical education is a demonstration exam. The content of the tasks, regardless of the training profile of future teachers, is based on the provisions of professional standards, which determines their form – situational tasks, problem tasks or cases. Tasks can be based on the main subject type of activity, or include a general pedagogical situation and be included in the fund of assessment tools. The created funds of assessment tools, provided for by the requirements of exemplary educational programs, are a system for assessing the level of competence formation. Conclusion. The practice-oriented, objective and visual nature of the demo exam makes it possible to identify the level of formed competencies and assess possible gaps for further refinement of the graduateʼs professional qualities in the educational process. The authorʼs innovation consists in the use of a demonstration exam for internal independent assessment of the quality of education, external assessment of determining the level of training of teachers by the university, final and intermediate assessments.

Cosmetic directors on ACGME program requirements: A cross-sectional survey

Cosmetic directors on ACGME program requirements: A cross-sectional survey

Preparing teachers for parent engagement: role of teacher educators in Canada

ABSTRACT Parent engagement has long been considered important for students’ academic achievement and well-being. To ensure strength-based parent engagement, it is important for teachers to be prepared to work with parents. This study reports findings from interviews with Canadian teacher educators to better understand their role in preparing teachers for parent engagement. Teacher educators consider readiness for parent engagement a vital competence for teachers but find it difficult to secure a permanent place for parent engagement in the curriculum. Recommendations include the integrated parent engagement framework centred around a parent engagement policy and parent engagement requirements for teacher education programmes and teacher certification.

A toolbox for decoding BCI commands based on event-related potentials.

Commands in brain-computer interface (BCI) applications often rely on the decoding of event-related potentials (ERP). For instance, the P300 potential is frequently used as a marker of attention to an oddball event. Error-related potentials and the N2pc signal are further examples of ERPs used for BCI control. One challenge in decoding brain activity from the electroencephalogram (EEG) is the selection of the most suitable channels and appropriate features for a particular classification approach. Here we introduce a toolbox that enables ERP-based decoding using the full set of channels, while automatically extracting informative components from relevant channels. The strength of our approach is that it handles sequences of stimuli that encode multiple items using binary classification, such as target vs. nontarget events typically used in ERP-based spellers. We demonstrate examples of application scenarios and evaluate the performance of four openly available datasets: a P300-based matrix speller, a P300-based rapid serial visual presentation (RSVP) speller, a binary BCI based on the N2pc, and a dataset capturing error potentials. We show that our approach achieves performances comparable to those in the original papers, with the advantage that only conventional preprocessing is required by the user, while channel weighting and decoding algorithms are internally performed. Thus, we provide a tool to reliably decode ERPs for BCI use with minimal programming requirements.

Formation of the foreign language competence of future physical education teachers when working with digital didactic flash cards

The problem and the aim of the study. Modernization of higher education opens up new prospects for the use of electronic resources in ensuring the quality of foreign language education. The use of interactive tools (simulators, flash cards, virtual boards) meets the requirements for training programs of physical education teachers and the challenges of the international sports movement. The purpose of the work is to study the possibilities of using digital flash cards in training future physical education teachers to develop their foreign language communicative competence. Research methods. The study involved 54 first- and second-year students of Vyatka State University (Faculty of Pedagogy and Psychology) (Russian Federation). Training program: 44.03.01 Pedagogical education, Physical education and sports (bachelor's degree level). The Quizlet online platform was used to work with digital flash cards. The test contains questions grouped into the blocks “Digital educational technologies” and “Foreign language in communication (physical education and sports)”. For statistical processing of data, the Pearson's chi-squared test was used. Results. The system of working with flash cards in foreign language professional communication of physical education teachers is described: studying the functionality, working with ready-made sets of cards, automating and improving lexical units, developing thematic sets. A special feature of the program is the adaptation of its content to the specifics of the field of study. In independent work and online collaboration, students of the experimental group used Flashcards, Speller, Scatter, Quizlet Live modes. Statistically significant differences in the qualitative changes that occurred in the level of foreign language training were determined (χ2 = 8.179; p < 0.05). In conclusion, the possibilities of including flash cards in the training of physical education teachers are formulated: competition and receiving positive emotions; resources for self-development, etc. Difficulties are also highlighted: low initial level of language qualification and digital skills; different motivation; dependence of the learning process on sports specialization.

Qualitative Analysis of Newborn Hearing Screening Program in Iran.

