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Login to post Este es la lista de los piezas. Y este es el manual. Si hace falta una traducion de alguna pagina, hacer me saber, que el Ingles es mi lengua materna. Creo que puedes comprar piezas en el sitio web de Brother o quizas ellos ti pueden decir donde se los venden. Espero que este informacion ti ayuda.It ran out of paper and have not been able to Start it.My telephone 410-590-2547 -Address7548 Old Telegraph Rd, Hanover. Answer questions, earn points and help others. Login to post Please help From the user manual -- If you are having difficulty sending or receiving a fax due to possible interference on the phone line, we recommend that you adjust the compatibility setting to reduce the modem speed for fax operation Press a or b to choose Basic or Normal (or High). Basic cuts the modem speed to 9600 bps. Unless interference is a recurring problem on your phone line, you may prefer to use it only when needed. Normal sets the modem speed at 14400 bps.Let me know if you need further help.You need WinRAR software to decompress downloaded file. If you don't have WinRAR, get this software from HERE. Download manual from brother's webCTS-410-ES please help Answer questions, earn points and help others. Please use the box above to search for any other information.I Need A New Hand Receiver (Posted by ifriedman55 5 years ago) Brother International CTS-410-ES - 900 MHz Digital Quattro Executive Phone System Answers Phone System Set Up. How do I set the date and time on a Quattro cts 410 phone system? (Posted by mmtroglia 8 years ago) Brother International CTS-410-ES - 900 MHz Digital Quattro Executive Phone System Answers Phone Is Beeping Everytime the phone is plugged in there is constant beeping. Tried programming and nothing is workin. (Posted by info58949 9 years ago) Brother International CTS-410-ES - 900 MHz Digital Quattro Executive Phone System Answers You can order directly fro. Please choose a different delivery location.Additional terms apply.
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Our payment security system encrypts your information during transmission. We don’t share your credit card details with third-party sellers, and we don’t sell your information to others. Please try again.Please try again.Learn more here Please try your search again later.You can edit your question or post anyway.This product is Refurbished and comes with a 90 day warranty. Amazon calculates a product’s star ratings using a machine learned model instead of a raw data average. The machine learned model takes into account factors including: the age of a review, helpfulness votes by customers and whether the reviews are from verified purchases. Great for any office. Its not state of the art. Its just a good ol phoneSorry, we failed to record your vote. Please try again. Por favor, intentalo de nuevo mas tarde.Intentalo de nuevo.Para salir de este carrusel, utiliza la tecla de acceso directo del encabezado para desplazarte al encabezado siguiente o anterior. Intenta mas tarde hacer tu busqueda de nuevo.El Quattro auricular inalambrico de 4 lineas utiliza tecnologia digital de 900 MHz para una recepcion clara y seguro a traves de una amplia zona. Tiene la transferencia de llamadas y funciones de comunicacion de permitiendo a muchas personas tienen una conversacion al mismo tiempo. Usted puede incluso organizar conferencias con varios microtelefonos. Caller ID display es facil de leer. Para Speed Dial, tiene 10 recuerdos, de modo que usted puede ahorrar tiempo en los numeros de marcacion de tus contactos mas importantes. Disenado para funcionar con el Quattro cts 400 Unidad Base (modelo cts-400-du), el auricular inalambrico 900 MHz proporciona todas las opciones que esperaria encontrar en una unidad de con cable. Este producto es demo y viene con una garantia de 90 dias. The Brother Quattro 4-Line Cordless Handset uses 900 MHz digital technology for clear and secure reception over an expanded area. Its 900 MHz digital technology provides extended range and security.
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Other features include intercom, call transfer, caller ID display (requires caller ID server) and 10-number speed dial. It is also equipped with a headset jack and a belt clip. It offers up to eight hours of talk time and four days of standby on one fully charged NiMH battery (BAC9401, included). This handset is only for use with the Quattro 900 MHz Digital Cordless Telephone System. A Brother Quattro cordless base unit is required for use with cordless handsets. The base unit is sold separately or is included with the Brother Quattro Starter System.Amazon calcula la calificacion de estrellas de un producto utilizando un modelo de aprendizaje mecanico en lugar de un promedio de datos sin procesar. El modelo de aprendizaje mecanizado toma en cuenta factores que incluyen: la edad de una resena, los votos de ayuda de los clientes y si las opiniones pertenecen a compras verificadas. Vuelva a intentarlo en otro momento. Works well, is easy to set up and use. Range of the 900MHz cordless indoors is a little disappointing, and a 2.4GHz version would be nice. Build quality is not the best, but is commensurate with the important part, i.e. the price! The starter kit is particularly good value, but while it is capable of expansion to 12 extensions, it becomes pretty expensive to do that, although one has to bear in mind that it is a 4-line device. All in all, as a good 4-line system for a small premises, I can wholeheartedly recommend it!It has all the features you might want, is easy to use, priced reasonably. Unfortunantly, it has the smallest range of any cordless phone I've ever tried. Even 15 feet from the base station my reception isn't perfect. At 75 feet it is unusable. Two caveats: I haven't checked the manual to see if there is a magic incantation that's required to get it to work properly. I have only played with two base stations and three handsets so I may have just had bad luck.
