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An important advantage of guided waves is their ability to propagate large distances and yield more information about flaws than bulk waves. Unfortunately, the multi-modal, dispersive nature of guided waves makes them difficult to use for locating flaws. In this work, we present a method and experimental data for removing the deleterious effects of multi-mode dispersion allowing for source localization at frequencies comparable to those of bulk waves. Time domain signals are obtained using a novel 64-element phased array and processed to extract wave number and frequency spectra. By an application of Auld’s electro-mechanical reciprocity relation, mode contributions are extracted approximately using a variational method. Once mode contributions have been obtained, the dispersion for each mode is removed via back-propagation techniques. Excepting the presence of a small artifact at high frequency-thicknesses, experimental data successfully demonstrate the robustness and viability of this approach to guided wave source location.

Physical Activity (PA), and conversely, inactivity, are related to overall health and wellness at all stages of life. The benefits of engaging in life-long PA are numerous and include benefits for overall individual physical, mental, and social health, but also benefits to overall community and population health. Individuals transitioning from their teenage years into their emerging adult/early adult years (18–24 years old) currently represent approximately 61% of the United States college student population. This group is at risk for declining PA levels throughout their college years, thus influencing the health habits they carry with them into adulthood. Colleges and Universities are uniquely positioned to help shape and reinforce adoption of overall health and wellness in the college student population. Working collaboratively with all campus stakeholders to decrease sedentary time and increase PA levels through integrative evidence-based interventions will lead to improved health outcomes for individual students and campus community health overall.

Cross-sectional analysis of data from the Recharge@Work study was used to assess individual, interpersonal and organizational correlates of objectively- measured sedentary time, in desk-dependent office workers at 2 U.S. hospitals. Analysis included 65 participants (62 females and ~49.2 years old). Sedentary time was assessed by accelerometry across five consecutive days and expressed as prolonged sedentary bouts (60 min ≤ 150 cpm). Correlates measured a baseline included: age, BMI, active break enjoyment, active break outcome expectancy, active break self-efficacy, active break social support, direct supervisor support of active breaks and senior manager support of active breaks. As expected, we found that the more individuals perceived their supervisor as supportive of active breaks and the more they enjoyed active breaks, the more likely they were to actually take active breaks (i.e., to experience less sedentary time, OR = 2.8, CI = 1.1–7.1; OR = 5.2, CI = 1.4–19.2 respectively). However, contrary to our expectations, the more employees perceived their senior managers as supportive of active breaks, the less likely they were to take these breaks (OR = 0.29, CI = 0.09–0.93). No significant associations were found between age, gender, BMI, outcome expectancy, or self-efficacy and active breaks from sedentary behavior.

We investigated the role of sociocultural (between-groups) and individual (within-group) factors on the development of preschoolers' resource-allocation preferences. We tested claims of the joint impact hypothesis of social values development that social-emotional understanding skills would predict the transition from simpler (individualistic allocations) to more complex (cooperative, competitive allocations) social values and that cultural background would determine which values emerged. American children ages 37-67 months from Spanish-speaking Latino (n = 134), English-speaking Latino (n = 50), and English-speaking Caucasian (n = 98) backgrounds twice completed a resource-allocation task and a social-emotional understanding assessment, separated by 6 months. Contrary to predictions, results revealed that for no group were complex choice allocations more common at Time 2 than at Time 1. Moreover, for the Caucasian group, social-emotional understanding did not predict time-dependent choice allocation behavior. For Latinos, however, results revealed differential social values development according to language background. For Spanish-speaking Latinos, higher social-emotional understanding scores predicted emergent cooperative choices, and for English-speaking Latinos, higher scores predicted emergent competitive choices. Findings are consistent with differential socialization wherein social-emotional understanding skills facilitate the development of culturally mainstream values for more acculturated Latinos and ethnic cultural values for less acculturated Latinos. (PsycINFO Database Record

