Concept Mastery Routines to Teach Social Skills to Elementary Children with High Functioning Autism
Children with autism are included in general education classrooms for exposure to appropriate social models; however, simply placing children with autism with typical peers is insufficient for promoting desired gains in social skills. A multiple baseline design was used to explore the effects of con...
Gespeichert in:
| Veröffentlicht in: | Journal of autism and developmental disorders 2009-10, Vol.39 (10), p.1435-1448 |
|---|---|
| Hauptverfasser: | , , , , |
| Format: | Artikel |
| Sprache: | eng |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| container_end_page | 1448 |
|---|---|
| container_issue | 10 |
| container_start_page | 1435 |
| container_title | Journal of autism and developmental disorders |
| container_volume | 39 |
| creator | Laushey, Kelle M. Heflin, L. Juane Shippen, Margaret Alberto, Paul A. Fredrick, Laura |
| description | Children with autism are included in general education classrooms for exposure to appropriate social models; however, simply placing children with autism with typical peers is insufficient for promoting desired gains in social skills. A multiple baseline design was used to explore the effects of concept mastery routines (CMR) on social skills for four elementary-age boys with high functioning autism. Visual and non-parametric analyses support the conclusion that small group instruction with typical peers via the CMR was effective for increasing responses, initiations, and recognition of emotional states. The skills taught in small groups generalized when the visual strategy of the completed concept diagram was taken to another setting. Most importantly, the four boys experienced improved social status following intervention. |
| doi_str_mv | 10.1007/s10803-009-0757-9 |
| format | Article |
| fullrecord | <record><control><sourceid>proquest_cross</sourceid><recordid>TN_cdi_proquest_miscellaneous_734048285</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><ericid>EJ855117</ericid><sourcerecordid>57341345</sourcerecordid><originalsourceid>FETCH-LOGICAL-c483t-805026b3c1c7b76eb0e318d1e99423c010ce71794f23efbda8b5f0b198c79f7c3</originalsourceid><addsrcrecordid>eNqFkV1rFDEUhoModq3-AEEkCOrV6MnXJHNZlq1VKoKt1yGTPbObOpvZJjOI_96ss7QgqFeBvM_5eM9LyHMG7xiAfp8ZGBAVQFOBVrpqHpAFU1pUQgr-kCyA1bwSXOkT8iTnGyig4fwxOWGN1BwkXxC_HKLH_Ug_uzxi-km_DtMYImY6DvQand_Sq8EH19Or76Hvf3-vetxhHF2hl9vQrxNG-iOMW3oRNlt6PkU_hiGGuKFnpVfePSWPOtdnfHZ8T8m389X18qK6_PLh4_LssvLSiLEyoIDXrfDM61bX2AIKZtYMm0Zy4YGBR810IzsusGvXzrSqg5Y1xuum016ckrdz330abifMo92F7LHvXcRhylYLCdJwowr55p9kuaFkQv4f5IzpWjAo4Ks_wJthSrHYtRyUAM1rViA2Qz4NOSfs7D6FXbmjZWAPido5UVuCsodEbVNqXh4bT-0O1_cVxwgL8PoIuOxd3yUXfch3HD-MV_ww_MXMYQr-Tl59MkoVE0Xms5yLFDeY7g38fblfojjALQ</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>205307261</pqid></control><display><type>article</type><title>Concept Mastery Routines to Teach Social Skills to Elementary Children with High Functioning Autism</title><source>MEDLINE</source><source>Applied Social Sciences Index & Abstracts (ASSIA)</source><source>EBSCOhost Education Source</source><source>SpringerLink Journals - AutoHoldings</source><creator>Laushey, Kelle M. ; Heflin, L. Juane ; Shippen, Margaret ; Alberto, Paul A. ; Fredrick, Laura</creator><creatorcontrib>Laushey, Kelle M. ; Heflin, L. Juane ; Shippen, Margaret ; Alberto, Paul A. ; Fredrick, Laura</creatorcontrib><description>Children with autism are included in general education classrooms for exposure to appropriate social models; however, simply placing children with autism with typical peers is insufficient for promoting desired gains in social skills. A multiple baseline design was used to explore the effects of concept mastery routines (CMR) on social skills for four elementary-age boys with high functioning autism. Visual and non-parametric analyses support the conclusion that small group instruction with typical peers via the CMR was effective for increasing responses, initiations, and recognition of emotional states. The skills taught in small groups generalized when the visual strategy of the completed concept diagram was taken to another setting. Most importantly, the four boys experienced improved social status following intervention.