Climate analogs can catalyze cross-regional dialogs for US specialty crop adaptation.

Communication theory suggests that interactive dialog rather than information transmission is necessary for climate change action, especially for complex systems like agriculture. Climate analogs-locations whose current climate is similar to a target location's future climate-have garnered recent interest as transmitting more relatable information; however, they have unexplored potential in facilitating meaningful dialogs, and whether the way the analogs are developed could make a difference. We developed climate context-specific analogs based on agriculturally-relevant climate metrics for US specialty crop production, and explored their potential for facilitating dialogs on climate adaptation options. Over 80% of US specialty crop counties had acceptable US analogs for the mid-twenty-first century, especially in the West and Northeast which had greater similarities in the crops produced across target-analog pairs. Western counties generally had analogs to the south, and those in other regions had them to the west. A pilot dialog of target-analog pairs showed promise in eliciting actionable adaptation insights, indicating potential value in incorporating analog-driven dialogs more broadly in climate change communication.

"What ELSE about this job?" Teaching Job Decision-Making to College Students With Intellectual and Developmental Disabilities.

Decision-making is the central element of self-determination, requiring targeted, systematic instruction to learn. In this study, researchers developed a multicomponent intervention, "What ELSE about this job?", to teach job decision-making skills to college students with intellectual and developmental disabilities. The intervention coupled remote audio coaching (RAC) with a mnemonic device, 'ELSE', to guide students to make decisions about whether certain jobs would be a good fit for them. The study aimed to investigate the effectiveness of the intervention and determine whether the skills would maintain once the intervention was removed. All students who received the intervention substantially increased their ability to make job decisions. Additionally, all participants maintained the skills upon removal of the intervention, and showed signs of generalizing their skills to novel job coaches and web-based job search apps. Implications and future research are discussed.

Are We There Yet? An Emerging Research Agenda for College Students with Intellectual and Developmental Disabilities.

There is a distinct need for a research agenda that drives research, practice, and policy for college students with intellectual and developmental disabilities. This paper provides a brief summary of the rapid growth of college programs in the absence of any organized research agenda. A research framework and agenda is proposed, and a brief summary of each of the papers in the special issue is provided.

Teaching Small Talk: Increasing On-Topic Conversational Exchanges in College Students with Intellectual and Developmental Disabilities Using Remote Audio Coaching.

Adults with intellectual and developmental disabilities (IDD) often have deficits in interpersonal skills due to limited social-communication opportunities. Knowing how to engage in "small talk" or simple social conversational exchanges can be beneficial in postsecondary schooling, employment sites, community environments, and social gatherings. Recently, covert audio coaching (CAC) showed a positive impact on increasing conversational exchanges. As the COVID-19 pandemic increased the need for remote delivery tools, we explored the effectiveness of remote audio coaching (RAC) to teach this skill to college students with IDD. We used a multiple baseline design across participants to examine whether RAC might increase on-topic, small talk conversational exchanges. Results demonstrated that RAC effectively increased small talk skills between participants and a confederate. Upon removal of RAC, all participants still performed above their baselines, with two participants maintaining near mastery levels 2 weeks after the intervention was removed. Limitations and future research are discussed.

Promoting Daily Living Skills for Adolescents with Autism Spectrum Disorder via Parent Delivery of Video Prompting.

The use of technological devices has proven to be effective and efficient for the delivery of videos aimed at promoting daily living skills (DLS) among individuals with autism spectrum disorder. As technology advances, devices have become more portable and, ultimately, accessible to caregivers. There are relatively few studies that have examined whether parents can be taught to effectively deliver evidence-based practices using portable, mainstream devices. Using a multiple baseline across participants design, we evaluated parent fidelity in the delivery of video prompts on an iPad to their children who were learning DLS. Results indicated that parents were successful in their delivery of the training procedures and their children acquired and maintained the skills.

Effects of Learning Strategy Training on the Writing Performance of College Students with Asperger's Syndrome.

