"PROMPTs for Restructuring Oral Muscular Phonetic Targets (PROMPT) is a philosophy, approach, system and technique that helps clients improve functional communication. The purpose of this presentation is to demonstrate how PROMPT is a whole-child approach that provides an evidenced-based framework and skills to carefully assess and treat clients. It is based on the Conceptual Framework (CF), which is comprised of three domains: Physical-Sensory, Cognitive-Linguistic, and Social-Emotional. It takes into consideration how children understand and use language, socially interact with others and how their articulators move during speech production. It approaches communication breakdowns across these domains in order to find ways to utilize the child’s strengths to maximize potential for functional interaction. 

The CF is grounded in Dynamic Systems Theory and within each domain several critical theories guide decision making, further demonstrating this whole-child approach (Thelen, E.) The Physical-Sensory Domain is guided by the Neuronal Group Selection (Sporns, O. et al., Kaas, J.H.), Functional Synergies (Green, J.R. et al.) and Motor Learning Theory (Maas, E. et al.) (Schmidt, R.A.). The Cognitive Linguistic Domain is grounded in Cognitive Schema (Piaget, J.), Event Knowledge (Nelson, K.) and Competition Model Theory (Bates, E. et al.) (Bloom, L.). The Social-Emotional Domain is supported by Social Development (Vygotsky, L.S.) and Social Pragmatic Theory (Prizant, B. et al.) (Wetherby, A.).      
 
When PROMPT is implemented, several procedures are completed. The child is systematically evaluated via the Global Domain Evaluation (GDE), System Analysis Observation (SAO) and Motor Speech Hierarchy (MSH). Therefore, PROMPT not only addresses “speech”, it addresses the whole-child. It helps the clinician plan and organize the direction and type of individualized treatment needed. In addition, it provides kinesthetic, proprioceptive, auditory and visual feedback to the speech subsystem. This feedback is comprised of four different levels of PROMPT technique. Technique can be used to support the child’s Physical-Sensory, Cognitive-Linguistic, and Social-Emotional Domains (Hayden, D. et al.). 
 
Numerous efficacy studies have been conducted, which support the effectiveness of PROMPT. Speech assessment and brain MRIs were performed pre- and post-treatment in the Neural Changes Induced by a Speech Motor Treatment in Childhood Apraxia of Speech: A Case Series (Fiori et al.) study. Results indicated children with CAS who received PROMPT treatment showed more marked effects on speech motor control and related connectivity compared with nonspeech oral motor treatment. Another study conducted using MRI technology, Cortical Thickness in Children Receiving Intensive Therapy for Apraxia of Speech (Kadis et al.), discovered MRI’s in children with CAS had significantly thicker Left Posterior Superior Temporal Gyrus (LPSTG). After PROMPT Therapy, significant thinning of the LPSTG was evident and intelligibility improvements were noted. This was the first study to show experience related structural plasticity after therapy for speech sound disorders. PROMPT Intervention for Children with Severe Speech Motor Delay: A Randomized Control Trial (Namasivayam et al.), evidenced that PROMPT intervention is a clinically effective intervention approach for children with speech motor disorders. Notable improvements in speech motor control, speech articulation, and word-level speech intelligibility were identified. Treating Speech Subsystems in CAS with Tactual Input: The PROMPT Approach (Dale et al.), showed that PROMPT assessment and treatment has also demonstrated to be effective amongst children with apraxia. Results of this study indicated that even the children who did not receive tactile input with PROMPT technique, for the full eight weeks, made significant improvements with motor speech control. These results indicate PROMPT is efficacious without tactile input, which supports the use of PROMPT in teletherapy. Kinematic Changes in Jaw and Lip Control of Children with Cerebral Palsy Following Participation in a Motor-Speech (PROMPT) Intervention, suggested movement changes in response to PROMPT therapy. These improvements in movement resulted in significantly improved speech perception (Ward, R. et al.).  
 