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The CTS-400-DU supports up to 12 cordless handsets and offers superior range within your building. The base mounts to a wall or sits on the desktop. It includes a power supply and line cords as well as a warranty. The CTS-400-DU supports up to 12 cordless handsets and offers superior range within your building. The base mounts to a wall or sits on the desktop.The CTS-400-DU supports up to 12 cordless handsets and offers superior range within your building. It includes a power supply and line cords as well as a one-year warranty. You may find documents other than justWe keep our list of direct Brother International driver and firmware links up-to-date so they are easy to find when you need them. Both similarities and differences between sisters’ and mothers’ perceptions of the sibling relationship emerged from the narratives. Sisters and mothers framed the sibling relationship differently within the context of everyday life activities compared to the context of their brother’s involvement in the technology program that highlighted his skills and abilities. Within the context of everyday life, sisters described the dual nature of their relationships, involving both positive and negative qualities, whereas mothers focused on the challenges in the sibling relationship. Both mothers and sisters identified the “sister” role in the sibling relationship as that of a nurturer. Within the context of the technology program, mothers and sisters both perceived the boys’ roles as shifting positively relative to the context of everyday life. Sisters spoke of a sense of pride in their brother’s accomplishments in 3D design, whereas mothers spoke about their children being more engaged with one another because of their shared interests in the program. We discuss implications for interventions with families with a child with ASD. Download full-text PDF If you wish to self-archive your article, please use the accepted manuscript version for posting on your own website.
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You may further deposit the accepted manuscript version in any repository, provided it is only made publicly available 12 months after official publication or later and provided acknowledgement is given to the original source of publication and a link is inserted to the published article on Springer's website.Both similarities and differences between sisters’ and mothers’ perceptions of the sibling relationship emerged from the narratives. Sisters and mothers framed the sibling relationship differ- ently within the context of everyday life activities com- pared to the context of their brother’s involvement in the technology program that highlighted his skills and abilities. Keywords Autism spectrum disorder. Siblings ? Technology ? Community-based participatory research. Mothers’ perceptions Introduction Sibling relationships tend to be the longest relationships for individuals and can provide important sources of support throughout the lifespan (Cicirelli 1995; Stoneman 2001 ). Siblings are often perceived as providing companionship and a unique in?uence on one another’s development (Brody 2004; Feinberg et al. 2012; Kramer 2010 ). As children, siblings usually interact daily; they frequently perceive one another as providing companionship, inti- macy, and nurturance (Brody 2004; Kramer 2010 ). Chil- dren in the US are more likely to have a sibling in their household than a father, and European American siblings spend more of their free time with one another than with others (McHale and Crouter 1996 ). However, sibling relationships in families where one sibling has autism spectrum disorder (ASD) can be strained by the charac- teristics of the disorder. This social communication disorder can present unique challenges to interpersonal relations including sibling relationships. Sibling relationships in families with a child with ASD are a particularly important family studies topic due to the increasing numbers of individuals being diagnosed with ASD.
The increased prevalence rates are attributed to a number of factors, including changes in diagnostic criteria, better tools for diagnosis, and greater awareness of ASD (Matson and Kozlowski 2011 ). Furthermore, given that ASD is almost 5 times more common among boys than girls, typically developing girls are more likely to have a male sibling with ASD than are males to have a sister with ASD (CDC 2012 ). Research on sibling relationships when one child has ASD often focused on child adjustment and outcomes such as internalizing and externalizing behaviors (see Meadan et al. 2010 for review). Some studies found that neurotyp- ical children with a sibling with ASD show more behavior problems (Hastings 2003; Meyer et al. 2011; Ross and Cuskelly 2006; Verte et al. 2003 ), and poorer emotional health (Macks and Reeve 2007 ). Other studies showed no differences between neurotypical sibling pairs and siblings pairs where one child had ASD (Dempsey et al. 2012; Tomeny et al. 2012 ). Past research also found positive outcomes, such as higher empathy and patience, as well as greater social competence, in children with a siblin g with ASD, relative to children with neurotypical siblings (Ka- minsky and Dewey 2001; Verte et al. 2003 ) or siblings with chronic health conditions (Nielsen et al. 2012 ). Several studies have compared sibling relationships among children with siblings with ASD, Down syndrome (DS), and typically developing sibling pairs. Siblings of individuals with Down syndrome reported more contact and higher levels of positive affect in their sibling relationships than did the siblings of children with ASD (Orsmond and Seltzer 2007 ). Similarly, relationships between adult sib- lings were closer and more positive when one sibling had DS than when a sibling had ASD, and the adult siblings of people with DS showed better health and less depression than sib- lings of people with ASD (Hodapp and Urbano 2007 ).