</description><identifier>ISSN: 0162-3257</identifier><identifier>EISSN: 1573-3432</identifier><identifier>DOI: 10.1007/s10803-009-0757-9</identifier><identifier>PMID: 19472042</identifier><identifier>CODEN: JADDDQ</identifier><language>eng</language><publisher>Boston: Springer US</publisher><subject>Autism ; Autism Spectrum Disorders ; Autistic children ; Autistic Disorder - psychology ; Behavioral Science and Psychology ; Biological and medical sciences ; Boys ; Child ; Child and School Psychology ; Classrooms ; Communication Skills ; Concept Formation ; Cues ; Direct Instruction ; Educational Psychology ; Elementary School Students ; Emotional states ; General Education ; Generalization ; High functioning ; Humans ; Incidental Learning ; Interpersonal Competence ; Interpersonal Relationship ; Male ; Males ; Mastery Learning ; Medical sciences ; Neurosciences ; Opportunities ; Original Paper ; Pediatrics ; Peer Relationship ; Psychology ; Psychology. Psychoanalysis. Psychiatry ; Psychopathology. Psychiatry ; Public Health ; Reproducibility of Results ; Resistance (Psychology) ; Skill Development ; Small Group Instruction ; Small groups ; Social Behavior ; Social Development ; Social Environment ; Social skills ; Social Status ; Socialization ; Special Education ; Special education. Orthophony ; Teaching ; Teaching Methods ; Treatments ; Visual Stimuli</subject><ispartof>Journal of autism and developmental disorders, 2009-10, Vol.39 (10), p.1435-1448</ispartof><rights>Springer Science+Business Media, LLC 2009</rights><rights>2015 INIST-CNRS</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c483t-805026b3c1c7b76eb0e318d1e99423c010ce71794f23efbda8b5f0b198c79f7c3</citedby><cites>FETCH-LOGICAL-c483t-805026b3c1c7b76eb0e318d1e99423c010ce71794f23efbda8b5f0b198c79f7c3</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://link.springer.com/content/pdf/10.1007/s10803-009-0757-9$$EPDF$$P50$$Gspringer$$H</linktopdf><linktohtml>$$Uhttps://link.springer.com/10.1007/s10803-009-0757-9$$EHTML$$P50$$Gspringer$$H</linktohtml><link.rule.ids>314,780,784,12846,27924,27925,30999,31000,41488,42557,51319</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ855117$$DView record in ERIC$$Hfree_for_read</backlink><backlink>$$Uhttp://pascal-francis.inist.fr/vibad/index.php?action=getRecordDetail&idt=22053521$$DView record in Pascal Francis$$Hfree_for_read</backlink><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/19472042$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Laushey, Kelle M.</creatorcontrib><creatorcontrib>Heflin, L. Juane</creatorcontrib><creatorcontrib>Shippen, Margaret</creatorcontrib><creatorcontrib>Alberto, Paul A.</creatorcontrib><creatorcontrib>Fredrick, Laura</creatorcontrib><title>Concept Mastery Routines to Teach Social Skills to Elementary Children with High Functioning Autism</title><title>Journal of autism and developmental disorders</title><addtitle>J Autism Dev Disord</addtitle><addtitle>J Autism Dev Disord</addtitle><description>Children with autism are included in general education classrooms for exposure to appropriate social models; however, simply placing children with autism with typical peers is insufficient for promoting desired gains in social skills. A multiple baseline design was used to explore the effects of concept mastery routines (CMR) on social skills for four elementary-age boys with high functioning autism. Visual and non-parametric analyses support the conclusion that small group instruction with typical peers via the CMR was effective for increasing responses, initiations, and recognition of emotional states. The skills taught in small groups generalized when the visual strategy of the completed concept diagram was taken to another setting. Most importantly, the four boys experienced improved social status following intervention.