Teaching Children With Autism Spectrum Disorder to Mand “Why?”

The Analysis of Verbal Behavior - For most children with autism spectrum disorder (ASD), manding for information is an important skill that must be systematically taught. Although previous studies...     

Teaching Children With Autism Spectrum Disorder to Mand “Why?”

For most children with autism spectrum disorder (ASD), manding for information is an important skill that must be systematically taught. Although previous studies have evaluated interventions for teaching other mands for information, to date no studies have demonstrated effective procedures for teaching the mand “why?” The purpose of the present study was to teach 3 children with ASD to mand “why?” under relevant establishing operation conditions in 3 distinct scenarios. A trial-unique multiple-exemplar procedure was used to promote generalization and increase the value of information provided across trials. All 3 participants learned to mand “why?” in all 3 scenarios within a mean of 18 sessions (range 14–21 sessions), demonstrated generalization to novel stimuli and settings, and maintained this skill over time. Social validity for the intervention had an overall mean of 5.88 (range 1–7).     

Teaching a Child With Autism to Mand for Information Using “How”

Children with autism often do not learn to mand for information without structured teaching. Studies have demonstrated that manipulation of establishing operations (EOs), prompts, prompt fading, and differential reinforcement are effective in teaching children with autism to ask "wh" questions such as "what," "who," and "where." To date, no studies have evaluated procedures to teach children with autism to mand for information using "how." Teaching the mand, "how" is uniquely challenging because once the information regarding how to do something is provided, the EO may no longer be present. The following study evaluated a procedure to teach one child with autism to mand for information using "how" to obtain information to complete multiple activities. The results have implications for clinical application and future research on contriving EOs to teach the mand, "how."     

Teaching Mands for Information Using “Why” to Children With Autism

The Analysis of Verbal Behavior - Mands for information (MFIs) play an important role in language development and are important for successfully acquiring new information from one’s...     

Teaching Children with Autism to Mand for Information Using “Why?” as a Function of Denied Access

The Analysis of Verbal Behavior - The current study evaluated a procedure used to teach two children with autism to ask “why” questions maintained by causal information about an event....     

Parent–Caregiver Experiences With the Autism Spectrum Disorder Service Delivery System

Autism spectrum disorder (ASD) diagnoses are increasing, leading to growing demands on the service delivery system to meet the needs of children and families. Further understanding individual enabling components such as perceptions of parents/caregivers and personnel, as well as community-level enabling components such as the availability of and quality of services, may help inform system improvements. In this qualitative study, 19 parents/caregivers of children with ASD in one state in the United States were interviewed regarding their experiences with the ASD service delivery system, as well as their individual responses in relation to these experiences. Emergent themes point to the importance of individual coping strategies such as social support, collaboration with service providers, advocacy and empowerment, determination, and luck. Characteristics of the service delivery system, positive and negative, also were described. Findings can inform the design of future programs, services, and policies to support parent/caregiver coping and improved service delivery.     

Teaching Children with Autism to Mand for Information Using “Why?” as a Function of Denied Access

The current study evaluated a procedure used to teach two children with autism to ask “why” questions maintained by causal information about an event. To increase the value of information as a reinforcer, the experimenter denied access to preferred items and did not provide a reason for the denial. Participants were taught to ask “why” questions and were provided with information that led them to access preferred items. To ensure that “why” questions only occurred when the information was valuable, we included a condition wherein access to preferred items was restricted but causal information was available. Both participants learned to ask “why” questions when causal information was not available and refrained from asking “why” questions when causal information was available.     

A Review of Sundberg and Partington’s Teaching Language to Children with Autism or Other Developmental Disabilities

The Analysis of Verbal Behavior -     

What Does the Medina Bring to Children?

Respect or Idolatry? SOME call today's children television children. They are the generation surrounded by media, television, radio, newspaper, and electric games--all have become close pals during their early years. More and more facts and surveys indicate the media's influence on children's moral development, their modern concepts and socialization.     

Is It Better for Older People to Live With Their Children?

