Facilitated communication with children diagnosed as autistic in public school settings

In spite of claims that facilitated communication is a unique and effective communication option for individuals with autism, validity of this method has not been established. The present study focused on evaluating the effectiveness of facilitated communication with elementary-age children with autism. Ten public school children and their teachers, who served as facilitators, were involved in this 15-week facilitated communication validation study. Several subjects revealed ability to complete simple responses to requests and questions to which the facilitators knew the answers. However, little success was shown by subjects in answering questions to which the facilitators lacked answers, or in communicating via an augmentative communication device. Results of the study are discussed, along with implications for future use of facilitated communication with children with autism.     

The Effects of Videoconferencing,Class Size,and Learner Characteristics on Training Outcomes

ABSTRACT We examined direct and interaction effects of learners' characteristics (cognitive ability, prior knowledge, prior experience, and motivation to learn) and classroom characteristics (videoconferencing and class size) on learning from a 16-week course. A 2times2 quasi-experimental design varied the class size between large (∼60 students) and small (∼30 students) and between traditional classes with the instructor always present and classes taught using a videoconferencing system with the instructor present at each site every other week. Theory regarding instructor immediacy was used to predict that larger and videoconferenced classes would have negative effects on learner reactions and learning, but that highly motivated learners would overcome the negative effects on learning. Interactions between videoconferencing and motivation to learn, and class size and motivation to learn, were found in support of the theory. Research and practice implications are discussed.     

A Theory-Based Framework for Assessing Domainl-Specific Problem-Solving Ability

Is problem solving a global construct? What components can be assessed? What multiple assessment strategies can be used?     

Variability of impact kinematics and margin for error in the tennis forehand of advanced players

The kinematics of the racket and ball near impact in tennis forehands were studied to document typical variation in successful and unsuccessful shots, in order to determine biomechanically meaningful differences in advanced players and confirm models of groundstroke trajectories. Seven tennis players (six males and one female) were videoed from the side at 180 Hz as they performed 40 forehand drives on an indoor tennis court. Vertical plane kinematics of the racket and ball near impact were analysed for sub samples of successful and unsuccessful shots for each subject. Most racket kinematic variables were very consistent (mean CV< 6.3%) for successful shots, so bio mechanically meaningful differences in angles and velocities of the racket and ball (3° and 2 m s⁻¹) near impact could be detected between successful and unsuccessful shots. Four subjects tended to miss long and three subjects missed shots in the net that were reflected in initial ball trajectories. Mean (SD) initial trajectories for long shots were 9.8° (1.4°), while netted shots were 0.7° (1.1°) above the horizontal. The initial ball trajectories and margins for error for these subjects were smaller than those previously reported (Brody, 1987) because players tended to select mean ball trajectories close to one error than another, differing amounts of topspin, or incorrect lift and drag coefficients for tennis balls had not been published when this model was created. The present data can be used to confirm if recent models (Cookeet al., 2003; Dignallet al., 2004) more closely match actual performance by advanced players.     

Linear Graph Theory-A Fundamental Engineering Discipline

Current techniques for formulating the mathematical characteristics of physical systems vary greatly from one type to another (mechanical, electrical, thermal, etc.). Of these techniques, those used in electrical network analysis have proven to be the more orderly and generally applicable as evidenced by repeated efforts on the part of the system analyst to establish first an electrical analog of the system in question. This paper presents the basis of an operational concept of system analysis embracing all types of systems, and presents an orderly, sure, and relatively simple basis for extending the discipline of linear graph theory (abstracted form of network theory) to the analysis and synthesis of all types of lumped-parameter systems without the artifice of analogies. It is indicated that these procedures and concepts also provide a means for extending electrical network theory beyond current applications to include systems of multiterminal components.