</description><subject>Autism</subject><subject>Autism Spectrum Disorders</subject><subject>Autistic children</subject><subject>Autistic Disorder - psychology</subject><subject>Behavioral Science and Psychology</subject><subject>Biological and medical sciences</subject><subject>Boys</subject><subject>Child</subject><subject>Child and School Psychology</subject><subject>Classrooms</subject><subject>Communication Skills</subject><subject>Concept Formation</subject><subject>Cues</subject><subject>Direct Instruction</subject><subject>Educational Psychology</subject><subject>Elementary School Students</subject><subject>Emotional states</subject><subject>General Education</subject><subject>Generalization</subject><subject>High functioning</subject><subject>Humans</subject><subject>Incidental Learning</subject><subject>Interpersonal Competence</subject><subject>Interpersonal Relationship</subject><subject>Male</subject><subject>Males</subject><subject>Mastery Learning</subject><subject>Medical sciences</subject><subject>Neurosciences</subject><subject>Opportunities</subject><subject>Original Paper</subject><subject>Pediatrics</subject><subject>Peer Relationship</subject><subject>Psychology</subject><subject>Psychology. Psychoanalysis. Psychiatry</subject><subject>Psychopathology. Psychiatry</subject><subject>Public Health</subject><subject>Reproducibility of Results</subject><subject>Resistance (Psychology)</subject><subject>Skill Development</subject><subject>Small Group Instruction</subject><subject>Small groups</subject><subject>Social Behavior</subject><subject>Social Development</subject><subject>Social Environment</subject><subject>Social skills</subject><subject>Social Status</subject><subject>Socialization</subject><subject>Special Education</subject><subject>Special education. Orthophony</subject><subject>Teaching</subject><subject>Teaching Methods</subject><subject>Treatments</subject><subject>Visual Stimuli</subject><issn>0162-3257</issn><issn>1573-3432</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2009</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><sourceid>7QJ</sourceid><sourceid>8G5</sourceid><sourceid>ABUWG</sourceid><sourceid>AFKRA</sourceid><sourceid>AZQEC</sourceid><sourceid>BENPR</sourceid><sourceid>CCPQU</sourceid><sourceid>DWQXO</sourceid><sourceid>GNUQQ</sourceid><sourceid>GUQSH</sourceid><sourceid>M2O</sourceid><recordid>eNqFkV1rFDEUhoModq3-AEEkCOrV6MnXJHNZlq1VKoKt1yGTPbObOpvZJjOI_96ss7QgqFeBvM_5eM9LyHMG7xiAfp8ZGBAVQFOBVrpqHpAFU1pUQgr-kCyA1bwSXOkT8iTnGyig4fwxOWGN1BwkXxC_HKLH_Ug_uzxi-km_DtMYImY6DvQand_Sq8EH19Or76Hvf3-vetxhHF2hl9vQrxNG-iOMW3oRNlt6PkU_hiGGuKFnpVfePSWPOtdnfHZ8T8m389X18qK6_PLh4_LssvLSiLEyoIDXrfDM61bX2AIKZtYMm0Zy4YGBR810IzsusGvXzrSqg5Y1xuum016ckrdz330abifMo92F7LHvXcRhylYLCdJwowr55p9kuaFkQv4f5IzpWjAo4Ks_wJthSrHYtRyUAM1rViA2Qz4NOSfs7D6FXbmjZWAPido5UVuCsodEbVNqXh4bT-0O1_cVxwgL8PoIuOxd3yUXfch3HD-MV_ww_MXMYQr-Tl59MkoVE0Xms5yLFDeY7g38fblfojjALQ</recordid><startdate>20091001</startdate><enddate>20091001</enddate><creator>Laushey, Kelle M.</creator><creator>Heflin, L. Juane</creator><creator>Shippen, Margaret</creator><creator>Alberto, Paul A.</creator><creator>Fredrick, Laura</creator><general>Springer US</general><general>Springer</general><general>Springer Nature B.V</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>IQODW</scope><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>0-V</scope><scope>3V.</scope><scope>7QJ</scope><scope>7RV</scope><scope>7TK</scope><scope>7X7</scope><scope>7XB</scope><scope>88B</scope><scope>88E</scope><scope>88G</scope><scope>88J</scope><scope>8A4</scope><scope>8FI</scope><scope>8FJ</scope><scope>8FK</scope><scope>8G5</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>ALSLI</scope><scope>AZQEC</scope><scope>BENPR</scope><scope>CCPQU</scope><scope>CJNVE</scope><scope>DWQXO</scope><scope>FYUFA</scope><scope>GHDGH</scope><scope>GNUQQ</scope><scope>GUQSH</scope><scope>HEHIP</scope><scope>K9-</scope><scope>K9.</scope><scope>KB0</scope><scope>M0P</scope><scope>M0R</scope><scope>M0S</scope><scope>M1P</scope><scope>M2M</scope><scope>M2O</scope><scope>M2R</scope><scope>M2S</scope><scope>MBDVC</scope><scope>NAPCQ</scope><scope>PQEDU</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PRINS</scope><scope>PSYQQ</scope><scope>Q9U</scope><scope>7X8</scope></search><sort><creationdate>20091001</creationdate><title>Concept Mastery Routines to Teach Social Skills to Elementary Children with High Functioning Autism</title><author>Laushey, Kelle M. ; Heflin, L. Juane ; Shippen, Margaret ; Alberto, Paul A. ; Fredrick, Laura</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c483t-805026b3c1c7b76eb0e318d1e99423c010ce71794f23efbda8b5f0b198c79f7c3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2009</creationdate><topic>Autism</topic><topic>Autism Spectrum Disorders</topic><topic>Autistic