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This article describes the design and use of daily schedules for individual students, especially those with moderate or severe disabilities, highlighting the multiple learning opportunities such schedules can provide. It considers advantages of schedule use, types of daily schedules, considerations for developing schedules, embedded academic skills, and instructional considerations. (Contains 11 references.) (DB)

OBJECTIVE: Social deficits are already exhibited by people at risk for schizophrenia-spectrum disorders. Technological advances have made passive detection of social deficits possible at granular levels. METHOD: In this real-world study, we tested if schizotypy status (high/low) predicted two types of social behavior: (1) being around other people; and (2) actively socializing with others. We also examined if schizotypy influences relationships between social behavior and affect using subjective and objective instruments. RESULTS: Our findings revealed that socializing with others was significantly decreased in the high schizotypy group. Positive affect increased in social situations and predicted later social behavior in those low, but not high, in schizotypy. CONCLUSION: Decreased social behavior in schizotypy may be explained, in part, by these individuals being less incentivized than their peers to pursue social situations. Future studies should test this explanation in larger samples exhibiting elevated positive, negative, and disorganized schizotypy traits.

The need for computer-based aphasia treatment programs (CBATP) is increasing as viable options are sought for optimizing the quality, quantity and accessibility of therapy while also reducing its cost. A challenge in the development of CBATPs has been automated assessment of spoken responses. This feature would allow for provision of feedback to the patient and/or performance data to the speech-language pathologist. In this poster, we present data comparing the automated judgments of response accuracy of several systems with that of experienced clinicians. Patient data for this project was downloaded from the AphasiaBank database (McWhinney, Fromm, Forbes, & Holland, 2011).