Background Pharyngeal conditions such as Zenker’s Diverticulum (ZD) increase with age and may be amenable to endoscopic therapy. However, therapy is traditionally performed under general anaesthesia (GA) which requires ventilatory support and may preclude therapy in frailer patients. Transnasal Humidified Rapid-Insufflation Ventilatory Exchange (THRIVE) is a non-invasive nasal method of ventilation which obviates the need for tracheal intubation. However, evidence supporting the feasibility of THRIVE for in endoscopic procedures is lacking. This study aimed to assess the feasibility, efficacy and safety of THRIVE as an adjunct to deep sedation in endoscopic pharyngeal and upper oesophageal procedures. Methods In this prospective study, consecutive patients undergoing therapeutic endoscopy of the pharynx and upper oesophagus between June 2016 and March 2018 were included. All procedures were performed under deep sedation with propofol and/or remifentanil in endoscopy unit as a day case. For ZD, the pharyngeal pouch and the stomach were cleared of debris to reduce the risk of aspiration before sedation was up titrated to facilitate therapy. Sedation related adverse events and the total dose of sedative drugs used were recorded. Results A total of 50 patients were included for analysis, with a mean age of 71.1 (range 31–93) and male patients comprising 58%. 46% were categorized as ASA grades I-II, 48% Grade III and 6% as Grade IV. The median procedure time was 20 minutes. 83% of patients were sedated with both propofol (median dose 103 mg) and remifentanil (median dose 167 mcg) using a target controlled infusion under specialist anaesthetic supervision. THRIVE was commenced in all patients, with none requiring conversion to invasive ventilation. The commonest sedation related adverse event was transient hypotension (38%) followed by bradycardia (8%) and hypoxia (8%). No procedures were abandoned due to complications. Patients achieved full post-procedure recovery from sedation after a median of 5 minutes. Conclusions Deep sedation with THRIVE proved to be a useful and safe technique for advanced therapeutic upper GI endoscopy. The role of THRIVE may be generalisable to other invasive therapeutic modalities involving high-risk patients such as ERCP.

Teachers of psychology tend to agree that learning about diversity is an important goal for undergraduate psychology courses. There is significantly less agreement about what aspects of diversity psychology students should understand. The current research proposes and investigates two potentially distinct ways students might understand diversity: more scientific understandings of topical knowledge related to nature and nurture and more humanistic understandings related to multicultural awareness and sensitivity. Drawing on standardized surveys and open-ended responses to diversity questions from the beginning and end of introductory psychology courses, results indicate that students’ topical knowledge of diversity is not strongly associated with multicultural sensitivity. These results emphasize the importance of clarifying the meanings of addressing diversity as a course goal and are discussed in relation to the multiple challenges of teaching about diversity in psychology courses.

Background: A large proportion of adults are insufficiently physically active, and researchers have yet to determine the factors that enable individuals to maintain adequate levels of physical acti...

The authors explored predictions from basic emotion theory (BET) that facial emotion expression recognition skills are insular with respect to their own development, and yet foundational to the development of emotional perspective-taking skills. Participants included 417 preschool children for whom estimates of these 2 emotion understanding variables and receptive language skills were obtained at 2 time points, separated by 24 weeks. Path results for autoregressive cross-lagged structural equation models revealed support for the BET predictions for younger preschoolers (ages 36 to 48 months). In contrast, results for older preschoolers (ages 49 to 67 months) revealed bidirectional influences between receptive language and emotion understanding consistent with constructionist theories of emotion. FINDINGS support a hybrid model in which associations between receptive language and emotion understanding skills are initially nonsignificant and become significant over time. The implications of emotion expression recognition as an early toehold for the development of more advanced emotion understanding skills are discussed. (PsycINFO Database Record(c) 2016 APA, all rights reserved). Language: en

The present study investigated time-dependent relationships between emotion understanding and the behavioral adjustment of preschoolers over a single school year using a latent variable structural equation modeling framework. Teacher reports of child behavior (hyperactivity, emotion symptoms, conduct problems, peer problems, and prosocial behavior) and performance assessments of emotion understanding were obtained twice at a 6-month interval for a sample of 281 preschoolers (159 boys and 122 girls, with mean age = 52.40 months) from English- (N = 158) and Spanish-speaking (N = 123) backgrounds. Emotion understanding and behavior were stable over time, and cross-sectional associations between them were in expected directions. Cross-lagged paths revealed that the behavior variables significantly associated with emotion understanding across time were hyperactivity, emotion symptoms, and peer problems, and that behavior variables were generally better predictors of emotion understanding than vice versa. Differences across gender and language groups suggest a stronger and more complex bidirectional relationship between emotion understanding and behavior for girls and for Spanish-speaking children compared wth boys and English-speaking children. Results are discussed with respect to the value of exploring cross-lagged relationships and the potential importance of gender and culture as determinants of those relationships.

