Concerns About the Registered Behavior Technician™ in Relation to Effective Autism Intervention.

In 2014, the Behavior Analyst Certification Board (BACB®) initiated a program for credentialing behavior technicians. The new credential, Registered Behavior Technician™ (RBT®), is for providers of behavioral intervention to a wide range of individuals with mental health needs and developmental delays, including individuals diagnosed with autism spectrum disorder (ASD). The RBT® would represent the entry-level position within the range of the BACB® credentials.

Matching children on the autism spectrum to classrooms: a guide for parents and professionals.

Meeting the needs of a learner with an autism spectrum disorder requires specialized expertise. Assessing the extent to which a potential program or classroom meets a child's needs is a source of serious challenge for parents and professionals alike. Indeed, identifying, prioritizing and agreeing upon the child's needs are complex questions for which there are no clear and straightforward answers.

Discrete Trial Instruction vs. Mand Training for Teaching Children With Autism to Make Requests.

The present study compared the effects of discrete trial instruction (DTI) and mand training on the acquisition of independent requests in 6 children with autism. Two multiple-probe designs across participants were conducted with 3 participants receiving mand training followed by DTI and the other 3 receiving DTI followed by mand training. Eye contact and challenging behaviors were also assessed across conditions.

The regulation of exosome secretion: a novel function of the p53 protein.

The p53 protein responds to stress signals by regulating the transcription of a variety of genes. Some of these genes encode secreted proteins that may be involved in the communication between adjacent cells. In this study, a proteomics approach was employed to identify proteins secreted by cells in a p53-dependent manner after DNA damage.

Detection of functional single-nucleotide polymorphisms that affect apoptosis.

Human EBV-transformed B lymphocyte cell lines (LCLs) were used to measure the apoptotic response of individuals to gamma radiation. The responses form a normal distribution around a median of 35.5% apoptosis with a range of 12-58%.

The p53 pathway: positive and negative feedback loops.

The p53 pathway responds to stresses that can disrupt the fidelity of DNA replication and cell division. A stress signal is transmitted to the p53 protein by post-translational modifications. This results in the activation of the p53 protein as a transcription factor that initiates a program of cell cycle arrest, cellular senescence or apoptosis.

Commitment to philosophy, teacher efficacy, and burnout among teachers of children with autism.

Variables that may be related to burnout in teachers of students with autism, including commitment to an underlying philosophy of a treatment and professional self-efficacy, were explored. Teachers using one of two different treatment approaches to autism participated: those using Applied Behavior Analysis (n = 34), and those using TEACCH (Treatment and Education of Autistic and Related Communication-Related Handicapped Children) (n = 30). Participants completed the Autism Treatment Philosophy Questionnaire, developed by the authors to differentiate between the philosophy of the approaches; Teacher Efficacy Scale, and Maslach Burnout Inventory.

The Product of the fimI gene is necessary for Escherichia coli type 1 pilus biosynthesis.

Site-directed mutagenesis was employed to create lesions in fimI, a gene of uncertain function located in the chromosomal gene cluster (fim) involved in Escherichia coli type 1 pilus biosynthesis. Chromosomal fimI mutations produced a piliation-negative phenotype. Complementation analysis indicated that a fimI'-kan insertion mutation and a fimI frameshift mutation produced polarity-like effects not seen with an in-frame fimI deletion mutation.