In summary, Prompts for Restructuring Oral Muscular Phonetic Targets (PROMPT) is a whole-child approach that provides an evidenced-based framework and skills to carefully assess and treat clients’ Physical-Sensory, Cognitive-Linguistic and Social Emotional Domains. This interactive presentation will be comprised of videos that show clinical examples of PROMPT assessment and treatment to improve functional communication.

References:
Dale, P., & Hayden, D. (2013). Treating speech subsystems in CAS with tactual input: The 
PROMPT approach. American Journal of Speech Language Pathology, 4, 644-661.

Fiori, S., Pannek, K., Podda, I., Cipriani, P., Lorenzoni, V., Franchi, B., Pasquariello, R., Guzzetta, A., Cioni, G., & Chilosi, A. (2021). Neural Changes Induced by a Speech Motor Treatment in Childhood Apraxia of Speech: A Case Series. Journal of Child Neurology.
 
Hayden, D., Namasivayam, A. K., & Ward, R., Eigen, J., & Clark, A. (2020). The PROMPT approach: Theory, Evidence, Use and Application. In L. Williams, S. McLeod, & R.  McCauley (Eds.), Interventions for Speech Sound Disorders (pp. 477-504). Second Edition, Baltimore, Maryland: Brookes Publishing.

Kadis, D. S., Goshulak, D., Namasivayam, A., Pukonen, M., Kroll, R., De Nil, L. F., Pang, E. W., & Lerch, J. P. (2013, in press).  Cortical thickness in children receiving intensive therapy for idiopathic apraxia of speech. Brain Topography, 27:240–247.
Maas, E., Robin, D.A., Austermann Hula, S.N., Freedman, S.E., Wulf, G., Ballard, K.J., & Schmidt, R.A., (2008).  Principles of motor learning in treatment of motor speech disorders.  American Journal of Speech-Language Pathology, 17, 277-298.

Namasivayam, A.K., Huynh, A., Granata, F. et al. PROMPT Intervention for Children with Severe Speech Motor Delay: a Randomized Control Trial. Ped. Research (2020). 

Namasivayam, A. K., Pukonen, M., Goshulak, D., Yu.V.Y., Kadis, D.S., Kroll, R., Pang, E.W., & 
De Nil, L.F. (2013). Changes in speech intelligibility following motor speech treatment in 
children. Journal of Communication Disorders, 46(3):264-80.

Ward, R., Strauss, G., & Leitão, S. (2013). Kinematic changes in jaw and lip control of children 
with cerebral palsy following participation in a motor-speech (PROMPT) intervention. 
International Journal of Speech-Language Pathology, 15 (2): 136-155.


Agenda
•	10 minutes - Introductions and Disclosures
•	20 minutes - Overview: Conceptual Framework (Physical, Cognitive, Social Domains)
•	15 minutes - Key Components of Assessment
•	15 minutes - Key Components of Treatment
•	40 minutes - Clinical application, case examples and discussion
•	10 minutes - Summary: What makes PROMPT a whole-child approach
•	10 minutes - Conclusion, Question and Answers

