Discrete-trial-training procedures, particularly matching to sample (MTS), are often used to teach children with autism and/or intellectual disabilities. An example is touching a picture that corresponds to a spoken word. When conducted in a "tabletop" manner, the teacher must arrange several pictures on a table, provide the spoken word, and present response consequences, all while maintaining procedural integrity and collecting data. Using computer programs can greatly reduce the burden on practitioners, but many do not have the access, funding, or time to use complex and expensive software. This report serves as a guide to making MTS tasks that have many of the benefits of computerization using Microsoft® PowerPoint™ 2016, a program that many practitioners have basic knowledge of, and access to. Past papers have described the use of PowerPoint™ for whole classroom instruction. This report expands the use of PowerPoint™ to present individualized instruction that detects child responses and presents consequences based on those responses.

Methylphenidate has been shown to decrease impulsive choice (increase choices of a larger more delayed reinforcer). The purpose of this study was to investigate 2 potential behavioral mechanisms of this effect: a drug-induced change in control by reinforcement delay (Experiment 1) and/or by reinforcement amount (Experiment 2). In Experiment 1, pigeons responded under a rapid-acquisition, concurrent-chains choice procedure involving delay to reinforcement; the option with the shorter delay varied unpredictably across sessions. The pigeons accurately tracked the shorter delay across sessions (i.e., a preference for the option with the shorter delay developed within each session). Methylphenidate selectively decreased sensitivity to reinforcement delay-it attenuated the acquisition of preference at doses that did not systematically affect bias or response rates. In Experiment 2, pigeons responded under a rapid-acquisition, concurrent-chains choice procedure involving reinforcement amount. The pigeons accurately tracked the option with the larger reinforcement amount across sessions. Methylphenidate selectively decreased sensitivity to reinforcement amount-it attenuated the acquisition of preference at doses that did not systematically affect bias or response rates. These data suggest that methylphenidate attenuates the degree to which the various reinforcement dimensions control choice, and that drug effects on impulsive choice depend upon the relative contributions of drug-induced changes in control of behavior by each relevant dimension. (PsycINFO Database Record

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Background: Limited health literacy is linked with poor health behaviors, limited health care access, and poor health outcomes. Improving individual and population health outcomes requires understanding and addressing barriers to promoting health literacy. Methods: Using the socio-ecological model as a guiding framework, this qualitative study (Phase 1 of a larger ongoing project) explored the interpersonal and organizational levels that may impact the health literacy levels of patients seeking care at federally qualified community health centers (FQCHCs) in Rhode Island. Focus groups were conducted with FQCHC employees (n = 37) to explore their perceptions of the health literacy skills of their patients, health literacy barriers patients encounter, and possible strategies to increase health literacy. The focus groups were audio-recorded and transcribed, and transcripts were coded using a process of open, axial, and selective coding. Codes were grouped into categories, and the constant comparative approach was used to identify themes. Results: Eight unique themes centered on health literacy, sources of health information, organizational culture's impact, challenges from limited health literacy, and suggestions to ameliorate the impact of limited health literacy. All focus group participants were versed in health literacy and viewed health literacy as impacting patients' health status. Participants perceived that some patients at their FQCHC have limited health literacy. Participants spoke of themselves and of their FQCHC addressing health literacy through organizational-and provider-level strategies. They also identified additional strategies (e.g., training staff and providers on health literacy, providing patients with information that includes graphics) that could be adopted or expanded upon to address and promote health literacy.