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Bidirectional naming is an important ability which enables children to acquire listener and speaker behaviors through exposure to relevant word-object associations. Many children with autism spectrum disorder (ASD) or developmental delays do not demonstrate this ability and require systematic instruction. The purpose of the present study was to evaluate the efficacy of computer-assisted multiple exemplar instruction to facilitate bidirectional naming. Three 5-year-old Chinese boys with ASD participated in a multiple probe across three participants design. The results indicated that all three children's naming performance increased from pretest to posttest, supporting the potential practicality of the instructional system for use in applied settings.

This study evaluated the effects of using preferred activities with peer support on the social interactions of preschoolers with autism spectrum disorder (ASD) and their typically developing peers. Two preschool-age children with ASD and six peers in an inclusive classroom participated in this study. A multiple-probe single case experimental design across three peers was employed. Results indicated that the participants' social initiations and responses, as well as the percentage of time engaged in social play, increased following the preferred activity. Gains were also demonstrated across social interactions and time engaged in the preferred activity plus peer support condition. Increases in social interaction behaviors in typically developing peers were also observed, and positive intervention gains were maintained during 5-week follow-up sessions. Implications for research and practice for improving interaction between children with and without ASD in inclusive preschool settings are discussed.

Parenting a child with autism spectrum disorder (ASD) can be tremendously challenging. It is important to identify factors associated with parenting stress. This study examined the indirect effect of parental dispositional mindfulness on their anxiety and depressive symptoms and family quality of life (FQOL) through mindful parenting and then parenting stress. Seventy-nine Chinese parents (24.1% fathers) of children with ASD aged 3-13 years completed self-report questionnaires. Results indicated that higher dispositional mindfulness was associated with higher mindful parenting, which was related to lower parenting stress, and further related to lower anxiety and depressive symptoms and higher FQOL. The findings provide valuable insight into the potential pathways through which general mindfulness and mindful parenting may positively impact parental outcomes., Author(s): Hui Wang [sup.1] , Qiandong Wang [sup.1] , Xiaoyi Hu [sup.2] , Zhuo Rachel Han [sup.1] Author Affiliations: (1) grid.20513.35, 0000 0004 1789 9964, Beijing Key Laboratory of Applied [...]

Children with autism spectrum disorder (ASD) often lack symbolic play skills. Attribution of pretend properties (APP) is a type of symbolic play in which a child tacts pretend properties of an object (e.g., smelling a toy flower and saying, "It smells like a rose!"). Three Chinese boys (5-6 years of age) with ASD served as participants. A multiple-probe design across 5 objects was used to determine the effects of an intervention that involved having the child experience and tact sensory properties of real objects (e.g., rose). Corresponding test objects, including mock (e.g., a toy flower) and arbitrary objects (e.g., a stick), were used to evaluate whether tact responses for sensory properties were transferred. Results indicated that all 3 children emitted tacts of stimulus properties for test objects and maintained the skill for 7 to 10 weeks following the intervention. Two participants also tacted novel (nontarget) properties for test objects.

Emerging evidence suggests that gut bacteria‐derived trimethylamine N‐oxide (TMAO) elevates the risk of cardiovascular disease, and dietary fiber holds the potential to attenuate TMAO formation. However, the effectiveness of dietary fiber, such as inulin, in inhibiting TMAO formation remains controversial. Therefore, this study investigated the effect of inulin supplementation on TMAO formation in mice with high TMAO levels induced by a high‐fat diet (HFD) combined with choline and L‐carnitine. Results showed that HFD treatment significantly elevated blood TMAO concentrations and increased the abundances of TMAO formation‐associated gut bacteria, as well as the abundances of functional genes responsible for TMA formation. While the supplementation of choline and L‐carnitine greatly enhanced blood trimethylamine (TMA) and TMAO levels, inulin supplementation did not significantly affect TMAO levels and had limited impact on TMA‐associated gut bacteria, except for Desulfitobacterium hafniense. [ABSTRACT FROM AUTHOR]

Objectives: To assess the efficacy and safety of preoperative neoadjuvant everolimus in renal angiomyolipomas (AML) patients with or without Tuberous Sclerosis Complex (TSC). Materials and Methods: This multi‐institutional retrospective study enrolled renal AML patients who underwent partial nephrectomy (PN) or total nephrectomy after receiving at least 1 month of pre‐operative everolimus. Imaging evaluations were collected before and after treatment, along with demographic, surgical, and follow‐up information. The primary outcome was tumor volume reduction of ≥25%, with additional outcomes including recurrence, perioperative outcomes, renal function, and safety. Results: From January 2015 to July 2022, 68 renal AML patients were studied—41 with TSC and 27 without. During everolimus treatment, 61.0% (25/41) of TSC patients and 44.4% (12/27) of non‐TSC patients achieved tumor reduction of ≥25%. Additionally, 41.5% (17/41) of TSC patients and 18.5% (5/27) of non‐TSC patients achieved a ≥ 50% reduction. Three TSC patients and 1 non‐TSC patient discontinued treatment due to side‐effects. Most patients (92.7% TSC, 85.2% non‐TSC) underwent PN. After everolimus treatment, the necessary total nephrectomy decreased to 41.2% (7/17) from baseline. Postoperatively, 1 grade 3 and 3 grade 2 complications occurred, with no grade 4 or 5 complications. After a median follow‐up of 24 months, only 1 TSC patient recurred with a diameter >3 cm. Retrospective nature is the major limitation of this study. Conclusion: Everolimus was effective and well‐tolerated in neoadjuvant treatment for renal AML, especially in TSC patients. This neoadjuvant combination strategy of everolimus and PN could effectively controls recurrence and preserves renal function. [ABSTRACT FROM AUTHOR]

