Development of school savings banking.

Thesis (M.B.A.)--Boston Universit

Comparing procedures on the acquisition and generalization of tacts for children with autism spectrum disorder

Generalization is a critical outcome for individuals with autism spectrum disorder (ASD) who display new skills in a limited range of contexts. In the absence of proper planning, generalization may not be observed. The purpose of the current study was to directly compare serial to concurrent multiple exemplar training using total training time per exemplar, mean total training time, and exposures to mastery across three children diagnosed with ASD. Additionally, we assessed the efficiency of presenting secondary targets in the antecedent and consequence portions of learning trials and evaluated generalization to tacts not associated with direct teaching. Results suggested that all training conditions produced acquisition and generalization for trained and untrained exemplars. However, the serial multiple exemplar training condition was more efficient for two participants, whereas the instructive feedback condition was the most efficient for the third. Findings are discussed considering previous studies and areas for future research

Idiopathic intracranial hypertension: the association between weight loss and the requirement for systemic treatment

<p>Abstract</p> <p>Background</p> <p>To determine whether weight loss is significantly associated with a discontinuation of treatment for idiopathic intracranial hypertension</p> <p>Methods</p> <p>The notes of 36 patients with idiopathic intracranial hypertension under regular review for at least 12 months by a single neuro-ophthalmologist were retrospectively reviewed. Weight was recorded at each assessment and weight loss recommended. Treatment was adjusted according to symptoms, visual function including visual fields and optic disc appearance only. Patients were divided according to duration of continuous follow-up, and then sub-divided as to whether they were on or not on treatment at most recent review and whether weight loss had been achieved compared to presentation. Survival analysis was performed to assess the probability of remaining on treatment having lost weight.</p> <p>Results</p> <p>Considering the patients as 3 groups, those with at least 12 months follow-up (n = 36), those with at least 18 months follow-up (n = 24) and those with 24 months or more follow-up (n = 19), only the group with 24 months or more follow-up demonstrated a significant association between weight loss and stopping systemic treatment (Fisher's exact test, p = 0.04). Survival analysis demonstrated that the probability of being on treatment at 5 years having gained weight was 0.63 and having lost weight was 0.38 (log rank test, p = 0.04). The results suggest that final absolute body mass index is more important than the change in body mass index for patients who stop treatment (Mann Whitney U, p = 0.05).</p> <p>Conclusion</p> <p>This is the first study to demonstrate that weight loss is associated with discontinuation of treatment. Unlike previous studies, our results suggest that final absolute body mass index is more important for stopping treatment than a proportional reduction in weight.</p

Methods for Assessing Child and Family Outcomes in Early Childhood Special Education Programs

Although many concerns have been raised about methods of assessing outcomes in early childhood special education programs, professionals in the field are nevertheless faced with the need to select appropriate instruments for evaluating child and family outcomes as the result of intervention. A conference to address the current assessment needs of professionals was convened. This paper summarizes this conference, in which five prominent individuals in the field of early childhood special education gave specific recommendations for one child and one family outcome measure which would be applicable to a range of handicapped children between birth and age 5 being served in typical early intervention programs.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/68510/2/10.1177_027112148600600202.pd

Children With Autism Spectrum Disorder With Regression Exhibit a Different Profile in Plasma Cytokines and Adhesion Molecules Compared to Children Without Such Regression

In the etiopathogenesis of autism spectrum disorder (ASD), it has been suggested that a proinflammatory condition, as well as an alteration in adhesion molecules in the early stages of neurodevelopment, may play a role in the pathophysiology of the disorder. This study set out to evaluate the plasma levels of certain inflammatory cytokines, adhesion molecules, and growth factors in a sample of pediatric patients with ASD and compare them to the levels in a control group of healthy children. Higher levels of NGF were observed in the ASD group compared with the levels in the control group (p < 0.05). However, in the analysis of the ASD subgroups, lower plasma levels of NCAM and higher levels of NGF were found in the group of ASD children without developmental regression compared to the levels in the group of typically-developing children. These results suggest differences that could be related to different pathophysiological mechanisms in ASD. There is not a specific profile for the expression of relevant plasma cytokines, adhesion molecules or growth factors in children with ASD compared with that in typically-developing children. However, in the ANMR and AMR subgroups, some of the adhesion molecules and neuronal growth factors show differences that may be related to synaptogenesisThis study was supported by the FUNDACIÓ AGRUPACIÓ Àmbit de la Infància, 404 Research Grant INVEST from the Spanish Society of Pediatrics and Red de Salud Materno Infantil (RED SAMID)