EVER since there have been families in China, it has been traditional for the elderly to spend their later years living at home with their children; if the children have married and presented their parents with grandchildren, the household may consist of a large extended family in which three to four generations live under one roof. Nowadays, many elderly Chinese still fit into this mold. According to a sampling survey taken in 1995, among households with older members, 67.64 million seniors—or 74.73 percent of the total—lived with their adult children. Though some older people live apart     

Caring or Vulnerable Children? Sibling Relationships When Exposed to Intimate Partner Violence

Drawing on qualitative interviews with the children about how they and their siblings have responded to intimate partner violence, this paper explores processes of victim positioning. In their narratives, some children positioned themselves in line with notions of vulnerable victims, while others positioned themselves as caregivers or changed their positions vis‐à‐vis their siblings. In their stories, they assigned and assumed positions in interaction with their siblings. Receiving sibling support and care was in the narratives related to the quality of the sibling relationship, the shared experiences of violence and the age order.     

Which Neuropsychiatric Disorder Is More Associated With Divorce?

The social disruption experienced by people with neuropsychiatric disorders may be pervasive and manifest in divorce. It has been estimated that 90% of marriages involving a partner with bipolar disorder culminate in divorce. To verify this information we studied the results of the 2004 National Nursing Home Survey. We found that the percentage of divorced residents was 7%. However, “lonesome” status (widowed, divorced, separated, never married, and single) was prevailing in 79% of residents. The rates of divorce were highest among bipolar, paranoid, and schizophrenic residents (18%, 12%, and 12%, respectively). Lonesome status was also highest among bipolar, paranoid, and schizophrenic residents (85%, 84%, and 83%, respectively). Never married status was highest among those with schizophrenia, obsessive-compulsive residents, and bipolar patients (12%, 12%, and 11%, respectively). We conclude that shizophrenic and bipolar patients are very likely to never get married or to end up divorced.     

Does the Amount of Time Mothers Spend With Children or Adolescents Matter?

Although intensive mothering ideology underscores the irreplaceable nature of mothers' time for children's optimal development, empirical testing of this assumption is scant. Using time diary and survey data from the Panel Study of Income Dynamics Child Development Supplement, the authors examined how the amount of time mothers spent with children ages 3–11 (N = 1,605) and adolescents 12–18 (N = 778) related to offspring behavioral, emotional, and academic outcomes and adolescent risky behavior. Both time mothers spent engaged with and accessible to offspring were assessed. In childhood and adolescence, the amount of maternal time did not matter for offspring behaviors, emotions, or academics, whereas social status factors were important. For adolescents, more engaged maternal time was related to fewer delinquent behaviors, and engaged time with parents together was related to better outcomes. Overall, the amount of mothers' time mattered in nuanced ways, and, unexpectedly, only in adolescence.     

The Unique Aspects of Short-Term Teaching: How to Teach the “How To's” to the Doers

Effective short-term teaching, as in continuing education, requires of the teacher special competence in small group dynamics and current practice involvement. Students are practitioners who are motivated to learn quickly whatever will be immediately useful to them on their jobs. Objectives must be clearly defined and understood by both teacher and learner and content presented in a specific and well-focused manner. Educators involved in short-term teaching should relate participants' experiences to concepts, facilitate sharing, and involve participants in developing content. Teaching methodology is purposefully selected to stimulate learner engagement. Evaluation of progress toward educational goals is an ongoing process.     

14 to 18 Year Olds as “Children” by Law?

SUMMARY

The European Union Council Framework Decision 2004/68/JI of 22.12.2003 “on combating the sexual exploitation of children and child pornography” defines as “child” any person below the age of 18. Under Austrian law there are no children between the ages of 7 and 18. The author criticizes that, up to now, the development of age limits in legal history has taken a clearly different way in the various fields of law of the Austrian legal order. The Austrian legislator's tendency, which has evolved in the course of legal history, to grant rights and permits to young people between 14 and 18 years earlier but, at the same time, to impose on them more and more obligations arising from private and public law, to give them the opportunity to grow into adult life with full powers and responsibilities step by step, totally contradicts the Council Framework Decision.

