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1. Benchmarking Coherent Errors in Controlled-Phase Gates due to Spectator Qubits

Author

Krinner, S., Lazar, S., Remm, A., Andersen, C. K., Lacroix, N., Norris, G. J., Hellings, C., Gabureac, M., Eichler, C., and Wallraff, A.

Subjects
Quantum Physics, Condensed Matter - Mesoscale and Nanoscale Physics
Abstract

A major challenge in operating multi-qubit quantum processors is to mitigate multi-qubit coherent errors. For superconducting circuits, besides crosstalk originating from imperfect isolation of control lines, dispersive coupling between qubits is a major source of multi-qubit coherent errors. We benchmark phase errors in a controlled-phase gate due to dispersive coupling of either of the qubits involved in the gate to one or more spectator qubits. We measure the associated gate infidelity using quantum process tomography. In addition, we point out that, due to coupling of the gate qubits to a non-computational state during the gate, two-qubit conditional phase errors are enhanced. Our work is important for understanding limits to the fidelity of two-qubit gates with finite on/off ratio in multi-qubit settings., Comment: 9 pages, 5 figures

Published
2020
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3. Generalized InService Training (GIST) Project. Final Report, Year 3.

Author

Washington Univ., Seattle. Experimental Educational Unit., Billingsley, Felix F., and Haring, Norris G.

Abstract

This final report describes activities of the 3-year Generalized InService Training (GIST) Project to develop and field test an inservice training model for educators serving children with moderate, severe, and profound handicaps. Critical elements of the approach are identified, including: (1) training of educators and supervisors to work together to implement new strategies; (2) activities designed specifically to promote participants' adoption and application of training topics in actual instructional programs; and (3) the use of each educator's own classroom or facilities as the inservice practicum site. Field testing with a total of 61 persons was conducted at a pilot site and two replication sites. The content employed to test the inservice model was promoting skill generalization. A series of trainer's kits were developed which provide training designs and associated materials. Most of the document consists of the following attachments: the GIST manual; the CLP (Collaborative Learning Process) Participant Guide; exit interview data; a paper on the collaborative learning process by Barbara Matlock and others; and the GIST Product Catalog. (DB)

Published
1990

4. Republication of 'Educational Services for the Severely and Profoundly Handicapped'

Author

Haring, Norris G.

Abstract

The middle part of the 1970s marked the beginning of an era of enhanced concern for the education, treatment, and care of individuals with severe disabilities. For our republished article in this issue of the "Journal of Special Education's" ("JSE") 50th anniversary volume, we have selected a piece by Dr. Norris Haring, founding President of the advocacy organization known as TASH and one of the individuals, if not THE individual, who was at the forefront of the movement to improve the lives of people with severe disabilities. Working at the University of Washington, Haring and colleagues spearheaded efforts to develop and disseminate interventions and proven practices for this group of individuals with exceptionalities and their families. Looking back, there have been great changes from personnel preparation, parent involvement and training, and community support efforts, but despite important advances in these and other areas, great needs remain.

Published
2016
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7. Realizing a deep reinforcement learning agent discovering real-time feedback control strategies for a quantum system

Author

Reuer, K., Landgraf, J., Fösel, T., O'Sullivan, J., Beltrán, L., Akin, A., Norris, G., Remm, A., Kerschbaum, M., Besse, J., Marquardt, F., Wallraff, A., and Eichler, C.

