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Articles that empirically investigated the emergence of untaught equivalence relations among individuals with autism are presented in this review. Systematic searches of academic databases, journals and ancestry searches identified nine studies that met inclusion criteria. These studies were evaluated according to: (a) participants, (b) developmental assessments conducted and reported, (c) experimental design, (d) stimulus content, (e) setting, (f) teaching procedure variables, (g) independent variables, (h) emergent skills tested, (i) main findings, (j) retention testing, and (k) reliability measures. The results of this synthesis demonstrate that while most individuals with ASD are able to form equivalence classes, the findings are variable. There are several examples in the literature in which untaught equivalence relations only emerged for some of the participants, or under modified teaching and testing conditions. In view of the limited research in this area, the lack of replication of findings, and the lack of investigation into variables that may affect the formation of equivalence classes, several recommendations are made for further research. (Contains 2 tables.)

Early intervention for children with behavioural difficulties can be effective in terms of outcomes for both the children and their families. Early intervention can save a child from long-term outcomes such as school failure, peer rejection and later offending. However, in terms of accurate assessment of young children's behavioural difficulties, there is disparity between what the research suggests as best practice and what actually occurs in kindergartens and schools. This paper challenges current thinking about the timing of behavioural assessments for young children and describes the elements of an effective screening procedure for these children. The authors' own behaviour screening tool is described. The implications of screening young children for behavioural difficulties are discussed, as is teachers' reluctance to do this. (Contains 2 tables.)

A survey of full-time undergraduates at Laurentian University (Ontario) measured student perceptions of the benefits of a university education. Six diverse student categories were identified based on the reasons for pursuing an education: self-improvement, social pressure, learning, self-development, career, and continued study of a favorite subject. (MSE)

Sea-level science has seen many recent developments in observations and modelling of the different contributions and the total mean sea-level change. In this overview, we discuss (1) the evolution of the Intergovernmental Panel on Climate Change (IPCC) projections, (2) how the projections compare to observations and (3) the outlook for further improving projections. We start by discussing how the model projections of 21st century sea-level change have changed from the IPCC AR5 report (2013) to SROCC (2019) and AR6 (2021), highlighting similarities and differences in the methodologies and comparing the global mean and regional projections. This shows that there is good agreement in the median values, but also highlights some differences. In addition, we discuss how the different reports included high-end projections. We then show how the AR5 projections (from 2007 onwards) compare against the observations and find that they are highly consistent with each other. Finally, we discuss how to further improve sea-level projections using high-resolution ocean modelling and recent vertical land motion estimates. [ABSTRACT FROM AUTHOR]

A rapid warming and freshening of the Southern Ocean have been observed over the past several decades and are attributed to anthropogenic climate change. In this study, ocean model perturbation experiments are conducted to separate roles of individual surface forcing in the Southern Ocean temperature and salinity changes. Model-based findings are compared with results from a theoretical framework including three idealized processes defined on the θ–S diagram. Under the future scenario of CO2 doubling, the heat flux forcing dominates the large-scale warming, deepening of isopycnals, and spiciness changes along isopycnals, which can be captured by an idealized pure warming process to represent the subduction of surface heat uptake. The poleward-intensifying westerly winds account for 24% of the enhanced warming between 35° and 50°S and would have comparable contribution as the heat flux forcing after removing the global ocean warming effect. In contrast, the widespread freshening in the Southern Ocean driven by increased surface freshwater input is largely compensated by the wind-driven saltening. The response to freshwater forcing could not be approximated as a similar pure freshening process as the induced cooling and freshening have comparable effects on density. The wind-driven changes are primarily through the local heave of isopycnals, thus resembling an idealized pure heave process, but contain considerable spiciness signals especially in the midlatitude Southern Ocean, resulting from anomalous northward transport and subduction of heat and salt that are largely density-compensating. These distinct signatures of individual surface forcing help us to better understand observed and projected changes in the Southern Ocean. Significance Statement: Considerable changes including a rapid warming and freshening have been observed in the Southern Ocean as it absorbs most of the extra heat from the anthropogenic climate change, receives increased surface freshwater input, and experiences a poleward shift and intensification of the westerly winds. The purpose of this study is to distinguish different contributions from surface heat flux, freshwater flux, and wind forcing to the Southern Ocean temperature and salinity changes, based on ocean model experiments and three idealized processes from a theoretical framework. Our study reveals distinct signatures of individual surface forcing that help us to understand linkages between changes seen at the surface and in the interior Southern Ocean. [ABSTRACT FROM AUTHOR]