Backward chaining and speech-output technologies to enhance functional communication skills of children with autism spectrum disorder and developmental disabilities.

Behavioral intervention packages in combination with speech output technologies have been utilized to develop communication skills of children with autism spectrum disorder (ASD) and other developmental disabilities. The current study aimed to extend previous research (Gevarter et al.; Gevarter & Horan) by examining the effects of backward chaining in combination with least-to-most prompting, time delay, and differential reinforcement on the acquisition of functional communication skills. A multiple probe across participants design was used embedded with a changing criterion design. For the study, three male children with ASD or developmental disabilities and minimal vocal communication skills participated. The results indicated that the intervention was effective in increasing both iPad1©-based and vocal requesting of all participants, two of whom were able to maintain vocal requesting after the termination of intervention. Implications for future research and practice are discussed.

Osteocyte secreted factors inhibit skeletal muscle differentiation.

It is generally accepted that bone and muscle possess the capacity to act in an autocrine, paracrine, or endocrine manner, with a growing body of evidence that suggests muscle can secrete muscle specific cytokines or "myokines", which influence bone metabolism. However, there has been little investigation into the identity of bone specific cytokines that modulate skeletal muscle differentiation and function. This study aimed to elucidate the influence of osteocytes on muscle progenitor cells in vitro and to identify potential bone specific cytokines or "osteokines". We treated C2C12 myoblasts with media collected from differentiated osteocytes (Ocy454 cells) grown in 3D, either under static or fluid flow culture conditions (2 dynes/cm2). C2C12 differentiation was significantly inhibited with a 75% reduction in the number of myofibers formed. mRNA analysis revealed a significant reduction in the expression of myogenic regulatory genes. Cytokine array analysis on the conditioned media demonstrated that osteocytes produce a significant number of cytokines "osteokines" capable of inhibiting myogenesis. Furthermore, we demonstrated that when osteocytes are mechanically activated they induce a greater inhibitory effect on myogenesis compared to a static state. Lastly, we identified the downregulation of numerous cytokines, including Il-6, Il-13, Il-1ß, MIP-1α, and Cxcl9, involved in myogenesis, which may lead to future investigation of the role "osteokines" play in musculoskeletal health and pathology.

Using Direct Instruction: Teaching Preposition Use to Students With Intellectual Disability.

PURPOSE: Students with intellectual disability often struggle with significant language delays or impairments and can require explicit instruction in language skills. The purpose of this study was to investigate the effects of direct instruction on the use of and response to prepositions by 3 elementary school students with intellectual disability. METHOD: A multiple-baseline design across prepositions was used in this study with replication across students. RESULTS: Results of this study found that students were able to use and respond to prepositions consistently after receiving direct instruction on each of the 3 target prepositions. Furthermore, all 3 students demonstrated maintenance and generalization of the prepositions. CONCLUSION: These results have implications for practice that could influence preposition acquisition for students with intellectual disability, providing educators with a simple, efficient instructional approach.

Effects of direct instruction on the acquisition of prepositions by students with intellectual disabilities.

Some students with intellectual disabilities require explicit instruction of language skills, including preposition use; however, little is known about effective ways to teach preposition use to this population. This study examined direct instruction (DI) to teach students to use and respond to prepositions. Results indicated that DI was an effective way to teach prepositions. Limitations and directions for future research are discussed.