BackgroundOnly prototypes 5 years ago, high-speed, automated whole slide imaging (WSI) systems (also called digital slide systems, virtual microscopes or wide field imagers) are becoming increasingly capable and robust. Modern devices can capture a slide in 5 minutes at spatial sampling periods of less than 0.5 micron/pixel. The capacity to rapidly digitize large numbers of slides should eventually have a profound, positive impact on pathology. It is important, however, that pathologists validate these systems during development, not only to identify their limitations but to guide their evolution.MethodsThree pathologists fully signed out 25 cases representing 31 parts. The laboratory information system was used to simulate real-world sign-out conditions including entering a full diagnostic field and comment (when appropriate) and ordering special stains and recuts. For each case, discrepancies between diagnoses were documented by committee and a "consensus" report was formed and then compared with the microscope-based, sign-out report from the clinical archive.ResultsIn 17 of 25 cases there were no discrepancies between the individual study pathologist reports. In 8 of the remaining cases, there were 12 discrepancies, including 3 in which image quality could be at least partially implicated. When the WSI consensus diagnoses were compared with the original sign-out diagnoses, no significant discrepancies were found. Full text of the pathologist reports, the WSI consensus diagnoses, and the original sign-out diagnoses are available as an attachment to this publication.ConclusionThe results indicated that the image information contained in current whole slide images is sufficient for pathologists to make reliable diagnostic decisions and compose complex diagnostic reports. This is a very positive result; however, this does not mean that WSI is as good as a microscope. Virtually every slide had focal areas in which image quality (focus and dynamic range) was less than perfect. In some cases, there was evidence of over-compression and regions made "soft" by less than perfect focus. We expect systems will continue to get better, image quality and speed will continue to improve, but that further validation studies will be needed to guide development of this promising technology.
The purpose of this study was to increase the social interaction skills of four preschool children with autism. Four teachers in integrated preschool classrooms participated. Experimental sessions occurred during daily 10-minute activities in which all children in the class were free to select from six to eight different activities. Prior to beginning the study, all four teachers were introduced to a variety of naturalistic teaching tactics designed to stimulate children's play and interaction with others. A multiple baseline design was employed to examine three different conditions. In baseline, teachers used these tactics with no assistance from research staff. In a second phase, teachers received daily feedback and technical assistance. Assistance was provided on only one occasion and then withdrawn during a maintenance phase. Results indicated that all four children increased their social interactions during the technical assistance phase. Each boy exhibited his skills in a range of different play activities, and two continued to display high levels of interaction during a maintenance phase.
The purpose of this study was to evaluate embedding and distributing constant time delay instructional trials into circle time activities and transitions between activities. Three boys in a summer day camp participated, and their teachers implemented the instruction. A multiple probe design across behaviors and replicated across participants was used. The data indicated (a) the teachers embedded and distributed the instruction accurately; (b) the children acquired the behaviors they were taught; (c) the trials to criterion and percentage of errors were similar, in large part, with what occurs when constant time delay is used in structured instructional sessions; and (d) the children generalized the learned behaviors across adults and materials. The findings are discussed in terms of our existing knowledge about embedding instruction in inclusive activities.
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