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Biomedical subjects

T J Glahn

Publications and source records attributed to T J Glahn.

4 recordsLinked to original sources
PubMed1988

The fragile-X syndrome.

The variability in behavioral manifestations of the fragile-X syndrome and the lack of a well-defined psychological profile require the attention of behavioral geneticists and other behavioral scientists. The association with autism suggests that the fra(X) may be responsible for a genetic subtype of autism. While the fragile-X syndrome is considered an X-linked disorder, several aspects of observed transmission patterns do not follow those of classical X-linked inheritance. In particular, the finding of genetic transmission via intellectually normal males is surprising and has important implications for genetic counseling, as well as for genetic models of the fragile-X syndrome. Reports on folic acid treatment are encouraging, but not conclusive. The mechanisms involved in the association between the fra(X) chromosome and its particular phenotype are still unknown. Current investigations applying advanced techniques in molecular biology are likely to provide insight into this unique genetic disorder.

Fragile X Syndrome↗
PubMed1983

Learning and self-stimulation in mute and echolalic autistic children.

The effects of self-stimulation on task acquisition were studied in three mute low-functioning autistic and three echolalic higher-functioning autistic children in multiple-baseline designs. The study found that (a) the echolalic children were able to learn the task without external suppression of their self-stimulation and (b) the mute children were unable to learn the task until their self-stimulation was externally suppressed. It was suggested that the echolalic children may have acquired the ability to discriminate when to self-stimulate, so that their self-stimulation does not interfere with correct responding.

Adolescent↗
PubMed1978

Generalization of parent-training results.

Two experiments were conducted to assess the generalized effects of several different parent/teacher training programs. In Experiment I it was found that a brief demonstration of how to teach an autistic child new behaviors was sufficient to teach parents how to teach those children those behaviors. However, generalization to new child-target behaviors did not take place. Another parent training program, which did not demonstrate how to teach any one specific child behavior, but was based on teaching the use of general behavior-modification procedures, was effective in teaching the parents how to teach new child-target behaviors. Experiment II then provided analyses of the individual effects of several components of the generalized training program. The results showed that videotape illustrations of the procedures, without the presence of a master teacher, were sufficient to teach the adults. However, sub-parts of the videotapes produced highly specific training results, with each component changing corresponding areas of the adults' behaviors. Viewing of the entire package was necessary before the adults were able to improve the autistic children's behaviors. The study as a whole suggests the importance of obtaining multiple measures of the effects of parent and teacher training programs, including measures of acquisition and generalization of both adult and child behaviors.

Journal Article↗