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This study aimed to examine how structural ableism affects autistic learners by collecting first-person perspectives of current and former autistic students about how their school experiences shaped their ability to self-advocate. In addition, the study aimed to further highlight autistic perspectives by incorporating a community-participatory research design, which consisted of a primarily autistic research team. Participants consisted of 19 autistic adolescents and adults who represented a wide array of intersectional sociodemographic identities. Participants were engaged in a 90-min semi-structured interview to discuss their school experiences. Interviews were analyzed qualitatively and inductively through a critical constructivist approach to grounded theory. Data analysis highlighted many structural barriers to autistic self-advocacy for our participants. These barriers were described within six distinct domains which emerged as themes in our analysis: erasure, conformity, isolation, oppression, hidden expectations, and authority. This qualitative, community-participatory research study exposes the degree to which systems-level ableism exists within US K-12 systems. Specifically, our participants emphasized ableism that went beyond the individual or interpersonal level. We conclude with a series of recommendations on how to combat these manifestations of ableism in schools.Lay summaryThe goal of this study was to ask current and former autistic students about their school experiences and self-advocacy. Self-advocacy means being able to ask for what you need and to make your own choices. Nineteen autistic students were interviewed about self-advocacy at school. These autistic students told the research team that schools often made it hard for them to self-advocate. They also told the research team that schools were ableist, meaning that they did not respect the rights of disabled people. This study is important because it shows ways in which schools do not support autistic people and recommends ways for schools to treat autistic people better. This study is also important because the research team was mostly autistic. The expertise of autistic researchers on our team helped us create research that highlights autistic people's voices.

Though studies have highlighted the effect of social information (i.e., verbal messages/preaching and social modeling) on children's moral reasoning and behaviors, the simultaneous presentation of two contradictory social messages has yet to be studied in the moral context. Parents, as primary socializers, often provide conflicting information about honesty and lie-telling, yet how this incongruence influences children's moral reasoning remains unclear. Using moral vignettes, this study investigated the influence of congruent and incongruent social information from a parent on children's moral evaluations and beliefs. Participants were 127 children (age range: 5-12 years, M = 116.46 months, SD = 24.85). Children's moral evaluations of vignette parents were significantly influenced by whether the parent told a lie or told the truth, and whether their words and actions were consistent. However, children's trust evaluations of parents were only significantly influenced by parents' moral behaviors. Findings indicate that when both verbal and behavioral information from parents are presented, they influence aspects of children's moral reasoning in distinct ways. In cases of verbal-behavioral inconsistency, most children found parents' moral behaviors to be more salient than the verbal messages they shared about honesty and lie-telling. Results also highlight the importance that everyday parent-child interactions may have for informing not only children's moral reasoning, and likely their own future moral behaviors, but also how children view their parents.

Body ownership (the perception of the body as belonging to oneself) and body spatial perception arise from multisensory integration and can be altered by body illusions (e.g., Rubber Hand Illusion, RHI). In the RHI, synchronous visuo-tactile stimulation elicits ownership over a fake hand and shifts the perceived real hand position (Proprioceptive Drift). This study investigated whether altering body spatial predictions through verbal manipulation affects ownership in a virtual RHI (vRHI). In the Misleading Information Condition, participants were told their hand would be moved closer to the virtual hand. In the Correct Information Condition (Control Condition), participants were told their hand would be moved and then put back in its original position. Embodiment and perceived hand position were assessed at baseline (T0), after verbal manipulation (T1), and after vRHI induction (T2). Results showed that verbal manipulation altered spatial predictions: in the Misleading Information Condition, proprioceptive drift at T1 increased. However, after the vRHI, the drift was lower in the Misleading Information Condition than in the Control condition. Embodiment increased only after the vRHI. Thus, manipulating spatial predictions influenced hand position but not embodiment, revealing top-down modulation of body spatial perception. In contrast, multisensory illusion affected perceived position and embodiment, independently of prior verbal manipulations, suggesting a possible distinction between these processes. The online version contains supplementary material available at 10.1007/s00426-026-02271-z.

