Neither pharmacological nor molecular genetic manipulations of galanin altered depression-related profiles in the TST. Possible functional alterations in hippocampal 5-HT neurotransmission may have contributed to these negative results. These preliminary findings provide evidence against the hypothesis that galanin plays a central role in mouse depression-related behaviors. It remains possible that galanin modulates depression-related responses in other experimental paradigms and species.
Social skills training programs have increasingly enlisted same-age typical peers as instructors in the teaching of social skills to children with high-functioning autism spectrum disorder (ASD). The inclusion of peers in the teaching process has been found to be a critical component in these programs. Despite strong support for incorporating peers in social skills programs, there are few guidelines for training peers. The present study examined a treatment package to teach typical school-aged children skills to become peer models. A multiple baseline across behaviors research design was implemented using components of behavioral skills training to teach (a) initiating verbal interactions, (b) prompting for targeted skills, and (c) delivery of praise. The peer models quickly acquired the skill of initiating verbal interactions; however, posting of data, prompting, and additional contingencies were needed to maintain and generalize prompting for targeted skills and delivery of praise with novel children.
We examined the generalized effects of training children to fluently blend phonemes of words containing target vowel teams on their reading of trained and untrained words in lists and passages. Three second-grade students participated. A subset of words containing each of 3 target vowel teams (aw, oi, and au) was trained in lists, and generalization was assessed to untrained words in lists, trained and untrained words in target passages, and novel words in generalization passages. A multiple probe design across vowel teams revealed generalized increases in oral reading accuracy for target words presented in both lists and passages for all 3 students on 2 vowel teams and for 1 student on all 3 vowel teams. Generalized increases in oral reading fluency in both lists and passages were found for all 3 students on the vowel team that was trained to a fluency criterion, with two students showing increases prior to training on the other two vowel teams. Implications of these results for building fluency in prerequisite phonemic awareness skills as an intervention for promoting generalized oral reading fluency are discussed.
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