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Other research showed that siblings of individuals with ASD reported greater feelings of embarrassment of their sibling than did siblings of individuals with no disability or with a non-ASD developmental disability (Mascha and Boucher 2006 ). Siblings of children with ASD were more negat ive about their relationships than children with siblings with intellectual disabilities or typically developing siblings (Bagenholm and Gillberg 1991; Hodapp and Urbano 2007 ). As with sibling relationships among typically developing siblings (Brody 2004; Kramer 2010 ), research on sibli ng relationships when one sibling has ASD indicates that relationships involve combinations of, or shifts between, positive and negative dimensions and emotions. Most sib- ling relationships among typically developing children involve both intense con?ict and teasing, as well as pride, shared positive affect, and enjoyment (Brody 2004 ). The sample of children with ASD in their study had either a total lack of language or a major delay in verbal language, minimal or no interest in other people, as well as violent behavior towards others, self-injurious behavior, and were unable to be cared for at home. Thus, the results of this study may not generalize to the sibling relationship when one sibling has high func- tioning ASD. Gender can also be an important factor in the quality of the sibling relationship. Research on siblings who have a brother or sister with a disability indicates that sisters have more contact, do more caretaking, and report bene?t- ting more from their role in the family than do brothers (Hodapp et al. 2010; Orsmond and Seltzer 2000 ). Another potential challenge for children with a sibling with ASD may be the lack of shared intere sts and com- petency levels for engagement in joint activities (Stoneman 2001 ). Siblings of children with ASD spent less time together than siblings of children with DS (Knott et al. 1995 ).
Participating in joint activities of interest to both of the children involved might be one way to enhance these sibling relationships (Beyer 2009; Stoneman 2001 ). Given the increase in children with ASD, as well as the potential for a negative impact of ASD on the sibling relationship, strategies for improving sibling relationships in families with a child with ASD are important.This ?nd- ing is consistent with research on typically developing children that demonstrates that mothers and their children demonstrate a lack of consensus regarding the negative dimensions of the sibling relationship, although there is more agreement on the positive aspects of the sibling relationship (Howe et al. 2011 ). Previous research has also suggested that there are differences in mothers’ and chil- dren’s perceptions of the sibling relationship in pairs with a child with ASD (Rivers and Stoneman 2003, 2008 ). Yet parent report is often used, rather than the siblings’ own perspective, limiting the frame of reference on sibling relationships. Only one of 12 studies in a review artic le included both the sibling and parent perspective on ASD and sibling relationships (Beyer 2009 ). The purpose of this research was to investigate the sibling relationships of students enrolled in a technology education program designed for youth with ASD that was family-focused, strength-based and built on the interests of youth with ASD. This community based participa tory research program (CBPR) evolved to include siblings as a critical program component based on family input and feedback on program development through the collabora- tive research process. Based on the importance of mul tiple perspectives and shared experiences, we examined the perspectives of both mothers and sisters of brothers with autism in the context of a technology program designed for youth with autism.
Our goal was to better understand the relationships between the children with autism and their siblings in the context of this strengths-based, family- focused program. Most previous research on sibling rela- tionships in children with ASD does not include a program in which siblings engage in joint activities, and the present study can shed light on family members’ lived experiences with such a program. Unlike quantitative research, we did not design the study for hypothesis testing or to provide a generalizable description of sibling relationships (Pope et al. 2000 ). Rather, we wanted to facilitate the systematic exploration of sibling relationships from multiple per- spectives to provide a rich sense of mothers’ and sister’s experiences and to generate hypotheses for subsequent quantitative research (Willig 2008 ). Method This study was part of a larger research program that used a family and community based participatory research (CBPR) approach (Minkler and Wallerstein 2008 )a s recommended by the National Institute on Disability and Rehabilitation Research (NIDRR) and the Interagency Autism Coordinating Committee (IACC 2011 ). The research included family members as ongoing advisors and co-researchers in the program implementation and evalu- ation. Sibling involvement evolved naturally as siblings attended the technology program where their brothers presented their 3D computer designs to a public audience, taught them 3D design skills, and attended family events sponsored as part of the education program. CBPR is a collaborative approach in which families are equitably involved in the research process (Minkler and Wallerstein 2008; Wallerstein and Duran 2006 ). In the present partnership, family members helped determine the implementation and evaluation of the program, the inclu- sion of the siblings, and the research questions addressed (Knight et al. 2013 ).
