Reasonable expectations for minimum standards.
Explore the source record for details and available documents.
Australia↗
Biomedical subjects
J Sigafoos
Publications and source records attributed to J Sigafoos.
Replacing prelinguistic behaviors with functional communication.
This study evaluated the effectiveness of a teacher-implemented intervention package designed to replace prelinguistic behaviors with functional communication. Four young children with autism participated in a multiple-probe design across three communicative functions. Initially, three existing communication functions were selected for each child. Next, the existing prelinguistic behaviors that the children used to achieve these functions were identified. Replacement forms that were considered more recognizable and symbolic were defined to achieve these same functions. After a baseline phase, teachers received inservice training, consultation, and feedback on how to encourage, acknowledge, and respond to the replacement forms. During intervention, the replacement forms increased and prelinguistic behaviors decreased in most cases. The results suggested that the teacher-implemented intervention was effective in replacing prelinguistic behaviors with alternative forms of functional communication.
Autistic Disorder↗
Nursing the patient with severe communication impairment.
BACKGROUND: Effective communication with patients is critical to effective nursing practice. Surprisingly, there is little information on nurses' experiences in caring for patients who are unable to speak. PURPOSE AND METHOD: This study provides descriptive information from interviews with 20 nurses who cared for patients with severe communication impairment. The interview protocol explored positive and negative experiences of nursing patients with severe communication impairment. Frequency counts and descriptive analyses were conducted to identify the major themes emerging from the interviews. RESULTS: The results suggest that nurse-patient communication is difficult when the patient has severe communication impairment, although some nurses discovered effective strategies to facilitate communication with such patients. Many of the difficulties could be viewed as a breakdown in understanding arising from the lack of a readily interpretable communication system that could be used by nurse and patient. CONCLUSIONS: The results suggest a need for training nurses in the use of alternative modes of communication. Nurses also need access to a variety of simple augmentative communication devices for use with patients who are unable to speak. Finally, nurses should collaborate with speech pathologists on the development of preadmission information and bedside training for people who are admitted to hospital with severe communication impairment.
Adult↗
A "consumer" survey of educational provision for deaf and hard of hearing students.
The researchers report the results of a survey of 140 deaf and hard of hearing students attending integrated or self-contained high school classrooms in the state of New South Wales, Australia. The survey was designed to gather information about educational experiences and preferences for various types of educational placements. There were no gender differences in placement, but there were hearing status differences (81.6% of the students in segregated placements had severe or profound hearing losses, compared to 52.4% of the students in integrated settings). Even though students were aware of the advantages and disadvantages of the different placement options, 80% indicated that they were generally satisfied with their current placement. One implication is that a range of options seems to be more appropriate than a one-size-fits-all model, at least from students' perspectives. The views and preferences of students should be considered when educational provisions are designed for students who are deaf or hard of hearing.
Adult↗
The impact of computer-generated messages on childhood immunization coverage(2)(2)
Introduction: Recent evaluations of computer-generated reminder/recall messages have suggested that they are an inexpensive, labor-saving method of improving office visitation rates of childhood immunization providers. This study assesses the sustained impact of computer-generated messages on immunization coverage during the first two years of life.Design: Randomized, controlled trial.Setting: County health department in the Denver metropolitan area.Study Participants: Children (n = 1227) 60 to 90 days of age who had received the first dose of diphtheria-tetanus-pertussis (DTP) and/or poliovirus vaccines.Intervention: Households of children were randomized into four groups to receive: telephone messages followed by letters (Group A); telephone messages alone (Group B); letters only (Group C); or no notification (Group D). Households in the intervention groups (A, B, and C) received up to five computer-generated telephone messages and/or up to four letters each time their children became due for immunization(s).Main Outcome Measure: Immunization series completion at 24 months of age.Results: Children whose families were randomized to receive any of the interventions were 21% more likely to have completed the immunization series by 24 months of age than were children randomized into the control group (49.2% vs 40.9%; RR [rate ratio] = 1.21; CI [confidence interval] =1.01, 1.44). While not statistically significant, children in Group A were 23% more likely to complete their immunization series by 24 months of age than those in the control group (50.2% vs 40.9%; RR = 1.23; CI = 1.00, 1.52). No differences were detected among the intervention groups. The costs per additional child completing the series by 24 months of age in Group A was $226 ($79 after start-up costs were discounted). Conclusion: Computer-generated contacts, either by phone or by mail (or both combined), used each time vaccines become due, are efficacious in increasing immunization coverage of children under 2 years of age.