Early diagnosis of hearing loss and timely interventions are important to minimize the consequences of this condition, especially for children. This research was conducted to analyze the newborn hearing loss screening program in Iran. This qualitative study was conducted using the content analysis method and based on the CIPP model in 2023. The snowball method was used to recruit a sample with maximum diversity. The criteria for selecting people for interviews included having at least three years of experience in the newborn hearing loss screening program and sufficient knowledge in the field. To ensure the reliability of the results, four criteria proposed by Lincoln and Guba were used. Data analysis was conducted by MAXQDA2022 software. In the current research, using content analysis in the form of the CIPP model, based on the viewpoints of the interviewees (40 people), the management requirements of the newborn hearing loss screening program were categorized into the four main categories of context (texture), input, process, and output. Eight subcategories were identified in the context dimension, four subcategories in the input dimension, seven subcategories in the process dimension, and four subcategories in the output dimension. According to the findings of this research, in order to properly implement the newborn hearing loss screening program, there is a need to conduct pilot studies, need assessments, evidence-based programs, and epidemiological studies and to prioritize services and resources. Also, communication between service delivery levels needs to be improved, and attention should be paid to personnel motivation and screening programs.

Barriers to research among residents in oral and maxillofacial surgery.

Research is an integral part of oral and maxillofacial surgery (OMS) residency training. This study aimed to identify the current barriers perceived by OMS residents toward conducting research during training. A cross-sectional, questionnaire-based study was conducted. The survey was distributed to 670 OMS residents across the United States in 2021 and consisted of questions regarding demographics, residency program requirements and resources, and perceived barriers to research. Data were analyzed using descriptive statistics, Fisher's exact tests, Kruskal-Wallis tests, and post hoc Dunn's test with a statistical significance of P<0.05. The response rate was 24.2%. Most participants' programs had a minimum research requirement to complete a residency (80%). The top three reported barriers to completing research were lack of time (84%), limited access to research mentors or supervisors (37%), and lack of access to biostatistical support (31%). Factors associated with these barriers included the lack of a research director, supervisor, mentor, assistant, or statistician. There was no significant difference between residents in programs with protected research time versus those without. OMS residents generally viewed research experience during residency as beneficial but reported important barriers, most notably: insufficient time. Although most OMS training programs in the US require research for completion, many do not provide adequate time to facilitate this process. Compared with literature from over a decade ago, it appears little progress has been made to remedy similar barriers to research. Addressing this deficiency may increase the quantity and quality of research, furthering the profession.

Empowering Tomorrow's Cancer Specialists: Evaluating the Co-creation and Impact of Malawi's First Surgical Oncology Summerschool.

Annually more than 1 million newly diagnosed cancer cases and 500,000 cancer-related deaths occur in Sub Saharan Africa (SSA). By 2030, the cancer burden in Africa is expected to double accompanied by low survival rates. Surgery remains the primary treatment for solid tumours especially where other treatment modalities are lacking. However, in SSA, surgical residents lack sufficient training in cancer treatment. In 2022, Malawian and Dutch specialists co-designed a training course focusing on oncologic diseases and potential treatment options tailored to the Malawian context. The aim of this study was to describe the co-creation process of a surgical oncology education activity in a low resource setting, at the same time attempting to evaluate the effectiveness of this training program. The course design was guided and evaluated conform Kirkpatrick's requirements for an effective training program. Pre-and post-course questionnaires were conducted to evaluate the effectiveness. Thirty-five surgical and gynaecological residents from Malawi participated in the course. Eighty-six percent of respondents (n = 24/28) were highly satisfied at the end of the course. After a 2-month follow-up, 84% (n = 16/19) frequently applied the newly acquired knowledge, and 74% (n = 14/19) reported to have changed their patient care. The course costs were approximately 119 EUR per attendee per day. This course generally received generally positively feedback, had high satisfaction rates, and enhanced knowledge and confidence in the surgical treatment of cancer. Its effectiveness should be further evaluated using the same co-creation model in different settings. Integrating oncology into the regular curriculum of surgical residents is recommended.

EzBIDS: Guided standardization of neuroimaging data interoperable with major data archives and platforms

Data standardization promotes a common framework through which researchers can utilize others’ data and is one of the leading methods neuroimaging researchers use to share and replicate findings. As of today, standardizing datasets requires technical expertise such as coding and knowledge of file formats. We present ezBIDS, a tool for converting neuroimaging data and associated metadata to the Brain Imaging Data Structure (BIDS) standard. ezBIDS contains four major features: (1) No installation or programming requirements. (2) Handling of both imaging and task events data and metadata. (3) Semi-automated inference and guidance for adherence to BIDS. (4) Multiple data management options: download BIDS data to local system, or transfer to OpenNeuro.org or to brainlife.io. In sum, ezBIDS requires neither coding proficiency nor knowledge of BIDS, and is the first BIDS tool to offer guided standardization, support for task events conversion, and interoperability with OpenNeuro.org and brainlife.io.

