Preventing severe problem behavior in young children: the behavior education program

Journal ArticleBest practice in preventing severe problem behavior in schools involves implementing a continuum of effective behavior support. This continuum includes primary prevention strategies implemented with all students, secondary prevention strategies for students at-risk, and tertiary interventions for students who engage in the most severe problem behavior. This article outlines one type of secondary prevention program called the Behavior Education Program (BEP) which is a modified, check-in, check-out intervention

20 ways to maximize the use of single switch technology with students with severe disabilites

Journal ArticleStudents with severe physical and/or cognitive disabilities may find it very difficult to engage in activities in their environment. Single switch technology can provide the means for adapting activities to meet student's diverse needs (Brett, 1995). Single switches can be used as tools for promoting the development of cognitive skills (e.g., establishing cause-effect relationships), developing purposeful motor skills (e.g., reaching, pressing), enhancing social and play skills (e.g., facilitating interactions with peers and adults), and increasing independence and control over the environment

Making the most of single-switch technology: a primer

Journal ArticleA stroll through any local toy store reveals that children without disabilities embark on their foray into the use of single switch technology when they are very young. A wide variety of commercially available toys are activated by single switches. For example, PLAYSKOOL's Talking Mr. Potato Head is a toy whose hat serves as a single switch. When depressed, Mr. Potato Head recites lines from the movie Toy Story-2. Another example is Elmo's Boom Box by Fisher Price. This toy has three buttons which each serve as a single switch. When depressed, the switches randomly play segments of children's songs. These same kinds of toys are often used as tools for helping children with disabilities increase their independence and control over their environment. They can be used in the context of instruction to promote the acquisition of skills across all domains of development. For example, Elmo's Boom Box can be used during a small group activity to promote the development of cognitive skills (e.g., establishing cause-effect relationships), provide opportunities for development of purposeful motor skills (e.g., reaching, pressing), and enhance social and play skills (e.g., facilitate interactions with peers and adults)

Recent assessment and projection sensitivities pursued for west cost rock lobster

This document investigates the implications for assessments and projections for super-area A8+ for various sensitivity tests which include a square root relationship of CPUE to biomass, and different approaches to estimating recent recruitments whose values lead to a large impact on projections. A likelihood profile for the ratio of the most recent recruitment estimate relative to pristine recruitment is also reported

Considering response efficiency as a strategy to prevent assistive technology abandonment

Journal ArticleOften, specialists in the field of Assistive Technology (AT) are presented with the challenge of teaching learners to utilize AT in order to increase, maintain, or improve their capabilities. Despite best efforts, rates of AT abandonment are alarmingly high. Understanding the factors that may influence an individual's choice to utilize AT may assist interventionists in designing and implementing effective interventions that prevent technology abandonment. This paper discusses some variables that may influence an individual's choice to utilize AT. Furthermore, the potential applicability of manipulating these variables to decrease the probability of AT abandonment are discussed

Suggested assumptions to be used for projections of the 2018 updated stock assessment modes in under alternate future TACs

This document lists suggested assumptions with regards to future recruitment, future somatic growth rate, future poaching levels etc. These assumptions will be used when projecting the 2018 updated stock assessment forwards under alternate future TACs

Why the horse-mackerel survey data require changes in selectivity over time

This document explores why the horse-mackerel survey data require changes in selectivity over time

SCRL OMP-2019 simulation testing and initial development proposals

This document sets out the details of the process proposed to be used for projecting the 2018 assessment forwards and generating future pseudo-data in the simulation testing to be applied in the development of a new SCRL OMP-2019

Further CMP results for the SCRL resource

Results are reported for three further CMPs for the south coast rock lobster. Simulations now take the 2017 catches and CPUE values into account

Recommendations on rock lobster TACs for the Tristan group of islands for the 2019/20 season

OMPs have recently been accepted as the basis to recommend rock lobster TACs for all four islands of the Tristan da Cunha Group. The application of these OMPs using the most recent standardized CPUE data for input result in the following TACs. The OMP for Tristan recommends the TAC for 2019 at 120 MT (2018 TAC 120 MT). The OMP for Nightingale recommends the TAC for 2019 at 87 MT (2018 TAC 83 MT). The OMP for Inaccessible recommends the TAC for 2019 at 93 MT (2018 TAC 89 MT). The OMP for Gough recommends the TAC for 2019 at 105 MT (2018 TAC 111 MT)