BackgroundStem cells from adipose tissue offer a novel therapy for patients with damaged tissue. Stromal vascular fraction (SVF) injected into patients may reduce inflammation, promote healing, and repair damaged/scarred tissue. SVF can be isolated from fat (adipose) tissue in an outpatient procedure. The SVF population includes mesenchymal stem cells (MSCs), pericytes, endothelial/progenitor cells, fibroblasts and growth factors where the adipocyte (fat cell) population has been removed. Here we describe the use of SVF in the clinic for degenerative diseases in orthopedics, neurological conditions and systemic conditions in 676 patients.MethodsThis study demonstrated the strong safety profile from a multi-center analysis of SVF injection in treating various diseases. Approximately 60 mL of fat tissue was removed from the abdomen or flanks using a local tumescent liposuction procedure. The fat was separated via centrifuge to isolate the SVF and the cells were delivered intraarticularly, intravenously, intrathecally, or intradiscally directly into the same patient. All subjects were monitored for adverse events.ResultsThe procedure demonstrates exceptional patient safety, and the study underscores the safety of autologous stem cell therapy in general. Few adverse events were reported and were overwhelmingly of mild and transient nature, such as the expected soreness at the site of liposuction and occasional headache.ConclusionThe three deaths reported were most likely not related to the treatment but instead to the underlying disease. Our study demonstrates a strong safety profile with low complication rates.

Research suggests that students are more invested in behavior interventions when they are involved in the development process. Tier 2 behavior interventions in a positive behavior interventions and supports (PBIS) framework can be tailored to embed student involvement and meet individual student needs. The purpose of this article is threefold. First, it explores the importance of student involvement throughout the development and implementation of behavior interventions. Second, a case is made for embedding student involvement at the Tier 2 level of support. Finally, suggestions and examples are provided to aid educators and practitioners with improving student involvement in implementing several common Tier 2 interventions. Using this model can empower students to take charge of their own interventions, resulting in more meaningful learning experiences.

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