Since September 21, 2023, Government Accountability Project, a whistleblower protection and advocacy organization, has been investigating the federal response to the February 2023 Norfolk Southern train derailment in East Palestine, Ohio. Through resident accounts, Freedom of Information Act requests, and whistleblower disclosures, the organization has revealed contradictory information and actions from the federal government with drastic public health impacts while residents continue to suffer from serious health conditions which they were originally told were not going to be a concern. One whistleblower, certified industrial hygienist Stephen Petty, has been a critical asset to the investigation. Though he was originally hired by the plaintiffs' attorneys to conduct testing in East Palestine, he encountered discrepancies in the Environmental Protection Agency's post-disaster response protocol and, consequently, the data it collected. Petty is not under discretion to share his testing results, but he has vindicated the testing results of independent scientist whistleblowers that have provided them with reason to believe that the effects of environmental contamination in East Palestine is much more serious than what government agencies and Norfolk Southern have told the public.

Restricted eating-where children eat less than 30 foods, eliminate whole food groups, or avoid mealtimes-has far-reaching consequences beyond nutrition. Due to this complexity, parents may seek help from multiple health professionals. Although literature reports on various supports, there is limited understanding of parents' experiences. This research aims to explore parents' perspectives on supports provided to children with disabilities who have been identified as restricted eaters. A constructivist qualitative design with reflexive inductive thematic analysis of semi-structured interviews with seven parents of children with restricted eating was employed. There was no consumer or community involvement in this study. Parents described factors impacting access to services and a variety of supports that can be described on two axes: (a) focus of support and (b) responsiveness of support. Parents highlighted that supports on the more responsive end of the continuum-where clinicians acknowledged parental expertise, adapted strategies to individual child needs, and attended to family context-were perceived as more helpful. Conversely, rigid or prescriptive approaches were often experienced as misaligned with their child's needs, increasing parental stress and reducing perceived usefulness. The findings of this study highlight a need to critically appraise standardised structured approaches. Recommendations have been made to support shifts in practice towards services that are family-centred, focussed on capacity building, and promote responsive approaches to mealtimes. Many children with disabilities have trouble eating. They may only eat a small number of foods or avoid entire food groups like vegetables or meat. When children eat less than 30 foods or do not eat food from all the food groups, this is called restricted eating. For children with disabilities, this often lasts longer than other children and can affect growth and how bodies work. These children may find it hard to eat with others and avoid family meals, missing out on important family time. Although we know about therapies to help these children, we do not know much about what parents think about these therapies. Understanding parents' views is important because they play a crucial role in children's lives. We interviewed seven parents about their children with disabilities who are restricted eaters. We asked about the therapy their children received and recorded everything they told us. We carefully analysed every word to understand parents' experiences. Parents described two approaches: Some therapists worked directly with children, whereas others worked with parents. They also told us about two different styles—some therapists used standard programmes for all children, whereas others created personalised plans for each child's specific needs. Our findings suggest that personalised approaches may work better than one‐size‐fits‐all rigidly structured programmes. We recommend therapists work closely with families to develop supports that fit each child's unique needs and family situation. This study provides important guidance to help therapists, children, and families to work together to support children's eating.

Editor's note: This article, from the October 1973 issue of AJN, details Ann Burgess and Lynda Lytle Holmstrom's research interviewing rape victims and establishing one of the first crisis counseling programs in the country. Groundbreaking at the time, it drew the attention of the FBI. As Burgess recently told AJN (see Conversations), Roy Hazelwood from the Behavioral Science Unit at the FBI Academy in Quantico, Virginia, was tasked with developing a curriculum for teaching rape investigation. At the end of one lecture, he asked if anyone knew anything about rape. A detective, who was also a nurse, told him she had recently read an article about rape in AJN. It was this article, and what followed, that led to Burgess teaching FBI investigators how to interview rape victims and eventually providing the methodology that served as the basis for profiling serial offenders.

When we believe something, we favor information supporting that belief, a myside bias. Despite decades of research showing its influence on reasoning, we lack a clear understanding of how context and age influence this bias. We examined how the presence versus absence of an argumentative context shifts information seeking in 484 participants aged 5-55. After making a prediction, participants were tasked with learning whether their prediction was correct or told that they would need to convince another person that their prediction was correct at the end of the experiment. Half were told that another person made a conflicting prediction; half received no information about the other person's beliefs. Participants selected envelopes as information samples, containing information supporting or undermining their predictions. Having to convince someone in the future biased information seeking. This bias increased and changed across the lifespan: 5-year-olds selected positive information supporting their predictions. From age 11, participants selected a more balanced set of self-favoring evidence: positive information supporting their prediction and counterevidence undermining the alternative. The impact of a conflicting perspective depended on the goal. When the goal was convincing, conflict increased information seeking and slightly reduced the bias. When the goal was learning, conflict reduced information seeking and slightly increased the bias. In sum, we showed that myside bias is influenced by the presence of an argumentative context, that is, primarily by the aim of convincing someone in the future and to some extent by the presence of a conflicting perspective, and increases with age. (PsycInfo Database Record (c) 2026 APA, all rights reserved).