PROMPT: A Whole Child Approach

Statement of Purpose: To instruct colleagues in a model of service delivery which utilizes interdisciplinary, neurodiverse team-teaching to decrease teacher burnout and increase positive outcomes for autistic high schoolers.
Summary: Widespread and pervasive barriers are currently keeping autistic and neurodivergent students from thriving in our public schools. For teachers and school-based speech pathologists currently serving autistic students there are methods that can be implemented immediately to have a measurable impact on the emotional and academic well-being of current students (Bottema-Beutel et al., 2020). These techniques can simultaneously create opportunities for educators to learn from each other and thus relieve the immense load of being a public school employee. Our primary purpose in presenting this information is to encourage attendees to consider adopting a co-teaching model with their special education colleagues, particularly between neurotypical and neurodivergent educators, specifically to support the well-being, confidence, and positive self-regard for their autistic students. The benefits of consistent, intentional relational support, the modeling of communication and collaboration, and the dual approaches of structured academic support and communication/self-advocacy interventions within a classroom setting provides a strong foundation for autistic students (Friend, et al.,2010). 
This presentation lays out a co-teaching model designed to support the development of positive self-image and self-advocacy skills within a neurodiversity-affirming space. The partnering of a special educator and a speech language pathologist is a perfect pairing to support students and provide a strong foundation of skills for success in school (Mentikoski, 2021). Providing explicit instruction in neurodivergence, fostering pride and acceptance in difference and neurodiversity, and supporting students with executive function strategies to apply directly to academic tasks provides students with the tools they need to venture out into the school environment with a strong affinity based community surrounding them. 
Additionally, having two responsive and engaged educators with different backgrounds and educational lenses gives an opportunity for authentic modeling of working relationships for students. Dividing time, teaching materials, content, and one-on-one support is a dynamic and sometimes challenging collaborative effort (Emmons & Zager, 2018). Autistic students benefit from seeing the work and reward that comes out of these partnerships.
Autistic high school students who have the support of two educators with a shared focus on creating a neurodivergent-affirming space and self advocacy, but with differing areas of expertise around academic support and facilitating cross-neurotype communication, have the widespread support they need to feel confident in engaging across a variety of academic environments. When students have the academic support they need, combined with direct instruction in their learning style and in self-advocacy, they make more academic and mental health gains (Sosnowy et al., 2019). The shared responsibility of creating lessons focusing on self-advocacy, executive functioning, and autistic pride means that teachers have more capacity to authentically build relationships with their students, and to do the kind of outreach and education to their general education colleagues needed in order to spread the principals of neurodiversity-affirming practices (Scheerer et al., 2022). 
Isolating the cause of student outcomes in a public school is impossible; there are too many variables to draw hard conclusions about interventions conducted as part of a comprehensive high school education. Anecdotally, however, it is clear that the co-teaching model implemented by the instructors is working: when surveyed about whether they want to continue on in the co-taught class, or move to a check-in model with a case manager, 80% of surveyed students elected to continue with the class.
5 minutes: Introductions
15 minutes: Presentation of relevant research to support the importance of neurodiversity-affirming approaches and co-teaching as beneficial for teachers and students.
10 minutes: Overview of co-teaching model application in a comprehensive high school learning center, including specific outline of how our system has developed, and the model within our school district.
15 minutes: Overview of lessons and structure for the year.
5 minutes: Reports/feedback from co-taught students.
10 minutes: Questions 

Axbey, H., Beckmann, N., Fletcher-Watson, S., Tullo, A., & Crompton, C. J. (2023). Innovation through neurodiversity: Diversity is beneficial. Autism, 0(0). https://doi.org/10.1177/13623613231158685: In a study measuring creativity, innovation, and consistency, neurodiverse groups (autistic and neurotypical people working together) and the most creative and innovative designs.

Bottema-Beutel, K., Cuda, J., Kim, S. Y., Crowley, S., & Scanlon, D. (2020). High School Experiences and Support Recommendations of Autistic Youth. Journal of autism and developmental disorders, 50(9), 3397–3412. https://doi.org/10.1007/s10803-019-04261-0: Recommendations include: providing personal attention, showing care, providing specially designed instruction, supporting kids’ ability to cope with school and stay regulated, and supporting social interaction. Additionally, educators need to intentionally affirm autistic identities and center individual strengths. 

Crompton, C. J., Ropar, D., Evans-Williams, C. V., Flynn, E. G., & Fletcher-Watson, S. (2020). Autistic peer-to-peer information transfer is highly effective. Autism, 24(7), 1704–1712. https://doi.org/10.1177/1362361320919286: In a study measuring effectiveness of peer-to-peer information transfer, autistic to autistic information transfer was as efficient as neurotypical to neurotypical information transfer.

