Overweight and impaired insulin sensitivity present in growing cats.

Obesity is a growing problem in pets as well as in humans. Overweight and obesity are linked to insulin sensitivity and subsequently in older cats, to an increased risk of developing diabetes mellitus. In the experimental cat population of the Institute of Animal Nutrition of the Vetsuisse Faculty, University of Zurich, an overweight phenotype in intact cats younger than 1 year became evident. The aims of the present study were to determine whether an association between insulin sensitivity and body condition score (BCS) or feline body mass index (FBMI) is already present during young adulthood in these cats and to test the hypothesis that the phenotype lean/overweight is significantly associated with monthly body weight during the growing period. Therefore, 41 kittens from the mentioned cat breeding colony were studied. They were weighed weekly and checked monthly (third to eighth month after birth) for BCS and FBMI. At the age of 8 months, they were classified into an overweight and lean phenotype based on BCS on a scale of 9 (median; maximum and minimum: overweight male (6.4; 6.8; 6.0); overweight female (6.1; 6.2; 6.0); lean male (5.4; 5.7; 5.0); lean female (5.2; 5.6; 5.0). A significant association between the phenotype and body weight was obvious during the growing period from the third to the 8 months (p = 0.0001). At month 8, body fat content was measured by dual energy X-ray absorptiometry and a glucose tolerance test to determine the insulin sensitivity index was performed. Insulin sensitivity was significantly associated with BCS (p = 0.0007) and body fat content (p < 0.0001) but not with sex (p = 0.61). Our data provide evidence that already in young intact cats; insulin insensitivity is significantly associated with BCS or a presumed phenotype lean/overweight.

Design and characterization of a temporal analysis of products reactor.

We describe an improved temporal analysis of products (TAP) reactor design whose main new features in comparison to the recent TAP-2 design of Gleaves et al. [Appl. Catal. A 160, 55 (1997)] are the use of a turbomolecular pump, piezoelectrically driven pulse valves, and a newly designed, differentially pumped gate valve. The gate valve allows fast and simple changes between high pressure operation, in which in situ catalyst treatment can be performed, and the analytic mode with a direct line-of-sight connection to the analysis chamber and the mass spectrometer. The heating system and pulse valves are located outside the vacuum chamber, resulting in a system that is easy to operate and modify. The high stability and reproducibility of the pulse intensity allows for direct, quantitative evaluation of single-pulse and multipulse experiments. The performance of the system is demonstrated using the CO oxidation over a Au/TiO(2) catalyst as test reaction.

Scanning mass spectrometer for quantitative reaction studies on catalytically active microstructures.

We describe an apparatus for spatially resolving scanning mass spectrometry which is able to measure the gas composition above catalytically active microstructures or arrays of these microstructures with a lateral resolution of better than 100 mum under reaction conditions and which allows us to quantitatively determine reaction rates on individual microstructures. Measurements of the three-dimensional gas composition at different vertical distances and separations between active structures allow the evaluation of gas phase mass transport effects. The system is based on a piezoelectrically driven positioning substage for controlled lateral and vertical positioning of the sample under a rigidly mounted capillary probe connecting to a mass spectrometer. Measurements can be performed at pressures in the range of <10(-2)-10 mbars and temperatures between room temperature and 450 degrees C. The performance of the setup is demonstrated using the CO oxidation reaction on Pt microstructures on Si with sizes between 100 and 300 mum and distances in the same order of magnitude, evaluating CO(2) formation and CO consumption above the microstructures. The rapidly decaying lateral resolution with increasing distance between sample and probe underlines the effects of (lateral) gas transport in the room between sample and probe. The reaction rates and apparent activation energy obtained from such measurements agree with previous data on extended surfaces, demonstrating the feasibility of determining absolute reaction rates on individual microstructures.

The combined contraceptive ring NuvaRing and spermicide co-medication.

The effects of nonoxynol-9 on etonogestrel and ethinylestradiol release and absorption from NuvaRing were studied in 12 subjects for two cycles: one control and one interaction cycle (nonoxynol-9 was administered on day 8). Nonoxynol-9 had no effect on release or absorption and, consequently, serum levels. Therefore, nonoxynol-9 did not compromise the contraceptive efficacy of NuvaRing.

Treatment of mixed Oesophagostomum and hookworm infection: effect of albendazole, pyrantel pamoate, levamisole and thiabendazole.

