Discrete-trials teaching (DTT) is one of the principal techniques used in Applied Behaviour Analysis programs for children with autism. Although the demand for training individuals to implement DTT is high, published studies on strategies to do so are few. I conducted two experiments to investigate a training package for teaching individuals to implement DTT. In Experiment 1, I used a modified multiple-baseline design to evaluate the training package for teaching five university students to implement DTT to teach three tasks to a confederate role-playing a child with autism. Also, in an AB within-subject design with each participant, I compared two components of the training package, a Self-Instructional Manual and Feedback plus Demonstration. Experiment 2 was a systematic replication of Experiment 1, with 2 teaching assistants, a resource teacher, and 3 parents of children with autism as participants. In both experiments I assessed the generalization (G1) of participants’ ability to implement DTT (while teaching the confederate) to teach tasks not targeted for Feedback plus Demonstration, as well as generalization (G2) of DTT while teaching a child with autism. After an average of approximately 3 hours to master the self-instructional manual, participants’ DTT accuracy in both experiments improved from an average of 34% in Baseline to an average of 61% following the Self-Instructional Manual. Results appeared to be due to the Self-Instructional Manual phase for 9 of the 11 participants. Following an average of 35 minutes of Feedback plus Demonstration of DTT of one task, participants’ DTT accuracy improved to an average of 91% while teaching a confederate. The improvement appeared to be due to the intervention with 10 of the 11 participants. The participants’ DTT accuracy averaged 90% during G1 and 86% during G2. These results demonstrate that this training package has considerable potential for teaching DTT to tutors, educational assistants, and parents of children with autism. / February 2008

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Discrete-trials teaching (DTT) is one of the principal techniques used in Applied Behaviour Analysis programs for children with autism. Although the demand for training individuals to implement DTT is high, published studies on strategies to do so are few. I conducted two experiments to investigate a training package for teaching individuals to implement DTT. In Experiment 1, I used a modified multiple-baseline design to evaluate the training package for teaching five university students to implement DTT to teach three tasks to a confederate role-playing a child with autism. Also, in an AB within-subject design with each participant, I compared two components of the training package, a Self-Instructional Manual and Feedback plus Demonstration. Experiment 2 was a systematic replication of Experiment 1, with 2 teaching assistants, a resource teacher, and 3 parents of children with autism as participants. In both experiments I assessed the generalization (G1) of participants’ ability to implement DTT (while teaching the confederate) to teach tasks not targeted for Feedback plus Demonstration, as well as generalization (G2) of DTT while teaching a child with autism. After an average of approximately 3 hours to master the self-instructional manual, participants’ DTT accuracy in both experiments improved from an average of 34% in Baseline to an average of 61% following the Self-Instructional Manual. Results appeared to be due to the Self-Instructional Manual phase for 9 of the 11 participants. Following an average of 35 minutes of Feedback plus Demonstration of DTT of one task, participants’ DTT accuracy improved to an average of 91% while teaching a confederate. The improvement appeared to be due to the intervention with 10 of the 11 participants. The participants’ DTT accuracy averaged 90% during G1 and 86% during G2. These results demonstrate that this training package has considerable potential for teaching DTT to tutors, educational assistants, and parents of children with autism.

Discrete-trials teaching (DTT) is one of the principal techniques used in Applied Behaviour Analysis programs for children with autism. Although the demand for training individuals to implement DTT is high, published studies on strategies to do so are few. I conducted two experiments to investigate a training package for teaching individuals to implement DTT. In Experiment 1, I used a modified multiple-baseline design to evaluate the training package for teaching five university students to implement DTT to teach three tasks to a confederate role-playing a child with autism. Also, in an AB within-subject design with each participant, I compared two components of the training package, a Self-Instructional Manual and Feedback plus Demonstration. Experiment 2 was a systematic replication of Experiment 1, with 2 teaching assistants, a resource teacher, and 3 parents of children with autism as participants. In both experiments I assessed the generalization (G1) of participants’ ability to implement DTT (while teaching the confederate) to teach tasks not targeted for Feedback plus Demonstration, as well as generalization (G2) of DTT while teaching a child with autism. After an average of approximately 3 hours to master the self-instructional manual, participants’ DTT accuracy in both experiments improved from an average of 34% in Baseline to an average of 61% following the Self-Instructional Manual. Results appeared to be due to the Self-Instructional Manual phase for 9 of the 11 participants. Following an average of 35 minutes of Feedback plus Demonstration of DTT of one task, participants’ DTT accuracy improved to an average of 91% while teaching a confederate. The improvement appeared to be due to the intervention with 10 of the 11 participants. The participants’ DTT accuracy averaged 90% during G1 and 86% during G2. These results demonstrate that this training package has considerable potential for teaching DTT to tutors, educational assistants, and parents of children with autism.