Journal Article↗
The impact of computer-generated messages on childhood immunization coverage.
INTRODUCTION: Recent evaluations of computer-generated reminder/recall messages have suggested that they are an inexpensive, labor-saving method of improving office visitation rates of childhood immunization providers. This study assesses the sustained impact of computer-generated messages on immunization coverage during the first two years of life. DESIGN: Randomized, controlled trial. SETTING: County health department in the Denver metropolitan area. STUDY PARTICIPANTS: Children (n = 1227) 60 to 90 days of age who had received the first dose of diphtheria-tetanus-pertussis (DTP) and/or poliovirus vaccines. INTERVENTION: Households of children were randomized into four groups to receive: telephone messages followed by letters (Group A); telephone messages alone (Group B); letters only (Group C); or no notification (Group D). Households in the intervention groups (A, B, and C) received up to five computer-generated telephone messages and/or up to four letters each time their children became due for immunization(s). MAIN OUTCOME MEASURE: Immunization series completion at 24 months of age. RESULTS: Children whose families were randomized to receive any of the interventions were 21% more likely to have completed the immunization series by 24 months of age than were children randomized into the control group (49.2% vs 40.9%; RR [rate ratio] = .21; CI [confidence interval] = 1.01, 1.44). While not statistically significant, children in Group A were 23% more likely to complete their immunization series by 24 months of age than those in the control group (50.2% vs 40.9%; RR = 1.23; CI = 1.00, 1.52). No differences were detected among the intervention groups. The costs per additional child completing the series by 24 months of age in Group A was $226 ($79 after start-up costs were discounted). CONCLUSION: Computer-generated contacts, either by phone or by mail (or both combined), used each time vaccines become due, are efficacious in increasing immunization coverage of children under 2 years of age.
Child Health Services↗
Are people with intellectual disabilities just another customer? Interviews with business owners and staff.
Descriptive information on the views of business people towards the presence of persons with intellectual disabilities as customers was reported. We interviewed 89 individuals representing a range of shops and local amenities in four urban and four country regions in Queensland, Australia. We also systematically examined the influence of degree of intellectual disabilities by interviewing employees in shops near community residential facilities for persons with mild/moderate and those near facilities for persons with severe/profound intellectual disabilities. A third group of businesses not located near any such residential facilities served as a control group. Overall, results suggest that business people had few special concerns related to interactions with customers who have intellectual disabilities.
Adult↗
The blocking effect of pictorial prompts on sight-word reading.
This study replicates and extends previous work showing that pictorial prompts can interfere with the learning of sight words by students with moderate mental retardation. Effects of training with 6 students were assessed during five conditions using an alternating treatments design. In four conditions, words were presented either alone or with a corresponding picture. In a fifth condition, pictures were used to provide feedback. The results showed that acquisition was achieved fastest during the word-alone conditions with 5 students.
Child↗
Effects of Social versus Musical Antecedents on Communication Responsiveness in Five Children with Developmental Disabilities.
The present study involved a comparison of social versus musical antecedents on communication responsiveness in five children with developmental disabilities. During the social antecedent condition, the teacher presented opportunities for the children to greet, name objects, and request materials. In the musical antecedent condition, these same opportunities were embedded within a music/singing activity. A reversal design was used to compare the percentage of opportunities with appropriate communication responses across the two conditions. For three of the five children, the musical antecedent condition was associated with higher percentages of appropriate communication responses. For the other two children, the two conditions were associated with approximately equal rates of appropriate communication. Across both conditions, appropriate responses were more likely during opportunities for greeting and requesting than during opportunities to name objects. The results suggest that embedding communication opportunities within a musical activity may lead to increased appropriate communication responses for some children with developmental disabilities.