Oesophagostomum bifurcum has recently been recognized as a common parasite of man in northern Togo and in Ghana. In a preliminary trial several anthelmintics were evaluated in the treatment of mixed Oesophagostomum and hookworm infections. Diagnosis was based on faecal culture, since the eggs of Oesophagostomum and hookworm cannot be distinguished morphologically. Of the anthelmintics tested, albendazole was most effective against both parasites. Pyrantel pamoate, 2 x 10 mg/kg, was effective against Oesophagostomum but not against hookworm. The cure rates for both parasites were moderate with thiabendazole and poor with levamisole.

Teaching choice making during social interactions to students with profound multiple disabilities.

We taught 4 students with profound multiple disabilities to use a microswitch communication system to request a change in recreational stimuli during social interactions with nondisabled peers. In Study 1, we conducted a preference assessment across a range of stimuli for each student. The most and least preferred stimuli were incorporated into microswitch communication system training in Study 2. During the second study, 3 of the 4 students (a) learned to use the microswitch communication system to control stimulus presentation, (b) more clearly differentiated their time among stimuli, and (c) increased their level of general alertness. Study 3 extended the use of the microswitch communication system to social interactions with nondisabled peers. Two students were more engaged in interactions when they chose when to change stimuli; 1 student was more alert when a peer chose when to change activities; a 4th student showed an undifferentiated pattern. The outcomes of the investigation are discussed in terms of the effects of controlling stimulus presentation on the behavior of students with profound multiple disabilities and the stability of preference hierarchies over time.

A peer-mediated social network intervention to enhance the social integration of persons with moderate and severe disabilities.

Increasingly, parents, teachers, and students with disabilities are advocating for interventions that go beyond skill training to provide support for participation in integrated environments and support for friendships. The present research demonstrated a social network intervention for youths with moderate and severe disabilities. Two groups of nondisabled peers were recruited to participate in weekly discussions with an adult integration facilitator to increase opportunities for social interaction for 2 students (1 with autism and 1 who was moderately mentally retarded). The groups met to discuss social interactions that had occurred with the students with disabilities and to talk about strategies to promote greater inclusion of the students into ongoing social interaction. The nondisabled students participated in the design and implementation of social skills interventions during transition times and lunch. The nondisabled students used self-monitoring data sheets to record the quantity and quality of interactions. The frequency of interaction, number of opportunities for interaction, and appropriateness of social interactions were analyzed with a multiple baseline design. Results indicated that the social network intervention was successful in increasing the quantity and quality of interactions and that the network strategy promoted the development of friendships. The results are discussed in terms of the need for additional research showing the relationships between increases in social competence, peer-mediated intervention, and the development and support of friendship.

Effects of contextual competence on social initiations.

The frequency of social initiations and satisfaction with interactions in three dyads, each consisting of 1 student with disabilities and 1 nondisabled peer, were assessed under two alternating conditions: Condition 1 assessed the interactions around a set of four trained computer games, and Condition 2 assessed interactions when students were playing a set of four untrained computer games. Training was conducted with a multiple baseline design across participants and was followed by social interaction probes using an alternating treatments design. The results indicated greater frequencies of social initiation by 5 of 6 participants, higher degrees of game satisfaction by all participants, and equal or higher degrees of peer satisfaction by 5 of 6 participants when playing trained games in comparison to untrained games.

Contextual control of problem behavior in students with severe disabilities.

We investigated the impact of contextual variation on the effectiveness of two interventions. The problem behavior of 2 students with severe disabilities was analyzed across two contexts (task and leisure). Effects of differential reinforcement of other behavior (DRO) and time-out procedures were examined in the two contexts. Results indicated that in the task context the DRO procedure effectively reduced the problem behavior and increased task performance, whereas the time-out procedure was ineffective. In addition, rate of correct task performance increased during DRO relative to baseline and time-out. In contrast, in the leisure context, the time-out procedure effectively reduced the same problem behavior and the DRO procedure was ineffective. The results are discussed in terms of contextual control of problem behavior and alternative strategies for the design of DRO procedures.

Stimulus class formation and concept learning: establishment of within- and between-set generalization and transitive relationships via conditional discrimination procedures.