INTRODUCTION Pediatricians are more likely than mental health (MH) specialists to manage children's MH concerns, and multiple factors complicate their abilities to do so adequately. Integrated care initiatives mitigate systems-related shortcomings that hamstring MH management in primary care. These initiatives, which improve outcomes for adults, are not widespread for youth. Integrated health care for children with MH concerns requires regular collaborative communication among pediatricians and MH specialists. The nature and quality of this communication in typical practice are not fully clear. METHOD We conducted an anonymous pilot survey of 123 pediatric primary care providers from 41 states. We examined respondents' experiences with and attitudes about collaborative communication barriers and strategies. RESULTS Respondents estimated that 28% of their patients had MH concerns. Nearly 30% reported discomfort treating these concerns, 54% described MH care resources in their communities as inadequate, and 24% of pediatricians reported no communication at all with MH specialists about shared patients. Actual contact among communicators was less frequent than desired. Satisfaction with communication was low. Barriers to satisfactory communication included systems factors, inconsistent/nontimely responses from specialists, and the perception that MH specialists are unwilling to communicate. DISCUSSION Many pediatricians appear to view communication with MH specialists as less systematic than it ought to be. Efforts to address communication barriers may advance integrated care aims and mitigate pediatricians' perceptions of MH treatment resource inadequacy. As an important step toward integration, MH specialists should consider prioritizing systematic ongoing collaborative communication about shared patients. (PsycINFO Database Record

The Emotion Understanding Assessment (EUA) is based on a theoretical model of recognizing emotion expressions and reasoning about situation-based, desire-based, and belief-based emotions. While research has noted that emotion understanding predicts current and future social and academic functioning, little is known about the psychometric properties of the EUA. This research sought to test the EUA factor structure and measurement invariance across gender, across language (English and Spanish speakers), and over time (24 weeks) in 281 preschoolers attending Head Start. Results indicated that a two-factor model of emotion expression recognition and emotional perspective taking of the EUA fit the data for the total sample, for each group (gender and language), and at each time point. Furthermore, configural and scalar invariance of the EUA was demonstrated across gender, language, and time. These results offer support that the EUA is assessing emotion expression recognition and emotional perspective taking constructs equivalently in boy, girls, Spanish and English speakers, and over time. Examination of latent means across groups and time indicate no differences in emotion understanding based on gender or language or over the 24-week time frame in this sample of preschoolers attending Head Start.

The effects of training and supervision on instructor knowledge and performance of discrete trial teaching (DTT) within three domains (DTT Technical Skills; Work Session Preparation/Conclusion; and Student Engagement/Management) were examined in this study. Eight undergraduate student instructors received an 8-hr training in DTT and support skills accompanied by a pre- and post-test of knowledge. The instructors then taught a variety of skills to six students with autism in a community-based preschool, where instructor competence was tracked and performance feedback provided using the Discrete Trial Teaching Competency Checklist for Instructors. Competence in all three domains improved over time with performance feedback. However, significant variability was observed within and between instructors, and performance in some areas remained below optimal levels even with regular supervision and performance feedback. Implications for training and supervising instructors to implement DTT with children with autism in community-based settings are discussed.

In this study, the authors examined the psychometric properties of the key cognitive strategies (KCS) within the CollegeCareerReady™ School Diagnostic, a self-report measure of critical thinking skills intended for high school students. Using a cross-validation approach, an exploratory factor analysis was conducted with a randomly selected portion of the sample ( n = 516) and resulted in five reliable factors: (a) problem formulation, (b) research, (c) interpretation, (d) communication, and (e) precision/accuracy. A confirmatory factor analysis was conducted with the remaining sample ( n = 808). Goodness-of-fit indices indicated acceptable model fit. The five-factor solution is consistent with earlier validity studies of the KCS framework. Implications for use by high school personnel in evaluation of instructional programs and as a value-added assessment are discussed.

Despite recent progress, college attendance rates of Latino students continue to lag behind those of White students in the United States. Research suggests that outreach programs designed to increase the college knowledge of Latino students and families hold promise for reducing the observed discrepancy. Based on participant observer methods, this article describes the development and implementation of an efficient, effective, and sustainable career and college knowledge program in an isolated rural community. Challenges and successes identified through the project are discussed, and recommendations are made for outreach programs designed to increase family involvement and the college participation of Latino students.

