This paper is a product of a working group of the Genomics and Population Health Action Collaborative, an ad hoc activity of the Roundtable on Genomics and Precision Health of the National Academies of Sciences, Engineering, and Medicine. The paper should not be viewed as a consensus statement of the Action Collaborative or Roundtable. The paper and the conclusions it draws are the individual opinions of the listed authors.

A widely used instructional method for teaching children with autism is Applied Behaviour Analysis (ABA), and a main component of ABA programming is discretetrials teaching (DTT). DTT is made up of a series of brief teaching trials, with each trial including an antecedent (e.g., an instruction from the teacher), a response from the child, and an immediate consequence (e.g., a reinforcer provided for a correct response). Using a modified multiple-baseline design across participants, Experiment 1 assessed the effectiveness of a DTT self-instructional package for teaching 4 pairs of newly-hired ABA tutors how to apply 21 components of DTT to teach 3 tasks to a confederate role-playing a child with autism. In Experiment 2, a group of 8 additional tutors were each independently presented with the same procedure. In both experiments, in Phase 1(baseline), tutors attempted to teach the 3 tasks to the confederate. In Phase 2 (manual), tutors mastered a 37-page self-instructional manual and once again attempted to teach the same 3 tasks to the confederate. Phase 3 was a within-subject AB design component. That is, if tutors did not meet a DTT mastery criterion of 80% after studying the manual in Phase 2, then they watched a brief video demonstration of a DTT expert teaching a task to a child role-playing a child with autism (Fazzio, 2007), and then once again attempted to teach the 3 tasks to the confederate. Across both experiments: a) The 16 tutors averaged 4.6 hours to master the self-instructional manual, and showed an average improvement in DTT accuracy of 32.2% from baseline; b) For the 13 tutors who did not meet the mastery criterion after reading the manual, their average DTT performance improved an additional 12% after watching the video; c) 13 of the 16 participants met mastery (3 after the manual and 10 after the manual plus video), and the other 3 tutors were very close to mastery. The results suggest that the training package is

Over the years, library collections have vastly changed due to an ever-growing presence of resources available online. Many libraries have experienced a dramatic decrease in the circulation of physical materials with the shift to online availability of materials. It is of great value to ensure that libraries are meeting the needs of their users and this can be accomplished by identifying their information seeking patterns. The aim of this article is to examine how faculty use the library and to identify what services and resources are of value to their work.

The Taubman Health Sciences Library (THL) is integrated in all four years of the University of Michigan Medical School (UMMS) curriculum. Information resources are introduced at strategic points throughout the curriculum so that students receive training at times when they are most likely to need the resource. Most of the core instruction sessions are taught in teams that consist of librarians and UMMS faculty, which provides unique learning opportunities for students. This article describes each THL instruction activity in the four-year undergraduate UMMS curriculum and provides commentary on the overall effectiveness of this integrated approach to instruction.