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Focus groups, family events, and lunch discussions were held regularly so that the researchers could evaluate the program and elicit feedback. The parents, siblings, and grandparents of the students participated by taking an active role in developing and giving input to the program design and research goals. Although both mothers and fathers were invited to participate in family events, focus groups, and research meetings, fathers were more likely to participate in the family and community events where their sons presented their 3D projects than in the focus groups and research meetings. Mothers participated in family events as well as focus groups and research meetings. Mothers discussed sibling relationships in focus groups prior to the present study and identi?ed these relationships as important in the family dynamic, which led to the present study’s focus on sibling relationships, and the inclusion of mothers, but not fathers in the study. The technology education program from which this sample was drawn was advertised to parents for youth on the autism spectrum. The purpose of the program was to develop technology skills in youth with ASD who often have interest in computers and unique visual-spatial abili- ties (Grandin 1995; Kennedy and Banks 2011 ). The foun- dational software was SketchUp, a free 3D software design program used by architects, engineers, game developers and other professionals. With SketchUp, participants cre- ated 3D models that can be viewed from multiple angles; models can be rotated, animated, and manipulated to enhance the model’s features. In this way, the 3D software is a creative way to make an idea tangible. A certi?ed instructor taught tool use and demonstrated the softw are features. Following group instruction, participants worked on creating their own designs.Finally, once the youth became pro?cient, they presented at community events and in their regular school classrooms to their school peers.
Thus, the program was embedded in family and community participation (Wright et al. 2011 ). The families who participated in this study were involved in the technology program over a 2 year period (including summer camps and an afterschool program). All siblings involved in this study participated regularly in the program by attending sessions when their brothers pre- sented their design projects, and participating in family, community events and focus groups. Participants The present study involved a purposive sample of sisters and mothers of seven of the nine program participants. Of the nine youth in the technology program, one high school student had adult siblings and one had siblings who had recently been adopted internationally. These two families did not participate in the sibling research. Thus, seven sisters participated, along with six of their mothers. One mother indicated a desire to participa te, but was unable to schedule an interview because of time constraints. The diagnostic determination of autism for the siblings involved in the program was from data gathered through Individual Education Plans (IEPs) and corroborative data gathered from parent interviews. By chance, all of the families who participated in the interviews had only two children: a boy (the child with ASD) and a girl (the sister). The families were primarily middle-class; most of the parents were college educated. The boys enrolled in the program ranged from 2nd to 8th grade. All of the brothers were in inclusive school classrooms except one, who was in a self-contained spe- cial education classroom. Procedure Mothers were already familiar with the researchers from the program and the CBPR activities described above. They were initially contacted by email and invited to participate in interviews for this study.
Semi-structured interviews took place at locations most convenient for mothers and the sisters, primarily in their homes, except for two interviews that took place in a room adjacent to the computer lab where the education program was held. The siblings had previously developed rapport with membe rs of the research team by coming to regular sessions, attending presentations, and family events. The sibling interviews focused on perceptions of their general experiences with their sibling and of their brothers’ participation in the technology program (see Appendix ). The interviews were semi-structured, with a list of guiding questions and prompts, but also ?exibility to respond to ideas that arose during the interview. Data Analysis A qualitative approach was used for data analysis. Credi- bility was established by using triangulation, member checking and comparing perspectives from multiple researchers over time (Bogdan and Biklen 2007; Brant- linger et al. 2005 ). The coding was an iterative process which involved multiple passes through the transcripts, identi?cation and revision of themes and discussions among researchers and member checks. Both line-by-line coding and focused coding methods were used to tease out key points and major themes from the transcriptions from the ground up (Bogdan and Biklen 2007 ). Two researchers (a faculty member and a graduate student) initially read the transcripts and identi?ed initial themes separately. These two primary coders discussed the themes they had identi- ?ed and made revisions as necessary. Then, transcripts were re-read by the two primary coders to identify themes and evaluate whether new themes emerged. The indepen- dent coding was compared, discussed, and discrepancies were resolved.Several times throughout this process, themes were presented with sup- porting quotations to the entire research team for feedback.
