Takuto Nakamura

Aims: To develop and validate the 12-item short form of the Participation Questionnaire for Preschoolers (PQP-12). Methods: In a cross-sectional study (n = 164 aged 3-6 years), 12 items (three per factor) were selected based on item-total correlations while retaining the four-factor structure; confirmatory factor, internal consistency, and construct validity analyses were conducted. In a cohort study (n = 275 aged 5-6 years), confirmatory factor and internal consistency analyses were reperformed in an independent sample, and test-retest reliability (intraclass correlation coefficients [ICCs]), measurement error (standard error of measurement [SEM], minimal detectable change [MDC]), and responsiveness were examined. Results: The four-factor model fit well in both samples (comparative fit index = 0.999/0.996) and was superior to the one-factor model. Cronbach's α was 0.75 and 0.80 (subscales: 0.46-0.92), with Factor 2's low value likely reflecting ceiling effects in the older sample. The PQP-12 correlated strongly with the original PQP (r = 0.86-0.95); 78% of construct-validity hypotheses and 80% of responsiveness hypotheses were supported. Test-retest reliability was good (ICC = 0.79-0.90), with SEM and MDC being reported. Conclusion: The PQP-12 preserves the original PQP's structure and measurement properties while reducing respondent burden.

Aim: Autistic children have a high but varied prevalence of internalizing and externalizing problems. This study aimed to identify the subtypes of internalizing and externalizing problems among autistic preschool children in Japan, examine their temporal stability, and investigate differences in participation in daily life and family outcomes across these subtypes. Methods: A prospective cohort study was conducted with 275 caregivers of autistic children aged 51–75 months. Internalizing and externalizing problems were assessed using the Strengths and Difficulties Questionnaire. Results: Latent transition analysis identified five subtypes: Low-symptom, High-emotional, Externalizing, Comorbid, and Peer-difficulty groups. Membership in the High-emotional and Externalizing groups was relatively stable over time, whereas the Peer-difficulty group showed frequent transitions to subtypes with higher levels of internalizing or externalizing problems. Significant differences in participation in daily life and family outcomes were observed across subtypes, but these patterns were inconsistent with a simple gradient of symptom levels. Conclusions: The novel findings that the temporal stability of subtype membership varied and that differences in participation in daily life and family outcomes were observed across the subtypes suggest that the heterogeneity of internalizing and externalizing problems may be associated with variations in children’s participation in daily life and family outcomes over time. Plain Language Summary: Autistic preschool children often experience emotional and behavioral difficulties, but the way these difficulties manifest varies widely across individuals. This study aimed to identify the patterns of these difficulties, examine how they change over time, and investigate how participation in daily life and family outcomes differ across autistic preschool children. We conducted a study with 275 caregivers of autistic children aged 4–6 years in Japan. From caregiver reports of children’s emotional and behavioral difficulties, five distinct patterns were identified: a group with mainly emotional difficulties, a group with mainly behavioral difficulties, a group with both types of difficulties, a group with relatively low levels of difficulties, and a group characterized primarily by peer-related difficulties. Our findings suggest that different patterns of emotional and behavioral difficulties are associated with differences in children’s participation in daily life and family outcomes. These differences could not be explained simply by the overall severity of difficulties but rather reflect distinct patterns based on the type of difficulty. The results indicate that autistic children face diverse difficulties that change over time.

Background: Interprofessional education (IPE) is a key strategy for enhancing collaboration and patient safety. While evidence for student populations is abundant, studies focusing on licensed physical therapists (PTs), occupational therapists (OTs), and speech-language pathologists (SLPs) remain limited. In contemporary rehabilitation practice, continuous IPE is increasingly important to address professional burnout and the growing complexity of patient needs. Objective: This scoping review aimed to systematically map and synthesize the educational formats, content domains, and reported outcomes of IPE programs specifically targeting licensed PTs, OTs, and SLPs. Methods: Following Joanna Briggs Institute and PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews) guidelines, we searched the PubMed, Web of Science, Cumulative Index to Nursing and Allied Health Literature, and Educational Resources Information Center databases through December 31, 2025. The eligibility criteria were based on the population, concept, and context framework, including peer-reviewed, English-language studies of licensed PTs, OTs, and SLPs (population) participating in structured IPE interventions (concept) within clinical or community settings (context). Studies focusing solely on students or prelicensure trainees were excluded. Following the screening of 3234 records by independent pairs of reviewers, 9 studies were ultimately selected for inclusion. Methodological quality was appraised using Joanna Briggs Institute critical appraisal checklists and the Mixed Methods Appraisal Tool. Data were synthesized using an evidence gap map to visualize research density across domains relative to established competency frameworks. Results: A total of 9 studies from Australia, the United States, Canada, and the Philippines were included, with sample sizes ranging from 8 to 197. Most used single-group pre-post or mixed methods designs; notably, no randomized controlled trials were identified. Methodological quality was generally high, though limited by the lack of control groups. Systematic mapping identified 7 educational formats, with lectures and discussions being the most dominant across all competency domains. Primary content domains included communication and role clarification. Specific successful interventions included pharmacist-led medication safety workshops and the Kawa model for team building. While participants reported immediate improvements in role understanding and collaborative confidence, simulation-based training showed inconsistent effects on long-term clinical behavior. A substantial evidence gap was identified in experiential learning approaches targeting collaborative leadership. Conclusions: This scoping review adds a novel perspective by focusing exclusively on licensed rehabilitation professionals (PTs, OTs, and SLPs), highlighting learning needs distinct from those of prelicensure students. It brings to the field a clearer understanding of a potential “leadership gap” and the current overreliance on didactic methods for experienced clinicians. Real-world implications suggest the need for health care institutions to transition toward systematic, practice-integrated IPE models that incorporate objective behavioral assessments. By addressing identified gaps in collaborative leadership and team functioning through longitudinal programs, health care institutions may contribute to more resilient team cultures, ultimately improving patient safety and the quality of rehabilitation care.