Three students with moderate mental retardation were taught a complex stimulus class with a two-choice conditional discrimination procedure applied across eight 10-member stimulus sets. Each set was composed of five age-appropriate and five age-inappropriate examples of clothing, accessories, and leisure items (e.g., a Walkman radio). Discrimination training was programmed serially across each set, and generalization probes were conducted concurrently among all sets. Generalization probes consisted of unreinforced conditional matching trials with comparison items being drawn from (a) the set undergoing training (within-set probes), (b) sets not undergoing training (between-set probes), and (c) both sample and comparison items from different sets (transitive stimulus control probes). Results indicate that within-set generalization, between-set generalization, and transitive stimulus relations controlled responding by all 3 students for items that had been contingently associated with reinforcement. However, items that gained control of responding through within-set and between-set generalization alone (i.e., not acquired through contingent reinforcement) remained at baseline levels during transitive stimulus control probes. Results are discussed in terms of a taxonomy of multiple sources of stimulus control that underlie socially defined and maintained stimulus classes.

Units of analysis in task-analytic research.

We develop and discuss four criteria for evaluating the appropriateness of units of analysis for task-analytic research and suggest potential alternatives to the units of analysis currently used. Of the six solutions discussed, the most commonly used unit of analysis in current behavior analytic work, percentage correct, meets only one of the four criteria. Five alternative units of analysis are presented and evaluated: (a) percentage of opportunities to perform meeting criterion, (b) trials to criteria, (c) cumulative competent performances, (d) percentage correct with competent performance coded, and (e) percentage correct with competent performance coded and a grid showing performance on individual steps of the task analysis. Of the solutions evaluated, only one--percentage correct with competent performance coded and a task analysis grid--met all four criteria.

Teaching generalization of purchasing skills across community settings to autistic youth using videotape modeling.

Three young autistic adults were trained to purchase items. Training was conducted in one setting with concurrent generalization probes taken in three community stores. Training in one setting failed to produce generalization to the three probe settings. Generalization training, which consisted of viewing videotapes of models who purchased items in the probe settings and answering questions about the models' responses, was then introduced. Training with the videotapes resulted in generalization to the three community stores. Results of the use of videotapes as a cost-effective means to program generalization in community training programs are discussed.

Use of differential reinforcement of other behavior during dyadic instruction to reduce stereotyped behavior of autistic students.

Effects of a differential reinforcement of other behavior procedure (DRO) on the stereotypic responses and task performance of 3 autistic students during dyadic instruction were examined. The procedures effectively reduced the stereotypic behavior of 2 children and substantially increased the task performance of the 2 lowest performing students. The procedure was unique because the time interval employed between potential opportunities for reinforcement for the absence of stereotypy was the natural length of one instructional trial delivered to a peer. Results were discussed in terms of models for intervention within task context and the usefulness of the procedure under natural teaching conditions.

Teaching social language to moderately handicapped students.

Three students with moderate handicaps were taught to initiate and expand on conversational topics. The teaching procedure used stimuli generated from actual conversations with nonhandicapped peers. Generalization was assessed by audiotaping conversations between the handicapped students and their peers in natural school contexts without adult supervision. Results indicated that training generalized to natural contexts. These results were socially validated by undergraduate special education students, who rated tapes of two of the students' conversations during training phases as more socially competent than during baseline. Results are discussed in terms of the evaluation of complex social behavior as multioperant behaviors.

Teaching between-class generalization of toy play behavior to handicapped children.

In this study, young children with severe and moderate handicaps were taught to generalize play responses. A multiple baseline across responses design, replicated with four children, was used to assess the effects of generalization training within four sets of toys on generalization to untrained toys from four other sets. The responses taught were unique for each set of toys. Across the four participants, training to generalize within-toy sets resulted in complete between-class generalization in 11 sets, partial generalization in 3 sets, and no generalization in 2 sets. No generalization occurred to another class of toys that differed from the previous sets in that they produced a reaction to the play movement (e.g., pianos). Implications for conducting research using strategies based on class interrelationships in training contexts are discussed.

The training and generalization of social interaction skills with autistic youth.

Two experiments were conducted to increase the initiations and duration of social interactions between autistic and nonhandicapped youths. Experiment 1 taught two autistic youths to initiate and elaborate social interactions with three age-appropriate and commonly used leisure objects; a radio, a video game, and gum. The students were first taught to use the objects and subsequently instructed in the related social skills. The youths generalized these social responses to other non-handicapped peers in the same leisure setting. A second experiment trained a third autistic youth to emit similar social leisure skills. The use of the leisure objects and the related social skills were taught at the same time. The autistic youth learned these skills and generalized them to other handicapped peers in the same leisure setting. The importance of teaching generalized social responding in particular subenvironments was emphasized.