Abstract

To realize the full potential of quantum technologies, finding good strategies to control quantum information processing devices in real time becomes increasingly important. Usually these strategies require a precise understanding of the device itself, which is generally not available. Model-free reinforcement learning circumvents this need by discovering control strategies from scratch without relying on an accurate description of the quantum system. Furthermore, important tasks like state preparation, gate teleportation and error correction need feedback at time scales much shorter than the coherence time, which for superconducting circuits is in the microsecond range. Developing and training a deep reinforcement learning agent able to operate in this real-time feedback regime has been an open challenge. Here, we have implemented such an agent in the form of a latency-optimized deep neural network on a field-programmable gate array (FPGA). We demonstrate its use to efficiently initialize a superconducting qubit into a target state. To train the agent, we use model-free reinforcement learning that is based solely on measurement data. We study the agent’s performance for strong and weak measurements, and for three-level readout, and compare with simple strategies based on thresholding. This demonstration motivates further research towards adoption of reinforcement learning for real-time feedback control of quantum devices and more generally any physical system requiring learnable low-latency feedback control.

Published
2022

11. An Investigation of Phases of Learning and Facilitating Instructional Events for the Severely/Profoundly Handicapped. Field Initiated Research Study. Final Project Report.

Author

Washington Univ., Seattle. Coll. of Education. and Haring, Norris G.

Abstract

The report presents findings from a 5-year investigation of teaching strategies and their effects on learning stages in severely handicapped students. Learning records of most of the students were found to resemble those of nonhandicapped learners, although some students demonstrated erratic variations in performance due to compliance problems. In the third project year decision-rules were formulated to help teachers identify problems in acquisition, fluency building and compliance from the students' performance records. Effectiveness of teachers who used the decision-rules was analyzed in terms of improvements in pupil performance and/or rate of progress. In year 4, teachers applied a revised set of decision rules based on questions concerning pupil data. Problems with noncompliance in children were noted and interventions attempted. Decision-rules were integrated with a minimum acceleration procedure in which the teacher specifies a minimum rate of change. Year 5 activities examined the learning of the decision-rules by 81 teachers in a wide variety of settings with varying amounts of training and assistance. Adoption of the rules resulted in successful decisions and reduced planning time. Cost data were also examined. Four site reports are presented in the document's conclusion. (CL)

Published
1981

12. Progress or Change: Issues in Educating the Emotionally Disturbed. Volume 2: Service Delivery.

Author

Washington Univ., Seattle. Program Development Assistance System., Haring, Norris G., Noel, Margaret M., Haring, Norris G., Noel, Margaret M., and Washington Univ., Seattle. Program Development Assistance System.

Abstract

Seven papers address issues in service delivery of educational programs for emotionally disturbed students. M. Noel begins with "Public School Programs for the Emotionally Disturbed: An Overview," in which she reviews past and present approaches and models. In "Pathways to Success: Working with Seriously Emotionally Disturbed Students in a Public School Setting," R. Laneve reviews identification, evaluation, placement, and instructional approaches used at the Mark Twain School (Montgomery County, Maryland). Team functioning is the focus of "Service Delivery Teams: Definition, Processes, and Accountability" by L. McCormick. An integrated model for providing related services is offered by R. Grubb and M. Thompson in "Delivering Related Services to the Emotionally Disturbed: A Field-Based Perspective." Aspects of "Inservice Training for Teachers of the Emotionally Disturbed" are considered by R. Neel. Institutions, residential schools, group homes, foster homes, and hostels or respite homes are discussed by J. Seip and D. McCoy in "Alternative Living Arrangements for the Severely Behavior Disordered." Excerpts of interviews with parents of emotionally disturbed children are presented by M. Noel in "Parenting the Emotionally Disturbed Child: Personal Perspectives." (CL)

Published
1982

13. Building and Alliance for Children: Parents and Professionals.

Author

Washington Univ., Seattle. Program Development Assistance System., Peters, Marie, Haring, Norris G., Peters, Marie, Haring, Norris G., and Washington Univ., Seattle. Program Development Assistance System.

