Assessing higher-level verbal repertoires of individuals with autism and related intellectual disabilities is crucial due to the language and cognitive deficits experienced by this population as well as is the need for valid assessment tools for data-driven and individualized treatment. In addition to, curricula or instructional protocols that produce changes toward improvement of language and cognitive skills are vital to the overall well being of these individuals. Several assessments and instructional guides are available to behavior analysts however few have demonstrated evidence of validity, reliability, and/or utility in its effectiveness in producing causal changes in higher-level cognition and adaptive ability. The presentation will present correlational data between PEAK-T with IQ (WISC-V) as well as provide preliminary normative sample data of PEAK-T-PA with neuro-typical children.

Heart transplantation has enjoyed a spectacular success over the past 25 years. Prior to 1980 less than 350 operations were carried out with an overall one year survival of less than 60%. In 1995 more than 3,000 transplants were performed with a one year survival of 83%. However, growth and improved survival have both plateaued over the last few years; the former because of the falling donor supply and the latter, in part, because of the use of less suitable donors in an effort to offset the problem of supply. Much attention has been focused on the drama of the surgery and the intricacies of immunological manipulation whilst little effort has been devoted to the area of donor management, despite the fact that primary graft failure is responsible for as many post transplant deaths as either infection or rejection. Optimum preservation of the donor heart has also provided a difficult challenge, such that, despite a considerable scientific effort little advance has been achieved to extend the 4 hour safe storage limit which has remained in place over the past 20 years. In this dissertation the problem has been approached by combining laboratory based preservation models with an objective regime of donor management. A sensitive isolated small animal working heart model was developed and used to characterise cardioplegic induction. Subsequently, the model was used to examine the interaction of oxygen content with the mode of delivery, during preservation. Finally, a number of representative solutions were combined with the most promising oxygen delivery method. These studies served to illustrate the utility of controlled laboratory studies and offer the prospect of more than doubling post storage function. The development of a rigorous donor management regime was also shown to be capable of reducing the variance in haemodynamic parameters by up to 44% whilst safely increasing the donor pool by approximately 30%. It is the contention of this thesis that the only prospect of improving the current impasse with the supply of donor hearts in sufficient quantity and of acceptable quality, is by the combination of appropriate laboratory models with controlled clinical trials.

In 2 studies, I tested the effects of an observational conditioning-by-denial intervention on the demonstration of conditioned reinforcement by observation, observational performance, and observational acquisition of new operants. In Experiment 1, I selected 6 children educationally classified with autism spectrum disorder and multiple disabilities. The participants were 2 females and 4 males who ranged from 5.5-8.2 years old. Participants were selected from one school that implemented a Comprehensive Application of Behavior Analysis to Schooling (CABAS®) approach. I conducted a series of pre-intervention reinforcer assessments that tested 1) the conditioned reinforcement effects of known reinforcing stimuli (edibles) and non-preferred stimuli (binder clips) on a mastered task, and 2) the reinforcement effects of non-preferred stimuli (binder clips) on 3 learning tasks across each participant. These reinforcer assessment probes showed all participants’ rates increased when a known reinforcer (edibles) was delivered compared to non-reinforcing stimuli (binder clips) on the mastered task. Participants did not demonstrate learning when delivered non-preferred stimuli (binder clips) for correct responses on learning tasks. Following the pre-intervention reinforcer assessments I conducted probes for a) conditioned reinforcement by observation b) observational performance and c) observational acquisition of new operants. Pre-intervention probes showed all participants did not demonstrate conditioned reinforcement by observation, or observational acquisition of new operants and 5 out of 6 participants did not demonstrate observational performance. The independent variable was an observational conditioning-by-denial intervention. During the intervention the participant was paired with a known peer, and both children were separated by a partition but were able to see and hear the researcher but not each other. The only thing both the participant and peer could see were each other’s transparent cups, which were attached with Velcro® to each child’s desk. Both participants were given a mastered task. Each time the peer emitted a response the experimenter delivered neutral stimuli (binder clips) into his/her transparent cup, in view of the participant. The intervention continued until the target participant vocally manded/requested for the neutral stimuli and/or made a physical attempt to gain access to the stimuli one or more times across two consecutive sessions. Post-intervention data suggest that neutral stimuli (binder clips) became conditioned reinforcers for mastered and learning tasks as function of the intervention for all 6 participants. Responses to denial of non-preferred stimuli delivered to a peer (conditioned reinforcement by observation), observational performance, and observational acquisition of new operant responses increased in 4 out of 6 participants who did not respond during pre-intervention probes. In Experiment 2, I sought to determine if conditioned reinforcement by observation is a verbal behavior developmental cusp. Experiment 2 was a replication of Experiment 1, with two different reinforcer assessments that tested: 1) the conditioned reinforcer effects of neutral stimuli when the participant was alone and 2) the conditioned reinforcer effects of neutral stimuli when the participant observed a peer play with neutral stimuli. Four males educationally classified with autism spectrum disorder and speech and language impairments participated in Experiment 2. Post-intervention data suggest that neutral stimuli (metal washers, s-hooks, spoon shelf supports) became conditioned reinforcers during the individual and peer reinforcer assessments as a function of the intervention for all 4 participants. Responses to denial of non-preferred stimuli delivered to a peer (conditioned reinforcement by observation), observational performance, and observational acquisition of new operant responses increased across all 4 participants who did not respond during pre-intervention probes. The results of both experiments suggest that a single intervention can establish all three types of observational learning. The results from Experiment 2 confirm that conditioned reinforcement by observation is a verbal behavior developmental cusp.

