Impact of severity of autism and intervention time‐input on child outcomes: comparison across several early interventions

In this article, written by Phil Reed and Lisa Osborne, both from Swansea University, the impact of severity of autism, and the time‐input of the treatment programme, on the outcome effectiveness for four early interventions for individuals on the autism spectrum was explored. The four interventions studied were applied behaviour analysis (ABA), special nursery, an adapted portage intervention, and a local authority approach. Sixty‐six children (aged from two years six months to four years) were studied over nine months, in terms of their intellectual, educational and adaptive behavioural functioning. Children undergoing the ABA approach demonstrated greater gains in functioning (especially in educational functioning). There were differences in the way that autism severity and intervention time‐input impacted on the different early intervention programmes. For special nursery, portage and local authority approaches, the gains made by the children were inversely related to the severity of their autism and directly related to time‐input. In contrast, the converse was true for the ABA approach. These data are discussed with respect to their implications for choosing an intervention strategy for a child on the autism spectrum.     

Educational patterns in lifelong learning settings

Education involves interactive processes in which symbolization plays a major role. Poetry promotes a unique approach to symbolization that is characterized by (a) fostering creativity within the realm of meaning, and (b) generating the development of sensibility. Despite these important educative functions, poetry has never been recognized as part of the core curriculum in schools. However, poetry has continuously managed to promulgate its educative functions from the periphery of schools. The focus of this paper is on the aspects of critical thinking the poetry of two Persian poets has fostered not only in the Iranian audience but also in a larger community since the 11th century.     

Caregiving and Social Support: A Twenty-first Century Challenge for College Students

This study adopted a caregiving perspective to analyze college students’ supportive relationships (N=266). With respect to the provision of care, female caregivers engaged in more difficult types of hands-on support than male caregivers, and data suggested that college caregivers are differently challenged by the life stage of the person for whom they provide care. With respect to students’ reception of social support, both main and interaction effects were found for sex, care giving status, and locus of control. Discussion focuses on the developmental nature of caregiving skills, social support reciprocity, and implications of these findings for public policy and human communication research.     

Comparison of the effects of mainstream and special school on National Curriculum outcomes in children with autism spectrum disorder: an archive‐based analysis

The literature dealing with the inclusion of children with autism spectrum disorder (ASD) in mainstream schools has increased over recent years, propelled by the argument that it will improve the quality of life, educational performance and social development of ‘included’ children. This area of research is currently an important one for the development of policy and practice. The literature on inclusion dealing with the inclusion of children with ASD is limited, so the implementation of inclusion has preceded research. The current study investigated whether children in mainstream placements show enhanced performance, relative to those in specialist provisions. The study used a combination of primary and secondary data analysis to explore the impact of inclusion on children with ASD in four authorities in the south east of England. The results suggest that mainstream children have no greater academic success than children in specialist provision. The study suggests that a number of specific provisions are involved in promoting success, such as Speech and Language Therapy, and the impact of Learning Support Assistants, and these are also reviewed and discussed.     

支持开放教育资源项目的方法

本文考察了英国教育技术互用性标准中心（CETIS）通过支持国家项目（即英国联合信息系统委员会（JISC）和高等教育委员会的英国开放教育资源试点项目,详见http：／／www．jisc．ae．uk／oer）,以促进发布开放教育资源方面的经验,并探索了如何让我们的支持模式对其他相关项目有所启发,并能改编用于鼓励开放课件运动的可持续性技术支持网络。作为一个涵盖英国众多大学的国家层面的创新举措,众多开放教育资源提供者参与了英国开放教育资源（UKOER）,这包括个别教育者、学科联合体和机构。考虑到这种多样性,从一开始我们就意识到没有任何一种技术解决方案能适合所有的项目。因此,也没有委托专门的工具、描述性标准、交流或分发机制（除要求所有制作的资源应该放在国家学习资源库中外,详见http：／／jorum．ae．uk）。为了支持这一项目,我们引导采取不同的方法和形成不同的社群,也许在支持发布开放教育资源方面,任何类似的跨机构创新都将会面临相似的问题。我们的项目支持方法已从具体的细节问题发展到提供基本的支持原则,从而预测其他问题,并推动最佳实践。我们的做法是：通过会议上的技术汇报和讨论机会,以及在博客上发帖,激发讨论;通过技术评论讨论,并记录针对这些公布在网上的讨论的总结性内容,从而调查个别项目的技术选择;针对通过以上方式所发现的问题,以及项目博客上凸显的问题,做出相应的反馈。考虑到如何使这一方法在更广泛的范围内应用,我们也反思了这种公开的工作模式所面临的挑战、这一方法的开支、适应性,以及我们所认为的其在支持开放教育资源管理和传播方面所扮演的角色。     

Foot strike patterns and ground contact times during high-calibre middle-distance races

Abstract The aims of this study were to examine ground contact characteristics, their relationship with race performance, and the time course of any changes in ground contact time during competitive 800?m and 1500?m races. Twenty-two seeded, single-sex middle-distance races totalling 181 runners were filmed at a competitive athletics meeting. Races were filmed at 100?Hz. Ground contact time was recorded one step for each athlete, on each lap of their race. Forefoot and midfoot strikers had significantly shorter ground contact times than heel strikers. Forefoot and midfoot strikers had significantly faster average race speed than heel strikers. There were strong large correlations between ground contact time and average race speed for the women's events and men's 1500?m (r?=?-0.521 to -0.623; P?相似文献