To develop a feasible methodology to observe the dynamics of element-specific electronic structures, collective excitations, and lattice structures, we are going to implement a time-resolved resonant electron energy-loss spectroscopy (TR-rEELS), which is expected to pave the way for exploring unconventional phenomena in quantum materials. Before the implementation, to determine the optimal parameters of the probe electron beam and to verify the feasibility of this methodology, we evaluated the profile and the space-charge effect of the pulsed electron beam with a kinetic energy less than 2 keV based on both simulation and experiment. By controlling the initial electron beam parameters, we realized an energy width less than 2 eV with a calculated temporal width of ∼30 ps, enabling the time-resolved measurement, while maintaining a sufficient signal-to-noise ratio, and, thus, showed the feasibility of TR-rEELS. An experimental demonstration result of TR-EELS using this apparatus is also introduced.

This study aimed to identify sensory subtypes in preschool children on the autism spectrum in Japan and examine their associations with participation and family functioning. A total of 264 caregivers of preschool children aged 3–6 years on the autism spectrum participated in the study. Data were collected from 56 child development centers and medical institutions across Japan. Sensory features were assessed using the Japanese version of the Short Sensory Profile, and five sensory subtypes were identified: Taste/Smell Sensitive, Extremely Atypical, Mixed Sensory, Gravitational Insecurity and Motor Difficulty, and Adaptive. These subtypes were associated with distinct participation restrictions, such as activities of daily living (ADL)-related challenges in the Mixed Sensory group, leisure-related difficulties in the Taste/Smell Sensitive group, and limitations across all domains in the Extremely Atypical group. Significant differences in family functioning were also observed in domains related to interaction with the external environment of the family, with the Extremely Atypical group showing support needs. These findings underscore the importance of developing tailored intervention strategies for each sensory subtype. Lay This study examined the impact of differences in sensory processing on the daily lives of preschool children with autism spectrum disorder in Japan, as well as how these differences influence their families. Caregivers of children aged 3–6 years from 56 centers and medical institutions took part in the study. Through a questionnaire, we identified five sensory types among the children: those sensitive to taste and smell, those with highly unusual sensory responses, those with a mix of sensory challenges, those struggling with balance and movement, and those with more adaptive sensory responses. Each sensory type encountered specific challenges in daily activities. For example, children with mixed sensory challenges had difficulties with basic tasks such as eating or dressing, while those sensitive to taste and smell faced challenges in leisure activities. Children with highly unusual sensory responses experienced difficulties in all areas of daily life. These challenges also impacted family dynamics, especially in how families engaged with their surroundings. Families of children with highly unusual sensory responses often required additional support. Our findings emphasize the necessity for personalized support and intervention strategies tailored to each child’s unique sensory subtype, which can enhance their participation in daily activities and promote their family’s well-being.

BACKGROUND Patient safety remains a global priority, with preventable adverse events—often caused by communication failures among healthcare professionals—posing serious risks. Interprofessional education (IPE) is a promising strategy to improve collaboration and communication, thereby enhancing care quality and patient outcomes. While IPE has been widely studied in student populations, limited evidence exists regarding its implementation and effectiveness for licensed rehabilitation professionals such as physical therapists (PTs), occupational therapists (OTs), and speech-language pathologists (SLPs). OBJECTIVE This scoping review aimed to comprehensively map the implementation, content, and effects of interprofessional education (IPE) targeting groups including licensed physical therapists (PTs), occupational therapists (OTs), and speech-language pathologists (SLPs). METHODS This scoping review was conducted following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for scoping review guidelines. Searches were performed using PubMed, Web of Science, CINAHL, MEDLINE, and ERIC databases, targeting studies published up to March 2024. The study population consisted of licensed PTs, OTs, and SLPs. Regarding concept, we targeted studies in which IPE was provided to groups with at least one licensed PT, OT, or SLP. Regarding context, we included studies reporting the effects of IPE in clinical settings. Controlled vocabulary (e.g., MeSH) for terms such as IPE, PT, OT, and SLP was used to develop the search strategy. Eight reviewers extracted data and identified eligible studies. RESULTS Of the 3,389 records identified, eight were included. Mapping revealed that IPE implementation primarily involved lectures, discussions, and team-based practices. The content covered theories and concepts, treatment, and workplace problem-solving. Regarding effects, the results demonstrated that IPE improved role understanding, collaboration skills, knowledge, and confidence in the long term. However, simulation training did not improve interprofessional attitudes or network expansion. CONCLUSIONS IPE targeting licensed PTs, OTs, and SLPs was structured in a way that combined multiple implementation methods to enable comprehensive learning, with the content adjusted to meet participant needs. Future studies should consider systematic reviews and meta-analyses to identify recommended combinations of IPE implementation and content. CLINICALTRIAL Not applicable.