Preparing Interventionists via Telepractice in Incidental Teaching for Children with Autism

Telepractice has emerged as a potentially effective means of preparing parents and educators as interventionists for children with autism spectrum disorder (ASD). The purpose of this study was to evaluate the use of telepractice to train interventionists to implement incidental teaching with preschool children with ASD. Three interventionists were taught to implement incidental teaching using a telepractice training package consisting of an online module, self-evaluation, and delayed performance feedback delivered via videoconferencing. A single-case multiple-baseline across-participant design was employed to evaluate the effects of the telepractice training package on interventionist acquisition and maintenance of incidental teaching. The distal effects of interventionist implementation of incidental teaching on child mands were also evaluated. Results showed that following the telepractice training program, interventionist implementation fidelity improved and child mands increased. Within six telepractice sessions, all interventionists reached the preset performance criteria of four consecutive sessions above 90 % fidelity. Changes in interventionist and child behaviors maintained at 2- and 4-week follow-up sessions. Taken together, these results suggest that telepractice is a promising method of providing instruction in incidental teaching to interventionists of young children with ASD.     

Neural correlates of variable working memory load across adult age and skill: dissociative patterns within the fronto-parietal network

We examined neural changes related to variations in working memory load by using an n -back task with three levels and functional magnetic resonance imaging. Younger adults were divided into high- and low-performing groups (Young-High; Young-Low) and compared with older adults. Relative to Young-High, capacity-constraints in working memory were apparent between load 1–2 for the elderly and between load 2–3 for Young-Low. Capacity-constraints in neural activity followed this pattern by showing a monotonically increasing response in parietal cortex and thalamus for Young-High, whereas activity leveled off at 1-back for the elderly and at 2-back for Young-Low. The response in dorsal frontal cortex followed a similar pattern with the addition that the magnitude of activation differed within capacity limitations (Old > Young at 1-back; Young-Low > Young-High at 2-back). These findings indicate that an important determinant of WM capacity is the ability to keep the frontal cortex adequately engaged in relation to current task demands.     

Electrophysiological indices of memory for temporal order in early childhood: implications for the development of recollection

The ability to recall contextual details associated with an event begins to develop in the first year of life, yet adult levels of recall are not reached until early adolescence. Dual‐process models of memory suggest that the distinct retrieval process that supports the recall of such contextual information is recollection. In the present investigation, we used both behavioral and electrophysiological measures to assess the development of memory for contextual details, as indexed by memory for temporal order, in early childhood. Results revealed age‐related improvements in memory for temporal order despite similar levels of memory for the individual items themselves. Furthermore, this pattern of recall was associated with specific components in the electrophysiological response. Consistent with electrophysiological research in adults, distributed, positive‐going activity late in the waveform was associated with increases in recall of contextual details and the development of recollective processes.     

The generation effect: Further tests of the lexical activation hypothesis

Three experiments compared recognition memory for word versus nonword responses when they had been either read or generated using a rhyme rule and either a word or nonword stimulus. That is, either the wordshop or the nonwordthop was generated from either the wordchop or the nonwordphop. In Experiment 1, the lexicality of the stimulus and response terms was manipulated orthogonally between subjects; in Experiments 2 and 3, it was manipulated orthogonally within subjects. In Experiment 3, subjects also made a lexical (word-nonword) decision about each response term after it had been read or generated. In all three experiments, memory performance was better for generated than read responses. This generation effect occurred only if the response term was a word, regardless of whether the stimulus term was a word or a nonword. These results are discussed in terms of the roles that lexical memory and response unitization play in the generation effect.     

