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In preregistered secondary data analyses, we compared the predictive utility of trait affect and average daily affect for predicting three health outcomes across nine years (N = 1,376). Trait positive and negative affect were assessed using a 25-item dispositional questionnaire. Average daily affect was assessed as the mean of eight daily diary reports of the same items. Trait affect and average daily affect both had medium associations with self-reported general health and chronic health conditions. Moreover, both types of affect predicted mortality when adjusting for baseline health and demographics. Effect sizes were comparable for trait compared to daily affect. These findings demonstrate convergent predictive validity of trait and daily affect measures. 相似文献
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David A. Wilder Daniel Cymbal Jamie Villacorta 《Journal of applied behavior analysis》2020,53(2):1170-1176
The Performance Diagnostic Checklist-Human Services (PDC-HS) is an informant-based tool designed to identify the variables contributing to poor employee performance in human service settings, such as clinics, schools, and residential facilities. Upon completion of the tool, an intervention indicated by PDC-HS results is used to improve employee performance. To date, the PDC-HS has been used in a number of studies. This review describes the existing research on the PDC-HS and provides suggestions for future research. 相似文献
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Melanie H. Bachmeyer-Lee Caitlin A. Kirkwood Connor M. Sheehan Amanda L. Gibson Natalie J. Shuler Jessica A. Keane 《Journal of applied behavior analysis》2020,53(3):1622-1637
Researchers have used multicomponent behavioral skills training packages including written and verbal instructions, modeling, rehearsal, and feedback when teaching caregivers to implement pediatric feeding treatment protocols (e.g., Anderson & McMillan, 2001; Seiverling et al., 2012). Some investigators have shown that fewer behavioral skills training components may be necessary for effective training (e.g., Mueller et al., 2003; Pangborn et al., 2013). We examined the use of in-vivo feedback following written instructions to train caregivers to implement pediatric feeding treatment protocols using a multiple baseline design across 3 caregiver dyads. Correct implementation of the feeding treatment procedures was low during baseline (written instructions only), increased with only the addition of in-vivo feedback, and remained high during follow-up sessions for all caregivers. Results are discussed in terms of clinical implications and caregiver satisfaction. 相似文献
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Individuals with developmental disabilities often do not develop vocal repertoires, thus requiring the use of augmentative devices. Teaching caregivers to conduct communication training with their children may be one way to foster communication with their device in the natural environment. This study replicates Rosales, Stone and Rehfeldt (2009), but using an augmentative device. Behavioral skills training was used to teach caregivers to implement mand training procedures. Caregivers quickly learned to implement mand training with their children and independent mands increased from pretraining to posttraining observations for 2 out of 3 children. 相似文献
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A caseload analysis was undertaken to investigate those clients seen by five community mental health centre teams within one healthcare district. The 985 clients are described in terms of demographic and clinical features and questions relating to service provision are discussed. 相似文献
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《Behavior Therapy》2020,51(4):601-615
Youth mental health interventions in low-resource communities may benefit from including empirically supported elements, using stigma-free content, and using trained lay-providers. We developed and evaluated such an intervention, targeting adolescent depression and anxiety in Kenya, where mental health care is limited by social stigma and a paucity of providers. Kenyan adolescents (N = 51, ages 14–17, 60.78% female) from a school in an urban slum in Nairobi with self-reported moderate-to-severe symptoms of depression or anxiety were randomized to the 4-week “Shamiri” (“thrive”) group intervention or a study skills control intervention of equal duration. The Shamiri intervention included growth mindset, gratitude, and value affirmation exercises. The content was delivered by recent high school graduates (ages 17–21, 60% male) trained as lay-providers. Participants met in school once-a-week in groups of 9–12 youths (average group size 10). Compared to the study-skills control, Shamiri produced greater reductions in adolescent depression symptoms (p = .038; d = .32) and anxiety symptoms (p = .039; d = .54) from baseline to 4-week follow-up, and greater improvements in academic performance (p = .034; d = .32) from the school-term before versus after the intervention. There were no effects on overall social support or perceived control, but the Shamiri group showed larger increases in perceived social support from friends (p = .028, d = .71). This appears to be the first report that a brief, lay-provider delivered, community-based intervention may reduce internalizing symptoms and improve academic outcomes in high-symptom adolescents in Sub-Saharan Africa. Larger replications with extended follow-ups will help gauge the strength and durability of these effects. 相似文献