Observation of low-lying isomeric states in 136^{136}Cs: a new avenue for dark matter and solar neutrino detection in xenon detectors

We report on new measurements establishing the existence of low-lying isomeric states in $^{136}$Cs using $\gamma$ rays produced in $^{136}$Xe(p,n)$^{136}$Cs reactions. Two states with $\mathcal{O}(100)$~ns lifetimes are placed in the decay sequence of the $^{136}$Cs levels that are populated in charged-current interactions of solar neutrinos and fermionic dark matter with $^{136}$Xe. Xenon-based experiments can therefore exploit a delayed-coincidence tag of these interactions, greatly suppressing backgrounds to enable spectroscopic studies of solar neutrinos and dark matter.Comment: Supplemental material available upon request. Version accepted by Phys.Rev.Let

Communication Skills

Communication is a skill that influences the adaptive ability of an individual in every facet of life. The Adaptive Behavior Assessment System-II (ABAS-II) is designed to provide a comprehensive assessment of adaptive functioning and an assessment of the degree to which individuals, ages 0-89, independently display functional skills in everyday living. It assesses 10 adaptive skill areas, including communication, emphasizing the importance of this adaptive skill area. The communication items of the ABAS-II allow evaluators to assess the areas of receptive language, expressive language, and nonverbal communication and the use of these adaptive skills in everyday situations. This chapter provides a discussion of the ABAS-II as it relates to communication. A brief discussion of the definition and measurement of the communication adaptive skill area of the ABAS-II, additional communication assessments, and interventions connected to the ABAS-II and other assessments are provided. Finally, a case study example using the ABAS-II is also discussed. © 2008 Elsevier Inc. All rights reserved

Academic Achievement Profiles Of Children With High Functioning Autism And Asperger Syndrome: A Review Of The Literature

High functioning autism (HFA) and Asperger syndrome (AS) are foremost social disorders (Church, Alisanski, & Amanullah, 2000; Myles & Simpson, 2001) yet many students with HFA/AS experience difficulties with academic functioning Educators report difficulties in teaching and identifying appropriate educational interventions for children with HFA/AS. Research in the area of academic achievement of children with HFA/AS is in the stage of infancy and more research is needed (Prior, 2003). To address the need for development of appropriate academic interventions, several research studies have been conducted to determine the academic achievement profile of children with AS/HFA (Barnhill, Hagiwara, Smith Myles, & Simpson, 2000; Mayes & Calhoun, 2003a, 2003b, 2008; Goldstein, Minshew, & Siegel, 1994; Griswold, Barnhill, Smith Myles, Hagiwara, & Simpson, 2002; Minshew, Goldstein, Taylor, & Siegel, 1994). This article provides a synthesis of the literature on the academic achievement of students with HFA/AS from 1981 to the present to help determine if an academic profile for students with HFA/AS emerges. © Division on Developmental Disabilities

Using Opportunities To Respond In A General Education Classroom: A Case Study

In this study researchers examined a teacher\u27s use of opportunities to respond in a 5th grade general education classroom setting. Using an ABA single subject design, the effects of a choral responding procedure and increased rate of delivering questions with an elementary aged student identified as at-risk for emotional or behavior disorders were examined. Results indicated that when the teacher increased the rates of opportunities to respond, the student\u27s ontask behavior and correct responses increased, while the student\u27s disruptive behavior decreased. A discussion of limitations and future research directions is included

Parental Stress And Autism: Are There Useful Coping Strategies?

According to previous researchers, parents of children diagnosed with Autism Spectrum Disorders (ASD) consistently report more stress than parents of typically developing children or children with other developmental disorders (e.g., Down syndrome). This has peaked interest in the field in a related area, that being identifying the coping strategies parents use to deal with the stressors of rearing a child on the autism spectrum. The available literature on coping strategies primarily has focused on interviewing parents to find out what strategies they currently use and if these are effective, which has resulted in mixed findings. A selected synthesis of the stress literature pertaining to coping strategies is provided to highlight the high levels of reported stress already experienced by families of children with ASD and what strategies the parents report aid them in coping with the stress. This literature review is presented for two purposes: (a) highlight relevant findings and methodological issues with current research, and (b) discuss implications for researchers and practitioners working with children with ASD and their families who exhibit increased levels of stress. © Division on Developmental Disabilities

A comparison of functional behavior assessment methodologies with young children: Descriptive methods and functional analysis

The use of functional behavior assessment (FBA) to guide the development of behavior intervention plans continues to increase since they were first mandated in IDEA (Individuals with Disabilities Education Act Amendments of 1997, 20 U.S.C. Section 1400 et seq, 1997). A variety of indirect and direct instruments have been developed to facilitate this process. Although many researchers believe that a full functional analysis is necessary to identify the function of a behavior, more rapid and efficient FBA procedures are more commonly used. This investigation examined the correspondence between indirect and direct FBA procedures. Specifically, the results of three descriptive assessments and a functional analysis for four young children at risk for emotional and behavioral disorders were compared. Separation of all descriptive and experimental results was maintained and the assessment order was counterbalanced. Results of the descriptive assessments had low consistency with each other, and the results of two indirect FBA assessments (the Functional Assessment Interview and Motivation Assessment Scale) had low agreement with the results of functional analyses. On the other hand, the direct assessment procedure (ABC assessment) agreed with the results of functional analyses for all participants. These results support the use of direct observations and indicate that indirect measures should be used with caution as stand-alone assessments of the function of challenging behaviors

A Comparison Of Functional Behavior Assessment Methodologies With Young Children: Descriptive Methods And Functional Analysis

The use of functional behavior assessment (FBA) to guide the development of behavior intervention plans continues to increase since they were first mandated in IDEA (Individuals with Disabilities Education Act Amendments of 1997, 20 U.S.C. Section 1400 et seq, 1997). A variety of indirect and direct instruments have been developed to facilitate this process. Although many researchers believe that a full functional analysis is necessary to identify the function of a behavior, more rapid and efficient FBA procedures are more commonly used. This investigation examined the correspondence between indirect and direct FBA procedures. Specifically, the results of three descriptive assessments and a functional analysis for four young children at risk for emotional and behavioral disorders were compared. Separation of all descriptive and experimental results was maintained and the assessment order was counterbalanced. Results of the descriptive assessments had low consistency with each other, and the results of two indirect FBA assessments (the Functional Assessment Interview and Motivation Assessment Scale) had low agreement with the results of functional analyses. On the other hand, the direct assessment procedure (ABC assessment) agreed with the results of functional analyses for all participants. These results support the use of direct observations and indicate that indirect measures should be used with caution as stand-alone assessments of the function of challenging behaviors. © 2008 Springer Science+Business Media, LLC