In the auditory oddball paradigm, the frequent occurrence of a sound (the "standard") forms the basis of deviance detection. The incoming sounds are compared with the cortical representation of the standard and those sounds that do not match it elicit the mismatch negativity (MMN) event-related brain potential. Here we address the issue of whether the relative probability of the sounds in a sequence was a critical factor influencing which sounds would be represented as standards in the deviant comparison process. One frequent (F1) and two infrequent (D1 and D2) sounds that differed only in duration were presented in a sequence. D1 occurred proportionally as frequently with respect to D2 as F1 occurred with respect to D1. If the proportional relationship of sounds were critical then D1 could serve as a "standard" to D2 and thus D2 should elicit two MMNs. However, D2 elicited MMN only with respect to F1. This result as well as those obtained in two control conditions suggests that "standards" are not established on the basis of relative probability; they emerge as a result of global characteristics, the longer-term context, of the sound sequence.
Introduction: While disclosure of concealable conditions like epilepsy can create social support, it may cause relationships to disintegrate. Friendship in young adulthood is pivotal in the transition to emotional autonomy, yet little is known about peer disclosure by university students with epilepsy. This qualitative study aimed to map key features in the process of epilepsy disclosure. Method: Semi-structured interviews were completed with eight young adults (aged 18-25 years) with epilepsy enrolled in or recently graduated from Irish universities. Findings: Thematic analysis yielded four main themes: (1) Assessing the disclosure recipient; (2) Managing the presentation of epilepsy; (3) Forging alliances; and (4) Feeling more positive. The process of disclosure centred on enlisting the support of allies deemed trustworthy by participants. Disclosure messages presented epilepsy neutrally to bolster allies' commitment to the role. Although participants viewed disclosure as beneficial to wellbeing, concern was expressed about acquiring a stigmatised social identity. Conclusion: Occupational therapists are well placed to support young adults through the process of disclosure. Promoting a positive collective identity through peer mentorship promises to disrupt stigma. More broadly, partnerships between occupational therapists and epilepsy organisations or disability support services in third level education could establish an academic culture where supports are readily available to people with concealable illnesses.
Incorporating literacy into the caseload of the school-based speech-language pathologist is often met with mixed feelings. This article explores the role of the speech-language pathologist (SLP) in the literacy arena from the mid 1970s to the present. It becomes apparent that SLPs have long recognized the relationship between the areas of language we are trained to address and an individual's ability to read and write. Changes have occurred over the last 25 years with an increase in research supporting the reciprocal relationship between language and literacy, a movement toward evidenced-based practice, and greater accountability regarding education and related service goals. While SLPs were exploring the language-literacy relationships several decades ago, current practice patterns demonstrate exemplary examples of collaboration with classroom teachers and SLPs. Two speech-language pathologists from a public school system in Maryland share how they have effectively worked on areas of prevention and intervention in a collaborative manner. Examples are also provided of “other roles” we often provide to general educators and families.
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