Abstract

The monograph contains seven papers on developing and maintaining cooperation between parents of handicapped children and education professionals. B. Pattison reviews the history of parent involvement and advocacy and offers suggestions for improving school and community relations in "The Early Years and Now: The History of the Parent Advocacy Movement." In "Parents and Professionals," D. Lipton describes her experiences as the mother of a child with cerebral palsy. M. Peters and M. Noel ("Parent Perspectives about Professional and Parent Cooperation") present the reflections of 12 parents of handicapped children gathered from structured interviews. "The Advocacy Process" by W. Dussault, stresses the need to explore, negotiate, and compromise before initiating due process. Three papers then describe educators' attempts to improve the parent-professional communication process: "An Integrative Model of Parent Involvement" (J. Wright); "Maximizing Evaluation of Handicapped Children by Integrating the Efforts of Parents, Child, and School" (A. Greenwood); and "Parent Involvement: A Challenge for Teacher Training Institutions" (R. Kroth, H. Otteni, and P. Parks). (CL)

Published
1982

14. Progress or Change: Issues in Educating the Emotionally Disturbed. Volume 1: Identification and Program Planning.

Author

Washington Univ., Seattle. Program Development Assistance System., Noel, Margaret M., Haring, Norris G., Noel, Margaret M., Haring, Norris G., and Washington Univ., Seattle. Program Development Assistance System.

Abstract

Seven papers focus on issues in identification and educational program planning for children with emotional disturbances. "Social Policy Issues in Special Education and Related Services for Emotionally Disturbed Children and Youth" (J. Kauffman), touches on problems with the federal definition of and terminology about the emotionally disturbed and suggests possible reasons for inadequate services to this population. Two major areas (conceptual and procedural) relating to the assessment of mild behavior disorders in children are examined in "Assessment of Behavior Disorders in the School Setting: Issues, Problems, and Strategies" by H. Walker. Biophysical, psychodynamic, behavioral, sociological, and ecological perspectives in assessment are considered, and a 9-step model is proposed by B. Algozzine ("Assessment of Severe Behavior Disorders"). S. Braaten presents "A Model for the Differential Assessment and Placement of Emotionally Disturbed Students in Special Education Programs," in which data are assigned priority ratings to convey the extent of the student's disturbing behavior. N. Haring reviews historical developments in "Perspectives on the Development of Educational Programs for the Emotionally Disturbed." Interprofessional and interagency collaboration are among the major topics considered in "Cooperative Full Service Delivery to Emotionally Disturbed Students" by F. Wood. Eligibility, placement, discipline (suspension, expulsion, corporal punishment), and related services are covered in "Administrative Issues in Educating Emotionally Disturbed Students in the Public Schools" by B. Tilley, J. Gross, and L. Cox. (CL)

Published
1982

15. Annotated Bibliography. First Edition.

Author

Washington Univ., Seattle. Child Development and Mental Retardation Center. and Haring, Norris G.

Abstract

An annotated bibliography which presents approximately 300 references from 1951 to 1973 on the education of severely/profoundly handicapped persons. Citations are grouped alphabetically by author's name within the following categories: characteristics and treatment, gross motor development, sensory and motor development, physical therapy for the cerebral palsied child, neurodevelopmental (Bobath) method, cognitive development, behavior shaping techniques, self-care development, toilet training, and prelanguage, language and communication development. References usually contain author's name, title, source, date, pagination information and a brief abstract. (CL)

Published
1975

16. Overview, Directory and Product Guide, 1979-1980.

Author

Washington Univ., Seattle., Mirkes, Donna Z., and Haring, Norris G.

Abstract

The directory provides information on federally funded programs: the Handicapped Children's Model Programs (HCMPs) which include five Learning Disabilities Research Institutes (LDRIs), and the Programs for Severely/Profoundly Handicapped Children and Youth. The two types of programs are explained and differences noted in an introduction. The overview presents analysis of data provided by 49 HCMPs, 29 programs for severely/profoundly handicapped, and 5 LDRIs. The third section comprises the bulk of the document and includes abstracts of each project along with such information as population served, project served, and evaluation procedures. A product guide lists titles of brochures, newsletters, directories, catalogs, and evaluation instruments, curricula, training guides, literature reviews, and research reports developed by the projects. Addresses of each project are also listed with contact persons. (CL)

Published
1980

17. Expanding Opportunities: Vocational Education for the Handicapped.

Author

Washington Univ., Seattle., Hansen, Cheryl L., Haring, Norris G., Hansen, Cheryl L., Haring, Norris G., and Washington Univ., Seattle.