Emmons, C. L., & Zager, D. (2018). Increasing Collaboration Self-Efficacy to Improve Educational Programming for Students With Autism. Focus on Autism and Other Developmental Disabilities, 33(2), 120–128. https://doi.org/10.1177/1088357616686312: Collaborative teaching increases capacity, feelings of success, and leverages resources for educators working with autistic students.

Friend, M., Cook, L., Hurley-Chamberlain, D., & SHamberger, C. (2010). Co-Teaching: An Illustration of the Complexity of Collaboration in Special Education. Journal of Educational and Psychological Consultation, 20(9), 9-27.


Hester, O.R., Bridges, S.A., & Rollins, L.H. (2020). ‘Overworked and Underappreciated’: Special Education Teachers Describe Stress and Attrition. Teacher Development, 24(3), 348-365, https://doi.org/10.1080/13664530.2020.1767189: Special education teachers feel unsupported by administrators and feel that teaching has a negative impact on their overall quality of life. 

Mentikoski, C. (2021, January 12). Why-and How-Co-Teaching Works for Me. AshaWire. https://leader.pubs.asha.org/do/10.1044/leader.SCM.26012021.34/full/

Scheerer, N.E., Boucher, T.Q., Sasson, N.J., & Iarocci, G. (2022). Effects of an Educational Presentation About Autism High School Students’ Perceptions of Autistic Adults. Autism In Adulthood, 4(3), https://doi.org/10.1089/aut.2021.0046: A short educational presentation about autism negated some of the negative perceptions held by neurotypical high schoolers about autistic adults.

Sosnowy, C., Silverman, C., Shattuck, P., & Garfield, T. (2019). Setbacks and Successes: How Young Adults on the Autism Spectrum Seek Friendship. Autism in adulthood : challenges and management, 1(1), 44–51. https://doi.org/10.1089/aut.2018.0009: Autistic students have the most success in developing authentic relationships when their autistic traits are normalized. This acceptance is most often found with other neurodivergent youth. 

Strogilos, V., King-Sears, M.E., Tragoulia, E., Voulagka, A., & Stefanidis, A. (2023). A meta-synthesis of co-teaching students with and without disabilities. Educational Research Review, 38. https://doi.org/10.1016/j.edurev.2022.100504: Co-teachers believe that co-teaching is beneficial for learning for both teachers and students. 


Supporting the Success of Autistic Students Through a Co-Teaching Model

Bilingual Aphasia Assessment and Treatment

According to the embodied approach to cognition, perception and action are tightly intertwined, as perception is for action and is guided by action. To better understand what this view implies behaviorally, we studied how active movement and intentionality during perceptual exploration affect perceptual accuracy. Participants explored two-dimensional objects using a sensory substitution device, then reported their object size estimates. We manipulated 1) their control over exploratory movements as being either Active (control present) or Passive (control absent) and 2) their knowledge of the task goals, being either Specific (task-focused) or Generic. We found no difference between the Active and Passive conditions but significantly higher perceptual accuracy in Specific Intention trials compared to Generic Intention ones. These results clarify the nature of ''active'' perception and contribute to the growing body of evidence that ''higher level'' cognitive goals shape how we dynamically sample even ''low level'' sensory information from the world.


Uncovering the Role of Intention in Active and Passive Perception

A common claim by advocates of embodied, dynamical approaches is that action and perception are “coupled.” On the face of it, this claim may not seem controversial, after all many researchers working in mainstream computationalist neuroscientific approaches also talk about the “coupling” of perception and action. Our goal here is to clarify the relation between these claims of perception-action coupling stemming from dynamical and from computational perspectives. Examining the empirical evidence that computationalists and dynamicists invoke to support their claims we conclude that, despite using similar terminology, they mean entirely different and incompatible things. Still, we propose that both approaches can, at least to some extent, accommodate the evidence invoked by the other. This suggests that the evidence should not, on its own, be used to argue in favor of one approach against the other, and that the disagreement is of a philosophical nature rather than an empirical one.

