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This study explored the use of focused stimulation as an intervention technique for a three-year-old boy diagnosed with autism spectrum disorder (ASD). His parents were trained to use focused stimulation to facilitate comprehension of what is x doing question forms. Responses to question probes were collected at both pre- and post-treatment intervals. At the beginning of the study, the child did not respond correctly to any of the target questions. Following intervention, the child made significant gains towards the target goal, but little change towards a control goal used for comparison. These findings provide preliminary support for the usefulness of focused stimulation as an intervention strategy for at least some children with ASD.
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Background: Management of aphasia often focuses on training augmentative communication strategies such as communication books, computerised systems, gestures, writing, or drawing. Although many individuals are able to acquire a targeted skill in a structured format, many do not successfully use the trained skill in more functional situations. Training alternative communication strategies can be a time-consuming project; thus, it would be beneficial if speech-language pathologists could predict, a priori, how a patient may respond to this type of treatment approach. It has been hypothesised that use of augmentative communication strategies requires executive functioning, specifically cognitive flexibility, which may be impaired following brain damage. Therefore, assessment of cognitive flexibility may help clinicians determine which persons with aphasia would most likely benefit from training of augmentative communication strategies. Aims: The purpose of this study was to develop a measure of cognitive flexibility and to determine whether this measure predicted strategy usage during a functional communication task. Methods and Procedures: A novel scoring system for the Communicative Abilities in Daily Living (CADL) was developed to capture the degree of participants' cognitive flexibility. This score was correlated with the Wisconsin Card Sorting Test (WCST), to determine the validity of the scoring system. The CADL cognitive flexibility score was then correlated with performance on a referential communication task. A multiple regression analysis was conducted with severity of aphasia as an additional predictor variable. Outcomes and Results: There was a significant correlation between the cognitive flexibility score from the CADL and the WCST, confirming the validity of the scoring system as a measure of cognitive flexibility. Results of the regression analysis demonstrated a significant relationship between the cognitive flexibility score and strategy usage on a functional communication task. This relationship remained significant when the overall severity of aphasia was added to the regression analysis, suggesting that cognitive flexibility is a stronger predictor of strategy usage than severity of aphasia. These results may provide clinicians insight into which individuals would benefit most from the training of compensatory strategies, leading to the development of more appropriate goals and treatment methods.
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Background: Before a school speech-language pathologist (SLP) utilises a standardised speech-language test with a student with intellectual disability (ID), the clinician should carefully consider the purpose of the test and whether the test includes students with ID in the normative group. Method: This project reviewed 49 tests published between 1994 and 2004 and their applicability to students with ID. Results: Students with mild ID were included in the norm group for 23 of the tests, but no tests included students with more significant ID. Separate norms for students with mild ID were included in 15 tests, but none met Salvia & Ysseldyke's (1995) suggested requirement that at least 100 students be included to represent a specific subgroup. A majority of the tests assessed receptive and expressive vocabulary, syntax, and grammar but no recent test measured a student's pragmatic communication. Conclusions: Clinicians are encouraged to supplement standardised tests with non-standardised procedures to document students' pragmatic, social, and functional communication abilities. © 2006 Australasian Society for the Study of Intellectual Disability Inc.
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Season-long sampling in streams and rivers produced 112 species of mayflies, which with other records totals 121 species for New Hampshire; 88 of these are new state records. Appearance of blackwing/mature larvae were used to develop statements on seasonality of species. Distinct differences were found between the faunas of southern and north-central New Hampshire, with an important factor being water temperatures through the season. A biogeographic analysis coupled with known habitat preferences reinforced the hypothesis that water temperature was a critical factor in determining species distributions in the state.
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The potassium channel protein, Kv3.1, is abundantly expressed in the chick auditory pathway. Its b-isoform is found in nucleus magnocellularis, which receives the cochlear input, both before and after the establishment of synaptic connections. It is also present in cell cultures in the absence of any peripheral input. However, the expression of this isoform in the embryo has been shown to increase with development. Here, we address the question of the correlation between maturation of synapses in the auditory pathway and the pattern of expression of the b-isoform in a series of embryos prepared for immunohistochemistry at Hamburger-Hamilton stages equivalent to E10, E12, E14, and E17. We show here that this subunit translocates from the perinuclear cytoplasm to the cell membrane domain in nucleus magnocellularis at the time that cochlear nerve endings emerge as endbulbs of Held (E17). In nucleus laminaris, by this time, while abundant Kv3.1b occurs in the perinuclear cytoplasm, a translocation to the cell membrane domain has not yet occurred, and the mature peri-synaptic localization is delayed to a later stage. This difference suggests a hierarchy in the developmental expression of Kv3.1. An unexpected finding is the expression of the a-isoform of Kv3.1 in astrocytes, especially those which surround the developing nuclei and their connecting fibers. We also report here for the first time the presence of Kv3.1b in the initial segments of axons at the times when they begin to form. Our observations suggest that the Kv3.1 channel protein is regulated through mechanisms linked to the development of synaptic activity.
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