Abstract

Seven papers examine issues in vocational education for the moderately to severely handicapped. The first paper, "Introduction: Perspectives on Vocational Education" and "Rehabilitation for the Handicapped" by C. Hansen and N. Haring sets out terms and definitions and provides an overview for the text. C. Hansen's second paper, "A History of Vocational Habilitation of the Handicapped" traces society's perceptions of the handicapped, showing effects of legislation on social practice. In "Vocational Programming for the Severe and Profound in the Public Schools," A. Lynch and T. Singer review assessment and programing steps and describe a model program. S. Levy points out "The Debilitating Effects of the Habilitation Process," specifying the inadequacy of the sheltered workshop system. K. Larson and J. Edwards describe a model program in "Community Based Vocational Training and Placement for the Severely Handicapped," while J. Alper and S. Alper review the effects of reduced staff expectation in "Issues in Community-Based Vocational Programming: Institutionalization of Staff." In the final paper, "Toward Competitive Employment for Moderately and Severely Retarded Individuals," P. Wehman presents a model for employment in nonsheltered settings. (CL)

Published
1980

18. Child Assessment: The Process and the Product.

Author

Washington Univ., Seattle., Hansen, Cheryl L., Haring, Norris G., Hansen, Cheryl L., Haring, Norris G., and Washington Univ., Seattle.

Abstract

The document contains seven papers from the Child Assessment Topical Workshop designed to raise participant awareness of basic assessment issues involved in screening, placement, and measurement of daily performance; to provide specific information about the assessment process, including collecting, organizing, analyzing, and using data; and to provide an opportunity for model handicapped children's and special needs projects to review and refine their individual assessment processes and instruments. In "Current Assessment Practices: A New Use for the Susan B. Anthony Dollar?" B. Algozzine looks at problems and issues involved with assessment and data collection for learning disabled students. Decision making processes involved in student assessment and referral are the focus of"Basic Considerations in Child Assessment: Not Quite Everything You Wanted to Know...And More" by O. White. A third paper by C. McGuigan addresses "Selecting and Evaluating Educational Tests.""Assessing Social and Emotional Problems" is considered by B. Algozzine with particular emphasis on use of an observation scale. C. McGuigan, in a paper titled "Analysis and Use of Performance Data," discusses the establishment of aims, the identification of program guidelines and decision rules, and the analysis of data patterns to make appropriate educational or motivational interventions. C. Hansen points out in "Developing and Validating Assessment Instruments" that five variables should be taken into account in developing an assessment instrument: purpose of the assessment, what to assess, who will assess, how the assessment will be conducted, and whom the assessment results are for. The booklet closes with "Concluding Remarks: Using Assessment Data to Document Program Effectiveness" (C. Hansen). (SBH)

Published
1980

19. Field Initiated Research Studies of Compliance and Educational Progress in Severely and Profoundly Handicapped Students. Final Report, FY 1982-83.

Author

Washington Univ., Seattle. Coll. of Education. and Haring, Norris G.

Abstract

The final report presents progress of a project investigating compliance and noncompliance among severely handicapped students. Details are reported for each of the project's three years: from initial conceptualization of compliance and noncompliance, to training on the Microprocessor Operated Recording Equipment (MORE), to studies on the effects of various interventions (including precision teaching) on noncompliant behavior. Results of a study on the effects of structured programs concluded that the effect on generalized compliance was minimal. All-day compliance programs resulted in findings that were difficult to interpret. Repeated mandates used to improve the compliance of severely handicapped students appeared to be a promising approach. Latency analyses suggested that there is little reason to wait more than a few seconds for a pupil to respond to a compliance request. Extensive appendixes include MORE observation codes, an overview of data-based performance rules in making daily classroom decisions, and latency analyses charts. (CL)

Published
1983

20. Generalization for Students with Severe Handicaps.

Author

Washington Univ., Seattle. Washington Research Organization. and Haring, Norris G.

