A Precision Teaching program for basic math facts was designed for students in the 5th, 6th, and 7th grade level in a regular primary school. Forty-eight typically developing students who were nominated by their teacher as falling behind their classmates in multiplication and division participated. Following a randomization there were two groups of 24 each: one that received Precision Teaching and one that received treatment as usual. The Precision Teaching intervention was put in place for 20 minutes each school day of the week for eight weeks. Tests were performed before and after the program, and also at follow up which was one month after termination of the Precision Teaching intervention. The group receiving Precision Teaching improved more on the tests than did the group receiving "treatment as usual", i.e. the regular mathematic instruction. Furthermore, on an individual level, more students in the Precision Teaching group showed reliable improvement. This study adds to the knowledge of the efficacy and importance of Precision Teaching and mathematic performance monitoring.

Grocery stores are important settings to promote healthier food and beverage choices. The present paper aims at reviewing the effectiveness of different types of in-store interventions and how they impact sales of different product category in real grocery stores. Systematic search was conducted in six databases. In-store interventions were categorized according to the framework by Kraak et al. (2017) into one or more of eight interventions (e.g., place, profile, portion, pricing, promotion, healthy default picks, prompting and proximity). This systematic theme-based review follows the preferred reporting items for systematic reviews and meta-analyses (PRISMA) data screening and selection. Thirty-six studies were included in the qualitative synthesis and 30 studies were included in the meta-analysis, representing 72 combinations of in-store interventions. The analysis demonstrates that interventions overall had small significant effect size (ES) using Cohen’s d on food purchase behavior (d = 0.17, 95% CI [0.04, 0.09]), with largest ES for pricing (d = 0.21) and targeting fruits and vegetables (d = 0.28). Analysis of ES of in-store interventions show that pricing, and pricing combined with promotion and prompting, effectively impacted purchase behavior. Interventions significantly impacted both sales of healthy and unhealthy products and significantly increased sales of fruits and vegetables, healthy beverage and total volume of healthy products. Results should however be interpreted with some caution, given the relatively low quality of overall evidence and low number of studies and observations for some types of intervention. Further research exploring impact on different in-store interventions and targeting especially unhealthy products are needed.

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The Social Referencing Observational Scale (SoROS) is being developed to measure and detect deficits in social referencing skills in children between 2.6 and 5.0 years of age. This study is the first in the sequence, describing the first phases of development. First, three different scenarios designed to evoke social referencing behaviors were selected. We called the scenarios Fear, Pain, and Joy. In the pilot study, social referencing in 60 typical children was scored. Based on the data from the pilot study, the scoring system was refined and another 204 children were tested. We report descriptive data on social referencing in typical children across age and gender. Our main finding was that all children showed social referencing in that they first looked for cues in another person as for how to behave, and second behaved accordingly. This was the case across all three tested scenarios. Inter‐rater reliability for individual scoring behaviors in all three scenarios was good to high. The descriptive data for how typical children behave in these scenarios can provide the basis for detecting deficits in social referencing and for planning interventions.

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