Analyzing mothers' speech to young autistic children: A methodological study

The development of a technique for analyzing mothers' speech to young children is described. The need for such a measure arose from two linked studies of autistic children, one comparing them with developmental dysphasic children and the other evaluating the results of a home-based approach to treatment. A 17-category system was developed which could encompass almost all the types of speech shown by mothers of young autistic and normal children and which differentiated between the speech used by different mothers in a way that was meaningfully related to the child's level of language development. The categories proved to be easily applicable and to show good inter-observer reliability. Tape-recordings made during home observations were found to be the best source of speech samples. The problems of time sampling, length and nature of speech sample, and observer effects are discussed.We are most grateful to our colleagues Dr. Lionel Hersov and Mr. William Yule for many helpful suggestions in developing the measures and for their comments on an earlier draft of the paper. The study is supported by a grant from the (British) Department of Health and Social Security.     

A Necessity for MAP Kinase Activation in Mammalian Spatial Learning

Although the biochemical mechanisms underlying learning and memory have not yet been fully elucidated, mounting evidence suggests that activation of protein kinases and phosphorylation of their downstream effectors plays a major role. Recent findings in our laboratory have shown a requirement for the mitogen-activated protein kinase (MAPK) cascade in hippocampal synaptic plasticity. Therefore, we used an inhibitor of MAPK activation, SL327, to test the role of the MAPK cascade in hippocampus-dependent learning in mice. SL327, which crosses the blood-brain barrier, was administered intraperitoneally at several concentrations to animals prior to cue and contextual fear conditioning. Administration of SL327 completely blocked contextual fear conditioning and significantly attenuated cue learning when measured 24 hr after training. To determine whether MAPK activation is required for spatial learning, we administered SL327 to mice prior to training in the Morris water maze. Animals treated with SL327 exhibited significant attenuation of water maze learning; they took significantly longer to find a hidden platform compared with vehicle-treated controls and also failed to use a selective search strategy during subsequent probe trials in which the platform was removed. These impairments cannot be attributed to nonspecific effects of the drug during the training phase; no deficit was seen in the visible platform task, and injection of SL327 following training produced no effect on the performance of these mice in the hidden platform task. These findings indicate that the MAPK cascade is required for spatial and contextual learning in mice.     

Treatment adherence among Latina female adolescent suicide attempters

Clinicians must identify factors among suicide-attempting adolescents and their families that increase treatment adherence. Researchers assessed a consecutive series of 140 disenfranchised Latina adolescents (ages 12-18 years) and their mothers presenting at a large urban emergency room after a suicide attempt by the adolescent. Adherence was examined as it related to service delivery, individual background characteristics, and psychosocial factors (current symptomatology, treatment attitudes). Each factor was found to predict adolescent treatment adherence. Adolescents receiving a specialized emergency room program, those with a diagnosis of disruptive behavior disorder, and those from single-parent households attended significantly more therapy sessions compared to their suicide-attempting peers receiving standard emergency room care. Adolescents with a diagnosis of anxiety disorders and those whose mothers reported more psychopathology and perceived more cohesive family relationships tended to attend significantly fewer treatment sessions. The implications for the delivery of emergency room interventions are discussed.     

Behavior problems in children with pure speech disorders and in children with combined speech and language disorders

Forty-six children with pure speech disorders and 53 children with disorders of both speech and language were rated by parents and teachers for behavioral problems. Both parents and teachers rated the speech- and language-disordered children as having more severe and more frequent behavioral abnormalities,particularly hyperactive behaviors and developmental problems. Somatic complaints were more pronounced in the pure speech group. Conduct disorders,emotional problems, and poor relationships did not distinguish between the two groups. The importance of these findings for speech therapists and individuals working with speech- or language-impaired children is discussed.     

The Logic of Dominance Reasoning

The logic of dominance arguments is analyzed using two different kinds of conditionals: indicative (epistemic) and subjunctive (counter‐factual). It is shown that on the indicative interpretation an assumtion of independence is needed for a dominance argument to go through. It is also shown that on the subjunctive interpretation no assumption of independence is needed once the standard premises of the dominance argument are true, but that independence plays an important role in arguing for the truth of the premises of the dominance argument. A key feature of the analysis is the interpretation of the doubly conditional comparative "I will get a better outcome if A than if B" which is taken to have the structure "(the outcome if A) is better than (the outcome if B)".     

Assessment of Developed General Intellectual Ability with Nonverbal Measures

A canonical correlation analysis was performed between two measures of general intellectual ability: The D. 48 Test and the Standard Progressive Matrices were taken as one set of variables, and general scholastic ability, verbal and quantitative ability, English and mathematics achievement, time spent in school, and ethnic/cultural group membership were used as the second set of variables. Subjects were 180 girls attending a large urban parochial high school. The D. 48 Test performances made a substantial contribution to the first canonical variate associated with the only significant canonical correlation; quantitative ability performances made a substantial contribution to the second variate. Matrices performances and performances in mathematics achievement and general scholastic ability made lesser contributions to their respective variates.