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The purpose of this study was to investigate the effectiveness of a tier two daily behavior card intervention and differential effects based on function of problem behavior. The participants were 36 elementary school students nominated for additional intervention beyond universal School-Wide Positive Behavior Support. Measures included standardized behavior rating scales and rate of office discipline referrals before and after 8 weeks of intervention. A multivariate analysis of variance was used, and results showed statistically significant differences in response to intervention based on teacher identified function of problem behavior. Results are discussed in terms of considering function of behavior in selecting tier two interventions and implementing a three-tier response to intervention model. [ABSTRACT FROM AUTHOR]

Office discipline referrals (ODRs) are commonly used by school teams implementing schoolwide positive behavior support to indicate individual student need for additional behavior support. However, little is known about the technical adequacy of ODRs when used in this manner. In this study, the authors assessed (a) the concurrent validity of number of ODRs received with a contemporary standardized behavior rating scale (the BASC-2 Teacher Report Form) and (b) the validity of common cut points to determine level of support needed (i.e., 0 to 1, 2 to 5, and 6 or more ODRs). Results indicated strong correlations between ODRs and rating of externalizing behavior and statistically and clinically significant differences in behavior ratings based on existing ODR cut points, but there was no significant relation between ODRs and ratings of internalizing problems. Results are discussed in terms of recommended use of ODRs as a screening measure to indicate level of behavior support required. [ABSTRACT FROM AUTHOR]

Behavior support in schools is increasingly viewed as a three-tier prevention effort in which universal interventions are used for primary prevention, targeted interventions are used for secondary prevention, and intensive interventions are used for tertiary prevention. A growing body of research has demonstrated the effectiveness of targeted interventions in decreasing the frequency of problem behaviors. The Check In-Check Out Program (CICO) is becoming a recognized targeted intervention. The present study examines if there is a functional relation between the implementation of CICO and a reduction in problem behaviors. Results indicate that implementation of CICO with four elementary school-age boys was functionally related to a reduction in problem behavior. Clinical and conceptual implications of these results, methodological limitations, and future research directions are reviewed. [ABSTRACT FROM AUTHOR]

Siboglinid worms are a group of gutless marine annelids that are nutritionally dependent upon endosymbiotic bacteria. Four major groups of siboglinids are known --vestimentiferans, moniliferans, Osedax spp. and frenulates. Although endosymbionts of vestimentiferans and Osedax spp. have been previously characterized, little is currently known about endosymbiotic bacteria associated with frenuate and moniliferan siboglinids. This is particularly surprising given that frenulates are the most diverse and widely distributed group of siboglinids. Here, we molecularly characterize endosymbiotic bacteria associated with the frenulate siboglinid Siboglinum fiordicum by using 16S rDNA ribotyping in concert with laser-capture microdissection (LCM). Phylogenetic analysis indicates that at least three major clades of endosymbiotic γ-proteobacteria associate with siboglinid annelids, with each clade corresponding to a major siboglinid group. S. fiordicum endosymbionts are a group of γ-proteobacteria that are divergent from bacteria associated with vestimentiferan or Osedax hosts. Interestingly, symbionts of S. fiordicum, from Norway, are most closely related to symbionts of the frenulate Oligobrachia mashikoi from Japan, suggesting that symbionts of frenulates may share common evolutionary history or metabolic features. [ABSTRACT FROM AUTHOR]