Efficacy of TeachTown: Basics computer-assisted intervention for the Intensive Comprehensive Autism Program in Los Angeles Unified School District.

Computer Assisted Instruction (CAI) has shown increased popularity recently and there are many studies showing promise for this approach for children with Autism Spectrum Disorders (ASD). However, there are no between-subject studies to date assessing the efficacy of CAI with this population. In this study, 47 preschool and K-1 students in ASD classrooms participated from Los Angeles Unified School District.

Quality of life and cholinesterase inhibitors: a qualitative study of patients with Alzheimer's disease and their carers.

Objectives: Cholinesterase inhibitors' (ChEIs) impact on cognitive functioning in Alzheimer's disease has been extensively researched. The effect of ChEIs on improving day-to-day living and quality of life in conjunction with level of functioning for patients or their carers has not been investigated.

Method: Five spouse dyads (patient and carer) and one additional carer were interviewed about their perceptions of ChEIs in relation to their influence on daily life for both parties.

Evaluation and comparison of portable emissions measurement systems and federal reference methods for emissions from a back-up generator and a diesel truck operated on a chassis dynamometer.

There is considerable interest in portable emissions measurement systems (PEMS) for emission inventory and regulatory applications. For this study, four commercial PEMS were compared with a Federal Reference Method (FRM) for measuring emissions from a back-up generator (BUG) over steady-state loads and a diesel truck on transient and steady-state chassis dynamometer tests. The agreement between the PEMS and the FRM varied depending on the pollutant and the particular PEMS tested for both the BUG and chassis dynamometer testing.

Recess is time-in: using peers to improve social skills of children with autism.

Children with autism face enormous struggles when attempting to interact with their typically developing peers. More children are educated in integrated settings; however, play skills usually need to be explicitly taught, and play environments must be carefully prepared to support effective social interactions. This study incorporated the motivational techniques of Pivotal Response Training through peer-mediated practice to improve social interactions for children with autism during recess activities.