Perception-Action Coupling and the Dynamicist/Computationalist Divide

Response inhibition—our ability to suppress actions—is achieved through coordinated reactive and proactive processes that may recruit different neurophysiological mechanisms. Here we adapted a two-step continuous performance task in which the decision to respond depends on a combination of an initial context cue and a subsequent target probe. Using transcranial magnetic stimulation (TMS), we mapped changes in corticospinal excitability and inhibition, providing indices of reactive and proactive processes that influence the state of the motor system in the lead-up to initiating or suppressing a response. We found distinct changes in corticospinal excitability at critical timepoints when participants were preparing in advance to inhibit a response (during the cue) and while inhibiting a response (during the probe). Motor system activity during early timepoints correlated with behavioural indices of proactive capacity and predicted whether participants would later successfully inhibit their response. Implications for theories of inhibitory control will be discussed.

Distinct patterns of proactive and reactive inhibition in the human motor system

Linking computational natural language processing (NLP) models and neural responses to language in the human brain on the one hand facilitates the effort towards disentangling the neural representations underpinning language perception, on the other hand provides neurolinguistics evidence to evaluate and improve NLP models. Mappings of an NLP model’s representations of and the brain activities evoked by linguistic input are typically deployed to reveal this symbiosis. However, two critical problems limit its advancement: 1) The model’s representations (artificial neurons, ANs) rely on layer-level embeddings and thus lack fine-granularity; 2) The brain activities (biological neurons, BNs) are limited to neural recordings of isolated cortical unit (i.e., voxel/region) and thus lack integrations and interactions among brain functions. To address those problems, in this study, we 1) define ANs with fine-granularity in transformer-based NLP models (BERT in this study) and measure their temporal activations to input text sequences; 2) define BNs as functional brain networks (FBNs) extracted from functional magnetic resonance imaging (fMRI) data to capture functional interactions in the brain; 3) couple ANs and BNs by maximizing the synchronization of their temporal activations. Our experimental results demonstrate 1) The activations of ANs and BNs are significantly synchronized; 2) the ANs carry meaningful linguistic/semantic information and anchor to their BN signatures; 3) the anchored BNs are interpretable in a neurolinguistic context. Overall, our study introduces a novel, general, and effective framework to link transformer-based NLP models and neural activities in response to language and may provide novel insights for future studies such as brain-inspired evaluation and development of NLP models.

Coupling Activations of Artificial Neurons in BERT and Biological Neurons in the Human Brain

Theoretically, the Markov boundary (MB) is the optimal solution for feature selection. However, existing MB learning algorithms often fail to identify some critical features in real-world feature selection tasks, mainly because the strict assumptions of existing algorithms, on either data distribution, variable types, or correctness of criteria, cannot be satisfied in application scenarios. This paper takes further steps toward opening the door to real-world applications for MB. We contribute in particular to a practical MB learning strategy, which can maintain feasibility and effectiveness in real-world data where variables can be numerical or categorical with linear or nonlinear, pairwise or multivariate relationships. Specifically, the equivalence between MB and the minimal conditional covariance operator (CCO) is investigated, which inspires us to design the objective function based on the predictability evaluation of the mapping variables in a reproducing kernel Hilbert space. Based on this, a kernel MB learning algorithm is proposed, where nonlinear multivariate dependence could be considered without extra requirements on data distribution and variable types. Extensive experiments demonstrate the efficacy of these contributions.

