Functional communication training (FCT) is an evidence-based intervention that has been widely used and implemented to reduce problem behavior and teach replacement behavior in a variety of settings. Specific procedures have been researched and documented to ensure correct implementation. Functional communication training can be broken into three steps: (a) identifying the function of the problem behavior through a functional behavior assessment (FBA); (b) selecting an appropriate replacement communicative response; and (c) building new skill acquisition through teaching and rehearsal while using reinforcements and extinction.
Functional communication training (FCT) is a behavioral treatment that has been shown to reduce problem behavior and increase appropriate communication in young children with autism spectrum disorder (ASD). In this study, we assessed the effects of FCT on targeted and nontargeted problem behaviors outside of the training context, as well as parent stress, for 30 young children with ASD and their parents. Indirect measures of generalization treatment effects were administered prior to and following FCT treatment delivered via telehealth. Children demonstrated significant improvement on both targeted (measured via observation) and nontargeted (measured via checklist) problem behaviors, both within and outside of the training context, and parent stress was significantly reduced following treatment. These results suggest that the impact of FCT may extend beyond the training context for both the children being treated and the parents delivering treatment, even when generalization is not specifically programmed for during treatment.
Hyper-immunoglobulin M (IgM) syndrome (HIGM) is a rare heterogeneous primary immune deficiency. We describe a patient with HIGM characterized by skewed production of serum IgG subclasses and normal somatic hypermutation. This case may represent a subgroup of HIGM type 4 that is characterized by a biased switching to the V-region proximal constant regions.
The goal of this project is to test students and faculties stress levels in their saliva compared between the beginning of this semester and the end of the semester. IgA levels are influenced by many physiological factors, including the hormones associated with stress. The findings conclude that there is significance between IgA levels in a student or faculty based on hours since they had left class and hours until they have class. Students and faculty showed a correlation between IgA and time since being in class or work (p-value = 0.03), however no significance of the duration of the expected rest period (p-value = 0.71). The significance of this finding is that students and faculty tend to be more stressed after being in class/work based on IgA levels in their saliva.
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