Relevant bibliographies by topics / Handoff disruption

Academic literature on the topic 'Handoff disruption'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Handoff disruption"

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Georgiades, Michael, Kar Ann Chew, and Rahim Tafazolli. "Advances in IP Micromobility Management Using a Mobility-Aware Routing Protocol." Research Letters in Communications 2007 (2007): 1–4. http://dx.doi.org/10.1155/2007/23254.

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Several micromobility schemes have been proposed to augment Mobile IP and provide a faster and smoother handoff than what is achievable by Mobile IP alone, the majority of which can be categorized into either “network prefix-based” or “host-specific forwarding” mobility management protocols, depending on the routing method used. This letter proposes a mobility-aware routing protocol (MARP) which makes use of both of these routing methods using dynamic IP address allocation. Its performance is evaluated and compared against hierarchical Mobile IP (HMIP) and Cellular IP based on handoff performance, end-to-end delivery delay, and scalability. The results demonstrate that MARP is a more robust, flexible, and scalable micromobility protocol, minimizes session disruption, and offers improvements in handoff performance.
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Trabelsi, Sihem, and Noureddine Boudriga. "Predictive Dynamic Uplink /Downlink Resource Reservation for Vertical Handoff Optimization in 4G Networks." International Journal of Business Data Communications and Networking 6, no. 4 (October 2010): 64–85. http://dx.doi.org/10.4018/jbdcn.2010100104.

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The fourth generation of mobile wireless networks (4G) is expected to be the most promising architecture for QoS provision due to its scalability, convenience for mobility support and capability of interworking heterogeneous radio access networks, which ensure both session continuity and QoS support. One major design issue of the 4G is the support of optimized handoff functionalities. More specifically, total disruption during a handoff should be minimized and its complexity hidden to end users. In this regard, the authors focus on developing new dynamic predictive resource reservation schemes in 4G for both uplink and downlink to maximize handoff success probability. The paper illustrates how to reserve radio resources according to future mobile terminal location expressed in a probabilistic way, to load conditions or target Base Station/Access point BS/AP and to the specificity of the data structure of each access network. Different resource reservation algorithms are devised. The objective is to efficiently utilize wireless radio resources, enhance the handoff performances and improve system performance.
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Mohammed, Badiea Abdulkarem, and Tat-Chee Wan. "Handoff and Route Optimization in Mobile Networks over IEEE 802.16e." International Journal of Mobile Computing and Multimedia Communications 5, no. 2 (April 2013): 32–45. http://dx.doi.org/10.4018/jmcmc.2013040103.

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To fulfill the need for on-the-move and uninterrupted internet connectivity in Mobile Networks, IETF NEMO working group was created to extend basic end-host mobility support in Mobile IPv6 (MIPv6) protocol. NEMO Basic Support Protocol (NEMO) has been standardized by this group to provide the network mobility support. However, the handover latency in NEMO is high and, the nested tunnels’ problem in the nested NEMO networks is not considered. Many schemes have been proposed to solve these problems by optimizing the handover signaling procedure, and by proposing routing optimization scheme for NEMO. Better optimized signaling procedure is proposed in this paper, and a proposed Routing Optimization scheme as a solution for the lack of the nested tunnels’ problem is proposed as well. Analytical results highlight the importance of the proposed scheme comparing to others are provided, revealing that the proposed scheme has the lowest handover latency and disruption time.
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Hoff, Alexandra, Cheyenne Hughes-Reid, Erica Sood, and Meghan Lines. "Utilization of Integrated and Colocated Behavioral Health Models in Pediatric Primary Care." Clinical Pediatrics 59, no. 14 (July 19, 2020): 1225–32. http://dx.doi.org/10.1177/0009922820942157.

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Integrating behavioral health services within pediatric primary care may help address barriers to these services for youth, especially the underserved. Models of primary care behavioral health include coordinated, colocated, integrated, and collaborative care. This study began exploring the comparative utility of these models by investigating differences in the demographics and diagnoses of patients seen for a behavioral health warm handoff (integrated model) and a scheduled behavioral health visit (colocated model) across 3 pediatric primary care sites. The 3 sites differed in their rates of warm handoff usage, and there were differences in certain diagnoses given at warm handoffs versus scheduled visits. Depression diagnoses were more likely to be given in warm handoffs, and disruptive behavior, trauma/adjustment, and attention-deficit/hyperactivity disorder–related diagnoses were more likely to be given in scheduled visits. These results have implications for the influence of office structure and standardized procedures on behavioral health models used in pediatric primary care.
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Catchpole, K. R., R. Blocker, E. Ley, A. Gangi, J. Blaha, B. Gewertz, and D. Wiegmann. "Flow Disruptions in Trauma Care Handoffs." Journal of Surgical Research 179, no. 2 (February 2013): 273. http://dx.doi.org/10.1016/j.jss.2012.10.529.

