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PubMed1992

A comparison of the verbal social behavior of adolescents with behavioral disorders and regular class peers.

Improved social functioning of adolescents with behavioral disorders (BD) is of critical importance for the successful integration of these students in school, domestic, vocational, and community settings. Three comparisons were addressed in the study; overall verbal responding of BD adolescents was compared to verbal responding of their regular class peers, verbal responding of the same BD adolescents was compared across their self-contained and mainstreamed settings, and responding of the BD adolescents when in mainstreamed settings was compared to responding of regular class peers. Portable microcomputers were used to collect data across 10 categories of verbal responding for 14 BD adolescents and 14 regular class peers. Results supported several general conclusions: (a) Adolescents with behavioral disorders engaged in more negative verbal responding than their regular class peers; (b) BD adolescents exhibited less inappropriate verbal behavior when in the mainstream than when self-contained; and (c) when in the mainstream, the verbal behavior of BD students was similar to that of their regular class peers. Implications of the general and specific differences that emerged from the comparisons were presented and discussed.

Adolescent↗

PubMed1987

Ear infections in autistic and normal children.

The frequency of ear infections, ear tube drainage, and deafness was examined through parental reports in autistic and yoke-matched, normal children. For the autistic group these difficulties were additionally examined as a function of the children's cognitive and communication abilities, verbal versus nonverbal status, sex, and degree of autistic symptomatology. Autistic children had a greater incidence of ear infections than matched normal peers. Lower-functioning children had an earlier onset of ear infections than their higher-functioning autistic peers. Ear infections coexisted with low-set ears, and with a higher autistic symptomatology score. The findings are discussed in terms of greater CNS vulnerability in the autistic children, which is likely present since embryogenesis. The possible adverse consequences of intermittent hearing loss on language, cognitive, and socioaffective development are considered.

Adolescent↗

PubMed1989

The effectiveness of peer-led and professionally led groups to support family caregivers.

Participants in both professionally led and peer-led groups experienced significant improvements in psychological functioning, increases in informal support networks, and positive personal changes in handling of the caregiving role when compared with control participants. Professionally led groups produced the greatest improvement in psychological functioning, and peer-led groups produced the greatest increases in informal support networks.

Adult↗

PubMed1985

Teaching functional community skills to autistic children using nonhandicapped peer tutors.

In this study, two autistic children were paired with normal peers who, after pretraining sessions, taught community skills to the autistic children. Data were collected during three conditions: baseline, modeling, and peer tutoring. Results demonstrated that no identified skills were acquired during the baseline and modeling conditions. However, direct instruction of each child by a peer tutor resulted in the learning and maintenance of functional community skills.

Activities of Daily Living↗

PubMed1991

Peer-mediated procedures to induce swallowing and food acceptance in young children.

Two studies demonstrated a functional relationship between a peer modeling procedure and the treatment of feeding disorders with 2 young children. In the first experiment, the use of a peer model treatment package was shown to induce swallowing in a child with dysphagia who had never swallowed food or liquid. In the second experiment, a child who consistently declined food was induced to increase food acceptance as a function of the same peer modeling package. In the latter experiment, a peer-mediated procedure, consisting of rotated opportunities to consume food with a peer, was found to increase consumption more than did modeling alone. The first experiment used a multiple baseline design across solids and liquids, and the second used a multiple treatment design. The results of both experiments are discussed as new and nonaversive treatments for feeding disorders of young children who are imitative.

Behavior Therapy↗

PubMed2025

ADHD in Youth With Major Depressive Disorder in the Texas Youth Depression and Suicide Research Network (TX-YDSRN): Clinical Correlates and Moderators.

OBJECTIVE: Depression is a major public health concern with a 19% lifetime prevalence in youth, often precipitating other concerns, including suicidal behavior, poor school performance, and worsened peer relationships. ADHD is also common among youth and frequently presents alongside major depressive disorder (MDD), with this comorbidity associated with increased impairment. More research is needed to elucidate the clinical characteristics of this comorbidity (MDD + ADHD), especially as it relates to youth with MDD and no ADHD (MDD - ADHD). The present study examined the clinical correlates of MDD + ADHD in youth and the presence of an ADHD diagnosis as a moderator of the relationship between depressive symptoms and suicidality, peer relationships, and school functioning, respectively. METHODS: Our sample included 797 youth with MDD ages 8 to 20 years (Mage = 15.5 years) with and without ADHD. RESULTS: Youth with MDD + ADHD experienced more severe depressive symptoms, higher levels of suicidality, impulsivity, and irritability, and worse academic performance compared to those with MDD - ADHD. ADHD diagnosis did not moderate the relationships between depression severity and suicidality, peer relationships, or school functioning, respectively, suggesting that having an ADHD diagnosis may not affect these outcomes in depressed youth in this way. CONCLUSION: Findings shed light on the impact of ADHD in depressed youth, which may allow for earlier and more tailored intervention efforts aimed at identifying and targeting depression, suicidality, peer relationships, and school functioning.