Journal Article↗
Use of noncontingent reinforcement in the treatment of challenging behavior. A review and clinical guide.
Recently, noncontingent reinforcement (NCR) has been used to reduce challenging behavior in persons with developmental disabilities. In this context, NCR involves reinforcement on a fixed-time schedule irrespective of behavior. The present article reviews studies involving NCR for the treatment of challenging behavior. Based on this review, a clinical guide for the implementation of NCR is delineated. NCR appears to depend on ensuring that reinforcement matches the function of the challenging behavior. Initially, noncontingent reinforcement should be provided on a continuous basis. The schedule can then be faded from continuous reinforcement to a more appropriate level in a number of ways. NCR can also be combined with additional educationally oriented interventions to promote skill development. Given its ease of implementation and other potential advantages, NCR would appear particularly relevant for applied settings. The clinical guide may offer some assistance to practitioners.
Adult↗
A practical strategy to increase participation and reduce challenging behavior during leisure skills programming.
The effects of prompting, reinforcer sampling, and assistance on participation and challenging behavior of two adults with severe disabilities were examined under three conditions during a leisure program. For baseline, leisure materials were absent, but there was opportunity for social interaction. Next, leisure materials were provided, but participants were neither prompted nor assisted to use these materials. During intervention, participants sampled the materials and were assisted to use each item during a 5-minute prompting sequence. A reversal design demonstrated that the prompting sequence was associated with increased participation and reduced challenging behavior. These improvements were maintained as the frequency of the prompting sequence was reduced from four times to once per session.
Adult↗
Functional communication training for the treatment of multiply determined challenging behavior in two boys with autism.
Functional communication training was used to replace multiply determined problem behavior in two boys with autism. Experiment 1 involved a functional analysis of several topographies of problem behavior using a variation of the procedures described by Iwata, Dorsey, Slifer, Bauman, and Richman. Results suggested that aggression, self-injury, and disruption were multiply determined (i.e., maintained by both attention and access to preferred objects). Experiment 2 involved a multiple-baseline design across subjects. The focus of intervention was to replace aggression, self-injury, and disruption with functionally equivalent communicative alternatives. Both boys were taught alternative "mands" to recruit attention and request preferred objects. Acquisition of these alternative communication skills was associated with concurrent decreases in aggression, self-injury, and disruption. Results suggest that multiply determined challenging behavior can be decreased by teaching an alternative communication skill to replace each assessed function of the problem behavior.
Autistic Disorder↗
Increasing opportunities for requesting in classrooms serving children with developmental disabilities.
Evaluated an intervention package for increasing requesting opportunities in special education classrooms. Five teachers, serving 26 children with moderate to severe disabilities, received in-service training, consultation, and feedback on the use of three strategies designed to create opportunities for requesting (i.e., missing item, interrupted chain, delayed assistance). Observations were conducted in a multiple-baseline across classrooms design to record the number and types of opportunities provided by each teacher. During baseline, few opportunities for requesting were observed. The number of opportunities for requesting and the number of correct student responses increased during intervention. Opportunities continued to be provided during generalization and follow-up sessions. The study demonstrated an effective strategy for helping teachers incorporate opportunities for functional communication into the natural environment.
Adolescent↗
Opportunities for communication in classrooms serving children with developmental disabilities.
Documented the number and types of opportunities for communication provided by teachers in seven classrooms for children with developmental disabilities and by teachers of nonhandicapped preschoolers in a day care center. In the special education settings, less than 14% of the more than 6,000 observation intervals contained an opportunity for communication. Most opportunities involved naming an object or event followed in frequency by opportunities to request, answer, and imitate. Similar results were obtained in the day care center. In the special education classrooms, a strong positive correlation was found between a child's existing communication skills and the number of opportunities received. Results suggest that these teachers did incorporate opportunities for communication into classroom activities.
Adolescent↗
A survey of aggressive behaviour among a population of persons with intellectual disability in Queensland.
