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Through a presented case scenario, this article describes the assessment and management of behaviors associated with autism spectrum disorder (ASD) in the pediatric population, with mnemonics as a memory tool. Although students present mainly to the school nurses’ office with physical complaints, there are many mental health concerns in the school-age population with emotional and physical consequences, particularly among students with ASD. Typically considered a developmental disorder, ASD affects communication and behavior with a wide range of symptoms that can vary in severity from person to person. It is important to understand the presentation and management of common pediatric mental health issues at school to be on the front line of your students’ health.

To advance the energy efficiency of general digital computing far beyond the thermodynamic limits that apply to conventional digital circuits will require utilizing the principles of reversible computing. It has been known since the early 1990s that reversible computing based on adiabatic switching is possible in CMOS, although almost all of the "adiabatic" CMOS logic families in the literature are not actually fully adiabatic, which limits their achievable energy savings. The first CMOS logic style that achieved truly, fully adiabatic operation if leakage was negligible (CRL) is not fully static, which leads to a number of practical engineering difficulties in the presence of certain nonidealities. Later, "static" adiabatic logic families were described, but they were not actually fully adiabatic, or fully static, and were much slower. In this paper, we describe a new logic family, Static 2-Level Adiabatic Logic (S2LAL), which is, to our knowledge, the first CMOS logic family that is both fully static, and truly, fully adiabatic (modulo leakage). In addition, S2LAL is, we think, the fastest possible such family (among fully pipelined sequential circuits), having a latency per logic stage of one "tick" (transition time), and a minimum clock period (initiation interval) of 8 ticks. S2LAL requires 8 phases of a trapezoidal power-clock waveform (plus constant power and ground references) to be supplied. We argue that, if implemented in a suitable fabrication process designed to aggressively minimize leakage, S2LAL should be capable of demonstrating a greater level of energy efficiency than any other semiconductor-based digital logic family known today., Comment: 8 pages, 9 figures, submitted to the IEEE International Conference on Rebooting Computing (ICRC 2020)

The field of adiabatic circuits is rooted in electronics know-how stretching all the way back to the 1960s and has potential applications in vastly increasing the energy efficiency of far-future computing. But now, the field is experiencing an increased level of attention in part due to its potential to reduce the vulnerability of systems to side-channel attacks that exploit, e.g., unwanted EM emissions, power supply fluctuations, and so forth. In this context, one natural question is: Just how low can the energy dissipation from adiabatic circuits, and the associated extraneous signal emissions, be made to go? We argue that the ultimate limits of this approach lie much farther away than is commonly appreciated. Recent advances at Sandia National Laboratories in the design of fully static, fully adiabatic CMOS logic styles and high-quality energy-recovering resonant power-clock drivers offer the potential to reduce dynamic switching losses by multiple orders of magnitude, and, particularly for cryogenic applications, optimization of device structures can reduce the standby power consumption of inactive devices, and the ultimate dissipation limits of the adiabatic approach, by multiple orders of magnitude as well. In this paper, we review the above issues, and give a preliminary overview of our group's activities towards the demonstration of groundbreaking levels of energy efficiency for semiconductor-based logic, together with a broader exploration of the ultimate limits of physically realizable techniques for approaching the theoretical ideal of perfect thermodynamic reversibility in computing, and the study of the implications of this technology direction for practical computing architectures.

A distributed impedance “field cage” structure is proposed and evaluated for electric field control in GaN-based, lateral high electron mobility transistors operating as kilovolt-range power devices. In this structure, a resistive voltage divider is used to control the electric field throughout the active region. The structure complements earlier proposals utilizing floating field plates that did not employ resistively connected elements. Transient results, not previously reported for field plate schemes using either floating or resistively connected field plates, are presented for ramps of $dV_{\mathrm {ds}}/dt = 100$ V/ns. For both dc and transient results, the voltage between the gate and drain is laterally distributed, ensuring that the electric field profile between the gate and drain remains below the critical breakdown field as the source-to-drain voltage is increased. Our scheme indicates promise for achieving the breakdown voltage scalability to a few kilovolts.