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Catchpole, Ken R., Alexandra Gangi, Renaldo C. Blocker, Eric J. Ley, Jennifer Blaha, Bruce L. Gewertz, and Douglas A. Wiegmann. "Flow disruptions in trauma care handoffs." Journal of Surgical Research 184, no. 1 (September 2013): 586–91. http://dx.doi.org/10.1016/j.jss.2013.02.038.

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Sheu, Tsang-Ling, and Chih-Hsin Lee. "A non-disruptive handoff protocol for wireless ATM networks." Computer Communications 24, no. 10 (May 2001): 958–69. http://dx.doi.org/10.1016/s0140-3664(00)00268-1.

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Wilson, Michael David, Simon Farrell, Troy A. W. Visser, and Shayne Loft. "On the Nature of Interruptions in Complex Dynamic Tasks." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 60, no. 1 (September 2016): 246–47. http://dx.doi.org/10.1177/1541931213601055.

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The formal study of interruption can improve workplace safety by providing insights into the cognitive processes underlying interrupted task performance (Boehm-Davis & Remington, 2009). Experimental studies examining the disruptive effects of interruptions have typically used basic laboratory paradigms (Trafton & Monk, 2007) and account for disruptive effects using prospective memory models (McDaniel, Einstein, Graham, & Rall, 2004) or activation-based models (Altmann & Trafton, 2002). However, the effects of interruptions in more complex dynamic tasks, such as air traffic control (ATC), may be different because they require operators to perform multiple task goals in a continuously evolving task environment. The current study examined the impact of two kinds of interruption on performance in simulated ATC. Participants ( n = 60) were required to accept/handoff aircraft entering/exiting their sector and to prevent aircraft pairs from conflicting (violating minimum separation standards). There were three within-subjects conditions: no-interruption (baseline control), a blank interruption (blank screen for 27s), and an n-back interruption (visual 2-back task, for 27s). Each ATC trial included two delayed-execute PM tasks: a conflict-resolution PM-task and a handoff PM-task. Both tasks were encoded before the interruption occurred. The conflict-resolution PM-task required participants to resolve a deferred conflict immediately after the interruption ended. Time taken to resolve this conflict was taken as resumption time. We predicted resumption time would increase for both interruption conditions due to the need to reorientate to the evolved visual ATC scene. We also predicted the n-back interruption would further increase resumption time due to blocking rehearsal. Interruptions significantly increased resumption time. However, in contrast to previous research using basic tasks (Monk, Trafton, & Boehm-Davis, 2008) resumption time was not greater in the demanding n-back interruption relative to the blank interruption. The handoff PM-task required participants to handoff an aircraft using a non-routine keystroke at 63s (on average) after the interruption. To be clear, the aircraft flashed for hand-off and the participant needed to remember to press the alternative handoff key instead of the routine handoff key. Prior research has examined PM in simulated ATC (Loft, 2014), and we extended it by examining how interruptions would impact PM. Based on findings in basic delayed-execute studies, we predicted interruptions would increase handoff PM-task errors. The average error rate on the handoff PM-task was 31%, but this did not differ between the conditions. Two important findings emerged from this study. Firstly, we did not find rehearsal to be an important factor in interruption recovery in simulated ATC. This indicates that orientating to an evolved visual scene may be the primary driver behind resumption time costs in this dynamic task. Secondly, we replicated the PM errors reported in previous simulated ATC experiments, but found that PM performance was robust to interruptions. Whilst the use of a student sample with limited training limits the generalizability of the present study, we recommend psychological models of interruption be applied cautiously, particularly in safety-critical environments. Human factors practice and research will benefit from further examining the nature of interruptions in complex task environments.
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Barton, Michelle A., and Steven Fellows. "Productive Disruptions: Military Handoffs as Opportunities for Mindful Sensemaking." Academy of Management Proceedings 2013, no. 1 (January 2013): 16232. http://dx.doi.org/10.5465/ambpp.2013.16232abstract.

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Berteau, Olivier. "A missed Fe-S cluster handoff causes a metabolic shakeup." Journal of Biological Chemistry 293, no. 21 (May 25, 2018): 8312–13. http://dx.doi.org/10.1074/jbc.h118.002883.

