Non-invasive prenatal diagnosis (NIPD) is a rapidly advancing approach that allows diagnostic testing based on analysis of cell free DNA in maternal plasma. This study aimed to explore the views of health professionals regarding the use of NIPD for BRCA1/2 mutations. Qualitative semi-structured interviews were conducted with eight participants. Whilst participants viewed NIPD in general as a positive step forward in prenatal testing, they were cautious about its use for BRCA testing. Significant ethical concerns emerged regarding testing prenatally for an adult onset condition, that is not fully penetrant, and the possibility of abrogating the rights of the future child to genetic autonomy. Nevertheless, participants did identify some situations whereby the test might be beneficial, such as for individuals with very negative and traumatic personal experiences of cancer desiring reassurance or wanting to prevent passing on the condition. NIPD was also seen as having benefits over invasive testing and pre-implantation genetic diagnosis, the only other options currently available to test prenatally for this condition. Exploring the views of a wider range of clinical specialties as well as patients at risk of hereditary breast cancer would be beneficial.

The purpose of this paper is to demonstrate and describe why alternating treatments design (ATD) researchers should consider employing a no-treatment series during the alternating treatments phase. To identify limitations associated with excluding this design element, we obtained examples of ATD studies published in five school psychology journals published over 10 years. Next we read, scored, and analyzed these articles with our primary focus being authors' isolated and comparative effectiveness conclusions. After taking into account authors' relative effec-

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THEACCURACY OF LANDMARK navigation can be improved by redundant measurements in conjunction with the use of a statistical data reduction method. This paper presents several statistical methods for this purpose, including sample mean, least square regression, and Kalman filtering methods. The measured quantities are bearings of landmarks whose positions are known. Each method is described in detail. An example is given to demonstrate and compare all methods. The Fortran programs used in the computation are included in an appendix.

School psychologists have been involved with developing and installing individual contingencies designed to remedy individual students' academic deficits. Group‐oriented contingencies can be applied to broader efforts designed to prevent learning problems class‐wide. Independent group‐oriented rewards are frequently used in school settings to enhance learning by rewarding strong academic performance (e.g., reward for each student who maintains a 90% average). Research suggests overreliance on these contingencies may not be educationally equitable because they may be less effective or ineffective in influencing the behavior and learning of students with weaker academic skills. Theoretical and applied research is analyzed which suggests that maintaining ubiquitous independent rewards and providing supplemental interdependent group‐oriented bonus rewards may allow educators to a) maintain their academic standards, b) enhance educational equity by improving learning in students who may not respond to typical independent group‐oriented rewards, and c) enhance classroom climates. Also, recommendations are provided that may allow educators to mitigate concerns over perceived unfairness associated with interdependent group‐oriented rewards.