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Abstract BackgroundAdolescents in foster care report high rates of mental health needs, yet intervention access remains limited. Substance use commonly co-occurs with mental health symptoms, but availability of substance use services for foster youth is even more scant than mental health services. Technology has advanced access to behavioral health care across the lifespan, but only for certain sectors of the population. Little research focuses on leveraging technology to advance access for foster youth. We report open trial findings, as a precursor to launching a large-scale implementation science trial, on how a U.S. nationwide serving support system for foster youth, Court Appointed Special Advocates (CASA), might be leveraged to expand access to substance use prevention resources via the FostrSpace app. FostrSpace provides asynchronous resources and synchronous navigator, peer support, and direct clinical intervention. A concurrent 6-session ECHO® substance use prevention telementoring curriculum was co-developed as a FostrSpace implementation strategy with a 6-member CASA Advisory Board. MethodsSeven youth-CASA dyads enrolled in the open trial. We used a mixed-methods design (quantitative assessment and qualitative exit interviews) to assess feasibility and acceptability of ECHO® sessions (CASA-only) and the usability of the FostrSpace app (youth-only). ResultsSix of seven of the youth accessed the app at least once, but a majority reported the app log-in process was burdensome and unappealing, thereby limiting them from frequently using the app. All youth rated the app features, design and content as appealing, helpful and relevant. ECHO® -FostrSpace session attendance was high (most attended 5 or more sessions) and CASAs found the content highly engaging and useful, especially regarding CASA-youth substance use communication skills. ConclusionsTechnological barriers, such as log-in burden, can prevent youth in need from accessing relevant services and must be regularly assessed and resolved. Substance use education and skills-building for CASAs is novel and a viable implementation strategy to increase foster youth access to digital behavioral health services innovations. Substance use prevention content should be integrated within discussions on youth mental health and trauma to be most engaging and relevant. Findings are informing the subsequent hybrid implementation-effectiveness trial design of FostrSpace with 400 youth-CASA dyads across 10 CASA programs in California. Trial registrationRetrospectively registered. 

Expansive Framing (EF) is a theory and an instructional technique to facilitate connections between content and contexts. We employed EF as an approach to create a series of integrated mathematics and computer science (CS) lessons, using digital technology as a tool to leverage shared mathematical and computational ideas. We used deductive theoretical qualitative analysis of transcripts of classroom implementations to investigate how two fifth-grade teachers and one computer lab paraprofessional educator used EF during their teaching and what the EF approach looked like in practice. Findings suggested that educators engaged in EF principles when they were present in curricular materials, yet they also made additional impromptu (albeit school-based) expansive connections. The teachers in the study also regularly framed students as authors and owners of new knowledge. We recommend that mathematics-CS integrated curricular materials include language and other supports that make unambiguous, specific connections across learning contexts. We posit that EF theory can be a support to educators in the integration of mathematics and coding instruction with digital technology. 

Paper presentation at the Utah Council of Teachers of Mathematics Conference 

Using activity theory as a lens, we aimed to understand what second-grade students’ interactions revealed about their thinking and what mediated students’ engagement with important multiplicative ideas. In this setting, students interacted with multiplicative thinking using a coding robot and other artifacts as mediating tools. Through qualitative analysis, we found that students interacted with three concepts related to multiplicative thinking (i.e., composite units, doubling, iterating), and the lead mediators in their interactions included the robot’s remote, dry erase marker and table, and peers/teacher. Students gravitated to artifacts that made sense to them, and the implication is that students need agency in opportunities to use artifacts and have interactions with rules and the community to make meaning of complex mathematical ideas. 

This paper uses interaction analysis to examine an episode moment-by-moment of how a group of educators recognized and acknowledged that a specific design decision could be harmful for a historically marginalized population of students enrolled in the district. However, once a key change was made to be more culturally responsive and considerate, new and unexpected pedagogical challenges appeared. This case serves to illustrate some of the unexpected tensions that can appear in real-time when unanticipated questions about cultural relevance are foregrounded during lesson and materials co-design. It also serves as a reminder that educational technologies are not “race” neutral. 

The paper describes an intervention to support teachers and paraprofessionals to integrate mathematics and computer science. Expansive Framing is the theoretical framework used to support transfer. It might help to communicate clearly the connections between mathematics and computer science and how EF supports in making these connections. A couple of examples might help the reader understand what expansive framing means in the context of the problems and communicate the efficacy of the approach and limitations if any. It does add value to the discussions. This paper describes the engagement of teams to co-design of curriculum, drawing on Expansive Framing theory to encourage transfer of learning. Preliminary results are reported on the value of EF when clearly explicated in the lesson plans. This paper will be a valuable inclusion in this TSG. In reviewing this paper, check word and page length to adhere to template; if possible, it would be good to consider implications of your work with reference to scalability and sustainability.