ALMA observations with angular resolution in the range ∼20–200 mas demonstrate that emission at 268.149 and 262.898 GHz in the (0,2,0) and (0,1,0) vibrationally excited states of water are widespread in the inner envelope of O-rich AGB stars and red supergiants. These transitions are either quasi-thermally excited, in which case they can be used to estimate the molecular column density, or show signs of maser emission with a brightness temperature of ∼103–107 K in a few stars. The highest spatial resolution observations probe the inner few stellar radii environment, up to ∼10–12 R* in general, while the mid resolution data probe more thermally excited gas at larger extents. In several stars, high velocity components are observed at 268.149 GHz which may be caused by the kinematic perturbations induced by a companion. Radiative transfer models of water are revisited to specify the physical conditions leading to 268.149 and 262.898 GHz maser excitation.

To assess the burden of respiratory virus coinfections with severe acute respiratory coronavirus virus 2 (SARS-CoV-2), this study reviewed 4,818 specimens positive for SARS-CoV-2 and tested using respiratory virus multiplex testing. Coinfections with SARS-CoV-2 were uncommon (2.8%), with enterovirus or rhinovirus as the most prevalent target (88.1%). Respiratory virus coinfection with SARS-CoV-2 remains low 1 year into the coronavirus disease 2019 (COVID-19) pandemic.

Social-emotional learning (SEL) is key to student success. Teachers can effectively implement SEL programs to a variety of school populations, with demonstrated improvements in emotional, social, and academic outcomes. Research also suggests that SEL for students on the autism spectrum can result in improved outcomes. Although social-emotional difficulties are core characteristics of autism, there is a dearth of research identifying the SEL needs for high school students on the autism spectrum and how to meet these needs. The aim of this preliminary qualitative study was to explore teachers’ perceptions of SEL needs in a high school setting with adolescents on the autism spectrum. A focus group was conducted with 8 experienced teachers from mainstream and special needs settings. The thematic analysis identified 3 themes: (a) SEL needs of students on the autism spectrum, (b) teaching SEL in high school settings, and (c) gaps in SEL. The study also revealed suggestions for how a SEL program could be developed so that it best meets the needs of the teachers who would be implementing it. Outcomes from this study provide important insights into SEL in adolescents on the autism spectrum in special education and have practical implications for intervention models.

OBJECTIVES/GOALS: Although their 5-year survival >90%, young patients with HL face tradeoffs between near-term disease control and risk of treatment-related adverse effects decades later, so we seek to understand what patients and clinicians value in HL treatment decisions. METHODS/STUDY POPULATION: Leveraging our access to large cohorts of physicians, HL patients/survivors, and caregivers, we will use adaptive choice-based conjoint analysis (ACBC) to elicit treatment preferences when offered scenarios that incorporate tradeoffs, e.g., would a patient rather live 20 years with 10% risk of second malignancy or live 40 years with 30% of second malignancy. To reduce survey fatigue, prior choice responses limit subsequent scenarios. Through ACBC, we will identify variations in preferences and the importance of disease outcomes, treatment characteristics, and late effects for HL by respondent type. RESULTS/ANTICIPATED RESULTS: The goal is a final sample of 200 physicians and 200 patients/caregivers. We will collect demographics from physicians (age, type of physician, years practicing, type of practice, gender, and geography) and patients/caregivers (age at diagnosis, time since treatment, race, gender, smoker, education). We will ask questions about values of disease outcomes, late effects (second cancers, cardiac disease, chronic fatigue and neuropathy), and treatment characteristics (uncertainty of late effects, salvageability). Results will include utilities about participants views on disease-control and late effects. We anticipate participants to value disease control over late effects. DISCUSSION/SIGNIFICANCE OF IMPACT: Our study will elicit how physicians and patients/caregivers value treatment tradeoffs for HL. In an era of multiple treatment choices with varying short- and long-term benefits and harms, identifying values and preferences become critical for patient-centered treatment decisions.

Auditory processing and spoken word recognition difficulties have been observed in Specific Language Impairment (SLI), raising the possibility that auditory perceptual deficits disrupt word recognition and, in turn, phonological processing and oral language. In this study, fifty-seven kindergarten children with SLI and fifty-three language-typical age-matched controls were assessed with a speech-gating task to measure spoken word recognition, psychophysical tasks to measure auditory Frequency Modulation (FM) detection and Frequency Discrimination (FD), and standardized psychometric tests of phonological processing and oral language. As a group, children with SLI took significantly longer than language-typical controls to recognize words with high neighborhood density, perhaps reflecting subpar phonological representations. FM, but not FD, was significantly worse in SLI. However, while both poorer speech-gating performance and poorer auditory thresholds (FM) were evident in SLI, spoken word recognition did not mediate any relation between auditory perception and either phonological processing or oral language.