children</topic><topic>Autistic Disorder - psychology</topic><topic>Behavioral Science and Psychology</topic><topic>Biological and medical sciences</topic><topic>Boys</topic><topic>Child</topic><topic>Child and School Psychology</topic><topic>Classrooms</topic><topic>Communication Skills</topic><topic>Concept Formation</topic><topic>Cues</topic><topic>Direct Instruction</topic><topic>Educational Psychology</topic><topic>Elementary School Students</topic><topic>Emotional states</topic><topic>General Education</topic><topic>Generalization</topic><topic>High functioning</topic><topic>Humans</topic><topic>Incidental Learning</topic><topic>Interpersonal Competence</topic><topic>Interpersonal Relationship</topic><topic>Male</topic><topic>Males</topic><topic>Mastery Learning</topic><topic>Medical sciences</topic><topic>Neurosciences</topic><topic>Opportunities</topic><topic>Original Paper</topic><topic>Pediatrics</topic><topic>Peer Relationship</topic><topic>Psychology</topic><topic>Psychology. Psychoanalysis. Psychiatry</topic><topic>Psychopathology. Psychiatry</topic><topic>Public Health</topic><topic>Reproducibility of Results</topic><topic>Resistance (Psychology)</topic><topic>Skill Development</topic><topic>Small Group Instruction</topic><topic>Small groups</topic><topic>Social Behavior</topic><topic>Social Development</topic><topic>Social Environment</topic><topic>Social skills</topic><topic>Social Status</topic><topic>Socialization</topic><topic>Special Education</topic><topic>Special education. Orthophony</topic><topic>Teaching</topic><topic>Teaching Methods</topic><topic>Treatments</topic><topic>Visual Stimuli</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Laushey, Kelle M.</creatorcontrib><creatorcontrib>Heflin, L. Juane</creatorcontrib><creatorcontrib>Shippen, Margaret</creatorcontrib><creatorcontrib>Alberto, Paul A.</creatorcontrib><creatorcontrib>Fredrick, Laura</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>Pascal-Francis</collection><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>ProQuest Social Sciences Premium Collection</collection><collection>ProQuest Central (Corporate)</collection><collection>Applied Social Sciences Index & Abstracts (ASSIA)</collection><collection>Nursing & Allied Health Database</collection><collection>Neurosciences Abstracts</collection><collection>Health & Medical Collection</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>Education Database (Alumni Edition)</collection><collection>Medical Database (Alumni Edition)</collection><collection>Psychology Database (Alumni)</collection><collection>Social Science Database (Alumni Edition)</collection><collection>Education Periodicals</collection><collection>Hospital Premium Collection</collection><collection>Hospital Premium Collection (Alumni Edition)</collection><collection>ProQuest Central (Alumni) (purchase pre-March 2016)</collection><collection>Research Library (Alumni Edition)</collection><collection>ProQuest Central (Alumni Edition)</collection><collection>ProQuest Central UK/Ireland</collection><collection>Social Science Premium Collection</collection><collection>ProQuest Central Essentials</collection><collection>ProQuest Central</collection><collection>ProQuest One Community College</collection><collection>Education Collection</collection><collection>ProQuest Central Korea</collection><collection>Health Research Premium Collection</collection><collection>Health Research Premium Collection (Alumni)</collection><collection>ProQuest Central Student</collection><collection>Research Library Prep</collection><collection>Sociology Collection</collection><collection>Consumer Health Database (Alumni Edition)</collection><collection>ProQuest Health & Medical Complete (Alumni)</collection><collection>Nursing & Allied Health Database (Alumni Edition)</collection><collection>Education Database</collection><collection>Consumer Health Database</collection><collection>Health & Medical Collection (Alumni Edition)</collection><collection>Medical Database</collection><collection>Psychology Database</collection><collection>Research Library</collection><collection>Social Science Database</collection><collection>Sociology Database</collection><collection>Research Library (Corporate)</collection><collection>Nursing & Allied Health Premium</collection><collection>ProQuest One Education</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest Central China</collection><collection>ProQuest One Psychology</collection><collection>ProQuest Central Basic</collection><collection>MEDLINE - Academic</collection><jtitle>Journal of autism and developmental disorders</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Laushey, Kelle M.