Blueprint for medication management with added benefits

What connects the selective contractual care offer eLiSa (1) of AOK Nordost and the innovation fund projects AdAM (2), TOP (3), eRIKA (4) of BARMER and AOK Nordost with the DMP requirements guideline for requirements for structured treatment programmes for patients with type 1 diabetes mellitus and the medication management including medication plan planned with the ePA (5) from 2025? The problem with the latter two: It is not defined how medication management and the medication plan should be implemented. Both the G-BA in its DMP-A guideline (6) and the legislator in the definition of the medication plan (7) leave this completely open. Although the legislator stipulates that dosage and intake instructions should be ‚clearly and comprehensibly documented‘, nothing more than documentation has been specified to date. The situation is different with the AOK Nordost ‚electronic Life Saver‘ (eLiSa for short) and BARMER‘s ‚AdAM‘, which were jointly awarded the first prize for patient safety by the Patient Safety Action Alliance and the first prize of the MSD Health Prize 2023, and the expansion stage planned this year can certainly be regarded as a blueprint for medication management, especially for DMPs and ePAs.

CLINICAL INTERNSHIP PROGRAM DEVELOPMENT IN AN ACADEMIC CARDIOPULMONARY EXERCISE LAB

https://youtu.be/L4guyGQnFdQ BACKGROUND Programs in exercise physiology, exercise science, kinesiology, sports sciences, and human performance encompassing both undergraduate and graduate studies are increasingly popular, providing education for a growing career field. Preparing students for healthcare careers requires adequate exposure and hands-on learning using experiential internship and practicum opportunities. An initiative to formalize the exercise science academic requirements for university programs is already in place and requires institutional program CAAHEP accreditation by 2027. Participation in a clinical internship and the hours required vary among college programs. This retrospective study performed on the cardiopulmonary internship program at a large Midwest pediatric hospital provides insight to clinical education and research skill development for undergraduate and graduate exercise science students. METHODS A retrospective review of program metrics and outcomes was analyzed regarding university affiliations with the internship program, number of students accepted into the internship program, completion rate, training and competencies, student academic level and associated culminating student presentations, and program satisfaction surveys for students completing their internship experience. RESULTS Between 2012 to 2023, the program grew from 3 to 40 university affiliation agreements/institutions. 143 students participated in the internship program: 32 fulfilled shadowing experiences, 90 were undergraduate interns and 21 were graduate interns. Internship hour requirements varied from 100 to 600 hours, with most students completing 350-450 hours. In 2012, the program enrolled 1 student per year, and by 2013 the capacity expanded to 4 student positions per semester (each spring, summer, fall). Internship students have presented 38 poster/abstract presentations at regional conferences and seminars. Students achieved 99% completion of site-specific sign-off competencies in cardiopulmonary exercise testing, including expanded requirements for cardiac rehabilitation starting in 2018. 98% of the student interns completed the program. CONCLUSIONS The cardiopulmonary internship program has continued to expand additional affiliate universities from both local and out of state institutions referring students to the pediatric internship program. Secondary to our cardiology program’s growth to include pediatric and now adult congenital patients, our outreach sites, and the expansion into cardiac rehabilitation and exercise prescription, the lab team members and allocated space have increased to accommodate increasing patient volumes. This has led to the ability to increase student interns per semester and expand their preparation for transition into the healthcare workforce. Understanding of the skills and competencies obtained during the practicum experience may help to enhance academic curriculum to transition students into clinical opportunities.

Internal Medicine Resident Addiction Training at the Veteran's Health Administration: A Qualitative Evaluation of Site Directors' Response to the 2022 ACGME Requirements.

Substance use disorders (SUDs) are prevalent in the USA yet remain dramatically undertreated. To address this care gap, the Accreditation Council for Graduate Medical Education (ACGME) approved revisions to the Program Requirements for Graduate Medical Education (GME) in Internal Medicine, effective July 1, 2022, requiring addiction medicine training for all internal medicine (IM) residents. The Veterans Health Administration (VHA) is a clinical training site for many academic institutions that sponsor IM residencies. This focus group project evaluated VHA IM residency site directors' perspectives about providing addiction medical education within VHA IM training sites. To better understand the current state, barriers to, and facilitators of IM resident addiction medicine training at VHA sites. This was a qualitative evaluation based on semi-structured video-based focus groups. Participants were VHA IM site directors based at a VHA hospital or clinic throughout the USA. Focus groups were conducted using a semi-structured group interview guide. Two investigators coded each focus group independently, then met to create a final adjudicated coding scheme. Thematic analysis was used to identify key themes. Forty-three participants from 38 VHA sites participated in four focus groups (average size: 11 participants). Six themes were identified within four pre-defined categories. Current state of training: most VHA sites offered no formal training in addiction medicine for IM residents. Barriers: addiction experts are often located outside of IM settings, and ACGME requirements were non-specific. Facilitators: clinical champions help support addiction training. Desired next steps: participants desired incentives to train or hire local champions and a pre-packaged didactic curriculum. Developing competent clinical champions and leveraging VHA addiction specialists from non-IM settings would create more addiction training opportunities for IM trainees at VHA sites. These insights can likely be applied to IM training at non-VHA sites.

