This prospective, observational study of acute stroke survivors was completed to report our clinical application of the Penetration-Aspiration Scale (PAS), an 8-point multidimensional assessment, used in conjunction with the Video Fluoroscopic Swallow Study (VFSS). In addition, we were interested in determining the association of PAS scores at admission, demographics and clinical characteristics with functional recovery (measured by the Functional Independence Measure [FIM]) at discharge from an inpatient rehabilitation hospital. There were thirty-five patients that met inclusion and consented. Out of the 35, 34 (97%) were successfully assessed with the PAS with VFSS. Multivariate regression model revealed that the PAS scores, sex, length of stay, and admission FIM scores were significantly associated with functional recovery at hospital discharge (all p values < .05). We conclude that the PAS was feasible to administer with VFSS and implement in our inpatient setting. The PAS provided information about the depth of the airway invasion, material remaining after the swallow, and the response to aspiration, which were not reported in a standardized way prior to this study. The association between the PAS and functional recovery at discharge suggests that stroke survivors with swallowing impairment have less functional improvement noted at discharge than those with better swallowing scores. Therefore, people with dysphagia may need additional services and care. Future research should determine if using the PAS can improve clinical practice and ensure consistency across care transitions (expansion), as those with dysphagia may need additional services and care.

Teacher professional development is critical because teachers play a pivotal role in students' positive learning experience in schools. In particular, teachers' systematic class goal-setting practice is important for their performance outcomes such as effective classroom management and student learning. This study investigates the effects of teachers' engagement in class goal-setting activities using strategies derived from Analysis, Design, Development, Implementation, and Evaluation (ADDIE) framework as a systematic guideline by exploring the relationship among the four variables: teachers' class goal-setting, their partnership with stakeholders, teacher effectiveness, and student satisfaction. By using Process analysis techniques to estimate the dual mediation model on data from 55 elementary school teachers and their 1790 students, the findings indicate the positive relationship between teachers' systematic efforts for their class goal setting and student satisfaction was fully and sequentially mediated by teachers' partnership activities with the stakeholders and perceived teacher effectiveness. The findings propose the importance of teachers' systematic goal-setting strategies in their classes, which can be developed for professional development opportunities leading to successful performance outcomes. The study also highlights the various indirect effects produced by teachers' engagement in class goal setting. The practical implications of the research as well as theoretical contributions for teachers are discussed.