Joint attention refers to an early developing set of behaviors that plays a critical role in both social and language development and is specifically impaired in children with autism. In a series of three studies, preschool teachers demonstrated the effectiveness of discrete trial instruction and pivotal response training strategies to teach joint attention to 5 children with autism (Study 1). Parents of 2 of the 5 children also taught joint attention at home and in the community (Study 2). Several additional dependent measures demonstrated collateral improvements in expressive language and social-communicative characteristics that were socially validated by parent raters (Study 3). Results are discussed with respect to the importance of addressing different forms of joint attention, the necessity to extend intervention to naturalistic contexts and joint attention partners, the pivotal nature of joint attention, and whether intervention adequately addresses both the form and social function of joint attention.

In recent years, the recreational contribution to the total catch of Atlantic cod (Gadus morhua) in the Gulf of Maine (GOM) has increased with recreational discards outnumbering recreational landings by 2:1. However, the discard mortality (DM) rate of cod released in the recreational fishery remains poorly understood, thus contributing to the uncertainty in stock assessments and fishery management plans. The current study examined the capture-related factors most detrimental to cod DM in the GOM recreational rod-and-reel fishery. Atlantic cod (n ¼ 640; 26.0-72.0 cm) were angled from June-October 2013 on southern Jeffreys Ledge in the western GOM using fishing gear representative of the local recreational fishery. A subset (n ¼ 136) was also tagged with pressure-sensing acoustic transmitters before being released into an acoustic receiver array (n ¼ 31) deployed to monitor survival up to 94 days. To properly model DM up to the fishery-wide level, all cod were visually assessed for capture-related injuries according to a four-level injury score index. Mean tackle-specific DM rates of 15.4 and 21.2% were estimated for bait-and jig-captured cod, respectively, with an overall 16.5% mean DM rate for the 2013 GOM recreational cod fishery. Twenty-nine cod tagged with acoustic transmitters were identified as dead, where the majority ( 90%) died within 16 h post-capture. Upon evaluation with a specifically adapted parametric survival analysis, greater incidence of mortality was attributed to the capture and handling process (rather than release) for moderately and severely injured cod. Based on the capture-related factors associated with the highest injury rates, we recommend minimizing fight and handling times, avoiding areas with small cod, educating inexperienced anglers, and favouring bait over jigs to mitigate mortality. Results will continue to inform the development of fishery management plans and enhance survival through dissemination of "best practice" techniques to fishery stakeholders.

Joint attention is an early-developing social-communicative skill in Which tWo people (usually a young child and an adult) use gestures and gaze to share attention With respect to interesting objects or events. This skill plays a critical role in social and language development. Impaired development of joint attention is a cardinal feature of children With autism, and thus it is important to develop this skill in early intervention efforts. Several interventions are described that involve teaching joint attention to young children With autism. These interventions focus primarily on the forms of joint attention; hoWever, they only partially address the unique social function of this behavior. DraWing on the joint attention literature, as Well as extensive intervention literature from the field of applied behavior analysis, We describe a set of strategies that could be used to teach and support joint attention, function as Well as form, in young children With autism.

Typically developing siblings of a child with autism spectrum disorder may be at increased risk of mental health difficulties. A support group is one approach to improve mental health outcomes for typically developing siblings. During support groups, typically developing siblings discuss their feelings, learn coping strategies and problem-solving skills, and develop a peer network. We conducted a randomized controlled trial comparing a support group to an attention-only social control group. Some areas of mental health improved. Autism spectrum disorder symptom severity in the sibling with autism spectrum disorder moderated effects. Findings suggest continuing to examine what areas of mental health and adjustment are improved with support groups and subgroups of typically developing siblings for whom support groups might be particularly effective. Lay abstract Typically developing siblings of a child with autism spectrum disorder may show mental health difficulties. A support group is one approach to help typically developing siblings. During support groups, typically developing siblings discuss their feelings, learn coping strategies and problem-solving skills, and develop a peer network. We compared a support group to participation in a similar group without a focus on the sibling with autism spectrum disorder. Some areas of mental health improved. Improvements were also impacted by autism spectrum disorder symptom severity in the sibling with autism spectrum disorder. Findings suggest continuing to examine how support groups can help typically developing siblings and for which siblings support groups might be particularly effective.

transition point. The cost of transport, measured by respirometry, increased as the fish switched from labriform to undulatory swimming. Our data show that bluegill changed gait as swimming speed increased to recruit additional muscle mass, rather than to maximize economy, as is the case for many terrestrial animals.