Communication problems and tantrums are common in children with autism. It has long been postulated that lack of speech is a cause of these tantrums. The goal of our study is to determine if impaired speech is associated with tantrums in preschool children with autism. The relationship between language and tantrum frequency in 240 children with autism, 15 to 71 months of age was investigated. Children were administered standardized IQ and language tests, and mothers rated tantrum frequency and speech intelligibility on a 4-point scale on the Pediatric Behavior Scale. Verbal and nonverbal IQ, expressive and receptive language quotients and age equivalents, and speech intelligibility explained less than 3% of the variance in tantrum frequency. Children whose mental age was sufficient for verbal communication but who lacked speech did not have more tantrums than children with adequate speech. In fact, children with an expressive language age at or above 24 months had more tantrums than children whose speech skills were below 24 months. Our findings and those of others do not support the belief that preschool children with autism have tantrums because they cannot speak or because their speech is difficult to understand.

The design and funding for aerial surveys were provided by Ireland's Dept of Communication, Climate Action and Environment and the Dept of Culture, Heritage and the Gaeltacht, under the ObSERVE Programme established in 2014. We are grateful for the support and assistance of both Depts in undertaking this work. Funding for development of projected distributions was provided by the Petroleum Infrastructure Program (IS013/08), and funding for telemetry work was provided by the Zoological Society of London (Good gifts programme), Petroleum Infrastructure Programme (IS013/08) and the Irish Research Council (GOIPD/2015/81) Ireland's Dept of Agriculture, Fisheries and the Marine. Relatively simple foraging radius models have the potential to generate predictive distributions for a large number of species rapidly, thus providing a cost‐effective alternative to large‐scale surveys or complex modelling approaches. Their effectiveness, however, remains largely untested. Here we compare foraging radius distribution models for all breeding seabirds in Ireland, to distributions of empirical data collected from tracking studies and aerial surveys. At the local/colony level, we compared foraging radius distributions to GPS tracking data from seabirds with short (Atlantic puffin Fratercula arctica, and razorbill Alca torda) and long (Manx shearwater Puffinus puffinus, and European storm‐petrel Hydrobates pelagicus) foraging ranges. At the regional/national level, we compared foraging radius distributions to extensive aerial surveys conducted over a two‐year period. Foraging radius distributions were significantly positively correlated with tracking data for all species except Manx shearwater. Correlations between foraging radius distributions and aerial survey data were also significant, but generally weaker than those for tracking data. Correlations between foraging radius distributions and aerial survey data were benchmarked against generalised additive models (GAMs) of the aerial survey data that included a range of environmental covariates. While GAM distributions had slightly higher correlations with aerial survey data, the results highlight that the foraging radius approach can be a useful and pragmatic approach for assessing breeding distributions for many seabird species. The approach is likely to have acceptable utility in complex, temporally variable ecosystems and when logistic and financial resources are limited. Publisher PDF

A unified physics-based model of electron transport in metal-insulator-metal (MIM) systems is presented. In this model, transport through metal-oxide interfaces occurs by electron tunneling between the metal electrodes and oxide defect states. Transport in the oxide bulk is dominated by hopping, modeled as a series of tunneling events that alter the electron occupancy of defect states. Electron transport in the oxide conduction band is treated by the drift–diffusion formalism and defect chemistry reactions link all the various transport mechanisms. It is shown that the current-limiting effect of the interface band offsets is a function of the defect vacancy concentration. These results provide insight into the underlying physical mechanisms of leakage currents in oxide-based capacitors and steady-state electron transport in resistive random access memory (ReRAM) MIM devices. Finally, an explanation of ReRAM bipolar switching behavior based on these results is proposed.

Objective Our objective was to determine if the Checklist for Autism Spectrum Disorder (CASD) was inadvertently overemphasizing autism symptoms in a population of children without autism. Methods Children noted with communication delays were referred to both a developmental pediatrician and a speech and language pathologist for an apraxia and autism evaluation. All children who underwent both autism and apraxia evaluations and met rule-in or rule-out criteria for both diagnoses were included in the study, resulting in a sample size of 30. Results Our results show that 63.6% of children initially diagnosed with autism also had apraxia, 36.8% of children initially diagnosed with apraxia also had autism, 23.3% had neither, and 23.3% had both. Overall diagnostic accuracy for the CASD was 96.7%. Overall accuracy for the CASD for children without apraxia was 100% and accuracy for children with apraxia was 94.7%. Specificity for the CASD was 100%, while sensitivity was 90.9%. The PPV was 100% and the NPV was 95.0%. Conclusion This study demonstrates that the CASD does not overemphasize autism symptoms in a population of children without autism. It also shows that autism and apraxia are highly comorbid. Thus, it is important to monitor all children diagnosed with apraxia for signs of autism and all children diagnosed with autism for signs of apraxia. This will help identify children as early as possible and allow them access to services appropriate to their needs.