An in-depth exploration of the associations of two aspects of morphological awareness in Chinese—homophone awareness and lexical compounding awareness—to Chinese word reading and vocabulary knowledge was the primary focus of the present study. Among 154 9-year-old Hong Kong Chinese children, both lexical compounding and homophone awareness were significantly associated with word reading (r = .54 for compounding, r = .38 for homophones) and vocabulary knowledge (r = .41 for compounding, r = .53 for homophones). However, with autoregressors additionally statistically controlled, homophone awareness remained uniquely associated with vocabulary but not word reading; lexical compounding was uniquely associated with both word reading and vocabulary. Path analyses best illustrated this pattern. Both morphological awareness constructs are likely bidirectionally associated with word reading and vocabulary knowledge. However, homophone awareness is more centrally associated with vocabulary knowledge because it taps specific, existing morpheme knowledge. In contrast, lexical compounding requires structural understanding of one's language, which seems to be helpful for both learning to read and vocabulary acquisition in Chinese.

To express object transfer, Cantonese-speakers use a ‘ditransitive’ ([V–R–T] or [V–T–R] where V=Verb, T=Theme, R=Recipient), or a more complex prepositional/serial-verb (P/SV) construction. Clausal elements in Cantonese datives can be optional (resulting in ‘full’ versus ‘non-full’ forms) or appear in variant orders (full non-canonical and full canonical). We report on usage of dative constructions with the word bei2 ‘to give’ in 86 parents and 53 three-year-old children during conversations. The parents used more P/SV than ditransitive bei2-datives, and vice versa for the children. Both groups showed a similar usage pattern of optional elements and variant structures in their ditransitive and P/SV bei2-datives. The roles of multiple construction types, optional elements and variant structures in children's learning of bei2-dative constructions are described.

Understanding how words are created is potentially a key component to being able to learn and understand new vocabulary words. However, research on morphological awareness is relatively rare. In this study, over 660 preschool-aged children from three language groups (Cantonese, Mandarin, and Korean speakers) in which compounding morphology is highly prevalent were tested on their abilities to manipulate familiar morphemes to create novel compound words as well as on a variety of early language and reasoning measures twice over the span of 9 months to 1 year. With Time 1 vocabulary knowledge, phonological processing, and reasoning skills controlled, morphological awareness predicted unique variance in Time 2 vocabulary knowledge across languages. Across languages, vocabulary knowledge also predicted unique variance in subsequent morphological awareness, with Time 1 morphological awareness controlled. Findings underscore the bidirectional bootstrapping of morphological awareness and vocabulary acquisition for languages in which lexical compounding is prominent, and suggest that morphological awareness may be practically important in predicting and fostering children's early vocabulary learning.

The production of passive sentences by children with specific language impairment (SLI) was studied in two languages, English and Cantonese. In both languages, the word order required for passive sentences differs from the word order used for active sentences. However, English and Cantonese passive sentences are quite different in other respects. We found that English-speaking children with SLI were less proficient than both same-age and younger typically developing peers in the use of passives, although difficulty could not be attributed to word order or a reliance on active sentences. Cantonese-speaking children with SLI proved less capable than same-age peers in their use of passive sentences but at least as proficient as younger peers. The implications of these cross-linguistic differences are discussed.

The ability to make clear reference in connected discourse was examined in children learning Cantonese, a Chinese language where noun phrase constituents, whatever their grammatical role, are omissible from sentences under discourse conditions that are not well-understood. Forty-three typically developing children aged 3;0, 5;0, 7;0 and 12;0 told 16 stories based on picture sequences. A panel of adult native Cantonese speakers was asked to judge the referential adequacy of each child's stories by identifying the character the child was talking about in 32 targeted referential acts. The targeted acts were of three sorts: MAINTENANCE of a known character, INTRODUCTION of a second new character, and REINTRODUCTION of a known character. Reference was judged to be adequate when 3 out of 4 ‘listeners’ could successfully identify the character. Children's referential expressions were most adequate for Maintenance, less adequate for Introduction, and least adequate for Reintroduction. The twelve- and seven-year-olds approached ceiling on all three functions. The five-year-olds scored poorly on Reintroduction, and the three-year-olds failed both Introduction and Reintroduction, despite knowledge of at least one of the possible linguistic forms required for these acts as evidenced in a sentence imitation task. Viewed within the framework of Levelt's (1989) discourse model, the data improve our understanding of the developmental period during which children learn to make appropriate presuppositions about the listener's knowledge and attentional states.