Effects of an idiosyncratic stimulus on functional analysis of vocal stereotypy in two settings.

Objective: This study evaluated the effects of an idiosyncratic stimulus (Legos plastic blocks) on vocal stereotypy by a child with pervasive developmental disorder during functional analysis sessions conducted in analogue and natural settings.

Methods: The presence and absence of the idiosyncratic stimulus was controlled in a multielement experimental design that incorporated four functional analysis conditions.

Results: The background presence of the idiosyncratic stimulus was associated with a higher percentage of vocal stereotypy in all functional analysis sessions in both settings when compared with phases where the stimulus was absent.

Enzymatic properties of ALDH1L2, a mitochondrial 10-formyltetrahydrofolate dehydrogenase.

10-Formyltetrahydrofolate dehydrogenase (FDH, ALDH1L1), an abundant cytosolic enzyme of folate metabolism, shares significant sequence similarity with enzymes of the aldehyde dehydrogenase (ALDH) family. The enzyme converts 10-formyltetrahydrofolate (10-fTHF) to tetrahydrofolate and CO(2) in an NADP(+)-dependent manner. The mechanism of this reaction includes three consecutive steps with the final occurring in an ALDH-homologous domain.

ALDH1L2 is the mitochondrial homolog of 10-formyltetrahydrofolate dehydrogenase.

Cytosolic 10-formyltetrahydrofolate dehydrogenase (FDH, ALDH1L1) is an abundant enzyme of folate metabolism. It converts 10-formyltetrahydrofolate to tetrahydrofolate and CO(2) in an NADP(+)-dependent reaction. We have identified a gene at chromosome locus 12q24.

The influence of therapist attention on self-injury during a tangible condition.

This study investigated the effects of therapist attention on the self-injurious behavior (SIB) of a 6-year-old girl with developmental disabilities. After results of a functional analysis indicated that SIB was maintained by attention and tangible reinforcement, tangible conditions with and without contingent verbal attention were compared. Results suggested that the inclusion of verbal attention in a tangible condition may confound functional analysis outcomes for behavior that is maintained by attention.

Teacher acquisition of functional analysis methodology.

The current study examined methods for training teachers to use functional analysis methods. Teachers first received written and verbal instructions detailing attention and demand conditions. They then received training that included modeling, rehearsal, and performance feedback.