This study examined the effects of training and feedback on instructor performance of Discrete Trial Teaching (DTT) and support skills. This included an examination of the generalization and maintenance of instructor skills, and the impact of instructor skills on student performance. Six undergraduate research assistants received an 8-h training in DTT and taught a variety of skills and behaviors to four preschool students who had developmental disabilities. A multiple-baseline design was used to assess instructor performance following training alone, during implementation of oral and written performance feedback, and at 2, 4, 6, and 10 weeks follow-up. Instructors demonstrated correct use of DTT and related skills at a rate of 63-80% following training. When performance feedback was provided, all instructors attained proficiency ratings of 90% by the second session and 97-100% by the fourth session. High levels of instructor proficiency were maintained at follow-up and generalized across students and learning tasks. Student learning and instructional efficiency were superior in the feedback and follow-up conditions compared to baseline. The results highlight the need for training programs that allow school personnel to correctly use DTT to effectively facilitate learning and development in students who have developmental disabilities.

Recently, early childhood educators and policy makers have placed an increased emphasis on assessing emotional development in young children who are considered educationally at-risk. (Department of Health and Human Services Administration on Children, Youth, and Families/Head Start Bureau, 2000). The desire to assess emotional development is not surprising given that children's skill in understanding others' emotions appears closely tied to their ability to establish and maintain positive social relationships with others in the school years and throughout life. Specifically, researchers have found that young children who have better developed emotion recognition and emotional perspective-taking abilities demonstrate higher levels of prosocial behavior and are more popular with their peers (Denham, 1986; Denham, McKinley, Couchoud, & Holt, 1990; Leppanen & Hietanen, 2001). Other research has linked emotion recognition and understanding with high levels of pretend play and behavioral and emotional competence with peers (Carlo, Knight, Eisenberg, & Rotenberg, 1991; Lindsey & Colwell, 2003). In contrast, children who are poor at emotion recognition and emotional perspective-taking are at increased risk of being disliked by their peers (Denham et al.; Leppanen & Hietanen, 2001), are rated by teachers as being more socially withdrawn (Strand, Cerna, & Downs, in press), and are at risk for the numerous negative educational and psychosocial outcomes long known to be associated with peer rejection (Asher & Wheeler, 1985; Asher & Coie, 1990; Ladd, 1990). Although results such as these have suggested that emotion understanding in general, and emotion recognition in particular, are important developmental variables, there is limited information available regarding the effectiveness of attempts to manipulate emotion recognition skill in individuals who have disabilities. Research with adults has generally indicated that interventions can successfully improve the emotion recognition ability of those who have learning disabilities, (McKenzie, Matheson, McKaskie, Hamilton, & Murray, 2000), intellectual disabilities (McAlpine, Singh, Ellis, & Kendall, 1992; Rydin-Owen, Drake, & Bratt, 1999), high-functioning autism (Bolte, Hubl, Feineis-Matthews, Dierks, & Poutska, 2006), or acquired brain injury (Guercio, Podolska-Schroeder, & Rehfeldt, 2004). However, studies focused on children have been less consistent. For example, Dyck and Denver (2003) reported no improvements in emotion recognition skill for deaf children exposed to an 11-lesson psychoeducational program. In contrast, Stewart and Singh (1995) found that teaching via directed rehearsal led to significant gains in basic emotion recognition skill in a study of boys with mental retardation. Emotion recognition has long been thought to be impaired in children with autism spectrum disorders (ASD; Hobson, Ouston, & Lee, 1989), so it is not surprising that some researchers have examined the effectiveness of emotion recognition training with this population. As has been the case in children with other disabilities, the results have been equivocal. Using a computer training program, LaCava, Golan, Baron-Cohen, and Myles (2007) found significant gains in emotion recognition skill in children with ASD. However, Silver and Oakes (2001) reported that computer training did not lead to significant emotion recognition gains in adolescents with ASD compared to controls. Other research has shown that children with autism exposed to behavioral interventions may develop advanced emotion understanding abilities (e.g., the understanding of desire-based emotions in others) but may still have difficulties with basic emotion recognition (Downs & Smith, 2004). It is interesting to note that none of the studies cited above attempted to teach emotion recognition skills to preschoolers, even though the developmental literature suggests that the preschool years are typically a time of significant growth in this ability (Denham, 1998). …

The present study utilized a short-term longitudinal research design to examine the hypothesis that shyness in preschoolers is differentially related to different aspects of emotion processing. Using teacher reports of shyness and performance measures of emotion processing, including (1) facial emotion recognition, (2) non-facial emotion recognition, and (3) emotional perspective-taking, we examined 337 Head Start attendees twice at a 24-week interval. Results revealed significant concurrent and longitudinal relationships between shyness and facial emotion recognition, and either minimal or non-existent relationships between shyness and the other aspects of emotion processing. Correlational analyses of concurrent assessments revealed that shyness predicted poorer facial emotion recognition scores for negative emotions (sad, angry, and afraid), but not a positive emotion (happy). Analyses of change over time, on the other hand, revealed that shyness predicted change in facial emotion recognition scores for all four measured emotions. Facial emotion recognition scores did not predict changes in shyness. Results are discussed with respect to expanding the scope of research on shyness and emotion processing to include time-dependent studies that allow for the specification of developmental processes. Copyright © 2007 John Wiley & Sons, Ltd.