Background: The use of health data from sources such as administrative and medical records to examine efficacy of health interventions is becoming increasingly common. Addressing selection bias inherent in these data is important; treatments are allocated according to clinical need and resource availability rather than delivered under experimental conditions. Propensity score (PS) methods are widely used to address selection bias due to observed confounding. This project used PS methods with observational cohort data relating to individuals who had attended an Emergency Department (ED) following self-harm (including self-poisoning and self-injury). This group is at greatly increased risks of further self-harm, suicide and all-cause mortality compared to the general population. However, it is not clear how hospital management affects risks of these adverse outcomes. Methods: A systematic review of PS methods with record-based mental health care data was used to determine the most appropriate methodological approach to estimate treatment effects following presentation to ED following self-harm. Following this review, PS stratification and PS matching methods were used with observational self-harm data to address observed baseline differences between patients receiving different types of clinical management following their hospital presentation (specialist psychosocial assessment, medical admission, referral to outpatient mental health services and psychiatric admission). Effects on repeat attendance for self-harm, suicide and all-cause mortality within 12 months were estimated. Advice on the interpretation and dissemination of results was sought from service users. Results: The systematic review resulted in 32 studies. The quality of the implementation and reporting of methods was mixed. Sensitivity analysis of the potential impacts of unobserved confounding was largely absent from the studies. Results from analysis of the self-harm cohorts showed that, broadly, prior to PS adjustment, individuals receiving each of the four categories of hospital management had higher risks of repeat attendance for self-harm, suicide and all-cause mortality than those not receiving that management. The use of PS methods resulted in attenuation of most of these increased risks. Psychosocial assessment appeared to be associated with reduced risk of repeat attendance for self-harm (risk ratio 0.87, 95% CI 0.80 to 0.95). Three advisors attended a group meeting and a further two provided responses by email. As a result of advisors' recommendations, an information sheet is being developed containing information about what patients can expect when attending hospital following self-harm and how treatment might influence future risk. Conclusions: Propensity score methods are a promising development in evaluating routine care for individuals who have self-harmed. There is now more robust evidence that specialist psychosocial assessment is beneficial in reducing risk of further attendances for self-harm. Advisors offered different perspectives to the researchers, leading to novel suggestions for dissemination.

