Combinations of Prompt and Target Response Modalities and Their Impact on Emergent Relations and Teaching Efficiency.

In the present study, native Spanish speakers were taught a small English vocabulary (Spanish-to-English intraverbals). Four different training conditions were created by combining textual and echoic prompts with written and vocal target responses. The efficiency of each training condition was examined by analysing emergent relations (i.e., tacts) and the total number of sessions required to reach mastery under each training condition. All combinations of prompt-response modalities generated increases in correct responding on tests for emergent relations but when target responses were written, mastery criterion was reached faster. Results are discussed in terms of efficiency for emergent relations and recommendations for future directions are provided.

Utility of US Norms for the Bayley Scales of Infant Development (III) in UK and Irish Children

The aim of this paper is to explore the utility of the United States norms for United Kingdom and Republic of Ireland populations. The Bayley Scales of Infant Development (BSID III) is a globally used developmental assessment for typically developing and clinical samples of children aged 1 to 42 months. A UK norming exercise (REF) confirmed the suitability of US norms for UK based research and practice. However, debate has continued concerning the utility of the US norms in other countries. This paper further explores the utility of the US norms for the UK and ROI populations using BSID III developmental outcome data from two samples of over one thousand typically developing children.

Systematic review of tools to measure outcomes for young children with autism spectrum disorder

BACKGROUND: The needs of children with autism spectrum disorder (ASD) are complex and this is reflected in the number and diversity of outcomes assessed and measurement tools used to collect evidence about children's progress. Relevant outcomes include improvement in core ASD impairments, such as communication, social awareness, sensory sensitivities and repetitiveness; skills such as social functioning and play; participation outcomes such as social inclusion; and parent and family impact.

OBJECTIVES: To examine the measurement properties of tools used to measure progress and outcomes in children with ASD up to the age of 6 years. To identify outcome areas regarded as important by people with ASD and parents.

METHODS: The MeASURe (Measurement in Autism Spectrum disorder Under Review) research collaboration included ASD experts and review methodologists. We undertook systematic review of tools used in ASD early intervention and observational studies from 1992 to 2013; systematic review, using the COSMIN checklist (Consensus-based Standards for the selection of health Measurement Instruments) of papers addressing the measurement properties of identified tools in children with ASD; and synthesis of evidence and gaps. The review design and process was informed throughout by consultation with stakeholders including parents, young people with ASD, clinicians and researchers.

RESULTS: The conceptual framework developed for the review was drawn from the International Classification of Functioning, Disability and Health, including the domains 'Impairments', 'Activity Level Indicators', 'Participation', and 'Family Measures'. In review 1, 10,154 papers were sifted - 3091 by full text - and data extracted from 184; in total, 131 tools were identified, excluding observational coding, study-specific measures and those not in English. In review 2, 2665 papers were sifted and data concerning measurement properties of 57 (43%) tools were extracted from 128 papers. Evidence for the measurement properties of the reviewed tools was combined with information about their accessibility and presentation. Twelve tools were identified as having the strongest supporting evidence, the majority measuring autism characteristics and problem behaviour. The patchy evidence and limited scope of outcomes measured mean these tools do not constitute a 'recommended battery' for use. In particular, there is little evidence that the identified tools would be good at detecting change in intervention studies. The obvious gaps in available outcome measurement include well-being and participation outcomes for children, and family quality-of-life outcomes, domains particularly valued by our informants (young people with ASD and parents).

CONCLUSIONS: This is the first systematic review of the quality and appropriateness of tools designed to monitor progress and outcomes of young children with ASD. Although it was not possible to recommend fully robust tools at this stage, the review consolidates what is known about the field and will act as a benchmark for future developments. With input from parents and other stakeholders, recommendations are made about priority targets for research.

FUTURE WORK: Priorities include development of a tool to measure child quality of life in ASD, and validation of a potential primary outcome tool for trials of early social communication intervention.

STUDY REGISTRATION: This study is registered as PROSPERO CRD42012002223.

FUNDING: The National Institute for Health Research Health Technology Assessment programme.

Relations between (κ, τ)-regular sets and star complements

Let G be a finite graph with an eigenvalue μ of multiplicity m. A set X of m vertices in G is called a star set for μ in G if μ is not an eigenvalue of the star complement G\X which is the subgraph of G induced by vertices not in X. A vertex subset of a graph is (k ,t)-regular if it induces a k -regular subgraph and every vertex not in the subset has t neighbors in it. We investigate the graphs having a (k,t)-regular set which induces a star complement for some eigenvalue. A survey of known results is provided and new properties for these graphs are deduced. Several particular graphs where these properties stand out are presented as examples.

Gestão curricular da língua cabo-verdiana : sua integração nos curricula

Com esta investigação pretendemos analisar as perspectivas e opiniões dos professores de Portugugs, relativamente A questáo da Gestão Curricular da Língua Cabo-vediana e sua integração nos curficula. O trabalho divide-se em duas partes, sendo a primeira parte abrangendo a coniextualizaç~od o problema e objecto de estudo, e o enquadramento tebrico, com base nos suportes te6ricos de referência e a segunda parte abarca a enquadramento metodológico de um estudo prospectivo, concretizado através da realização de um inquérito por questionário aplicado a uma amostra dos professores de Português de Cabo Verde. Na primeira parte do trabalho, para além do conceito de curriculo. que foi largamente descrito a nível teórico, o estudo centra-se no conceito de gesfão cvrricular da Ccv e as suas inter-relaçáes com os conceitos de adequaçio, diferenciação e integra@ curricuiares, a luz das novas tendemias curriculares e de inovação educativa. Um outro ponto que tem merecido destaque, nesta primeira parte diz respeito aos conceitos de crioulo e pidgin e a formação do Ccv e a sua conversão em Ccv. Assim, atribuímos A política linguística ai legiiimaçào da criação de estruturas e meios indispensáveis para a afirmação e valorizaç8a da Lcv e sua integração nos curricula. A concepção da nossa investigação situa-se dentro do paradigma construtívista, conforme definido por Guba & Lincoln (19941, que permite a compreensão da realidade sob a forma de construções mentais e sociais, baseadas na interpretação e analise de conteúdo de dados obtidos junto dos sujeitos, Para a abordagem metodológica utilizada nesta pesquisa utilizou-se o inquérito por question8rio1 com recurso ao método quantitativdqualitativo, visto que se trata de um estudo descritivolinterpretativo de natureza exploratória, que se preocupa mais com o processo do que com os prdutos. A síntese dos resultados demonstra que os professores têm a noção dos conceitos de currículo e de gestão curricular, embora haja algumas divergências na conceptualização dos mesmos. No tocante à Lcv, é clara a ansiedade que os professores deixam transparecer de ver a sua Ilngua materna valorizada, no sentido da sua ascensão A língua oficial em paridade com a Lp. Assim, advoga-se a criação de estruturas e de gestão de meios materiais a humanos para a oficialiração da Lcv e sua integração nos çurricula escolares.