Research assessing children's emotion understanding has increased over the past several years. Despite the proliferation of research, there have been few studies conducted examining the development of emotion understanding in children from diverse backgrounds. Further, there has been no research conducted examining the psychometric properties of emotion understanding measures when used with children from diverse backgrounds. A total of 597 preschool children from low-income families enrolled in Head Start (248 Spanish-speaking and 349 English-speaking) were given an emotion understanding assessment in their native language at two sessions separated by six months. All children showed significant growth in emotion understanding abilities from time 1 to time 2, with English-speaking children generally outperforming Spanish-speaking children. The psychometric performance of the measure was analyzed for both English and Spanish samples and for English-speaking children at different levels of language ability.

There is a great need to identify specific instructional methods that effectively promote positive skill development in young children with developmental disabilities. One method that has received strong empirical support with children with autism is Discrete Trial Teaching (DTT); however, the effectiveness of DTT has not been extensively evaluated with children who have developmental disabilities other than autism. This project was an initial investigation evaluating the practicality and effectiveness of providing DTT instruction to children with a wide range of developmental disabilities within an existing public preschool program. Participants were randomly assigned to receive DTT or individual attention in a control condition. The project evaluated the effects of providing DTT on the participants' cognitive, language, behavioral, and social-emotional functioning. Results generally indicated positive changes in adaptive behavior development and social-emotional functioning for students who received DTT. Implications and directions for future research are discussed. ********** For the past three decades educators and researchers have sought to identify methods that positively impact the developmental and future educational outcomes of young children with developmental disabilities. In order to summarize the knowledge gained through those efforts the Division of Early Childhood (DEC) of the Council for Exceptional Children (CEC) conducted a federally funded review of the relevant research literature (B. J. Smith et al., 2002). Based on their review, the DEC generated and published the DEC Recommended Practices in early intervention/early childhood special education (EI/ECSE) for assessment; child-focused interventions; family-based practices interdisciplinary models; technology applications; personnel preparation; and policies, procedures, and systems change (Sandall, McLean, & Smith, 2000). The DEC Recommended Practices for child-focused interventions provide educators with general teaching guidelines based on practices that have shown evidence of effectiveness in EI/ECSE. For example, the current guidelines recommend that a variety of instructional procedures such as incidental teaching, mand-model procedure, naturalistic time delay, peer-mediated strategies, prompting and prompt fading be implemented within and across students' activities "with sufficient fidelity, consistency, frequency and intensity" (Sandall, Hemmeter, Smith, & McLean, 2005, p. 92). Despite these guidelines, research indicates that EI/ECSE educators, including many paraprofessionals, may experience difficulty taking the DEC recommendations and implementing them in the classroom as effective instructional practices. This is due in part to the fact that the majority of preschool educators have little to no formal training in instructional methods that can be used with young children who have disabilities (Bricker, 1995; Schepis, Reid, Ownbey, & Parsons, 2001). Complicating matters further, there remains a lack of consensus among professionals regarding the best way to provide instruction to children with developmental disabilities in EI/ECSE settings. For example, some researchers advocate child-directed and embedded-teaching approaches (Greenspan & Wieder, 1999; Schepis et al., 2001), while others emphasize the importance of using teacher-directed instruction (Engelmann & Osborn, 1970; Green, 1996; Lovaas, 1987, 2003), especially when teaching new skills (Losardo & Bricker, 1994; T. Smith, 2001). Another complication is the striking diversity one finds when examining the population of children who receive EI/ECSE services, which suggests that instructional practices that are effective with any given student may not be effective with others. As a result of the philosophical differences, student diversity, and training issues, developmental and educational outcomes for many children who have disabilities may be less than optimal dependent on the empirical and philosophical rule sets that determine the curricular and instructional decisions of EI/ECSE educators. …

