Quick start-up and quick steady-state techniques for UAFFB reactor.

Start-up periods of anaerobic reactors need 2 to 3 month to an year (or even more), presumably because of use of non-acclimated anaerobic seed and its slow growth rate. Aerobes commonly excrete glue-like substance such as slime, which aid in attachment of aerobic biofilm to the filter media. The anaerobes do not produce slime and are continuously washed out of reactor. However they attach themselves to slime matrix produced by others (aerobes). The present studies emphasized on initial creation of slime layer on the surfaces of fixed bed media followed by introduction of acclimated anaerobic biomass in bulk, which was expected to get attached to the slime layer, produce biofilm and in turn reduce start-up time. The results are very encouraging and 'Start-up Technique' finalized during these studies is found to be very effective in reducing the start-up period of laboratory scale UAFFB reactor to as low as 15 days even at high organic loading of 5.95 kg COD/day/cum of reactor. The 'Steady-state Technique' is found to be useful in creating the steady-state condition in minimum period of 15 days on increasing the organic loading rate to 7.66 kg COD/day/cum of reactor.

Scattered-site crisis beds: an alternative to hospitalization for children and adolescents.

This paper describes the rationale, development, and implementation of a countywide scattered-site crisis bed program for seriously emotional disturbed youngsters. The program was developed by an interagency coalition consisting of representatives of the county's mental health, social service, and juvenile justice systems and was implemented with no new funding using available beds in facilities administered by the participating agencies. Referrals are screened by an interagency crisis consultation team responsible for the program's operation. A computerized registry significantly reduces the amount of time needed to make placements and helps agencies meet the goal of placing youngsters on the day of referral. Evaluation of the first 100 placements indicated that the program is a cost-effective alternative to more restrictive, longer-term placements and has resulted in positive clinical outcomes.

Training parents of hyperactive children in child management: a comparative outcome study.

Parents of 44 hyperactive children were assigned to either a behavior modification group (PAT), a communications group (PET), or a delayed-treatment control group. Parents in the treatment groups participated in 9-week training workshops. Parents and their children were assessed before and after the workshops on measures that included ratings of hyperactivity and severity of problems, a daily checklist of problem occurrence, parental attitudes, and direct observations in a laboratory situation. Both treatment methods were more effective than a no-treatment control condition in reducing hyperactivity ratings, problem severity ratings, and daily problem occurrence. Additionally, parents receiving behavior modification training rated their children as more improved than did PET parents, were more willing to recommend the program to a friend, felt the program was more applicable to them, and were less likely to drop out of the program. Nine-month follow-up assessments indicated that treatment parents continued to view their children's behavior more positively than did control group parents. Results are discussed with respect to the implications that an educational approach to teaching child management can be an effective means of reducing behavioral problems in children, that methods differing in theoretical background and actual skills taught may result in similar outcomes, and that a "psychological," as opposed to a medical, approach to the treatment of hyperactive children can have considerable merit.

Applications of self-control procedures by children: a review.

Self-control procedures as used by children to affect their own behavior were reviewed. Particular emphasis was placed on self-instruction, self-determined criteria, self-assessment, and self-reinforcement. Self-punishment, comprehensive programs, and innovative self-control procedures (distraction and restatement of contingencies) were also evaluated. Basic effectiveness, comparisons with similar externally imposed interventions, maintenance, and the augmental value of the procedures were assessed. Important problems for future research were identified.

Home management of hyperkinetic children.

Six clinical programs and one controlled, experimental program are described in which parents of hyperkinetic children were trained to alleviate behavior problems in the home. Parents attended educational workshops in which basic general principles of behavior modification were taught. As a result of the training workshops, parents were able to achieve significant reductions in their children's hyperactivity and in the severity of behavioral problems, as well as significant gains in their knowledge of behavior management. All gains were maintained at the time of follow-up assessments. Parent-training workshops are considered to be a useful adjunct to other services provided to the hyperkinetic child and his family.

Organic factors in hyperkinesis: a critical evaluation.

The role of organic factors in childhood hyperkinesis is evaluated, with a focus on electroencephalographic, neurological, biochemical, pregnancy and birth, and genetic research. Evidence that the majority of hyperkinetic children suffer from organic dysfunction is found to be minimal. This conclusion is discussed, and guidelines for future research are offered.

Increasing reading comprehension of two hyperactive children: preliminary investigation.

The differential effectiveness of oral and silent reading on comprehension was evaluated for two third-grade children who were hyperactive and who displayed comprehension deficits. Oral reading resulted in significantly fewer comprehension errors than did silent reading. Time to read a story and number of comprehension errors were negatively correlated. Several possible mechanisms involved in the effect of responding orally were discussed.