A school curriculum for Fetal Alcohol Spectrum Disorder: advice from a young adult with FASD

While a significant number of individuals in Canada and globally are affected by prenatal fetal alcohol exposure, scant research exists that focuses specifically on the subjective experiences of this population. Based on a single case study exploring through Photovoice methodology the life experiences of a young adult with Fetal Alcohol Spectrum Disorder (FASD), this research paper utilises Schwab’s curriculum commonplaces as a framework to present results pertinent to the field of Education. Four themes emerged that illuminate the participants’ resilience and self-awareness of issues related to independence versus support, strengths and challenges, attitude and adaptation strategies, and advice for others. Curriculum suggestions based on the findings are offered for educators working with young people with FASD in general education settings. Further implications for Education and suggestions for additional research are included.     

Special Education of Children with Fetal Alcohol Spectrum Disorder

The current study aimed to estimate the cost associated with special education among children (5 to 14 years) with Fetal Alcohol Spectrum Disorder (FASD) in elementary and middle school by sex, age group, and province and territory in Canada. It was estimated that there were 6,520 students with FASD receiving special education in Canada in 2011–2012. The cost of special education among these students was 53.5 million Canadian dollars. Implications for decision- and policymakers, educational systems and school staff are discussed.     

Development of a Clinical Practice Model for Serving Clients with Fetal Alcohol Spectrum Disorder

There is a lack of systematic research on the training of clinicians toward providing counselling services and support to individuals with Fetal Alcohol Spectrum Disorder (FASD). The aim of this qualitative project was twofold: (1) to develop and pilot a clinical consultation process that would address clinicians’ reported need for greater communication and information sharing in serving clients affected by FASD; and (2) to build a model of FASD-informed clinical counselling practice by examining this consultation process and by capturing the experiences of clinicians who were involved. Findings from focus groups and meeting minutes are reported with respect to the model’s focus on reflection, communication, and action.     

Intelligence and Achievement: A Behavioral Genetic Perspective

Understanding the etiology and relationship between standardized intelligence and academic achievement tests is essential, given their ever-increasing role in American education. Behavioral genetic studies have examined the genetic and environmental etiology of intelligence, academic achievement, and their relationship. Results suggest that genetic, shared environmental, and nonshared environmental influences have an impact on intelligence and academic achievement. Behavioral genetic studies also suggest that the importance of genes may vary as a function of age. Other studies suggest that genes drive the correlation and that the nonshared environment drives the discrepancy between measures of intelligence and achievement. Implications for the identification of intellectually and academically relevant environmental influences are discussed.     

Conjoint Behavioral Consultation: A Review and Case Study

Conjoint behavioral consultation (CBC) is an extension of traditional behavioral consultation in that parents and teachers, with the assistance of a consultant, are joined to identify and address child-related difficulties collaboratively. This article presents a background review of the conceptual and empirical grounds for CBC. A case study of the use of CBC with a young student manifesting an irrational fear of sleeping in his bedroom at home is presented. Specifically, procedures and outcomes of each stage of CBC are described. Considerations for interpreting and using case study results are also presented.     

Behavioral contrast in pigeons and rats: A comparative analysis

The effects of reinforcement rate on behavioral contrast were examined in pigeons and rats. Each species was exposed to a series of 12 multiple variable-interval schedules, divided into four 3-schedule series. Each series consisted of a standard contrast manipulation, and baseline schedules provided a different rate of reinforcement in each of the series. The functions relating reinforcement rate to the magnitude of contrast were different across species. Rats showed a U-shaped function, with reliable contrast occurring only at high reinforcement rates. Pigeons showed an inverted U-shaped function, with contrast occurring on all schedules except the schedule providing the lowest rate of reinforcement. Pigeons discriminated between schedule components better than rats did, although differences in discrimination were probably not responsible for the differences in contrast. The results suggest that behavioral contrast in rats may be a different phenomenon from behavioral contrast in pigeons. The results cannot be explained by current theories, which view contrast as the product of a single general process.     