The present article explored relationships between social values (cooperative, individualistic, and competitive) and the behavioral adjustment of Latino and European American preschoolers within the preschool setting. Of interest was whether relationships between social values and behavioral adjustment differed as a function of cultural background. Assessments of social values and teacher reports of child behavioral adjustment were obtained for 254 preschoolers from collectivist (Spanish-speaking Latino Americans), individualist (English-speaking European Americans), and mixed cultural backgrounds (English-Speaking Latino Americans). Cooperative values were more prevalent among collectivist background children, but did not predict behavioral adjustment. Individualistic values did not differ across groups, but predicted better behavioral adjustment for individualist children. Competitive values did not differ across groups, but predicted positive behavioral adjustment for collectivist children and negative behavioral adjustment for individualist children. These findings suggest that a competitive social orientation constitutes a resilience factor for children from collectivist cultural backgrounds and a risk factor for children from individualist cultural backgrounds, and that a cooperative social orientation is undervalued within school settings. Discussion focuses on facilitating the behavioral adjustment of children by raising teacher awareness of collectivist social values and, selectively, fostering or encouraging competitive social values. In sum, the results support the notion that the functionality and meaning of social values differ across social and cultural contexts.

OBJECTIVE: To develop and test a screening measure of mental health symptoms and well-being in college students, the Symptoms and Assets Screening Scale (SASS). Participants: Participants were 758 college students at 2 universities in the Northwest sampled between October 2009 and April 2011. METHODS: Participants completed the SASS, as well as measures of depressive symptoms, anxiety symptoms, substance problems, and eating problems in 1 session. A subset of participants ("n" = 259) completed the SASS 1 to 2 weeks later to allow an examination of test-retest stability. RESULTS: The SASS demonstrated good reliability and validity and appears to assess similar constructs as well-established measures in college students. Fifty-nine percent of the sample reported having problems with their thoughts, behaviors, or emotions, whereas only 9.7% reported currently receiving treatment. CONCLUSIONS: The SASS is a brief instrument that has the potential to effectively screen for the most prevalent mental health problems in college students. Language: en

We describe a case of methaemoglobinaemia (MtHb) in a previously healthy 39-year-old gentleman who presented with a traumatic glass laceration to his right wrist that required emergency surgery to control bleeding and repair his ulnar artery. The MtHb was noted on blood gas analysis by the anaesthetist after the patient had a drop in arterial oxygen saturation under general anaesthetic. We initially suspected the lidocaine local anaesthetic injected proximal to his wound for pain control in the emergency department an hour preoperatively, but then discovered that the patient was a recreational user of 'poppers' and had in fact been using these drugs just before his injury and hospitalisation. The patient's condition stabilised overnight with conservative management. Given how commonly hand surgeons and other clinical staff use local anaesthetics, we reviewed the literature on this uncommon, but potentially fatal, complication, its causes and evidence-based management.

Research Findings: The present study evaluated the utility of the Strengths and Difficulties Questionnaire (SDQ) as a teacher-report measure of internalizing and externalizing problems in preschool-age children. Participants included preschoolers drawn from Germany and the United States, with the American sample composed of both English-speaking and Spanish-speaking children. In some respects the SDQ demonstrated adequate reliability and validity across these 3 culturally and linguistically divergent samples, but some problems were noted with the internal consistency of the subscales and the clinical cutoff scores. Practice or Policy: The findings generally support the potential usefulness of the SDQ as a psychopathology screening instrument within culturally and linguistically diverse preschool settings. However, normative studies need to be conducted with preschool samples so that the SDQ cutoff scores used to identify clinically significant emotional and behavioral problems can be appropriately adjusted for age, gender, and culture.

In contrast to typically developing children, children with autism rarely exhibit cooperative social behavior. To examine whether this problem reflects global developmental delays or autism-specific deficits, the present study compared cooperation, emotional understanding, personality characteristics, and social behavior of 10 children with autism who had average IQ to those of 16 children with Attention-Deficit/Hyperactivity Disorder (ADHD) and Oppositional Defiant Disorder (ODD) and 10 typically developing children. In cooperative behavior, level of emotional understanding, and aloof behavior, the autism group outperformed the ADHD/ODD group and did not differ significantly from typically developing children. However, the autism group showed worse emotion recognition and more active-but-odd behavior than the other groups. The results indicate that high-functioning children with autism can develop cooperative social behavior and advanced theory of mind abilities, but continue to show deficits in identifying emotions and displaying socially appropriate behavior.