Humans↗

PubMed1991

Identification of a T-cell-specific transcriptional enhancer located 3' of C gamma 1 in the murine T-cell receptor gamma locus.

A transcriptional enhancer element has been localized 3 kilobases 3' of the murine T-cell receptor C gamma 1 locus using a chloramphenicol acetyltransferase reporter gene construct. As a monomer the enhancer functions only in PEER gamma delta cells and Jurkat alpha beta cells of the T-cell lines tested. However, a tetramer of the enhancer functions in virtually all T-cell lines tested, including alpha beta T-cell lines, but not in other cell types. These results suggest that elements other than the enhancer are responsible for the failure of rearranged C gamma 1 genes to be expressed in alpha beta T cells. The enhancer has been localized to a 200-base-pair Rsa I restriction fragment, which contains sequence motifs similar to those found in the other T-cell receptor enhancers but not in the immunoglobulin enhancers.

Animals↗

PubMed1990

Differences in children's peer sociometric and attribution ratings due to context and type of aggressive behavior.

Sociometric and attribution (internality and responsibility) ratings of boys performing different kinds of aggression (hostile and instrumental hitting and pushing) and of neutral behavior occurring in two contexts (provoked and unprovoked) were investigated in an analogue fashion. Thirty fifth- and sixth-grade boys viewed and rated 12 brief videotaped scenes of two unfamiliar male peers interacting, presented in one of six random orders. Provoked aggression resulted in less dislike, less worthiness of punishment, and greater attribution to external causes than unprovoked aggression. Instrumental and hostile aggression produced lower liking ratings and were viewed as more deserving of punishment than neutral behavior but did not differ from each other. Results support distinctions between provoked and unprovoked aggression but not between hostile and instrumental aggression, at least in terms of their functional impact on peer judgements.

Adolescent↗

PubMed1992

Implementing a regulation-complaint quality improvement program on a commercial laboratory information system.

Implementing a quality improvement (QI) program on an automated laboratory information system (LIS) in the current regulatory climate requires first that the QI program be defined and second that the selected LIS be able to capture important events and use flexible vendor-provided or user-defined routines to prepare reports. Reports key on specific monitors and thresholds defined in the QI program. The product of a pathology laboratory is communicated information. The QI program focuses on the accuracy, clarity and timeliness with which the whole information-generating process functions. To support peer review the LIS must be able to select reports for evaluation based on user-defined parameters, such as diagnosis keyed through Systematized Nomenclature of Medicine codes, or by random or pattern selection by accession number. Counting and review of revised reports will focus attention on accuracy and skill in communication since these indicators often reflect client satisfaction with the report. To link services--e.g., cytology with surgical pathology--the LIS must be able to gather cases from the accession lists of both services and to flag diagnostic inconsistencies. LIS transaction logging at every step in the information process allows tracking of work load, productivity and resource utilization by functional areas and by individual, thus meeting regulatory requirements. Transaction logging also provides management information, such as segmented turnaround time audits, pinpointing sources of delay by kind and location of work or individual involved. Critical data must be held on-line for at least five years.

Clinical Laboratory Information Systems↗

PubMed1986

Peers' granting of control to women with different sex role identities: implications for depression.

This investigation is one of a series of studies seeking to determine the degree of control given to women with different sex role identities. This study focused on the extent to which peers were willing to grant control to women with different sex role identities if working individually with each woman on various two-person tasks. The results indicated that women with different sex role identities were granted different amounts of control by their peers as a function of the type of two-person task under consideration. Women rated high on masculinity were granted greater control on enjoyable and creative tasks, whereas women rated low in masculinity were given more control on methodical and less enjoyable tasks. Women judged high in femininity were given control on tasks requiring interpersonal skills. These findings were discussed within the context of learned helplessness theory as a possible aid in understanding why more women than men become depressed.

Adult↗

PubMed1987

Autistic children exposed to simultaneous communication training: a follow-up.

Fourteen originally mute, low-functioning autistic children, exposed to intensive simultaneous communication training, were followed up 1 to 4 years later. Psychometric testing, communication assessment, and teacher and parent interviews were employed. Results showed that at least half of the children who had become verbal by program termination remained verbal at follow-up. Higher-functioning and verbal children performed overall better than their lower-functioning and mute peers. Children exposed longer to the intensive program and those exposed to good schooling after termination fared better at follow-up, as did those whose parents were more involved in their training. Yet teachers and parents employed mainly speech rather than signs to communicate with these children, despite the children's difficulty with speech. Compared to the verbal children, who recalled signs and words equally well, the mute children recalled signs better than words. The findings are discussed for their relevance to choice of communication training with different subgroups of autistic children.

Adolescent↗

PubMed1992

Use of percutaneous nephrostomy in hydronephrosis of pregnancy.