Abstract

The first section of this book presents an overview and history of the problem of skill generalization among students with severe handicaps. Researchers review empirically based strategies proposed to remedy the problem, discuss the characteristics and foundations of decision rules which can be used to determine which strategy will work best in a given situation, describe a study which evaluated whether decision rules would increase the effectiveness of generalization strategies, and describe a study which assessed whether strategies matched to student performance via decision rules would result in more generalized skills than strategies selected counter to decision rules. The second section of the book is designed to guide practitioners in the implementation of a systematic approach to generalization, which involves carefully assessing skills for generalization and writing objectives, teaching for acquisition and generalization, probing for generalization during and after instruction, using decision rules to identify generalization problems, implementing strategies as indicated to solve problems, and reprobing until generalization is achieved. Extensive references are provided for most chapters. (JDD)

Published
1988

22. Evaluation and Specification of Instructional Materials and Management Procedures through Use of a Pupil Performance Profile and a Predictive Model. Final Report.

Author

Washington Univ., Seattle. Child Development and Mental Retardation Center., Haring, Norris G., and Berman, Mark L.

Abstract

Reported project objectives were to develop a pupil performance profile which describes the effects of specific instructional materials and management procedures on student performance and to develop a model which predicts pupil performance in a given set of materials under particular conditions. Instructional materials (Mathematics, M.W. Sullivan) were employed with 50 students (aged 6 to 11 years) of whom 24 were classified as having learning disabilities and 26 were classified as normal. An effort was made to assess only the contribution of the instructional materials by keeping contaminating factors such as differences in teaching styles or behavior management procedures to a minimum. The system was found to make the following information available for decision making by teachers: determination of student performance on three major measures by class or type of student, determination of performance on each measure by individual student, relationship of individuals' performance to that of their reference group (those in the same class and/or of the same type), distribution of performance by quartile ranking, and prediction of student performance. For both classes, there was found to be an inverse relationship between variability in performance within and across instructional materials and overall level of performance. (GW)

Published
1972

23. An Application of the Programmatic Organization Model to Applied Research.

Author

Haring, Norris G. and Krug, David A.

Abstract

Presented is a programatic organization model which is applied to research needs in special education. Major advantages of the model are given to be that of providing for several research activities which focus on one common problem, reducing the duplication of research effort, providing greater efficiency in use of research personnel and resources, allowing for the use of common measurement units and data analysis to facilitate the comparison of data from all the research activities, and being able to conduct a number of projects concurrently. It is thought that the utilization of the model would yield information on a common research problem in less time than it would take to conduct a series of individual research projects. Application of the model would involve the setting of general and specific objectives, a project coordinator, several research teams each working on specific but related studies, field testing in schools and institutions, and dissemination of findings to the public. (Author/DB)

Published
1972

25. New Curriculum Design in Special Education.

Author

Washington Univ., Seattle. Child Development and Mental Retardation Center. and Haring, Norris G.

Abstract

Behavioral research and educational technology are discussed as influences on curriculum design. Developments in the technology of special education are described, with attention to both systematic instruction and to automated and nonautomated media for display and measurement. New factors of curriculum design are reviewed, including the role of design as total programming and examples of the application of new design. A summary and 89-item bibliography are also provided. (JD)

Published
1968

26. Instructional Improvement: Behavior Modification.

Author

Child Study and Treatment Center, Fort Steilacoom, Washington., Haring, Norris G., and Hayden, Alice H.