Practical Markov Boundary Learning without Strong Assumptions

Off-policy evaluation (OPE) aims to accurately evaluate the performance of counterfactual policies using only offline logged data. Although many estimators have been developed, there is no single estimator that dominates the others, because the estimators' accuracy can vary greatly depending on a given OPE task such as the evaluation policy, number of actions, and noise level. Thus, the data-driven estimator selection problem is becoming increasingly important and can have a significant impact on the accuracy of OPE. However, identifying the most accurate estimator using only the logged data is quite challenging because the ground-truth estimation accuracy of estimators is generally unavailable. This paper thus studies this challenging problem of estimator selection for OPE for the first time. In particular, we enable an estimator selection that is adaptive to a given OPE task, by appropriately subsampling available logged data and constructing pseudo policies useful for the underlying estimator selection task. Comprehensive experiments on both synthetic and real-world company data demonstrate that the proposed procedure substantially improves the estimator selection compared to a non-adaptive heuristic.

Policy-Adaptive Estimator Selection for Off-Policy Evaluation

The use of time-varying magnetic field sources is indispensable in numerous applications, such as magnetic resonance imaging, sensors, motors, actuators, magnetometers or magnetic
refrigerators. Halbach cylinders have been used as an alternative to electromagnets, since they have no losses by the Joule effect. However, rod mangle systems are cheap and promising
alternatives to the currently used Halbach cylinders [1-3]. The use of rotation patterns has potential for application in several innovative áreas [4].
In this work, we modeled rod mangle structures with different number of rods, aiming to control the magnitude, direction and homogeneity of the magnetic field. Figure 1 (a) shows the
modeled system for 3 rods. After determining the configuration with the maximum magnetic flux density at the center of each system, it was possible to generate a homogeneous magnetic
field. The homogeneity increases with the number of rods and for a large number of rods, the rod mangle structure begins to resemble an ideal Halbach. We also analyzed two different
rotation patterns to generate a decreasing magnetic field over time. For the first pattern only the direction of the magnetic field of the odd configurations remained constant. For the second
rotation pattern, after the magnetic field is reduced to zero, it starts to increase in the opposite direction and then decreases to zero again. If we rotate all rods counterclockwise, the
magnetic field will rotate clockwise, keeping the magnitude fairly constant. Finally, we validated the results experimentally with structures of 3 and 4 rods (Fig 1 (b)). 

**References:** 

[1] J. M. D. Coey, Permanent magnet applications, Journal of Magnetism and Magnetic Materials 248 (3) (2002) 441–456. 
[2] O. Cugat, P. Hansson, J. M. D.Coey, Permanent magnet variable flux sources, IEEE Transactions on Magnetics 30 (6) (1994) 4602–4604. 
[3] F. Hiptmair, Z. Major, R. Haßlacher, S. Hild, Design and application of permanent magnet flux sources for mechanical testing of magnetoactive elastomers at variable field directions,
Review of Scientific Instruments 86 (8) (2015) 085107. 
[4] H. Sakuma, T. Nakagawara, Optimization of rotation patterns of a mangle-type magnetic field source using covariance matrix adaptation evolution strategy, Journal of Magnetism and
Magnetic Materials 527 (2021) 167752. 

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Rod mangle rotation patterns for magnetic field generation

Magnetorheological fluids (MRFs) can change their viscosity in response to applied magnetic field. Magnetorheological energy absorbers (MREAs) are being investigated for adaptive shock isolation because MREAs can adjust their stroking load to severity of impact when magnetic field is used to control MRF viscosity. Employing MRFs in MREAs requires a highly stable suspension to maintain a uniform concentration, because MREAs would be used only in the event of an impact or crash event, that is, rarely. Suspension stability of MRFs can be studied using an automated vertical axis inductance monitoring system (AVAIMS), where an inductance sensor is translated vertically along a column of MRF to measure particle concentration as a function of column height and time [1,2]. The AVAIMS allows for tracking discontinuities in density or shocks including: the mud-line (boundary between the topmost supernatant (clear fluid) zone and the original concentration zone), the gel-line (boundary between the original concentration zone below mud-line and variable concentration zone), and the cake-line (boundary between the variable concentration zone and the sediment zone at the bottom of the column). MRF sedimentation can be evaluated comprehensively analyzing these boundaries. The AVAIMS developed here (Fig. 1) seeks to improve sedimentation zone boundary localization using an optimized inductance sensor to measure concentration gradient as a function of time. The inductance sensor design, material selection, and geometry were optimized and permalloy and plastic were used advantageously to improve sensor sensitivity. The calibration curve of the sensor was obtained by measuring samples with different particle volume fractions. The sensor design was validated by examining a uniformly mixed MRF column for seven consecutive days after preparation of an MRF with an Fe solids loading of 20 vol%. These tests show that the AVAIMS developed here was able to better localize sedimentation zone boundaries using concentration gradient profile method (Fig. 2).