In this work, the gas-phase ion–atom collision reaction between large cationic carbon clusters and H-atoms is investigated. The carbon cluster cations (C |$_{48-2*n}$| |$^+$|⁠ , n = [0 |$-$| 8]) are produced from the photo-fragmentation processes of large PAH (dicoronylene, DC, C |$_{48}$| H |$_{20}$|⁠) cations. The hydrogenated carbon cluster cations are efficiently formed (e.g. C |$_{44/46}$| H |$_{9}$| |$^+$|⁠), and no even–odd hydrogenated mass patterns are observed. The hydrogenation behaviour and hydrogenation rate for these carbon cluster cations are the same. With theoretical calculations, the formation and bending processes of carbon cluster cations, the structure of these newly formed hydrogenated carbon cluster cations, and the bonding energies for the hydrogenation pathways are investigated. During the formation process of carbon clusters, the zigzagged edges gradually increase, and the planar configuration tends towards a bent and folded molecular configuration, i.e. from graphene to fullerene structures. The bending process with higher exothermic energies provides a reasonable explanation for the formation of the 'magic numbers' (e.g. C-atoms = 44) carbon clusters and their greater stability. The exothermic energy for each hydrogenation reaction pathway is relatively high; consequently, the forms and the hydrogenated states of carbon clusters are complex. The hydrogenation ability of edge carbon sites is higher than that of internal carbon sites; after bending and folding, the hydrogenation ability of these originally internal carbon sites becomes higher due to structural caged. As a result, under the co-evolution interstellar chemistry network, the (hydrogenation) states and forms of carbon compounds are complicated and diverse in the ISM. [ABSTRACT FROM AUTHOR]

Bidirectional naming is an important ability which enables children to acquire listener and speaker behaviors through exposure to relevant word-object associations. Many children with autism spectrum disorder (ASD) or developmental delays do not demonstrate this ability and require systematic instruction. The purpose of the present study was to evaluate the efficacy of computer-assisted multiple exemplar instruction to facilitate bidirectional naming. Three 5-year-old Chinese boys with ASD participated in a multiple probe across three participants design. The results indicated that all three children's naming performance increased from pretest to posttest, supporting the potential practicality of the instructional system for use in applied settings., Author(s): Gabrielle T. Lee [sup.1] , Xiaoyi Hu [sup.2] , Ning Jin [sup.3] Author Affiliations: (1) grid.39381.30, 0000 0004 1936 8884, Faculty of Education, Western University, , 1137 Western Road, [...]

This paper compared the effectiveness and efficiency of using computer-assisted instruction (CAI) and teacher-implemented instruction (TII) to teach visual matching skills to students with autism spectrum disorder and/or other developmental disabilities. Four school-aged students participated in this study with an alternating treatment design. The CAI incorporated discrete trial instruction with the gesture-tracking application, while the TII involved traditional one-to-one instruction using flashcards. The results indicated that all students acquired the target matching skills with generalization to similar untaught skills and maintained acquired skills at a high level for up to 5 weeks under both CAI and TII. Both CAI and TII were effective. However, CAI was more efficient than TII in regards to the prompts provided and the duration of instructional sessions. CAI also resulted in more student engagement in independent learning.

Technology-enhanced environments are increasingly used to enhance the interaction skills of children with autism spectrum disorder (ASD), yet little is known about how technology use influences interactions between educators and children. This article examined how educators engage with children with ASD in a technology-enhanced learning environment (LE). More precisely, the article investigated how educators verbally guide children with ASD during activities at four different technology-based workstations and how the children respond verbally and behaviorally to educators' guidance. Seven children with ASD and their educators participated in this exploratory study. Data consisted of video recordings collected during interactional situations in technology-enhanced LEs with multiple technologies in Finland and China. The recordings were analyzed by developing a coding scheme in order to capture the educators' verbal guidance and the children's verbal and behavioral responses. The study showed that the educators engaged with children with ASD differently at different workstations, and the technology used shaped the educators' verbal guidance and the children's verbal and behavioral responses. These differences in educators' verbal guidance and children's responses between the workstations showed how the design and features of technology-enhanced solutions affected interactions around their use. Thus, by using versatile technologies, it was possible to shape the interaction between educators and children during educational activities and to provide children with ASD a variety of opportunities to practice communication and interaction skills.

The purpose of this study was to evaluate the effects of intraverbal prompts on response diversity and novelty in intraverbals posed to children with autism spectrum disorder (ASD). The intraverbal prompts involving function, feature, and class (FFC) of an item were used in the training of three questions requiring multiple responses. Two Chinese boys with ASD (aged 5-6 years) served as participants. A multiple-probe across three behaviors design was employed. The results indicated that the intraverbal prompts effectively increased the number of divergent responses to all three questions. Novel responses emerged at a low level while generalization to similar questions was not observed following the training.