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The general framework of pathways by which iron–sulfur (Fe-S) clusters are assembled in cells is well-known, but the cellular consequences of disruptions to that framework are not fully understood. Crooks et al. report a novel cellular system that creates an acute Fe-S cluster deficiency, using mutants of ISCU, the main scaffold protein for Fe-S cluster assembly. Surprisingly, the resultant metabolic reprogramming leads to the accumulation of lipid droplets, a situation encountered in many poorly understood pathological conditions, highlighting unanticipated links between Fe-S assembly machinery and human disease.
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Dissertations / Theses on the topic "Handoff disruption"

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Banh, Mai Thi Quynh, and n/a. "Quantification, characterisation and impact evaluation of mobile IPv6 hand off times." Swinburne University of Technology, 2005. http://adt.lib.swin.edu.au./public/adt-VSWT20070608.094836.

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There is a growing range of IP-based data and voice applications using mobile devices (e.g. 3rd , 4th generation mobile phones and PDAs) and new access technologies (e.g. Bluetooth, 802.11, GPRS, ADSL). This growth is driving a desire to support mobility at the IP level � in other words, allowing an IP host to keep on communicating with other hosts while roaming between different IP subnetworks. Mobile IPv6 allows hosts to move their physical and topological attachment points around an IPv6 network while retaining connectivity through a single, well-known Home Address. Although Mobile IPv6 has been the subject of simulation studies, the real-world dynamic behavior of Mobile IPv6 is only gradually being experimentally characterised and analysed. This thesis reviews the use of Mobile IPv6 to support mobility between independent 802.11b-attached IPv6 subnets, and experimentally measures and critically evaluates how long an end to end IP path is disrupted when a Mobile IPv6 node shifts from one subnetwork to another (handoff time). The thesis describes the development of an experimental testbed suitable for gathering real-world Mobile IPv6 handoff data using publicly available, standards compliant implementations of Mobile IPv6. (An open-source Mobile IPv6 stack (the KAME release under FreeBSD) was deployed). The component of handoff time due to 802.11b link layer handoff is measured separately to assess its impact on the overall Mobile IPv6 handoff time. Using Mobile IPv6 handoff results, the likely performance impact of Mobile IPv6 handoff on a common webcam application and a bulk TCP data transfer is also evaluated. The impact of handoff on these applications clearly shows that a default Mobile IPv6 environment would be highly disruptive to real-time and interactive applications during handoff events, even if the underlying link-layer handoff was instantaneous.
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Books on the topic "Handoff disruption"

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Bearss, Karen, Cynthia R. Johnson, Benjamin L. Handen, Eric Butter, Luc Lecavalier, Tristram Smith, and Lawrence Scahill. Parent Training for Disruptive Behavior. Oxford University Press, 2018. http://dx.doi.org/10.1093/med-psych/9780190627812.001.0001.

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The RUBI Autism Network has developed and tested a structured parent training manual for children with autism spectrum disorder and disruptive behaviors. The manual is based on principles of applied behavior analysis and is designed for therapists to use with parents of children with autism spectrum disorder and co-occurring challenging behaviors, such as tantrums, noncompliance, difficulties with transitions, and aggression. A trained therapist utilizes the manual to guide the parent in applying techniques and tools to help manage the child’s challenging behaviors. The treatment includes 11 Core sessions, 7 Supplemental sessions, a home visit, and follow-up telephone booster sessions. Each of the sessions contains a therapist script, activity sheets, a parent handout, and treatment fidelity checklists. Additionally, accompanying each core session are video vignettes that the therapist uses to demonstrate concepts taught in the session. The videos include 30- to 60-second vignettes demonstrating common parenting mistakes as well as implementation (to varying degrees of success) of the strategies being taught. The treatment manual is designed to be delivered individually to parents in weekly outpatient visits. Parents are given homework assignments between sessions that focus on applying techniques to specific behaviors.
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Bearss, Karen, Cynthia R. Johnson, Benjamin L. Handen, Eric Butter, Luc Lecavalier, Tristram Smith, and Lawrence Scahill. Parent Training for Disruptive Behavior. Oxford University Press, 2018. http://dx.doi.org/10.1093/med-psych/9780190627843.001.0001.

