Purpose To estimate lifetime risk of receiving an HIV diagnosis in the United States if existing infection rates continue. Methods We used mortality, census, and HIV surveillance data for 2010–2014 to calculate age-specific probabilities of an HIV diagnosis. The probabilities were applied to a hypothetical cohort of 10 million live births to estimate lifetime risk. Results Lifetime risk was 1 in 68 for males and 1 in 253 for females. Lifetime risk for men was 1 in 22 for blacks, 1 in 51 for Hispanic/Latinos, and 1 in 140 for whites; and for women was 1 in 54 for blacks, 1 in 256 for Hispanic/Latinas, and 1 in 941 for whites. By risk group, the highest risk was among men who have sex with men (1 in 6) and the lowest was among male heterosexuals (1 in 524). The majority of the states with the highest lifetime risk were in the south. Conclusions The estimates highlight different risks across populations and the need for continued improvements in prevention and treatment. They can also be used to communicate the risk of HIV infection and increase public awareness of HIV.

The Autism Treatment Survey was developed to identify strategies used in education of children with autism spectrum disorders (ASD) in Georgia. Respondents of the web-based survey included a representative sample of 185 teachers across the state, reporting on 226 children with ASD in grades preschool-12th. The top five strategies being used in Georgia (Gentle Teaching, sensory integration, cognitive behavioral modification, assistive technology, and Social Stories) are recognized as lacking a scientific basis for implementation. Analysis revealed the choice of strategies varied by grade level and classroom type (e.g., general education, special education). Results highlight clear implications for preservice and inservice educator training, and the need for continued research to document evidence-based strategy use in public schools for students with ASD.

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Training received by teachers of students with autism spectrum disorders (ASD) in one southern state was investigated. Teachers (n = 90) reported training received via an online version of the Autism Treatment Survey. The most common type of training reported was attendance at a full-or half-day workshop; fewer than 15% reported receiving training from teacher preparation programs at colleges or universities. The types of training received did not predict the use of evidence-based practices. Individual factors related to training were not significant for education level, years of teaching students with ASD, and type of class (i.e., general or special education). The need for an increased role for personnel preparation programs for teachers of students with ASD is discussed.