Fairness is an essential and enduring ideal in education, but it has not been clearly defined for the dynamics of classroom assessment. This paper aims to contribute to the reconceptualization of fairness as multifaceted quality in classroom assessment where the primary purpose is to support student learning. This multi-case study elicited the phronesis (practical wisdom) of six purposefully selected teachers in Ontario, Canada. They responded to fairness issues in written vignettes, and then discussed their concerns and gave recommendations for fair assessment during interviews. The participants emphasized different aspects of fairness with the most prominent involving students’ opportunities to learn and demonstrate learning, transparency, the classroom environment, critical reflection, and the tension between equal and equitable treatment in assessment.

The Gamma-ray Burst Monitor (GBM) on board the Fermi Gamma-ray Space Telescope has triggered on over 300 terrestrial gamma-ray flashes (TGFs) since its launch in June 2008. With 14 detectors, GBM collects on average ~100 counts per triggered TGF, enabling unprecedented studies of the time profiles of TGFs. Here we present the first rigorous analysis of the temporal properties of a large sample of TGFs (278), including the distributions of the rise and fall times of the individual pulses and their durations. A variety of time profiles are observed with 19 of TGFs having multiple pulses separated in time and 31 clear cases of partially overlapping pulses. The effect of instrumental dead time and pulse pileup on the temporal properties are also presented. As the observed gamma ray pulse structure is representative of the electron flux at the source, TGF pulse parameters are critical to distinguish between relativistic feedback discharge and lightning leader models. We show that at least 67% of TGFs at satellite altitudes are significantly asymmetric. For the asymmetric pulses, the rise times are almost always shorter than the fall times. Those which are not are consistent with statistical fluctuations. The median rise time for asymmetric pulses is ~3 times shorter than for symmetric pulses while their fall times are comparable. The asymmetric shapes observed are consistent with the relativistic feedback discharge model when Compton scattering of photons between the source and Fermi is included, and instrumental effects are taken into account.

This article provides an analysis of the effectiveness of commonly used interventions for social pragmatic interventions for children with autism spectrum disorder (ASD) and social communication disorders.Several evidence-based social skills interventions are emerging, including peer mentoring, social skills groups, and video modeling. Social stories are effective as supports for improved interactions but generalization is limited. Research supports the need for multimodality and individualized treatment programs. Research validates that video and visual learning is highly effective with children with ASD when utilized with specific, appropriate targets. Multiple studies have shown that picture-based communication systems are effective at improving functional communication with moderate effects on social communication. Despite limitations in research, there is strong evidence in the existing literature for the role of alternative augmentative communication in improving both functional and social communication.Social pragmatic interventions when individualized are effective for improving language, adaptive behavior and social skills.

Agreement between the final DSM-5 ASD criteria, Childhood Autism Rating Scale (CARS), and Checklist for Autism Spectrum Disorder (CASD) was assessed in 143 children with ASD and other disorders (e.g., ADHD, intellectual disability, and oppositional defiant disorder). Diagnostic agreement between the CARS and CASD was high (94%), but their agreement with the DSM-5 was lower (84% and 88%). Agreement between the DSM-5 and both the CARS and CASD increased to 94% and diagnostic accuracy increased from 92% to 96% when one less DSM-5 social communication and interaction symptom was required for a diagnosis. Children with ASD not meeting DSM-5 criteria most often did not have criterion A2 (deficits in nonverbal social communication). Total scores on the DSM-5, CASD, and CARS were far higher for children with mild ASD (formerly PDDNOS) than no ASD, indicating that these children are clearly on the autism spectrum and are quite different from children with other disorders. However, only one child with mild ASD was identified by the DSM-5. This study and 11 others show that the DSM-5 under-identifies children with ASD, particularly children at the mild end of the spectrum. This can be rectified by requiring one less social communication and interaction symptom for a diagnosis.

