Nonverbal communication skills in Down syndrome children

The goal of this research was to examine the nonverbal communication competence of 18-48-month-old Down syndrome children. The results indicated that Downs children displayed strengths and weaknesses in nonverbal communication skills. Relative to MA matched normal children, they displayed a significant strength in nonverbal social interaction skills. However, they also displayed a significant deficit in nonverbal requests for objects or assistance with objects compared to normals. This pattern of strength and weakness in nonverbal skills appeared to be specific to Down syndrome since this pattern was not displayed by a comparison sample of non-Downs mentally retarded children. Nonverbal object-requesting skill was also significantly associated with a measure of expressive language in the Downs sample. This relation was notable because the Downs children also displayed a deficit in expressive language. Thus, the results of this study suggest that a deficit in expressive language is associated with a deficit in earlier-developing nonverbal requesting skill among Down syndrome children.     

The effects of the Webster-Stratton parenting program on maltreating families: fostering strengths

OBJECTIVE: This study examined the effects of the Webster-Stratton parenting program on the parenting skills of maltreating mothers and on the autonomy of their children (3-8 years). METHOD: A randomized controlled trial was used. Twenty-six maltreating families were randomly assigned to one of two conditions: the 16-hour weekly intervention group, or the 4-month wait list control group. Pre- and post-intervention independent assessments included a 2-hour home visit involving videotaped mother-child interactions during two prescribed, 10-minute play activities. RESULTS: Compared to the control group, treatment mothers demonstrated significant improvement in involvement and marginally significant improvement in autonomy-support, but no improvement in structure. Treatment group children showed no significant improvement in autonomy when compared to control group children. CONCLUSIONS: This parenting program proved effective with maltreating parents. The lack of demonstrated effect on children may reflect the need for a larger and more sustained treatment dose and/or the need to include parent-child interaction opportunities in the program. At the same time, while treatment gains were limited to the parent, the high treatment adherence rate (92% attended six or more of the eight program sessions) and low attrition rate (n=1) indicate that the treatment gains may hold potential for more thorough examination.     

Goal‐Directed Correlates and Neurobiological Underpinnings of Adolescent Identity: A Multimethod Multisample Longitudinal Approach

This multimethod multisample longitudinal study examined how neurological substrates associated with goal directedness and information seeking are related to adolescents’ identity. Self‐reported data on goal‐directedness were collected across three biannual waves in Study 1. Identity was measured one wave later. Study 1 design and measurements were repeated in Study 2 and extended with structural brain data (nucleus accumbens [NAcc] and prefrontal cortex gray matter volume [PFC]), collected across three biannual waves. Study 1 included 497 adolescents (M_{age T1} = 13.03 years) and Study 2 included 131 adolescents (M_{age T1} = 14.69 years). Using latent growth curve models, goal directedness, NAcc, and PFC volume predicted a stronger identity one wave later. These findings provide crucial new insights in the underlying neurobiological architecture of identity.     

The effect of sequence of instruction on students' cognitive preferences and recall in the context of a problem-oriented method of teaching

This experiment investigated two possible sequences in which biochemical theory and the clinical applications of such theory can be presented to pre-clinical medical students. The dependent variables were the students' cognitive preferences and their ability to recall the contents of the instruction. Seventy-two students were randomly allocated to either a Theory-to-application or an Application-to-theory condition. The results indicated that the Application-to-theory sequence of instruction produced a significantly greater preference for being taught the specific facts of pre-clinical medical science, as opposed to being taught about the clinical applications. However, this was achieved at the expense of a significantly reduced ability to actually recall the theory which was taught.     

Bullying Prevention Strategies in Early Childhood Education

Bullying is a serious problem that affects the young children’s well being. Early childhood educators find it difficult to manage bullying in the classroom. Preschool is the first environment outside of the home setting where children encounter difficulties when they socially interact with their peers. Based on the principles of protecting and establishing a safe environment for all children, the purpose of this review is to present current empirical evidence about the nature and distinctive facet of bullying among preschool children. It defines both the concept of traditional school bullying and bullying in early childhood education, describes the social context of young children’s bullying, differentiates between bullies and victims in early childhood education, discusses the young children’s interpretations of bullying, describes the young children’s functions in bullying, and provides a rationale for the use of bully prevention programs for young children.     

Computer based modelling and simulation

Most systems involve parameters and variables, which are random variables due to uncertainties. Probabilistic methods are powerful in modelling such systems. In this second part, we describe probabilistic models and Monte Carlo simulation along with ‘classical’ matrix methods and differential equations as most real situations are complex (with several variables) and involve uncertainties.