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The RUBI Autism Network has developed and tested a structured parent training manual for children with autism spectrum disorder (ASD) and disruptive behaviors. The manual is based on principles of applied behavior analysis and is designed for therapists to use with parents of children with ASD and co-occurring challenging behaviors, such as tantrums, noncompliance, difficulties with transitions, and aggression. A trained therapist utilizes the manual and parent workbook to guide the parent in applying techniques and tools to help manage the child’s challenging behaviors. The treatment includes 11 Core sessions, 7 Supplemental sessions, a home visit, and follow-up telephone booster sessions. Each of the sessions contains a therapist script, activity sheets, a parent handout, and treatment fidelity checklists. Additionally, accompanying each core session are video vignettes that the therapist uses to demonstrate concepts taught in the session. The videos include 30- to 60-second vignettes demonstrating common parenting mistakes as well as implementation (to varying degrees of success) of the strategies being taught. The treatment is designed to be delivered individually to parents in weekly outpatient visits. Parents are given homework assignments between sessions that focus on applying techniques to specific behaviors.
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Book chapters on the topic "Handoff disruption"

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Bearss, Karen, Cynthia R. Johnson, Benjamin L. Handen, Eric Butter, Luc Lecavalier, Tristram Smith, and Lawrence Scahill. "Compliance Training." In Parent Training for Disruptive Behavior, edited by Karen Bearss, Cynthia R. Johnson, Benjamin L. Handen, Eric Butter, Luc Lecavalier, Tristram Smith, and Lawrence Scahill, 65–70. Oxford University Press, 2018. http://dx.doi.org/10.1093/med-psych/9780190627843.003.0009.

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This chapter provides the in-session activity sheets, homework data sheet, and parent handout for the Compliance Training Session. This module provides instruction on the Four-Step Compliance Procedure, including how to reinforce compliance and how to manage episodes of noncompliance.
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Bearss, Karen, Cynthia R. Johnson, Benjamin L. Handen, Eric Butter, Luc Lecavalier, Tristram Smith, and Lawrence Scahill. "Teaching Skills 1." In Parent Training for Disruptive Behavior, edited by Karen Bearss, Cynthia R. Johnson, Benjamin L. Handen, Eric Butter, Luc Lecavalier, Tristram Smith, and Lawrence Scahill, 77–82. Oxford University Press, 2018. http://dx.doi.org/10.1093/med-psych/9780190627843.003.0011.

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This chapter provides the in-session activity sheets, homework data sheet, and parent handout for the Teaching Skills 1 Session. This session provides parents with step-by-step procedures for teaching skills that increase a child’s independence and promote positive behavioral change.
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Bearss, Karen, Cynthia R. Johnson, Benjamin L. Handen, Eric Butter, Luc Lecavalier, Tristram Smith, and Lawrence Scahill. "Teaching Skills 2." In Parent Training for Disruptive Behavior, edited by Karen Bearss, Cynthia R. Johnson, Benjamin L. Handen, Eric Butter, Luc Lecavalier, Tristram Smith, and Lawrence Scahill, 83–92. Oxford University Press, 2018. http://dx.doi.org/10.1093/med-psych/9780190627843.003.0012.

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This chapter provides the in-session activity sheets, homework data sheet, and parent handout for the Teaching Skills 2 Session. This session continues with teaching skills by reviewing a variety of prompts that can be used to enhance a child’s skill acquisition.
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Bearss, Karen, Cynthia R. Johnson, Benjamin L. Handen, Eric Butter, Luc Lecavalier, Tristram Smith, and Lawrence Scahill. "Generalization and Maintenance." In Parent Training for Disruptive Behavior, edited by Karen Bearss, Cynthia R. Johnson, Benjamin L. Handen, Eric Butter, Luc Lecavalier, Tristram Smith, and Lawrence Scahill, 93–100. Oxford University Press, 2018. http://dx.doi.org/10.1093/med-psych/9780190627843.003.0013.

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This chapter provides the in-session activity sheets, homework data sheet, and parent handout for the Generalization and Maintenance Session. This session reviews the concepts of generalization and maintenance. These strategies promote continuation of behavioral changes and the extension of learned behaviors from one context to another.
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Bearss, Karen, Cynthia R. Johnson, Benjamin L. Handen, Eric Butter, Luc Lecavalier, Tristram Smith, and Lawrence Scahill. "Behavioral Principles." In Parent Training for Disruptive Behavior, edited by Karen Bearss, Cynthia R. Johnson, Benjamin L. Handen, Eric Butter, Luc Lecavalier, Tristram Smith, and Lawrence Scahill, 15–28. Oxford University Press, 2018. http://dx.doi.org/10.1093/med-psych/9780190627843.003.0003.