Sedimentation of Magnetorheological Fluids Measured Using a Automated Vertical Axis Inductance Monitoring System

Magnetorheological fluids (MRFs) consist of micron-sized magnetic particles dispersed in a carrier fluid for which rheological properties can be tuned reversibly with
magnetic field.1 If an MRF is contained in a cellular elastomeric encapsulant (CEE), its mechanical properties, such as stiffness and damping, can be controlled via magnetic field. Such
tunability can be exploited for adaptive vibration control or energy absorption systems. A magnetorheological damper often uses an accumulator to modulate pressure injected by external
forces applied to the damper.2 An accumulator is implemented into the cellular encapsulant to enable essentially incompressible fluid to enter the accumulator and to allow compression of
the cellular material to take place, and also enables a mechanical bulge stiffness to the design.
Here, MRF was prepared with silicon oil (40% vol. fraction). Thermoplastic polyurethane (TPU) was 3-D printed as the CEE system. (Fig. 1 a). The MRF was injected into the TPU-CEE,
followed by the printing of a sealing layer. The wall adjacent to the sealing layer had a circular opening and a TPU membrane was bonded to its perimeter so that the pressurized MRF
could flow through the opening and be accumulated in the resulting pocket.
An external magnetic field (0 and 7 kG) was applied along the sample longitudinal axis at the time of uniaxial dynamic testing with 5% pre-strain. The TPU-CEE samples were
characterized via force-displacement tests at 1 Hz under strain amplitudes. The MR effect on the dynamic stiffness is defined as the ratio of the dynamic stiffness under the maximum
magnetic field to the dynamic stiffness in the absence of a magnetic field. Dynamic stiffness in the presence as opposed to the absence of magnetic field was 264%. (Fig.2a) The area of the
force-displacement curve of the system with an accumulator is about 41% greater than one without an accumulator. The accumulator enhanced the increase in damping (Fig. 2b). The
increase in damping capacity generally increased as strain amplitude increased. 

**References:** 

1. Ashtiani M, Hashemabadi SH, Ghaffari A. A review on the magnetorheological fluid preparation and stabilization. Journal of Magnetism and Magnetic Materials. 374, 716.
(2015) 
2. Yu, Jianqiang & Dong, Xiaomin & Wang, Xuhong & Pan, Chengwang & Zhou, Yaqin. Asymmetric Dynamic Model of Temperature-Dependent Magnetorheological Damper and
Application for Semi-active System. Frontiers in Materials. 6. 227. (2019) 

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Underline digital video library

PROMPT: A Whole Child Approach

Supporting the Success of Autistic Students Through a Co-Teaching Model

Bilingual Aphasia Assessment and Treatment

Uncovering the Role of Intention in Active and Passive Perception

Perception-Action Coupling and the Dynamicist/Computationalist Divide

Distinct patterns of proactive and reactive inhibition in the human motor system

Coupling Activations of Artificial Neurons in BERT and Biological Neurons in the Human Brain

Practical Markov Boundary Learning without Strong Assumptions

Policy-Adaptive Estimator Selection for Off-Policy Evaluation

Rod mangle rotation patterns for magnetic field generation

Sedimentation of Magnetorheological Fluids Measured Using a Automated Vertical Axis Inductance Monitoring System

Development of Magnetorheological Fluids within 3D Printed Elastomeric Cellular Structures with an Accumulator

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