While the negative experience of intensive care delirium has been established in adults, paediatric delirium (PD) is increasingly being recognized internationally. Knowledge, however, is still lacking regarding the experience of delirium in critically ill children. Therefore, we wish to provide insight into the subjective experience of delirium to better understand the children's perspective and enable the development of strategies to support children and their parents during and after the delirium episode. We aimed to describe the lived experience of delirium in a paediatric intensive care unit survivor. Our research question was: How does a child make sense of delirium after critical illness? We interviewed 16-year-old Eric 10 months after discharge from the intensive care unit, using Frank's narrative theory to analyse Eric's narrative and performing thematic analysis to further interpret his experiences. We identified Eric's story as a Quest narrative. According to Frank's theory, Eric uses his narrative to understand his experiences and perhaps to help others. We identified the following themes: Being lost, being pursued, being paralysed, and being back. During delirium, Eric lost control of reality during delusions and hallucinations. He experienced being pursued, being paralysed, and finally regaining his sense of reality. After discharge, Eric told and retold his story to his mother. Together, they developed a version of the story that was used to develop strategies to deal with delirium in the event of future admissions. Similarly to adults, children experience the distress of delusions and hallucinations during ICU delirium. The adolescent in our case was able to reflect on and suggest explanations for his delusional experiences. Mother and child prepared strategies to manage delirium during future admissions.

Objects in scenes follow a hierarchical organization, with "scenes" at the top level, followed by "phrases", clusters of objects that share spatial and functional proximity. Within these phrases, "anchor" objects help predict the identity and location of smaller, dependent "local" objects. Previous research has shown that this hierarchy is reflected in the mental representations of objects in adults. The current study examined whether children's object representations already reflect this hierarchy. We implemented an odd-one-out task with 36 object images to collect pairwise similarity ratings from children ages 5 to 10 years. Two different groups of children received different similarity judgment instructions: One group received no explicit definition of similarity, but the other was told to base similarity on actions typically performed with the objects. We created a priori and data-driven scene hierarchy measures to evaluate how well they aligned with children's similarity judgments. Results showed that children's representations were clearly structured at the scene level, as indicated by strong effects in both hierarchy measures. In contrast, we found no reliable phrase-level effects and only a small data-driven object-type effect. Scene-level structure strengthened with age, whereas phrase- and object-type levels showed no reliable age-related change. Importantly, similarity patterns were highly comparable across both tasks, suggesting that children's object representations by default seem to be action based. These results suggest that children organize objects along the scene level of the hierarchy incorporating actions related to the objects in their representations, whereas finer-grained relations are more weakly represented and may be more difficult to detect reliably at this age.

Reinstating context from encoding to retrieval increases true recognition (e.g., testing object memory on reinstated versus switched background scenes), but context reinstatement also increases false recognition of similar objects (a "context reinstatement illusion"; see Doss et al., Psychological Science, 29, 914-925, 2018). Here we report three experiments extending these context reinstatement effects to semantically associated words (i.e., the Deese/Roediger-McDermott (DRM) false memory task), thereby demonstrating that the context illusion generalizes beyond the object pictures used in prior work. We found robust context reinstatement effects on both true and false recognition, even though participants were told that the encoding and retrieval context would not always match (Experiments 1 and 3). Moreover, context reinstatement boosted claims of "recollecting" details, thereby boosting the typical DRM illusion. By contrast, when we gave a stronger warning to avoid context as misleading (Experiment 2), context reinstatement effects on both true and false recognition were smaller and unreliable, suggesting that strategic attempts to minimize this illusion during retrieval came at the cost of context reinstatement's benefit to true recognition. Overall, our demonstration of a context reinstatement illusion using the DRM task provides another example of how context reinstatement can increase both true and false recognition. These results also provide new evidence that item-context conceptual associations can drive these misleading effects of context reinstatement during memory retrieval.