Diss. (sammanfattning). Uppsala : Sveriges lantbruksuniv., 2003. / Härtill 4 uppsatser.

In this study called "Effect of fluoranthene and flurochloridone on grow, metabolism and production of pea plants (Pisum sativum L.)" it was study the relationship between this organic pollutants and development of root system, photosynthetic parameters and production ability of pea plants cultivated in Richter nutrient solution. Quantum yield of PS II, specific leaf area (SLA), content of ABA in leaves and production ability was evaluated during the long time cultivation. The most degradation of production parameters was detected in plants influenced by FLU. The same chemical caused the significant differences in anatomy and morphology of root system. Both of used chemical, FLT and FLU, influenced the experimental plants very strongly and their presence caused damage of number of physiological processes.

Microtubers were obtained from potato plants (Solanum tuberosum L.) cultured in vitro, they were used in following experiments. The impact of growth regulators (FLD, AgNO3, BA, ABA) was monitored in length of dormancy. The content of ABA in the budding tubers and the content of endogenous CK (BA, IP, DHZ, DHZR, Z) was determined during the dormancy as well. Production of ACC, ethylene, O2, CO2 and ethane was determined by gas chromatography. Variants containing FLD, AgNO3 and BA had a significant impact in the shortening of dormancy and stimulation the growth of buds microtubers. When they were used the occurrence of budding tubers was increased by 30-40 % over the control. Variant of ABA inhibited the growth of buds. ABA content correlated with the process of dormancy and the occurrence of budding tubers. The highest content of ABA was in variant with freshly collected dormant tubers. Concentration of various CK was dependent on the type of CK and monitored variant. Generally, It was slightly increased with occurrence of budding tubers.

The effects of self directed video feedback was examined in the current study with therapists of home based ABA programs working with children with a pervasive developmental disorder. A multiple baseline design was used to systematically implement the intervention which consisted of the therapists watching a self recorded video of implementing a prompting procedure, completing a questionnaire and setting a goal for the next therapy session. Results of the intervention showed that the intervention was effective for one participant, while the other participant's prompting behavior only increased after further instruction and modeling of the behavior by the author. Implications for the current study as well as possibilities for future research are discussed.

The stomatal function and genetically based regulation of their number are interesting and important subjects of scientific research. Stomatal density on plant leaf surface is affected also by environmental factors, e.g. atmospheric CO2 concentration and irradiance (PAR). These two factors have common affect ? leaf internal CO2 concentration (Ci) in the leaf can be changed. The question might be if the Ci is the signal for expression of genes controlling stomatal development. According to the hypothesis which this thesis is based on I proposed an increase of expression of positive regulator STOMAGEN in the case when Ci is reduced. The expression of STOMAGEN was increased in plants with Ci decreased by higher PAR in contrast with plants where the Ci was decreased by adding of abscisic acid into nutrient solution. These results show no dependence of STOMAGEN expression on inner CO2 concentration.

While there are many deficits associated with autism spectrum disorder, social skills deficits are one of the most noticeable in a child diagnosed with autism spectrum disorder (ASD). There are many treatments utilized by mental health clinicians, healthcare professionals, and schools to address social skills deficits. Historically, autistic children have been taught social skills predominantly through behavioral interventions, which have been proven effective. However, following the rise in technological advancement, there has been a wave of new social skills computer-based interventions (CBI) geared towards ASD children. While the research into the effectiveness of CBI is limited, the new direction is said to be a promising alternative in comparison to behavioral interventions. Few studies have examined the effectiveness of CBI in comparison to known effective behavioral interventions. In this study, I conducted a secondary data analysis, examining the effectiveness of CBI on improving social skills when compared to a person-implemented intervention. The framework of the study featured social learning theory, descriptive statistics, and t test analysis, which provided an examination of the effectiveness of CBI when compared to a person-implemented intervention. Independent samples t tests showed that both Group A (FaceSay, N = 10) and Group B (Model Me Kids, N = 10) showed significant improvement in social skills. The current findings suggest that CBI programs are efficient for teaching social skills to school aged children with ASD. Future research should focus on the use of CBI in a clinical environment with a larger sample size. Implications for social change include ASD children engaging with others in a socially appropriate manner within their natural environment.