The research team was an interdisciplinary group across four disciplines (social science, occupational therapy, nursing, and education) including faculty, graduate stu- dents, and one undergraduate who had participated in the program, community events, and focus groups. Following the discussions with the research team, the two coders revised the themes. After this process, member checking was conducted with the mothers to validate the themes. The themes presented below re?ect mothers’ and research team’s input. Results Two major themes emerged through the thematic analysis (see Fig. 1 ): (1) percept ions of the sibling relationship in the context of everyday activities, and (2) perspectives on sibling relationships in the context of the technology pro- gram. These themes emerged from several subthemes, some of which converged for mothers and sisters, and others differed. These themes and subthemes are discussed in greater detail below. Names have been changed to protect the identity of the participants (see Table 1 for pseudonyms and ages of participants). The Sibling Relationship in the Context of Everyday Activities This theme represents mothers’ and sisters’ perceptions of the sibling relationships in the context of daily life, such as at home before school or riding in the car. Within this theme, subthemes illustrated siblings’ perceptions of the dual nature of the relationship, mothers’ and sisters’ shared perceptions that sisters played a nurturing role in the sib- ling relationship, and mothers’ focus on the challenges of the sibling relationships. Sisters’ Perceptions: The Dual Nature of the Relationship On the one hand, the sisters easily identi?ed activities that they enjoyed doing with their brothers in the context of daily life. Sisters identi?ed engagement in mutual activities and time spent together as major dimensions of their relationships with their brothers.
Their siblings provided companionship, and they enjoyed spending time together engaged in activities of shared interest. There was an assumption on the part of the sisters that sibling relationships involved both positive and negative dimensions, and this dichotomy was the nature of the sibling relationship, rather than speci?c to having a brother with autism. Well, he’s my brother but he’s crazy’ ’ demonstrating that she felt affectionate toward him, as well as perceived he had some challenging behavior.He is kind of like that friend that you have had forever that you just pick on all the time. As the previous quote exempli?es, siblings perceived positive and negative dimensions to their relationships, as is typical of most sibling relationships. This sense of the dual nature of the sibling relationship that involved both friendship and enjoyment, but also challenges and annoy- ance was a common theme to the sisters’ perspectives. Mother and Sibling Perceptions: Sibling as Nurturer Both the mothers and sisters frequently referred to the nurturing role of the sisters towards their brothers. Sisters also identi?ed their role in the sibling relation- ship as one of nurturer. For example, sisters reported that they often helped their brothers with various tasks that came easily to the sister. They play with me and some of my other friends.’ ’ Her description illustrated that the sister helped her brother’s social relationships by playing with his friends if he was having a bad day. In contrast, the sisters appeared to accept having a brother with autism as a fact of life. You are a survivor.’ ’ Similarly, when describing the everyday interactions between their children, mothers tended to discuss the challenges of having a brother with autism. Mothers expressed disappointment for the sister in having to live with the trials of having a brother with autism. Why do I have to have a brother like this?’ ’ The mother perceived that it was dif?
cult for her daughter to live with a brother with ASD. He doesn’t always understand her energy and so he just kind of reacts to her. Sometimes it’s just really hard.’ ’ Mothers discussed the challenges of having a brother with autism. Although the mothers described their children spending time together, they perceived that it was dif?cult for them to interact with one another. Mothers referred to their children’s interaction as more parallel play than integr ated play.Mothers frequently compared their children to one another. They often talked about the strengths and weaknesses that their children possessed in relation to the skills of the other child in the family. The following quotes are examples from the interviews of how the mothers compared the skills of their daughter to the skills of their son. Erica described her children’s differences and emphasized why these differences complicated the sibling relationship. She said, Jennifer is naturally athletic. And she is really good. I mean she is very natural and Ryan doesn’t like that. Ryan, you know just approaches things from a stra- tegic view, and she approaches it from an athletic sense so if they go out and play basketball, it’s just mayhem. And the computer, the computer is hard for them to do. It’s hard for them to do chores together. Homework has to be done in two separate rooms. That sort of stuff.’ ’ Thus, mothers used separation as a strategy to deal with the challenges they identi?ed in the sibling relationship. Reframing Sibling Roles Through the Technology Program The mothers and siblings both discussed how they viewed their brother or son differently in the context of the tech- nology program. In the context of everyday life, mothers often emphasized the differences between their children, with the child with autism often being compared less favorably to the neurotypical child.