Today, adolescents live in a cultural environment characterized by globalized pop culture and world-wide communication technology. Access to “extreme ideas” is offered everywhere and anytime. It is highly difficult to grow up without any interference and develop one's own personality and sexual orientation according to one's inherent nature under such circumstances of a world society, and this process may be seriously disturbed or even prevented by inappropriate prohibitions imposed by criminal law. However, the aim of any education is to accompany adolescents while they are growing up so that they become self-assured, self-responsible citizens with an understanding of how to work for peace and common welfare who know “how to walk upright” and do so, and who are informed about their civil rights and are able to exercise the same decidedly. We do not need only consumers but also citizens of the world! Repatriarchalization and criminalization are the wrong answers to the urgent questions of world society. The question how to combat child pornography commerce is certainly one of the most important concerns because it is abused children and adolescents for whom it is most difficult to develop their personalities and become citizens of the world.

Legally useful answers can only be expected by those who address precise questions to the law. In this respect Europe failed. Given the fundamental right to respect for one's private life and the prohibition of discrimination on the grounds of age the creation of new offencesinvolving a definition of the child as a person up to the age of 18, which contradicts well established law and is unrealistic-shoots past the mark in the author's opinion. Such provisions miss the target group of potential offenders, and infantilize and criminalize society instead. With the proposed legal means it will not be possible to attain the actual aims, i.e., to finally destroy the market for child pornography, and to punish its organizers, “wire-pullers” and users as offenders, and to eliminate them once and for all. The legal status of adolescents is weakened or at least serious curtailment of their claims arising from the fact that they have fundamental rights depending on personality and age; and the Council Framework Decision contradicts the equality guarantees in primary law of the European Union that they must not be discriminated on the grounds of age.     

Is Bilingualism More Beneficial to Children?

Even though many studies have shown that learning two languages is a burden for children, especially when they are still young, all in all, the world seems to g...     

Which Spouse Initiates Marital Separation When There Are Children Involved?

This report examines whether the presence of children in marriage differentially influences the risk of wives or husbands initiating separation. The analytic sample consists of 9,118 first marriages from the Households, Income and Labour Dynamics in Australia survey (2001). Using event history and competing risks analysis, I find weak evidence that wives are less likely than husbands to initiate when they have infants, and husbands are less likely than wives to initiate when children are school age or older. Overall, the results show that children deter marital separation for both wives and husbands, indicating that gender differences in the decision to separate are likely attributable to other factors such as a willingness to remain in an unhappy marriage.     

Assessing Posttraumatic Stress Disorder Using the Trauma Symptom Checklist for Young Children∗

ABSTRACT

This pilot study assessed the performance of the Trauma Symptom Checklist for Young Children (TSCYC) in correctly classifying the presence or absence of PTSD, as determined by the Diagnostic Interview for children and Adolescents-Parent (DICA-P). Participants included 34 children, ages 4 to 12, referred for outpatient treatment. The 11 PTSD-positive participants scored significantly higher than the 23 PTSD-negative participants on scales assessing intrusive symptoms, arousal symptoms, and total posttraumatic stress (PTS). A model including the PTS-Intrusion, PTS-Avoidance, and PTS-Arousal scales, and the sexual concerns, dissociation, and anger/aggression scales correctly classified 100% of the PTSD-negative and 72.7% of the PTSD-positive participants. These findings suggest that the TSCYC may be used as an economical and time-efficient screening device for PTSD.     

Should Parents Say No When Their Children Fall in Love?

In my opinion, so-called puppy love among high school students can't really be called true love. Most of these boys and girls only want to hang out together. Love can encompass a large number of meanings. Making vows of eternal fidelity can be called love, but passing notes and writing letters to each other can also be called a kind of love-     

Teaching children to save: What is the best strategy for lifetime savings?

We study the effect of alternative parental teaching strategies on the propensity to save and the amount saved during adulthood. Using a panel dataset from the Dutch DNB Household Survey we find that parental teaching to save increases the likelihood that an adult will save by 16%, and the saving amount by about 30%. The best strategy involves a combination of different methods (giving pocket money, controlling money usage, and giving advice about saving and budgeting). The effect of parental financial socialization is persistent with age, but decays at elder age for the propensity to save.