Background: Professionalism, in today’s context, is a determinant of fitness-to-practise of doctors. Many professional and governing bodies around the world have emphasised the need for educating medical students explicitly about professionalism. In fostering professionalism, the institutional culture plays a concealed but vital role. Although the institutional professionalism culture should be explored and understood there was no suitable measure for use in the context of UK undergraduate medical education. The aim of this project was to develop a valid, reliable and practical measure of institutional professionalism culture. Methods and results: The project was conducted in two phases. In the first phase, forty six attributes of professionalism were identified in a literature review. These attributes were surveyed among a nationally representative quota sample of 954 members of the UK general public. They identified 44 attributes as important. With a principal component analysis, three facets to professionalism were identified: the relationship of doctors with patients (clinicianship) and co-workers (workmanship), and the behaviour of doctors in society (citizenship). By analysing the survey responses of 368 UK medical professionals using the Content Validity Index, 28 attributes were identified to represent each facet (clinicianship 10, workmanship 11, and citizenship 7). In the second phase, the 28 attributes were included in an online measure (Dundee Barometer of Institutional Professionalism) with a rating scale based on the Theory of Planned Behaviour (TPB), and field-tested among the faculty and students of the Dundee Medical School. Based on the TPB, questions on personal attitude, institutional expectation and achievability in relation to each attribute were included. The field-test received 212 responses. The measure demonstrated high internal consistencies at both measure and facet levels. It appeared that the professionalism culture in Dundee Medical School was patient-centred, teamwork-oriented and society oriented. A principal component analysis helped reduce the number of items to 15 with five attributes representing each facet. A generalisability study predicted a highly acceptable reliability with the 15 items. The reaction of respondents towards the measure was positive. Conclusions: The Dundee Barometer of Institutional Professionalism (DBIP) is the first quantitative measure of the culture of professionalism in UK medical schools. It was developed with the consensus of both professionals and the general public, and used a theory-based rating scale (hence high validity). It is shown to be reliable with 15 items. The DBIP is a practical measure as it is easy to administer and is acceptable to respondents. The construct validity of the DBIP and its ability to distinguish differences in professionalism culture are areas of future research.

Zhou, Pengpeng. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2011. / Includes bibliographical references (leaves 76-89). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract also in Chinese.

The predictive ability of mathematics and reading placement tests used as a prerequisite for entry into the introductory level of accounting principles was investigated in a case study conducted at Thomas Nelson Community College in Hampton, Virginia for students enrolled during the 19-month period beginning with June 1988 and ending with December 1989. The entire population of 1353 students was used in the study which tested for the independence of two variables, assessed or non-assessed students and their success (or non-success) in the course. In addition, the scores on the placement tests were compared with the final grade of the students to establish any possible correlation between the scores and grades. Other variables such as gender, age, day or evening student status, full- or part-time status of the student or faculty, and/or curricula were also tested for their predictive qualities. The study used Chi-square statistics and stepwise multiple regression analysis to evaluate the results.;The study confirmed that although there appears to be a positive correlation between some of the reading and mathematics placement tests used in the study, students who have been subjected to placement testing did not score better than the students who had not been assessed. In the area of mathematics, arithmetic skills appear to be a more significant predictor of final grade outcome than does the placement test on elementary algebra. Both reading placement tests investigated showed significant, though limited, predictive value.;Further study should include re-evaluation of the placement tests being used for their validity as a predictor of success. The level of cut-off scores which are deemed to be acceptable should also be examined. Also, further study might explore the impact that factors other than adequate entering skills, such as teaching methodology, textbook materials, accounting laboratories, and use of computers have on the success rate of accounting students.

The purpose of this compilation has been to put the complete works of those Master of Arts graduates into one bound volume in a summarized form. These summarized statements are sometimes extractions from the prefaces, introductions or conclusions of the theses. They are in most instances quotations of purpose or conclusion. Only a few are summarized completely by annotated statements of the problem involved.

Statement of Problems: 1. To find the number of high school graduates from 1951 through 1955 a. Who entered college. b. Who married. c. Who went to work and type of job. 2. To find the college entered and objective. 3. To find occupation of those who did not enter college. 4. To find age at time of graduation. 5. To find some causes for not attending college.

The purpose of this pilot investigation was to assess the inter-rater reliability of an expert-validated pediatric feeding assessment, designed for clinician use with children who have severe disabilities. The tool would ideally allow for standardization of the clinical mealtime assessment process. A comprehensive review of available feeding instruments revealed that there is a need for an assessment tool for children with motor and developmentally based feeding problems.In response to this need, a new clinician administered instrument called the Mealtime Assessment Tool for Children (MATCH) was developed in order to guide the assessment of a child during a clinical meal. The items on the MATCH were selected based on expert validation of normal and abnormal feeding patterns that remain constant across the feeding assessments found in the literature. The tool includes a rating scale that allows for gradation of the severity of the problem. Child participants were taped while eating, and clips were rated by four SLPs using the MATCH. The resulting data was analyzed quantitatively, and it was found that across items there was a strong percentage agreement.