Agreement between the DSM-5, DSM-IV, and Checklist for Autism Spectrum Disorder was assessed in 125 children with autism spectrum disorder (ASD), which included high and low functioning autism (HFA and LFA) and pervasive developmental disorder not otherwise specified (PDDNOS), and children with other clinical disorders (e.g., ADHD, mental retardation, and oppositional-defiant disorder). Diagnostic specificity (true negatives) was 100% for the DSM-5 and 97% for the DSM-IV. Sensitivity (true positives) was high for LFA and HFA (DSM-5 98%, DSM-IV 100%), but only 27% of children with PDDNOS were identified by the DSM-5 as having ASD. The unidentified children had significant autism symptoms on an autism severity measure compared to controls. Overall, children with ASD identified by the DSM-5 increased from 75% to 91% when one less symptom was required for an ASD diagnosis, with only a slight change in specificity (97%), similar to previously published research. Diagnostic agreement between the DSM-5 and DSM-IV for the entire sample increased from 86% to 94% when one less DSM-5 symptom was required. Therefore, under-identification of ASD and low agreement between the DSM-5 and other measures may be resolved if one less symptom is required for an ASD diagnosis.

Childhood apraxia of speech is a neurologic speech sound disorder in which children have difficulty constructing words and sounds due to poor motor planning and coordination of the articulators required for speech sound production. We report the case of a 3-year-old boy strongly suspected to have childhood apraxia of speech at 18 months of age who used multimodal communication to facilitate language development throughout his work with a speech language pathologist. In 18 months of an intensive structured program, he exhibited atypical rapid improvement, progressing from having no intelligible speech to achieving age-appropriate articulation. We suspect that early introduction of sign language by family proved to be a highly effective form of language development, that when coupled with intensive oro-motor and speech sound therapy, resulted in rapid resolution of symptoms.

Knowing that grades can have long-term consequences for students, teachers voice concern about being fair in the grading process. However, their interpretations of fairness are varied and sometimes contradictory. This study looked at how teachers in one standards-based educational system determined secondary students’ grades, focusing specifically on the extent to which they followed a specific set of principles for grading. The results support previous research, and suggest that a better understanding of essential principles is needed for grades to accurately reflect students’ achievement.

The Autism Mental Status Exam (AMSE) is a brief clinician-completed observational instrument that has shown promise in identifying autism spectrum disorder (ASD) in a referred sample. Our study explores the feasibility of the AMSE in both developmental pediatric and primary care samples. Fifty-three toddlers with ASD and other disabilities were scored using the AMSE and compared with 55 typically developing toddlers. AMSE scores differed significantly between ASD, non-ASD developmental disability, and neurotypical groups. A cutoff score on the AMSE of ≥5 for ASD maximized sensitivity (81.2%) and specificity (90.5%). Score differences between groups suggest that the AMSE may be useful in a clinical setting to help identify children with possible ASD.