Traditional methods of urinary diversion in pregnancy include retrograde passage of ureteral catheter or stents and operative nephrostomy. These techniques are, however, associated with the use of anesthesia, are technically difficult to perform, and may induce labor. We report the use of percutaneous nephrostomy in four pregnant patients, two with obstruction due to ureteral calculi and two with infected hydronephrosis. The procedure provided rapid relief from pain and pyosepsis, and allowed uneventful continuation of the pregnancy to full-term, with preservation of renal function.

Adult↗

PubMed2025

Peering into the Bacterial Cell: From Transcription to Functional Genomics.

I started my faculty career in 1981 at the UW-Madison in the Department of Bacteriology and moved to the University of California, San Francisco in 1993, where I am a Professor in the Departments of Microbiology and Immunology and Cell and Tissue Biology. In this article, I first review my contributions to understanding the molecular biology of the bacterial transcriptional apparatus and the global role of alternative sigmas (σs), a major pillar of bacterial transcriptional control. I then discuss my role in spearheading the development of bacterial systems biology, specifically to the genome-wide phenotyping approaches necessary for rapid understanding of gene function and the molecular basis of pathway connections across the bacterial universe.

Genomics↗

PubMed1990

Social consequences of pediatric conditions: fertile area for future investigation and intervention.

Very little systematic research has examined the peer relations and social functioning of youngsters with chronic illness. In order to stimulate empirical and clinical interest in this potentially important area of pediatric psychology, the present paper discusses several pertinent tissues. These include (a) the role of peers in disease adaptation and treatment management, (b) specific aspects of diseases or treatments that are likely to have implications for youngsters' social functioning, (c) guidelines for further investigation in this area, and (d) suggestions for incorporating peer/social issues into educational programs and intervention efforts for youngsters with chronic disease. Throughout the discussion, the complex interplay between peer relations and adaptation to chronic illness is highlighted.

Child↗

PubMed1986

Humor and competence in school-aged children.

Multiple aspects of humor were evaluated in children between the ages of 10 and 14 and related to several areas of competence manifested at school. Humor measures assessed appreciation (including mirth, subjective ratings, and response sets), comprehension, and production, while competence measures included teacher ratings of classroom behavior, peer reputation, and achievement. Humor was related to competence in several ways consistent with previous theory and research: (1) through the manifestation of intellectual ability both in humor behaviors and in competent functioning; (2) through the role of mastery motivation enhancing both types of functioning; and (3) through peer relations, resulting from the effects of humor on peer acceptance or the effects of peer relations on humor behaviors. Ideas for further research relating humor to social competence, social cognition, and mastery motivation are discussed.

Achievement↗

PubMed1986

Role reversals: an analysis of therapeutic effects achieved with disruptive boys during their appointments as peer monitors.

Three 7-year-old boys with histories of negative interactions were appointed to monitor individual classmates during daily noon recess. As monitors, the boys awarded points to their classmates for playing appropriately and, on rare occasions, withdrew a point for negative interactions. The three boys immediately decreased their own rates of negative interactions during the sessions in which they were appointed as monitors. Two of the boys concomitantly increased their rates of positive interactions. Their reductions in negative interactions were not maintained during reversals and did not clearly generalize to the morning or afternoon recess periods. Subsequent appointment of the boys as peer monitors during the morning recess produced similar improvements in their behavior. Results suggest that appointment to the role of peer monitor may itself function as an intervention.

Child↗

PubMed1988

Friendship patterns and peer status during early and middle childhood.

The primary aim of this article is to provide a brief review of research on children's peer relations for child- and family-oriented practitioners. Attention is devoted to the importance of children's peer relations in child socialization and development, and to distinguishing between specific types of peer relationships and their potential functions. Findings that shed light on the nature or normative features of children's peer relationships at different ages, and evidence pertaining to the origins of specific types of relationships (i.e., peer status and friendship), will also be considered. The final section of the review will provide an overview of recent efforts to develop and test procedures for improving children's peer relations.

Child↗

PubMed1990

Preadolescent peer status, aggression, and school adjustment as predictors of externalizing problems in adolescence.

The comparative effectiveness of preadolescent aggressive behavior, peer rejection, and school functioning were evaluated in the prediction of adolescent delinquency and school maladjustment. Fifth-grade children (n = 112, 69% white, 53% male, M = 11 years old) were followed forward for 7 years until the end of high school. Rejected children were more likely to have a nonspecific negative outcome and more types of negative outcomes than average, popular, or neglected children, particularly among the white students. However, in regression models containing sex, race, aggression, frequent school absences, low grades, and rejection, the only significant predictor of juvenile delinquency or of a nonspecific negative outcome was aggression toward peers. Both aggression and frequent school absences were significant predictors of early school withdrawal. Analyses for the white children in the sample revealed that both rejection and aggression best predicted to the nonspecific negative outcome, whereas aggression alone best predicted to school dropout and to having one or more police contacts. Implications for future longitudinal outcome research and for risk-group identification in racially heterogeneous samples are discussed.

Absenteeism↗