Early Immersion in Team-Based Event Review: Experiential Patient Safety Education for PGY 1 Internal Medicine Residents.

In recent years, there has been a national push to incorporate high-fidelity quality improvement and patient safety (QIPS) education into physician training programs. In fact, integration of robust patient safety education became an Accreditation Council for Graduate Medical Education (ACGME) Common Program Requirement for residency programs in 2017. We developed a curriculum to not only fulfill the ACGME's requirement but also provide PGY 1 internal medicine residents with the skills needed to become active participants in ongoing patient safety work throughout their training and careers. Our patient safety curriculum was woven into residents' existing protected educational time and supported by a standardized facilitator guide and participant workbook. It combined didactic prework with the review of recent near-miss or low-harm patient safety events, empowering residents to identify root causes and propose interventions. We successfully delivered our patient safety curriculum to 80 PGY 1 residents over the course of 2 academic years. Residents rated the curriculum as a valuable educational experience, and the event reviews they completed met most of the criteria for high-quality patient safety reviews according to the Strong String Assessment. Implementation of this standardized curriculum has allowed us to reliably and consistently incorporate experiential patient safety education into the first year of training for internal medicine residents. Unlike purely didactic sessions, our curriculum encourages active learning, building muscle memory for event reviews that enables future engagement in patient safety activities.

Analysis of prospective legislation in the field of organization of service training of employees of the security sector to ensure tactical literacy

The scientific article is devoted to a comprehensive analysis of prospective legislation in the field of organization of service training of employees of the security sector in order to ensure their tactical literacy. The growing threat of internal and external security challenges calls into question the effectiveness and relevance of existing legislation in this area. The author analyzes the existing legal norms and provisions that regulate the training of security sector forces in the context of tactical literacy, in particular, the structure of training, requirements for instructors and training programs.&#x0D; The article also examines the challenges facing current legislation, such as changes in the technological environment, global terrorist threats and the complexity of the tasks facing security sector forces. The authors try to identify shortcomings and gaps in the legislative framework, which can become an obstacle to achieving a high level of tactical literacy of employees.&#x0D; In this context, the author emphasizes the need to review and modernize the legislative acts that regulate the activities of the security forces. They emphasize the importance of adapting legal norms to the rapidly changing technological environment, which creates new opportunities and threats. In addition, the article discusses the need to improve the mechanisms of cooperation and exchange of information between various bodies and countries to combat global terrorist threats.&#x0D; The author also analyzes the complex tasks facing the forces of the security sector and which can be solved by implementing modern training methods and improving the professional training of employees. They put forward proposals for the development of educational programs that would include relevant knowledge and skills necessary for successfully solving tasks in the field of security.&#x0D; A comparative analysis with the legislation of other countries is carried out and best practices are studied regarding the organization of official training of security sector forces. The author considers possible ways to improve the legislation in this area in order to increase the efficiency and effectiveness of the tactical literacy of employees.

Policies, Practices, and Environmental Characteristics Among Family Child Care Homes in South Carolina.

Background: Child care program requirements have adopted nutrition and physical activity standards to address childhood obesity, but few studies have examined the effects of these standards in family child care homes (FCCHs). Methods: In a cross-sectional study (2017-2019), the Childcare Home Eating and Exercise study examined self-reported provider characteristics and observed policies and practices related to physical activity and nutrition in FCCHs in South Carolina. Two-sample t-tests were used to compare observed nutrition and physical activity policy, practice, and environment scores in child care homes that participated in versus did not participate in the state's ABC Quality program, which is designed to improve child care and includes policies and practices intended to increase physical activity levels and improve diet quality. Results: Environment and Policy Assessment and Observation results for nutrition and physical activity were 7.5 out of 21 and 11.8 out of 30, respectively, indicating much room for improvement in nutrition and physical activity policies, practices, and environment in South Carolina FCCHs. The study found one difference between FCCHs that did and did not participate in the ABC Quality program; non-ABC homes provided more time for physical activity. Conclusions: Future research should develop ways to strengthen the guidelines and improve the implementation of obesity prevention standards in FCCHs.