Mixtures of dimethylcadmium (Me,Cd) and carbonyl sulfide (OCS) have been examined in the gas and solid phases over a wide range of temperatures. No interaction is observed between Me2Cd and OCS in a 1 : 1 molar ratio at room temperature in the gas phase, nor is any interaction detected in the solid phase at liquid-nitrogen temperature. On heating the 1 : 1 mixtures of Me2Cd and OCS to 250 "C in a sealed vessel, gaseous products are formed. These consist of methane, carbon monoxide and ethane in an approximately 12 : 2 : 1 molar ratio, although a large excess of unreacted OCS is also present showing that this compound does not react fully with Me2Cd at 250 "C. In a flow system at 300 "C only methane and carbon monoxide are formed, in the molar ratio 6 : 1, although the amount of reaction of the OCS is much less (as evidenced by a higher proportion of unreacted OCS). When the flow reaction is repeated at 450 "C more of the OCS reacts and the proportion of carbon monoxide in the gaseous reaction products is much higher. Using a commercial MOCVD apparatus, high-quality layers of cadmium sulfide are obtained from Me,Cd-OCS mixtures. Temperatures in the range 350-450 "C lead to somewhat slow growth rates which only reach 1 pm h-' when a 200-fold molar excess of OCS over Me2Cd is used. A small amount of prereaction is observed, but only when H, is used as the carrier gas. This is attributed to the formation of very small concentrations of H,S by reaction of OCS with H,. The resulting epitaxial layers have good thickness and electrical uniformity. These experiments confirm that OCS may be used as a precursor for the growth of thin layers of CdS by MOCVD. However, the large excess of OCS required here suggests that the compound might be more useful for doping than for the growth of pure layers of CdS.

The present investigation demonstrated a systematic teaching procedure for establishing a normal toddler as a peer-model for three children showing delayed development, each one under 27 mo. of age. For each delayed subject, training consisted of adult-directed prompting and social reinforcement contingent upon the delayed children's imitations of material use and motor responses emitted by a normal peer. Within-subjects multiple-baseline designs across responses were used to demonstrate intrasubject control over imitative responding. Indices of stimulus and response generalization were assessed through having the peer-model present the trained responses along with untrained responses in a situation free of adult prompting and social reinforcement for imitative responding. Results indicated that the training in peer-imitation was successful for establishing the peer-model's behavior in a stimulus control relationship with the imitative responding of the delayed children. Moreover, the findings generally demonstrated transfer of training across stimulus situations and responses. Implications for educational programming with developmentally delayed children are discussed.

No abstract

No abstract

Mother-Baby Nurture is an innovative group program that focusses on strengthening the mother-infant relationship through enhancing reflective capacity within mothers and their infants. We describe the unique combination of the features that are central to this program and present comparisons with other early parenting interventions. Infancy is a unique period of acute developmental vulnerability and dependence on a caregiver. As the caregiver is the critical regulator between infant and their environment, disturbances in the caregiver-infant relationship have heightened potential to interfere in the infant’s developmental trajectory and lifelong wellbeing. Mother-Baby Nurture is a 10-week targeted group program that is currently being implemented in Western Australia, for infants and their mothers experiencing relational or emotional distress. This program provides an emotionally containing space for a mother and her infant to explore mental states. We foster curiosity in the thoughts, feelings, and behaviour (of the baby, the mother, and others), as well as reflection on attachment relationships (past and present). This therapeutic approach shares common ground with parent-infant psychotherapy and mentalization-based treatment, and is informed by attachment theory and the neurobiological science of infant development.