The role of binocular information in ball catching

The role of binocular vision in a ball-catching task involving spatial uncertainty was examined in three experiments. In all three experiments, subjects' catching performance was evaluated during monocular and binocular viewing, in normal room lighting and in complete darkness with a luminescent ball. Subjects' performance was found to be significantly better with binocular than with monocular vision, especially under normal lighting conditions. In the second and third experiments, catching performance was evaluated in the presence of minimal visual frames, consisting of a series of light-emitting diodes (LEDs). In Experiment 2, the visual frame consisted of a single plane of LEDs, whereas in Experiment 3, the visual frame consisted of two planes of LEDs. Catching performance was found to be significantly better with the visual frame than in complete darkness, but this was true only for binocular viewing. This result supports the hypothesis that binocular convergence is used to scale perceived space and that this information enables subjects to contact the ball successfully. It was further found that postural sway varied between lighting conditions and that less sway was accompanied by higher performance. There was no effect of binocular viewing in this respect. In general, the results suggest two additive effects of viewing conditions: a direct effect of binocular vision on ball catching and an indirect effect of lighting on postural stability, which, in turn, affects catching performance.     

A direct comparison of recognition failure rates for recallable names in episodic and semanticmemory tests

In an extension of Muter’s (1978) research, subjects studied pairs of lowercase cues and uppercase targets consisting of famous names (e.g., betsy ROSS), nonfamous names (e.g., edwin CONWAY), weakly related words (e.g., grasp BABY), and unrelated words (e.g., art GO). Following recognition tests in which surname and word targets were tested in the absence of their cues, cued recall tests for the surname and word targets were given. In semantic recognition and recall tests, the response to a surname was to be made solely on the basis of its fame, regardless of whether or not it had appeared in the study list. In episodic memory tests, the response to a surname was to be made solely on the basis of whether or not it had appeared in the study list, regardless of its fame. In all tests, the response to a nonname was to be made solely on the basis of whether or not it had appeared in the study list. The Tulving-Wiseman (1975) function accurately predicted recognition failure rates for famous surnames, whether or not they were from the study list and whether the test was episodic or semantic, and for targets from the weakly relatedword pairs. However, recognition failure rates were lower than the Tulving-Wiseman function predicted for nonfamous surnames in the episodic memory test and for targets from unrelated word pairs. Discussion focused on these results’ implications for the nature of the Tulving-Wiseman function and the psychological reality of the episodic-semantic memory distinction.     

On obtaining episodic priming in a lexical decision task following paired-associate learning

In four experiments, subjects made lexical (word-nonword) decisions to target letter strings after studying paired associates. In this lexical decision test, word targets previously studied as response terms in the paired associates were preceded at a 150-ms and/or 950-ms stimulus onset asynchrony (SOA) by one of various subsets of the following six types of primes: a neutral (XXX or ready) prime, a semantically unrelated word prime episodically related to the target through its having been previously studied in the same pair, a semantically related word prime previously studied in a pair with some other unrelated word, a semantically unrelated word prime previously studied in a pair with some other unrelated word, a nonstudied semantically related word prime, and a nonstudied semantically unrelated word prime. At the 950-ms SOA, facilitation of lexical decisions produced by the episodically related primes was greater in test lists in which there were no 150-ms SOA trials intermixed, no previously studied semantically related primes, and no studied nonword targets. At the 150-ms SOA, facilitation from episodic priming was greater in test lists in which there were no semantically related primes and all studied word targets and no studied nonword targets. Facilitation effects from semantically related primes were small in magnitude and occurred inconsistently. Discussion focused on the implications these results have for the episodic-semantic memory distinction and the automaticity of episodic and semantic priming effects.     

Reading “glasses” will prime “vision,” but reading a pair of “glasses” will not

In a lexical decision task with two primes and a target, the target was preceded 300 msec by the second prime (P2) which in turn was preceded by a brief forward and backward masked first prime (P1). When P1 and P2 were unrelated, reaction times were faster when the target was related to P2 (e.g.,wave SALT ... pepper) than when the target was unrelated to P2 (and P1—e.g.,wave LOAN ... pepper). However, this semantic priming effect was reduced to statistically nonsignificant levels when P1 and P2 were repetitions of the same word. That is, priming did not occur forsalt SALT ... pepper relative toloan LOAN ... pepper. This reduction in priming was observed whether P2 and the target were strongly or weakly related. These findings raise problems for current accounts of semantic priming.