CASE Chase is a 5½-year-old boy whom you have followed in your primary care practice since age 26 months. He was born full-term vaginal delivery weighing 6 pounds 15 ounces. His biological mother used heroin, tobacco, and cocaine during pregnancy. From 8 weeks to 18 months, he spent time in a foster home where he was provided limited attention and nurturing. At age 18 months, he entered a loving foster home; at 26 months, he was adopted. There is maternal history of attention-deficit hyperactivity disorder, learning disability, depression, bipolar disorder, and substance abuse but no history of autism or cognitive disability. Chase received early intervention before adoption. Specific concerns are unknown. At the time of his adoption, he had delays in gross motor and fine motor skills, nonverbal communication, and speech production. Familiar listeners find Chase to be 100% intelligible but unfamiliar listeners understand about 70% of what Chase says. He enjoys being with his adopted mother and imitating her. He has demonstrated significant anxiety during his play therapy. He has difficulty in paying attention to multistep directions. Chase can point and wave but has difficulty following someone's eyes to see where another person is looking. Chase enjoys a variety of interests but has a special fixation on Toy Story characters. Chase does initiate social interactions but can be aggressive toward his siblings and oppositional toward his parents. He is not aggressive at school. Teachers note hyperactivity and impulsivity. Chase is bothered by bright lights and by others making loud noises but has no difficulty with crowds. Chase is reported to have difficulty in transitioning between activities. At his 5-year-old visit, you as well as his mother and therapists note that he has trouble following with his eyes so he is referred to a neuro-ophthalmologist. Evaluation showed Chase was able to fix on and follow objects and light, his peripheral vision was normal, his pupils were equal and reactive without afferent pupillary defect, and normal visual tracking as assessed through pursuit and saccades. There were some head jerking motions observed which were not thought to be part of Chase's attempts to view objects. Gaze impersistence was noted, although it was not clear if this was due to a lack of attention or a true inability to maintain a gaze in the direction instructed. On review of the school's speech and language report, they state that he is >90% intelligible. He has occasional lip trills. Testing with the Clinical Evaluation of Language Fundamentals shows mild delays in receptive language, especially those that require visual attention. Verbal Motor Production Assessment for Children reveals focal oromotor control and sequencing skills that are below average, with groping when asked to imitate single oromotor nonspeech movements and sequenced double oromotor nonspeech movements. At 5½ years, he returns for follow-up, and he is outgoing and imaginative, eager to play and socialize. He makes eye contact but does not always maintain it. He asks and responds to questions appropriately, and he is able to follow verbal directions and verbal redirection. He is very interested in Toy Story characters but willing to share them and plays with other toys. Chase's speech has predictable, easy to decode sound substitutions. On interview with him, you feel that he has borderline cognitive abilities. He also demonstrates good eye contact but lack of visual gaze maintenance; this is the opposite of the pattern you are accustomed to in patients with autism spectrum disorder. What do you do next?

The 3-D glasses that are now used with many of the new 3-D movies being released provide an excellent investigative opportunity for physics and mathematics students (and teachers).

The observations of the exceptionally bright gamma-ray burst (GRB) 130427A by the Large Area Telescope aboard the Fermi Gamma-ray Space Telescope provide constraints on the nature of such unique astrophysical sources. GRB 130427A had the largest fluence, highest-energy photon (95 GeV), longest $\gamma$-ray duration (20 hours), and one of the largest isotropic energy releases ever observed from a GRB. Temporal and spectral analyses of GRB 130427A challenge the widely accepted model that the non-thermal high-energy emission in the afterglow phase of GRBs is synchrotron emission radiated by electrons accelerated at an external shock., Comment: 30 pages, 6 figures. Accepted for publication in Science. Corresponding authors: S. Zhu (sjzhu@umd.edu); J. Chiang (jchiang@slac.stanford.edu); C. Dermer (charles.dermer@nrl.navy.mil); N. Omodei (nicola.omodei@stanford.edu); G. Vianello (giacomov@slac.stanford.edu); S. Xiong (Shaolin.Xiong@uah.edu)

(2006). Implementation of the Water Framework Directive: Investigations for establishing a lake typology using littoral macroinvertebrates in the Republic of Ireland. SIL Proceedings, 1922-2010: Vol. 29, No. 5, pp. 2192-2196.

The pedagogical potential of classroom assessment to support student learning has increasingly been evidenced in research over the past decade. Constructive classroom assessment has been championed by assessment specialists, and endorsed by professional organizations. In practice, however, the process of changing classroom assessment from its traditionally summative orientation is not straightforward. This methodical review looks at how six sources, which are educational research, evaluative inquiry, large‐scale assessment, educational policy, professional development, and teachers’ beliefs, influence and mediate assessment practices. A group of purposively selected research articles are analysed as evidence of the dynamics in this complex process. Cross‐currents relating to research perspective, collaboration, and time are discussed. For the movement seen in this study to continue, the tension between teacher autonomy and school community, and the relationship between collective commitment and assessment...

We compare the fundamental transport mechanism in multi-walled carbon nanotubes (MWNTs) by means of electron spin resonance (ESR) and Raman spectroscopy as a function of acid treatment. The ESR and Raman results show that the acid treatment reduces the density of states at the Fermi level. Defects introduced through the acid treatment move the Fermi level closer to the K points in the valence band, and consequently conduction is reduced. These defects are identified as Stone-Wales type from the Raman results.

(2005). The identification of lake types using macrophyte community composition in Ireland. SIL Proceedings, 1922-2010: Vol. 29, No. 1, pp. 296-299.