Individuals with autism spectrum disorders (ASD) are increasingly entering institutions of higher education. However, many are not prepared for the academic and social demands of postsecondary environments. Although studies have evaluated academic and social interventions for children and adolescents with ASD, little research exists on the college population. The current study utilized a multiple baseline across participants design to evaluate the effectiveness of a writing learning strategy on the writing performance of three college students with ASD. Results indicated that the quality of writing performance improved following strategy instruction. In addition, participants were able to generalize strategy use to content specific writing tasks.

Using Peer-Mediated Literacy-Based Behavioral Interventions to Increase First Aid Safety Skills in Students With Developmental Disabilities.

Many adolescents with developmental disabilities do not learn the safety skills needed to maintain physical well-being in domestic and community environments. Literacy-based behavioral interventions (LBBIs) that combine print, pictures, and behavioral rehearsal are effective for promoting acquisition and maintenance of self-care skills, but have not been investigated as safety skill intervention. Also, LBBIs have primarily been implemented by teachers and other professionals. In this study, a peer partner was taught to deliver an LBBI story to students so they would learn to perform a basic first aid routine: cleaning and dressing a wound. Results showed that students' accuracy with the first aid routine increased after a peer delivered the LBBI instructional package, and maintained after the peer stopped delivering it. This study demonstrates the effectiveness of the LBBI instructional package for teaching first aid safety skills, and extends previous research showing the efficacy of peers in delivering this intervention.

Rapid Diffusion and Nanosegregation of Hydrogen in Magnesium Alloys from Exposure to Water.

Hydrogen gas is formed when Mg corrodes in water; however, the manner and extent to which the hydrogen may also enter the Mg metal is poorly understood. Such knowledge is critical as stress corrosion cracking (SCC)/embrittlement phenomena limit many otherwise promising structural and functional uses of Mg. Here, we report via D2O/D isotopic tracer and H2O exposures with characterization by secondary ion mass spectrometry, inelastic neutron scattering vibrational spectrometry, electron microscopy, and atom probe tomography techniques direct evidence that hydrogen rapidly penetrated tens of micrometers into Mg metal after only 4 h of exposure to water at room temperature. Further, technologically important microalloying additions of <1 wt % Zr and Nd used to improve the manufacturability and mechanical properties of Mg significantly increased the extent of hydrogen ingress, whereas Al additions in the 2-3 wt % range did not. Segregation of hydrogen species was observed at regions of high Mg/Zr/Nd nanoprecipitate density and at Mg(Zr) metastable solid solution microstructural features. We also report evidence that this ingressed hydrogen was unexpectedly present in the alloy as nanoconfined, molecular H2. These new insights provide a basis for strategies to design Mg alloys to resist SCC in aqueous environments as well as potentially impact functional uses such as hydrogen storage where increased hydrogen uptake is desired.

Using modeling and rehearsal to teach fire safety to children with autism.

We evaluated the efficacy of an instructional procedure to teach young children with autism to evacuate settings and notify an adult during a fire alarm. A multiple baseline design across children showed that an intervention that included modeling, rehearsal, and praise was effective in teaching fire safety skills. Safety skills generalized to novel settings and maintained during a 5-week follow-up in both training and generalization settings.

The Effectiveness of Direct Instruction in Teaching Students with Autism Spectrum Disorder to Answer "Wh-" Questions.

Research on the effects of Direct Instruction (DI) among students with Autism Spectrum Disorder (ASD) has only recently emerged. A benefit of DI is that it can be implemented with groups of students, which makes it potentially a cost effective method of instruction for some skills. In this study, we examined the effects of DI on teaching secondary students with ASD to answer three "wh-" questions. Using a multiple probe design across behaviors, results indicated the participants mastered two of the three "wh-" question types and made progress with the remaining question type. These results are discussed along with implications for educators instructing students with ASD.

Effects of Covert Audio Coaching on Parents' Interactions with Young Children with Autism.

Children with autism spectrum disorders (ASD) frequently present intervention challenges for parents. Covert audio coaching (CAC) has not been studied with parents, nor as an intervention to teach household routines and tasks. Further, evidence of generalization with CAC is limited. We examined the effectiveness of immediate feedback via CAC on mothers' interactions with their children with ASD. Mothers learned to deliver effective prompts and praise, and generalized these interactions to novel (untrained) routines. Children increased the accuracy of training and generalization tasks after their mothers received the coaching intervention.