从细节做起,转化数学学困生

目的:对妊娠高血压综合征与胎儿宫内发育迟缓的关系进行探讨。方法:选取2012年1月-2013年12月山东省庆云县人民医院妇科收治的妊娠高血压综合征孕妇150例作为研究对象,设为观察组,选取同期非妊娠高血压综合征孕妇150例作为对照组,统计两组胎儿宫内发育迟缓的发生率及不同程度妊娠高血压综合征对胎儿宫内发育迟缓的影响,并统计不同体重新生儿与胎儿宫内发育迟缓的关系。结果:观察组迟缓儿的发生率为59.33%,对照组仅为9.33%,两组比较差异有统计学意义(字2=83.16,P<0.05);且随着血压程度的增高,出现发育迟缓比率显著升高,比较差异有统计学意义(字2=26.46,P<0.05)。随访观察组对象至出生,体重<2000 g的新生儿中出现发育迟缓比率为73.91%,体重2000~2500 g的新生儿中出现发育迟缓比率为55.93%,体重>2500 g的新生儿中出现比率为48.89%,随着新生儿体重的增加,出现发育迟缓的比率显著降低,比较差异有统计学意义(字2=6.37,P<0.05)。结论:妊娠高血压综合征孕妇的病症情况和胎儿宫内发育迟缓之间的关系密切,呈正比关系。     

行为资本资产定价模型标注

根据大量实证数据显示股票收益率服从尾部指数为3的情况,构造了特殊的三次价值函数．基于行为金融中的展望理论和处置效应,通过分析价值函数,建立了一个行为资本资产定价模型,并分析了新模型的特点同时将该模型与传统CAPM进行了比较．     

Newsvendor Game: A Behavioral Exercise in Decision Making under Risk

The newsvendor problem is a classic problem of decision making under risk that is taught in traditional Operations and Supply Chain Management classes as a single‐period inventory problem. We discuss the following three pedagogical points of interest to any instructor tasked with teaching this topic: a) why the newsvendor model is relevant in this day and age; b) how to make better sense of the newsvendor problem for students; and c) how to easily implement and administer an active learning exercise in either a traditional classroom, or an online setting. This active learning exercise is a quick, effective, and meaningful way of demonstrating a variety of concepts related to the newsvendor problem that include: a) the rational economic method of calculating optimal order quantity, b) the inherent risk in forecasting and ordering decisions as they relate to surpluses and shortages; and c) the cognitive limitations in decision making that often result in irrational but predictable decision‐making behavior as demonstrated by empirical research on newsvendor behavior. This exercise can help instructors and students transition into broader discussions on human behavior, cognitive limitations, and perceptions of risk. Overall, it should provide the student with an improved understanding of the operational and behavioral issues associated with decision making under risk.     

Microcounseling and Imitation Learning: A Behavioral Approach to Counselor Education

This article describes the counselor educator as a model who can combine positive reinforcement techniques, imitative learning, and microcounseling skills to shape student-counselor development. Pertinent research and theory are reviewed.     

Children's Behavioral Adjustment in Pre-Primary Schools in Tanzania: A Multilevel Approach

Research Findings: The present study concerns children's behavioral adjustment in the context of pre-primary schools in Tanzania. Twenty teachers and 320 children from 20 pre-primary schools participated in the study. Teacher–child relationships, children's behavioral adjustment, and teachers' cultural beliefs were reported by teachers; classroom emotional support was measured through classroom observation. The multilevel findings revealed that high-quality teacher–child relationships and high-quality teacher sensitivity were related to children's prosocial behavioral adjustment. In contrast, observed low-quality teacher–child relationships and low-quality teacher sensitivity were found to be related to children's aggression and anxiety. In addition, teachers' cultural beliefs, concerning play in particular, were found to be related to children's anxiety. The findings support the ecological theory regarding the importance of child characteristics and classroom context in shaping a child's behavioral adjustment in schools. Practice or Policy: The results have implications for pre-primary school teachers in Tanzania, to consider their relationships with children and their sensitivity to children as important aspects for children's behavioral adjustment in schools. They also inform policymakers about the role of pre-primary school teachers in the country.     

