Assessing and treating vocal stereotypy in children with autism

Previous research implies that stereotypic behavior tends to be maintained by the sensory consequences produced by engaging in the response. Few investigations, however, have focused on vocal stereotypy. The current study examined the noncommunicative vocalizations of 4 children with an autism spectrum disorder. First, functional analyses were conducted in an attempt to identify the function of each child's behavior. For each of the participants, it was found that vocal stereotypy was likely not maintained by the social consequences. Following assessment, response interruption and redirection (RIRD) was implemented in an ABAB design to determine whether vocal stereotypy could be successfully redirected. RIRD involved a teacher issuing a series of vocal demands the child readily complied with during regular academic programming. Vocal demands were presented contingent on the occurrence of vocal stereotypy and were continuously presented until the child complied with three consecutively issued demands without emitting vocal stereotypy. For each child, RIRD produced levels of vocal stereotypy substantially lower than those observed in baseline. For 3 of the children, an increase in appropriate communication was also observed. The children's teachers were trained to implement RIRD. Brief follow-up probes and anecdotal information implied that the treatment had a positive impact in the natural environment.     

A Latent Transition Model With Logistic Regression

Latent transition models increasingly include covariates that predict prevalence of latent classes at a given time or transition rates among classes over time. In many situations, the covariate of interest may be latent. This paper describes an approach for handling both manifest and latent covariates in a latent transition model. A Bayesian approach via Markov chain Monte Carlo (MCMC) is employed in order to achieve more robust estimates. A case example illustrating the model is provided using data on academic beliefs and achievement in a low-income sample of adolescents in the United States. This research was partially supported by the National Institute on Drug Abuse Grant 1-R03-DA021639. This research was partially supported by the National Institute on Drug Abuse Grant 1-P50-DA10075, The Methodology Center, The Pennsylvania State University. This research was partially supported by the National Institute of Mental Health funds as part of the Studying Diverse Lives research support program at the Henry A. Murray Research Archive, Institute for Quantitative Science, Harvard University.     

Individual and Contextual Factors Associated With School Connectedness in the Context of Counseling in Schools

School connectedness refers to students' beliefs that their peers and adults at school care about their learning and themselves as individuals. School connectedness has been widely documented as a significant predictor for positive student outcomes, yet little is known about factors associated with it as an outcome variable. Guided by the advocating student-within-environment framework situated with the social development model, this study explored individual and contextual factors associated with school connectedness among 1,201 students in Grades 4 to 8. Gender, ethnicity, grade level, and social skills were found to be significant individual factors, whereas school support for learning and acceptance of diversity were significant contextual factors. Together, the individual and contextual factors explained 47% of the variance in school connectedness. Our findings also revealed grade-related variability concerning associations between the factors and school connectedness. These findings provide further insights into fostering connectedness in the context of counseling in schools with consideration to students' developmental needs.     

Holistic but with reduced right-hemisphere involvement: The case of dyslexia in Chinese character recognition

Psychonomic Bulletin & Review - Recent research on visual object recognition has suggested that the right hemisphere can engage either holistic or part-based processing depending on whether the...     

Is the Third‐Person Effect Real? A Critical Examination of Rationales,Testing Methods,and Previous Findings of the Third‐Person Effect on Censorship Attitudes

Regarding the effect of the third‐person perception on censorship attitudes, the present study first highlighted logical weaknesses of previously proposed rationales and limitations of previously used statistical models to test the effect. This study reanalyzed data from past research on the effect of the third‐person perception. In Study 1, the average effects of the other‐self perceptual gap in the media influence on censorship attitudes were estimated based on reports from 13 previous studies (total N = 6,414). Study 2 reanalyzed Schmierbach, Boyle, Xu, and McLeod's (2011) correlational data (N = 692). The results of these two studies showed that the presumed effect on others is a stronger predictor of censorship attitudes than the other‐self differential in perceived media effect.     

健康、公正和全球性治理

卫生保健在国际水平上的不平等(这些不平等应视为不公正)要求实行全球性体制,依照全球公正的基本原则来实现人类基本的卫生保健需求.     

Evaluation of an Internet-short message service-based intervention for promoting physical activity in Hong Kong Chinese adolescent school children: a pilot study

Evaluation of acceptability and preliminary efficacy of an Internet and short message service (SMS) intervention for promoting physical activity (PA) in Hong Kong Chinese school children. An 8-week quasi-experimental study non-randomly assigned 78 school children (mean age=12.8 years) to (a) an intervention group that received a stage-matched, Internet PA program two times a week and tailored SMS messages daily; or (b) a no-treatment control. Data were collected from September 2008 until June 2009. Acceptability measures included exposure rate and participant's satisfaction. Efficacy measures were changes in stage of motivational readiness (SMR) and self-reported PA level. Intervention participants demonstrated significant pre-post increments in SMR (Z=-2.558, p=0.011) and self-reported PA level [F(1, 76)=4.50, p=0.04]. There was a non-significant trend between groups in both SMR (p=0.24) and PA (p=0.13). Despite the similar ratings of satisfaction between Internet (M=3.12±0.74) and SMS (M=3.12±0.84), participants displayed distinct patterns of exposure with 66% exhibiting a weekly login rate of 0.5 times/person and an average of 3.75 minutes/visit/person. In contrast, 79% of participants read an average of 1.3 SMS/person/week and 47% voluntarily replied to ～3.8 SMS/person. These findings demonstrate the acceptability and preliminary efficacy of an Internet-SMS-based intervention for promoting PA in Hong Kong school children. The divergent exposure rates between the Internet and SMS may be a unique pattern for adolescents in early SMR. Future research should be cognizant of the importance of SMR since it may influence utilization and/or adherence.     

Karl Barth and God in Creation: Towards an Interfaith Dialogue with Science and Religion

Is our neo-orthodox interpretation of Karl Barth correct? Does Barth's theology provide an opportunity to promote creative, equable dialog with natural science and religious pluralism? In this article, I contend that Barth's theological language of analogy, eschatology, nature, and Sabbath integrate with and complement scientific explanations.     

A comparison of panel designs with routing methods in the multistage test with the partial credit model

In this study, we compared panel designs applied with various routing methods in the multistage test (MST) based on the partial credit model in the context of classification testing. Simulations were performed to compare three routing methods and four panel structures. Conditions of two test lengths and three passing rates were also included. The results showed that, regardless of the routing method used, the same panel structure performed similarly in terms of the precision of the classification decision with the same test length condition. The longer test length produced higher accuracy, whereas the 50 % passing rate yielded the lowest accuracy. Finally, all MST conditions performed well in terms of test security.