A survey was conducted on aggressive behaviour within a population of 2412 persons with intellectual disability in Queensland, Australia. Two hundred and sixty-one individuals were identified who engaged in at least one form of aggressive behaviour, yielding an overall prevalence of 11%. The relative prevalence of aggressive behaviour was higher among institutionalized persons (35%) when compared to those living in group homes (17%) or other community-based facilities (3%). The aggressive behaviour sample included a higher percentage of males (64%). Most were described as functioning in the severe/profound (54%) or moderate (31%) range of intellectual disability with one-third having no intelligible speech. Two-thirds of the sample received medication for their challenging behaviour, while only one-third had behavioural programmes. Eighty per cent engaged in three or more forms of aggression. Many also displayed self-injury (34%) or property destruction (30%). Surveys of aggressive behaviour may prove useful for coordinating services.
Adolescent↗
Identification of a 7B2-derived tridecapeptide from bovine adrenal medulla chromaffin vesicles.
1. A novel tridecapeptide was isolated from extracts of bovine adrenal medulla chromaffin vesicles and the primary structure determined to be SVPHFSDEDKDPE. 2. This peptide is identical to the C termini of human and porcine 7B2 and is highly homologous to the same region of the mouse and Xenopus lavis protein. 3. In all these species the homologous peptide is preceded by a pair of lysine residues, a potential proteolytic processing site. 4. Ser6 is part of a well-conserved casein kinase II consensus phosphorylation sequence. Evidence for phosphorylation of this residue was obtained during Edman sequencing. 5. Thus, this novel adrenal medullary probably arises from the posttranslational processing of the bovine 7B2 protein.
Adrenal Medulla↗
Novel peptides from adrenomedullary chromaffin vesicles.
The adrenal medulla chromaffin vesicle (CV) contains, on a weight basis, as much soluble protein and peptide as catecholamine. The bulk of the protein is accounted for by chromogranins (Cgr) A, B and C. Additionally, a large variety of neuropeptides and their precursor proteins have been found recently within these vesicles. Nevertheless, fractionation of CV lysates indicates the presence of many more peptides than previously reported. In the hope of finding novel bioactive peptides, we initiated a systematic isolation and characterisation of CV peptides. Bovine CV pellets were prepared by sucrose gradient centrifugation and immediately boiled in water to avoid degradation of native proteins and peptides. The water lysates were fractionated through a battery of reversed-phase and ion-exchange high-performance chromatographic steps. We fully or partially characterised a substantial number of novel peptides derived from CgrA and CgrB. A tetradecapeptide and a 13 kDa extended peptide were derived from the bovine homologue of rat secretogranin III. Peptides corresponding to C-terminal fragments of 7B2 and proteoglycan II were also found. Additionally, several sequences had no known precursors. Of the sequences derived from known precursors some corresponded to fragments bracketed by pairs of basic amino acids, but others were preceded or followed by single basic residues or by unusual putative cleavage sites. Some of these peptides were postranslationally modified (pyroglutamylation, glycosylation, phosphorylation, amidation). A significant degree of structural conservation of some of these peptides across species suggests that they may exert biological effects when cosecreted with catecholamines during splanchnic stimulation.
Adrenal Medulla↗
Assessing choice making among children with multiple disabilities.
Some learners with multiple disabilities display idiosyncratic gestures that are interpreted as a means of making choices. In the present study, we assessed the validity of idiosyncratic choice-making behaviors of 3 children with multiple disabilities. Opportunities for each child to choose between food and drink were provided under two conditions. In one condition, the children were given the food or drink item corresponding to their prior choice. In the other condition, the teacher delivered the item opposite to that chosen. It was reasoned that valid choice-making behaviors would be reflected in a greater tendency to accept the chosen item and refuse the unchosen item. Direct observations revealed all children consistently indicated choices during both conditions. Choices of both the food and drink items were made by all 3 children. A reversal design demonstrated that acts of refusal were more frequent when choices were followed by delivery of the item opposite to that chosen. Similar assessment procedures may be effective in determining the function of idiosyncratic gestures exhibited by persons with multiple disabilities. For children lacking such skills, intervention to teach valid choice-making behaviors may be needed to complement assessment procedures.
Child↗