Abstract

Sixteen papers are provided. B. F. Skinner discusses the arrangement of contingencies for learning: Lloyd Homme describes behavioral engineering; and Frank Hewett considers behavior modification in special education. Also treated are experimental education by Norris Haring, program evaluation by Arthur Lumsdaine, and administration of special classes by Harold Kunzelmann. John Cawley presents a system of initial reading instruction; Max Jerman surveys computer assisted instruction; and Thomas Robertson examines the impact of educational technology. Further papers are on teaching children with behavior disorders by Richard Whelan, developing cooperative social behavior by Laurence Peter, providing academic and social classroom management by Harold Kunzelmann, and using operant reinforcement with autistic children by Charles Ferster. In addition, Thomas Lovitt sets forth a basis for systematic replication of a contingency management classroom; Richard Kothera discusses educational environments and administration; and Max Mueller reviews trends in research in the education of the handicapped. (JD)

Published
1968

30. Welcoming Students Who Are Deaf-Blind into Typical Classrooms: Facilitating School Participation, Learning, and Friendships.

Author

Haring, Norris G., Romer, Lyle T., Haring, Norris G., and Romer, Lyle T.

Abstract

This collection of 18 papers focuses on the inclusion of students who are deaf-blind in regular classrooms. Papers include: (1) "Inclusion of Students Who Are Deaf-Blind: What Does the Future Hold?" (Lori Goetz); (2) "A History of Federal Support for Students with Deaf-Blindness" (R. Paul Thompson and Charles W. Freeman); (3) "Perceptions of Inclusion by Parents of Children Who Are Deaf-Blind" (Joyce Ford and Bud Fredericks); (4) "Establishing Inclusive School Communities" (Kathleen Liberty and Norris G. Haring); (5) "Teacher Preparation" (Barbara A. B. McLetchie); (6) "Developing Educational Plans To Support Valued Lifestyles" (Lyle T. Romer and Mary A. Romer); (7) "Using Social-Validity Assessments To Identify Meaningful Outcomes for Students with Deaf-Blindness" (Ilene S. Schwartz); (8) "Collaborative Teaming To Support Participation in Inclusive Education Settings" (Lyle T. Romer and Andrew R. Byrne); (9) "Adapting Environments To Support the Inclusion of Students Who Are Deaf-Blind" (Jeanne Glidden Prickett and Therese Rafalowski Welch); (10) "Functional Communication in Inclusive Settings for Students Who Are Deaf-Blind" (Kathleen Stremel and Richard Schutz); (11) "Social Relationships Among Students with Deaf-Blindness and Their Peers in Inclusive Settings" (Thomas Haring and others); (12) "Behavioral Support in Inclusive School Settings" (Felix F. Billingsley and others); (13) "Supporting the Medical and Physical Needs of Students in Inclusive Settings" (Philippa H. Campbell); (14) "Teaching Orientation and Mobility: Access, Information, and Travel" (Kathleen Gee and others); (15) "Instructional Strategies in Early Intervention Programs for Children with Deaf-Blindness" (Ilene S. Schwartz and Bonnie McBride); (16) "Facilitating Active and Informed Learning and Participation in Inclusive School Settings" (Kathleen Gee); (17) "Joining the Community" (Robert Huven and Shepherd Siegel); and (18) "Improving Educational Outcomes for Students with Deaf-Blindness: Rethinking Current Practices" (Lyle T. Romer and Norris G. Haring). Each paper contains a reference list. (MDM)

Published
1995

31. The Social Participation of Students with Deaf-Blindness in Educational Settings.

Author

Romer, Lyle T. and Haring, Norris G.

Abstract

This study of the patterns of contact among 12 students (ages 4-17) with deaf-blindness and their nondisabled age peers at school revealed that students engaged in slightly less than 90 minutes per day in social contact. Many students with deaf-blindness were not developing stable (repeating) contacts with any of their peers. (Author/JDD)

Published
1994

33. Introduction to Decision Rule Systems.

Author

Liberty, Kathleen A. and Haring, Norris G.

