ABSTRACT
Purpose: Perinatal depression is one of the most commonly diagnosed mental health conditions in the general maternity population but whilst the prevalence is thought to be much higher in asylum seeking and refugee (AS&R) women, it is less frequently identified and diagnosed by health care professionals. Method: A systematic review was undertaken to address 'what factors influence help-seeking behaviours in asylum seeking and refugee women with symptoms of perinatal depression'. The review focussed on women accessing care in high income countries. 12 studies met the eligibility criteria and a narrative synthesis was undertaken resulting in two main themes: women's perceptions of depression and access to healthcare and support services. Results: Findings indicated that many of the influences on help-seeking were also present in the general population and women from ethnic minority populations, with the exception of migration experiences; but that women from a AS&R background may experience more of these barriers, exacerbating inequality in access to and engagement with healthcare. Conclusion: Further research is needed to provide more detailed insight into the experiences of asylum seeking and refugee women to identify ways that barriers in help-seeking can be addressed.
ABSTRACT
Several important behavioral intervention models have been developed for teaching language to children with autism and two are compared in this paper. Professionals adhering to Skinner's conceptualization of language refer to their curriculum and intervention programming as applied verbal behavior (AVB). Those primarily focused on developing and using strategies embedded in natural settings that promote generalization refer to their interventions as naturalistic teaching approaches (NTAs). The purpose of this paper is to describe each approach and discuss similarities and differences in terms of relevant dimensions of stimulus control. The discussion includes potential barriers to translation of terminology between the two approaches that we feel can be overcome to allow better communication and collaboration between the two communities. Common naturalistic teaching procedures are described and a Skinnerian conceptualization of these learning events is provided.
ABSTRACT
The delivery and subsequent withholding of tangible consequences has been previously investigated as an intervention for stereotypic behavior. The current investigation sought to extend previous research by evaluating its effectiveness and durability as treatment for stereotypy of 2 children who had been diagnosed with autism. Nonsocial functions for stereotypic behavior were identified via functional analysis. Edible items were then delivered contingent on stereotypy and were withheld in a subsequent condition. When the superimposition procedure failed to reduce stereotypy, environmental enrichment was implemented and was found to reduce the stereotypy of both participants.