Treatment of Parent-Adolescent Conflict Through Behavioral Technology Training: A Case Study

A two-phase parent consultation intervention was used to treat a noncompliant 14-year-old girl. Phase I was a management training program modeled after the Forehand and McMahon program for conduct disordered children. Phase 2 was a communication and problem-solving skills training program that incorporated procedures prescribed by Foster and Robin. Case progress was monitored using a parent's daily log of the child's behavior, direct observations of the family meetings, and a measure of the family issues that were resolved. After consultation, the child was meeting an average of 86% of the parents' objectives, family members were making fewer derogatory comments and more comments indicating effective listening during family meetings, and both the parents and the child agreed that important issues had been resolved. The case serves as an example of the application of case study strategies within a behavioral technology training approach to consultation services.     

Behavioral Issues and IDEA: Positive Behavioral Interventions and Supports and the Functional Behavioral Assessment in the Disciplinary Context

Positive behavioral interventions and supports (PBS) is the federal law's preferred strategy for dealing with challenging behavior by students with disabilities. The Individuals With Disabilities Education Act (IDEA) requires that PBS be considered in all cases of students whose behavior impedes their learning or the learning of others, reflecting IDEA's preference for use of state-of-the-art technology in special education. We believe that when schools take disciplinary actions against students with disabilities, PBS requirements will nearly always be at issue. This article describes the ramifications of IDEA's PBS requirements in the context of disciplinary situations, including the interplay of PBS issues with functional behavioral assessment and behavioral intervention plans.     

Behavioral intervention strategies with child abusive parents: A home intervention program

This article describes a therapeutic program for child abusive parents that is psychoeducationally based and is conducted through home visits by trained behavioral interventionists. The immediate goals of the intervention are to teach abusive parents effective child management procedures based on social learning therapy and to modify faulty or excessive expectations these parents have toward the behavior of their children. The general model is discussed as well as criteria for selection of parents for home intervention services, the differences between home intervention with abusive and non-abusive parents and the procedures used in home intervention services. A general discussion is also provided of the various goals and stages through which parents progress.     

Adaptive Functioning in Williams Syndrome: A Systematic Review

Literature on the level of adaptive functioning and relative strengths and weaknesses in functioning of individuals with Williams syndrome (WS) was reviewed. The electronic databases PsycINFO, PubMed, Expanded Academic, Web of Science, Scopus and ProQuest were searched electronically for relevant articles and dissertations using the search terms ‘Williams syndrome’ or ‘Williams-Beuren syndrome’ combined with ‘adaptive function*’, ‘adaptive behavio*’, ‘independ*’ and ‘autonomy’. Selection criteria included English language articles, theses and book chapters, participants with a diagnosis of Williams syndrome and inclusion of a standardised assessment of adaptive functioning. Twenty-two published articles and two PhD. dissertations (one subsequently published as a poster presentation) met the selection criteria for inclusion in the review. Fifteen investigated adaptive functioning in children and adolescents aged up to 19 years of age, five investigated adaptive functioning in adults and four included participants across a wider age range and included both children and adults. Along with identifying methodological issues, the review addressed the following areas: overall level of adaptive functioning in WS, domain strengths and weaknesses, evidence of heterogeneity, relationship to intellectual ability, changes with chronological age, relationship with maladaptive behaviour, gender differences and the potential influence of environmental factors which may be related to adaptive functioning in WS.     

一个伴有夹腿综合症唐氏女生的个案研究报告

本文通过分析一个9岁伴有夹腿综合症的唐氏女生的教育康复过程,探讨对伴有夹腿综合症的智能障碍儿童进行教育训练的可行性方法,并为此类儿童的康复提出有针对性的建议。