When someone says something is "okay," it is not always clear what they mean. It could mean they like it. It could mean they do not like it. To decide which interpretation is correct, we can use that speaker's past evaluative comments to determine their evaluative baseline and assess whether "okay" falls below or above it. Across two studies (N = 366), we examined whether children (aged 5-8) and adults do so. The always-likes character had a history of making positive evaluations. The never-likes character had a history of making negative evaluations. In Study 1, 7-year-olds and adults (but not 5-year-olds) more frequently inferred that the never-likes character liked the item compared to the always-likes character. In Study 2, after being explicitly told that "it's okay" could mean that the speaker liked or did not like the item, both 5- to 8-year-old children and adults more frequently inferred that the never-likes character liked the item compared to the always-likes character. With increasing age, participants' tendency to interpret "it's okay" positively decreased across conditions. These results contribute to our understanding of how children and adults make sense of ambiguous statements in evaluative contexts. (PsycInfo Database Record (c) 2026 APA, all rights reserved).

There is a critical lack of exploration into the firsthand experiences of autistic children in the psychological literature. We sought to address this using baseline data from a wider mixed-methods study. A total of 136 autistic children (mean age = 10.35) completed an online questionnaire. Questions explored children's understanding of autism, their feelings about being autistic in different contexts and challenges experienced. Quantitative data revealed limited autism knowledge and understanding for some. Challenges included talking about being autistic and self-advocating for needs, especially with non-family members. Children generally recognised both strengths and challenges of being autistic, although concerns about feeling/being different were widespread, and masking common. Strikingly, although most children felt positive about being autistic at home, significantly fewer felt this to be true when around peers or teachers. Using reflexive thematic analysis, four main themes were developed: (1) overwhelming experiences, (2) unsafe people, (3) sanctuary and (4) autistic identity. Overall, the children felt safest at home with family and/or with autistic/neurodivergent/understanding friends, but most unsafe at school with their teachers and neurotypical peers, where victimisation was rife. These findings offer valuable insights into the lives of autistic children, and demand we explore how places of education can be transformed into safe spaces for autistic children.Lay abstractAutistic children are rarely asked directly about their own experiences. In this study, 136 autistic children (ages 8-14) shared their views through an online questionnaire. They were asked what being autistic means to them, how they feel about it and what challenges they face in different environments. Many said they knew little about autism, and most did not have the words to talk about being autistic or feel safe doing so. Talking was especially difficult outside the family; while over 60% felt comfortable with family, only 16.5% felt this way with other people. Children also told us how overwhelming everyday life can be. Noisy, crowded or unpredictable environments often caused distress or shutdown. Many described how strong emotions, especially anxiety, build up in these moments. Some lost the ability to speak, and tasks like decision-making or emotional regulation became especially hard and exhausting. School was often named as a major source of overwhelm. Children showed deep insight into the people around them. They were highly attuned to whether others, for example, friends, family, teachers or professionals, felt safe or unsafe. Feeling unsafe often meant being misunderstood, ignored or bullied. School peers were commonly described as sources of victimisation, and teachers as making children feel unsafe by not listening or misunderstanding their needs. When children did not trust those around them, they masked their autistic traits to avoid judgement. This came at a cost: many described exhaustion, loneliness or feeling like they had to hide who they really are. By contrast, home and trusted relationships, especially with neurodivergent family or friends, offered sanctuary. Children felt freer to be themselves, ask for what they need and talk about autism. Emergent positive autistic identities were evident in some children. These findings show autistic children are thoughtful, perceptive and deeply affected by their environments while simultaneously shining a bright light on the challenges growing up autistic in a neurotypical world. Their voices offer vital insights and a call to make schools and services safer, more respectful spaces.