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This chapter provides the in-session activity sheets, homework data sheet, and parent handout for the Behavioral Principles Session. This session provides an overview of the basic principles of the behavioral approach, the ABC model, and the importance of assessment in deciding upon strategies to address challenging behavior.
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Bearss, Karen, Cynthia R. Johnson, Benjamin L. Handen, Eric Butter, Luc Lecavalier, Tristram Smith, and Lawrence Scahill. "Planned Ignoring." In Parent Training for Disruptive Behavior, edited by Karen Bearss, Cynthia R. Johnson, Benjamin L. Handen, Eric Butter, Luc Lecavalier, Tristram Smith, and Lawrence Scahill, 61–64. Oxford University Press, 2018. http://dx.doi.org/10.1093/med-psych/9780190627843.003.0008.

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This chapter provides the in-session activity sheets, homework data sheet, and parent handout for the Planned Ignoring Session. This module is about a particular type of consequence—planned ignoring—and includes the proper use of planned ignoring, possible challenges to its use, and the development of a planned ignoring program at home.
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Bearss, Karen, Cynthia R. Johnson, Benjamin L. Handen, Eric Butter, Luc Lecavalier, Tristram Smith, and Lawrence Scahill. "Functional Communication Training." In Parent Training for Disruptive Behavior, edited by Karen Bearss, Cynthia R. Johnson, Benjamin L. Handen, Eric Butter, Luc Lecavalier, Tristram Smith, and Lawrence Scahill, 71–76. Oxford University Press, 2018. http://dx.doi.org/10.1093/med-psych/9780190627843.003.0010.

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This chapter provides the in-session activity sheets, homework data sheet, and parent handout for the Functional Communication Training Session. Because challenging behaviors typically serve a function for the child, this session introduces the idea of teaching an alternative and more appropriate functional communication behavior to replace the inappropriate or undesirable behavior.
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Bearss, Karen, Cynthia R. Johnson, Benjamin L. Handen, Eric Butter, Luc Lecavalier, Tristram Smith, and Lawrence Scahill. "Prevention Strategies." In Parent Training for Disruptive Behavior, edited by Karen Bearss, Cynthia R. Johnson, Benjamin L. Handen, Eric Butter, Luc Lecavalier, Tristram Smith, and Lawrence Scahill, 29–36. Oxford University Press, 2018. http://dx.doi.org/10.1093/med-psych/9780190627843.003.0004.

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This chapter provides the in-session activity sheets, homework data sheet, and parent handout for the Prevention Strategies Session. This session provides information on antecedent management of behavior. The ABC data collected during the previous week and the ideas generated in the review of prevention strategies are used to develop approaches to preventing behavior problems.
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Bearss, Karen, Cynthia R. Johnson, Benjamin L. Handen, Eric Butter, Luc Lecavalier, Tristram Smith, and Lawrence Scahill. "Reinforcement 2." In Parent Training for Disruptive Behavior, edited by Karen Bearss, Cynthia R. Johnson, Benjamin L. Handen, Eric Butter, Luc Lecavalier, Tristram Smith, and Lawrence Scahill, 53–60. Oxford University Press, 2018. http://dx.doi.org/10.1093/med-psych/9780190627843.003.0007.

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This chapter provides the in-session activity sheets, homework data sheet, and parent handout for the Reinforcement 2 Session. In this session, the parent will learn to increase the use of social reinforcement for appropriate behaviors during interactions with the child. This can involve “catching the child being good” throughout the day or during a more formal play time.
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Bearss, Karen, Cynthia R. Johnson, Benjamin L. Handen, Eric Butter, Luc Lecavalier, Tristram Smith, and Lawrence Scahill. "Daily Schedules." In Parent Training for Disruptive Behavior, edited by Karen Bearss, Cynthia R. Johnson, Benjamin L. Handen, Eric Butter, Luc Lecavalier, Tristram Smith, and Lawrence Scahill, 37–44. Oxford University Press, 2018. http://dx.doi.org/10.1093/med-psych/9780190627843.003.0005.

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This chapter provides the in-session activity sheets, homework data sheet, and parent handout for the Daily Schedules Session. This session focuses on obtaining a daily schedule for the child and helping the parent identify ways to adapt the schedule to prevent behavior problems from occurring. This session also introduces the use of visual schedules. The clinician can focus on schedule changes, visual schedules, or both (doing both is recommended).
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Conference papers on the topic "Handoff disruption"

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Dongwook Lee and Jong Won Kim. "Delayed-duplicated ACK (DDA) algorithm for TCP performance enhancement to overcome packet sequence disruption in fast-handoff of Mobile IPv6." In 24th International Conference on Distributed Computing Systems Workshops, 2004. Proceedings. IEEE, 2004. http://dx.doi.org/10.1109/icdcsw.2004.1284015.

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