</au><au>Heflin, L. Juane</au><au>Shippen, Margaret</au><au>Alberto, Paul A.</au><au>Fredrick, Laura</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ855117</ericid><atitle>Concept Mastery Routines to Teach Social Skills to Elementary Children with High Functioning Autism</atitle><jtitle>Journal of autism and developmental disorders</jtitle><stitle>J Autism Dev Disord</stitle><addtitle>J Autism Dev Disord</addtitle><date>2009-10-01</date><risdate>2009</risdate><volume>39</volume><issue>10</issue><spage>1435</spage><epage>1448</epage><pages>1435-1448</pages><issn>0162-3257</issn><eissn>1573-3432</eissn><coden>JADDDQ</coden><abstract>Children with autism are included in general education classrooms for exposure to appropriate social models; however, simply placing children with autism with typical peers is insufficient for promoting desired gains in social skills. A multiple baseline design was used to explore the effects of concept mastery routines (CMR) on social skills for four elementary-age boys with high functioning autism. Visual and non-parametric analyses support the conclusion that small group instruction with typical peers via the CMR was effective for increasing responses, initiations, and recognition of emotional states. The skills taught in small groups generalized when the visual strategy of the completed concept diagram was taken to another setting. Most importantly, the four boys experienced improved social status following intervention.</abstract><cop>Boston</cop><pub>Springer US</pub><pmid>19472042</pmid><doi>10.1007/s10803-009-0757-9</doi><tpages>14</tpages></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 0162-3257 |
| ispartof | Journal of autism and developmental disorders, 2009-10, Vol.39 (10), p.1435-1448 |
| issn | 0162-3257 1573-3432 |
| language | eng |
| recordid | cdi_proquest_miscellaneous_734048285 |
| source | MEDLINE; Applied Social Sciences Index & Abstracts (ASSIA); EBSCOhost Education Source; SpringerLink Journals - AutoHoldings |
| subjects | Autism Autism Spectrum Disorders Autistic children Autistic Disorder - psychology Behavioral Science and Psychology Biological and medical sciences Boys Child Child and School Psychology Classrooms Communication Skills Concept Formation Cues Direct Instruction Educational Psychology Elementary School Students Emotional states General Education Generalization High functioning Humans Incidental Learning Interpersonal Competence Interpersonal Relationship Male Males Mastery Learning Medical sciences Neurosciences Opportunities Original Paper Pediatrics Peer Relationship Psychology Psychology. Psychoanalysis. Psychiatry Psychopathology. Psychiatry Public Health Reproducibility of Results Resistance (Psychology) Skill Development Small Group Instruction Small groups Social Behavior Social Development Social Environment Social skills Social Status Socialization Special Education Special education. Orthophony Teaching Teaching Methods Treatments Visual Stimuli |
| title | Concept Mastery Routines to Teach Social Skills to Elementary Children with High Functioning Autism |
| url | https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-01-05T12%3A29%3A00IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-proquest_cross&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Concept%20Mastery%20Routines%20to%20Teach%20Social%20Skills%20to%20Elementary%20Children%20with%20High%20Functioning%20Autism&rft.jtitle=Journal%20of%20autism%20and%20developmental%20disorders&rft.au=Laushey,%20Kelle%20M.&rft.date=2009-10-01&rft.volume=39&rft.issue=10&rft.spage=1435&rft.epage=1448&rft.pages=1435-1448&rft.issn=0162-3257&rft.eissn=1573-3432&rft.coden=JADDDQ&rft_id=info:doi/10.1007/s10803-009-0757-9&rft_dat=%3Cproquest_cross%3E57341345%3C/proquest_cross%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_pqid=205307261&rft_id=info:pmid/19472042&rft_ericid=EJ855117&rfr_iscdi=true |