It was in June 1995, that the first descriptions of FAS mutations in humans were published in Science[1] and then in Cell[2]. The patients presented with a non-malignant and non-infectious lymphoproliferative syndrome (splenomegaly and multifocal adenopathy), and autoimmune cytopenia (mainly autoimmune hemolytic anemia and thrombocytopenia). The term ALPS (for autoimmune lymphoproliferative syndrome) was then proposed and retained by the community. At that time, 15 years before the advent of NGS, the identification of monogenic causes of primary immune deficiency and dysregulation (PIDD) was carried out by laborious sequencing, by the Sanger technique, of candidate genes or by positional cloning when large families of patients were available. As far as I am concerned, the choice of FAS as a candidate gene was the result of several coincidences. My PhD project focused on the study of the T lymphocyte repertoire in the context of PIDDs and in particular HLA class II deficiency. I therefore spent long hours, in the company of a laboratory engineer, Françoise Selz, sorting the few CD4+ T and CD8+ T cells of patients with HLA-Class II deficiency. And during one of these long afternoons of sorting, she asked me what the disease was when there are a lot of T lymphocytes that are neither CD4 nor CD8. Facetious, I first told her that she had forgotten the antibodies, but I was quickly convinced by her results and that there were therefore patients with more than 50% of CD4-CD8- TcRab+ T cells circulating in the blood, now called double negative T cells (DNTs). The pediatricians remained without an answer, hesitating between overload disease and worrying lymphoproliferation. It so happens that at the same time I had on my desk the article by Prof. Shigekazu Nagata's team published in Nature describing Fas mutations in MRL-lpr/lpr and lprcg/lprcg mice[3]. These mouse lines were considered a model of lupus (because they develop immune complexes and associated renal disease). However, they also presented severe splenomegaly and adenopathy and especially their secondary lymphoid organs contained large proportions of unusual CD4-CD8- and B220+ T lymphocytes (a marker of B lymphocytes at that time). And that's how I decided to choose the FAS gene as a candidate gene in patients with lymphoproliferative syndrome, and identified the first FAS mutations[1]. The FAS gene was cloned in parallel by the group of Prof. S. Nagata in Japan4, and by that of Prof. P. Krammer in Germany5. It was quickly identified that this surface receptor, expressed in many cell types, could induce a programmed cell death signal called apoptosis, that was discovered in the seventies 6. In FAS-deficient mice as in FAS-mutated patients, in vitro activated T or B lymphocytes exhibited a deficit in the induction of apoptosis by FAS agonists. This therefore led to the pathophysiological rationale that FAS deficiency allows uncontrolled lymphoproliferation and the accumulation of lymphocytes in secondary lymphoid organs, thus explaining splenomegaly and adenopathy. Intuitively, this also leads to the survival of autoreactive lymphocytes and therefore to the appearance of autoimmune manifestations. A question that remains unanswered today is why ALPS-FAS patients develop autoimmunity overwhelmingly targeted against red blood cells and platelets. Organ-specific autoimmune manifestations or other systemic diseases are observed only anecdotally in the context of ALPS-FAS. In particular, anti-DNA antibodies and lupus manifestations are never found in ALPS-FAS patients. Does FAS play a particular role in the development of red blood cells and platelets, or their progenitors, so that abnormal development in these lineages particularly stimulates the immune system? Is this linked to a higher frequency of auto-antigens as a result of the high production of red blood cells and platelets? However, in about 1/3 of patients, lymphoproliferation is not associated with clinical or biological manifestations of autoimmunity. Genetic or epigenetic modifiers could possibly be associated. Thus, frequent polymorphisms could be associated either with induction (in 2/3 of patients) or protection (in 1/3 of patients) against autoimmune cytopenia. However, the validation of these frequent polymorphisms in the context of a rare disease, and therefore with cohorts limited in number, is akin to an insoluble statistical challenge. Another unanswered question is why, while FAS is expressed in almost all cells of the body, including neurons, the consequences of FAS deficiency are restricted to the adaptive immune system. Indeed, monocytosis or abnormal proliferation of neuronal or digestive tissues is never observed. The observation of complete remission and normal cognitive development and growth for more than 20 years of ALPS-FAS patients who received a hematopoietic stem cell transplant is further evidence of the non-redundant role of FAS in lymphocytes homeostasis and the existence of redundancy in other tissues7. This observation raises the question of its physiological role in other tissues.

In recent years, the relationship between olfaction and vision has received increasing attention. We combined psychology and art to investigate how two specific odors, strawberry and rose, influence visual perception, artistic expression, creativity, and object selection across two studies. In Study 1, 24 participants created paintings inspired by rose and strawberry odors. Sixty additional participants evaluated these paintings using seven semantic differential scales. In the final phase, another 60 participants rated the odors using the same scales. In Study 2, 60 participants were randomly assigned to one of three rooms: a strawberry-odorized room, a rose-odorized room, or a control room with no odor. Five artificial objects (strawberries, lemons, and roses) were placed on a table in each room. Without being told about the presence of odors, the participants were asked to select one object and paint it. Afterward, they reported the odor they perceived and selected the associated colors using a standardized color panel. This design aimed to determine whether specific odors influenced object selection and visual perception. Together, these experiments provide converging evidence suggesting consistent odor-color associations and indicate that odors may influence visual perception and object selection.