Abstract

Intended to assist special educators in making appropriate decisions, the paper defines and describes decision rule systems including advantages and disadvantages of their use and practical considerations and steps in selecting decision rule systems for use in classroom decision making. (Author/DB)

Published
1990

34. Matching Strategies with Performance in Facilitating Generalization.

Author

Haring, Norris G. and Liberty, Kathleen A.

Abstract

This article discusses the phenomenon of skill generalization and techniques for bringing it about. Strategies for generalization facilitation across several dimensions are defined and examples given, with an emphasis on developing and validating decision roles. Further discussion is given to means of facilitating generalization in design and use of individualized education programs. (PB)

Published
1990

37. Arctic Biostratigraphic Heterochroneity

Author

Kent, Dennis V., McKenna, Malcolm C., Opdyke, Neil D., Flynn, John J., MacFadden, Bruce J., Norris, G., Miall, A. D., Hickey, Leo J., West, Robert M., and Dawson, Mary R.

Published
1984

45. Lateral behavior of pile groups in layered soils

Author

Ashour, M., Pilling, P., and Norris, G.

Subjects
Environmental engineering -- Research, Earth sciences, Engineering and manufacturing industries, Science and technology
Abstract

Assessment of the response of a laterally loaded pile group based on soil-pile interaction is presented in this paper. The behavior of a pile group in uniform and layered soil (sand and/or clay) is evaluated based on the strain wedge model approach that was developed to analyze the response of a long flexible pile under lateral loading. Accordingly, the pile's response is characterized in terms of three-dimensional soil-pile interaction which is then transformed into its one-dimensional beam on elastic foundation equivalent and the associated parameter (modulus of subgrade reaction [E.sub.s]) variation along pile length. The interaction among the piles in a group is determined based on the geometry and interaction of the mobilized passive wedges of soil in front of the piles in association with the pile spacing. The overlap of shear zones among the piles in the group varies along the length of the pile and changes from one soil layer to another in the soil profile. Also, the interaction among the piles grows with the increase in lateral loading, and the increasing depth and fan angles of the developing wedges. The value of [E.sub.s] so determined accounts for the additional strains (i.e., stresses) in the adjacent soil due to pile interaction within the group. Based on the approach presented, the p - y curve for different piles in the pile group can be determined. The reduction in the resistance of the individual piles in the group compared to the isolated pile is governed by soil and pile properties, level of loading, and pile spacing. CE Database subject headings: Pile groups; Layered soils; Soil-pile interaction; Lateral loads; Sand; Clays.

Published
2004

48. Modeling lateral soil-pile response based on soil-pile interaction

Author

Ashour, Mohamed and Norris, G.

Subjects
Soil science -- Research, Earth sciences, Engineering and manufacturing industries, Science and technology
Abstract

Although most designers prefer the p-y curve method as compared to elastic continuum or finite-element analysis of laterally loaded pile behavior, the profession has reached a state where it is time that closer scrutiny be given to the traditional 'Matlock-Reese' p-y curves used in the analysis. The traditional p-y curves were derived from a number of well-instrumented field tests that reflect a limited set of conditions. To consider these p-y curves as unique is questionable. As important as such curves have been to advancing the practice from elastic to nonlinear beam on elastic foundation analysis, such calibrated/verified p-y curves reflect the specific field test conditions (particularly the pile properties) encountered. As presented in this paper, there are additional influences such as pile bending stiffness, pile cross-sectional shape, pile-head fixity, and pile-head embedment that have an effect on the resulting p-y curves. It is argued that strain wedge (SW) model formulation can be used to characterize such effects. SW model analysis predicts the response of laterally loaded piles and has shown very good agreement with actual field tests in sand, clay, and layered soils. The advantage of the SW model is that it is capable of taking into account the effect of changes in soil and pile properties on the resulting p-y curves.

Published
2000

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