Implementing a Self-Measured Blood Pressure Monitoring and Education Program

Introduction: Self-Measured blood pressure (SMBP) programs have been shown to decrease blood pressure.Evidence Summary: A review of literature occurred regarding multiple aspects of SMBP programs with 28 articles and guidelines utilized for the literature review. Patients who had uncontrolled hypertension (HTN) at a clinic visit were referred to the SMBP program. Patients obtained a blood pressure monitoring device and were educated on device use, HTN, the Dietary Approaches to Stop Hypertension (DASH) diet, lowsodium diet, weight-loss, and physical activity. The organization\u27s hypertension (HTN) Quality Indicator score and the patient\u27s blood pressure were evaluated pre-and post-implementation.Gaps: Lack of evidence identifying a preferred SMBP program was noted. Limited evidence regarding the appropriate duration of an SMBP program was available. There was insufficient evidence regarding the number, duration, or combination of educational topics that should be offered as part of an SMBP program.Recommendations for Practice: SMBP programs help patients decrease their blood pressure. Nurses must validate blood pressure measurement devices and educate patients with high blood pressure regarding HTN, DASH diet, low-sodium diet, weight-loss, and regular physical activity to assist with blood pressure reduction

Students with intellectual disability and NDD : - A literature review with focus on pedagogical challenges and genderdifferences

This essay consists of a review of 34 scientific articles. The aim is to describe and compile current research about students with intellectual disability (ID) and neurodevelopmental disorder (NDD). The research questions focus on what challenges for learning and teaching the diagnoses imply, if there are any differences between girls and boys, and how the learning environment may be adapted for these students. The theoretical framework in this study consists of gender theory and social constructions. The results show that many students with ID also have diagnoses within NDD and that it affects the students’ executive, adaptive and social abilities. Girls show other symptoms than boys, but there tends to be fewer differences when the students have a severe ID. Girls are often quieter than boys and seem to have better social skills, while boys more frequently have challenging behaviour. The differences contribute to boys receiving more support in school and that they are referred to neuropsychiatric assessment at an earlier age. Girls however are more difficult to discover, which causes that girls often receive a diagnosis later than boys. Considerably more boys than girls get a diagnosis within NDD; research has for many years focused on boys’ symptoms, which has affected the formation of the diagnostic tools. The result shows that there is a huge need of adapting the education to each student’s ability and level of knowledge with help from a clear structure in a calm setting with few disturbances. The students need support in developing their executive, adaptive and social skills. Early interventions have shown to be of great importance. Regardless of cognitive level, pedagogues need to have high expectations on the students, encourage them and give them the support they need. The students may for example need longer time, rehearsal or that the exercises are divided into smaller parts. The result indicates that students with disabilities have the best opportunity for development when they are together with students in general education.Den här forskningsöversikten består av en granskning av 34 vetenskapliga artiklar. Syftet är att beskriva och sammanställa aktuell forskning om elever som har IF och NPF. Frågeställningarna fokuserar på vilka utmaningar för lärande och undervisning diagnoserna innebär, om det förekommer några skillnader mellan flickor och pojkar samt hur lärmiljön kan anpassas för dessa elever. Det teoretiska ramverket i studien utgörs av genusteori och sociala konstruktioner. Resultatet visar att många elever med IF har diagnoser inom NPF och att det påverkar elevernas exekutiva, adaptiva och sociala förmågor. Flickor uppvisar ofta andra symtom än pojkar, men skillnaderna tenderar att vara mindre vid svår eller grav IF. Flickor är i regel tystare än pojkar och verkar ofta ha en högre social kompetens, medan pojkar i högre utsträckning är utåtagerande. Skillnaderna bidrar till att pojkar ofta får mer stöd i skolan och att de utreds i ett tidigare skede. Flickor är däremot svårare att upptäcka, vilket bidrar till att flickor ofta får diagnos senare än pojkar. Betydligt fler pojkar än flickor får diagnos inom NPF; forskning har i många år utgått från pojkars symtom, vilket har påverkat utformandet av utredningsverktygen. Resultatet visar att det finns ett stort behov av att individanpassa undervisningen utifrån elevernas förmågor och kunskapsnivå med hjälp av tydlig struktur i en lugn miljö med få störande moment. Eleverna behöver stöd för att utveckla sina exekutiva, adaptiva och sociala förmågor. Tidiga insatser har visat sig vara av stor betydelse. Oavsett kognitiv nivå krävs att pedagoger möter eleverna med höga förväntningar och uppmuntran samt ger dem det stöd de behöver. Exempelvis kan det handla om att få längre tid på sig, repetition eller att uppgifterna delas upp i mindre delar. Resultatet indikerar att elever med funktionsnedsättningar har störst möjlighet att utvecklas tillsammans med elever inom reguljär skola