Charakacharya has told six different vamaka dravyas: Madanaphala, Jimutaka, Ikshwaku, Dhamargava, Vatsaka, and Krutavedhan. Out of these dravyas, Madanaphala is the most common dravya used for Vamana. To determine the average dose of Madanaphala Pippali churna for Vamana. It was found that 2-3 g is sufficient for the average dose Vamana. With this, dose Vamana is a comfortable procedure for Prakriti, age and gender.

Generalizations, such as "ducks are birds" and "ducks carry avian flu," are a common way of conveying information about the world, yet their implied prevalence-how broadly they should be applied-can vary widely. To interpret how broadly a generalization should be applied, listeners rely on prior knowledge. Listeners who have considerable experience ("experts") with the subject being discussed may thus interpret a generalization differently than those without such experience ("novices"). In the present study, we investigated the ways in which experts and novices differ in how they interpret generalizations, using the esport League of Legends as a cultural microcosm. In the process, we investigated the extent to which expert listeners discount generalizations with which they disagree. We found that novices tended to interpret generalizations more broadly than experts, with only experts adjusting their interpretations based on the context. We also investigated whether expert speakers, when addressing novices, avoid generalizations that novices are likely to interpret differently. In line with research investigating the curse of knowledge and the challenge of designing utterances for specific audiences, we found that speakers did not adjust their use of generalizations when explicitly told that their audience was inexperienced. Taken together, these results point to novice listeners interpreting generalizations as applying more broadly than expert speakers intend. Future research can help clarify the practical impact of such a mismatch by examining how generalizations are used in relation to speakers' and listeners' goals.

Iconic words, especially animal onomatopoeia, are more prevalent in infant- than adult-directed speech, possibly because iconicity bootstraps word learning. However, because infants may be unfamiliar with the sounds onomatopoeia imitate, it remains unclear whether this advantage reflects greater ease of learning. Across two experiments (2024-2025, Experiment 2-pre-registered), 111 children (69 male, 98 white, 55 18-month-olds, 56 3-year-olds) were randomly allocated to congruent or incongruent groups and told onomatopoeic names for toys that matched or mismatched animal-sounds the toys made. Children were tested on their learning of toys' names. Children learned congruent names significantly better (r ≈ .24); however, the effect was significant only for 3-year-olds. Thus, iconicity in onomatopoeia facilitates children's word learning, possibly more strongly for older children. Adults commonly use words that sound like what they mean when talking to infants. These words may help children learn language. Onomatopoeia, like “moo” or “woof,” are especially frequent, but it is unclear whether they help children learn words because children may not have heard the real sounds they are based on. We did two experiments with 111 children aged 18 months or 3 years. Children were taught new names for animal toys. For some, the name matched the sound the toy made; for others, it did not. Children, especially 3-year-olds, learned matching names more easily. This suggests that when adults use words that sound like what they mean, this supports word learning and may benefit older children most strongly.

This study aimed to describe the current hepatitis C virus (HCV) continuum of care and characterize the prevalence of HCV among Seattle-area people who inject drugs (PWID), including an assessment of changes between 2018 and 2022. Cross-sectional data from the 2018 and 2022 Seattle-area National HIV Behavioral Surveillance (NHBS) surveys of PWID was included in this study. All participants completed a biobehavioral survey and were offered rapid HIV and HCV antibody testing. Among those who screened HCV antibody-positive, we estimated proportions for steps along the HCV care continuum, including proportions of PWID who had previously been told they had HCV, were treated, and cured. The 2018 and 2022 NHBS-PWID surveys included 533 and 495 participants, respectively. In 2022, 61% (303/495) of PWID tested HCV antibody-positive, compared with 71% (376/533) in 2018. Among those who were HCV antibody-positive, prior HCV testing was common in both years [94% (95% CI: 91%-96%) in 2018; 92% (95% CI: 89%-95%) in 2022]. The proportion reporting prior HCV diagnosis increased from 68% (95% CI: 63%-72%) in 2018 to 71% (95% CI: 66%-76%) in 2022. Among those diagnosed, treatment rose from 26% (95% CI: 20%-31%) in 2018 to 47% (95% CI: 40%-54%) in 2022, and cure increased from 18% (95% CI: 14%-23%) in 2018 to 33% (95% CI: 27%-40%) in 2022. Compared to 2018, in 2022 the proportion of PWID with HCV in the Seattle area who had been treated and cured nearly doubled. Sustained investment in HCV diagnosis and treatment is needed to strengthen the HCV continuum of care.