Modeling the Interrelationship of Learned Resourcefulness, Self-Management, and Affective Symptomatology

Self-regulatory skills models are important explanatory constructs for many societal applications. However, little research exists on the relative influence of different self-regulatory skills models for specific applications, with all relevant constructs considered simultaneously. This study evaluated the contributions of the self-regulatory models of learned resourcefulness and self-management to the outcome variable of affective symptomatology. Specifically, structural equation modeling was used to test whether learned resourcefulness accounts for additional variance in affective symptomatology when taking self-management into consideration. Results indicated that both learned resourcefulness and self-management accounted for a large proportion of variance in affective symptomatology, and the model in which the path between learned resourcefulness and affective symptomatology was constrained to zero provided the best fit of the data, tentatively suggesting that learned resourcefulness did not seem to add much value in terms of predicting affective symptomatology when in the presence of self-management. Implications for self-regulatory skills theory and models are discussed.     

Adherence to HAART: perspectives from clients in treatment support programs

The development of highly active antiretroviral therapy (HAART) has resulted in dramatic decreases in morbidity and mortality for HIV-infected individuals. Because the long-term efficacy of HAART is dependent on near perfect adherence, many providers offer services to support adherence, including education, regimen review, counseling, and reminder tools. Little is known regarding the utilization or efficacy of these services. In this paper, we report on data collected during 32 open-ended interviews conducted with individuals receiving services through the New York State Treatment Adherence Demonstration Project. Participants in the project reported deriving benefits from a broad range of project activities. Educational efforts helped clients to recognize HIV as a manageable, rather than terminal, illness. Information and tools focused on specific regimens provided clients with concrete knowledge and skills. Effective communication with medical providers and pharmacists was facilitated by adherence staff who proactively advocated for client needs. Program-based social support was particularly valuable for many participants, helping them to retain needed motivation and strength. Educational, practical, and supportive services were all considered valuable to clients participating in adherence support programs. A mix of services may best meet the range of needs found among persons taking HAART.     

A Review of Self-Management Interventions Targeting Academic Outcomes for Students with Emotional and Behavioral Disorders

The purpose of this review was to report on the effectiveness and focus of academic self-management interventions for children and adolescents with emotional and behavioral disorders. Twenty-two studies published in 20 articles and involving 78 participants met inclusionary criteria. The overall mean effect size (ES) across those studies was 1.80 (range –0.46 to 3.00), indicating effects were generally large in magnitude and educationally meaningful. Self-monitoring interventions were the predominant type of self-management technique used by researchers. The mean ES for intervention types were self-evaluation (1.13), self-monitoring (1.90), strategy instruction techniques (1.75), self-instruction techniques (2.71), and multiple-component interventions (2.11). Interventions targeted improvement in math calculation skills more than any other area. The mean ES by academic area were math interventions (1.97), writing (1.13), reading (2.28), and social studies (2.66). There was evidence to support a claim of the generalization and maintenance of findings. Implications, limitations, and areas for future research are discussed.     

EFFECTS OF SELF-EFFICACY AND POST-TRAINING INTERVENTION ON THE ACQUISITION AND MAINTENANCE OF COMPLEX INTERPERSONAL SKILLS

This study examined the effects of self-efficacy and a two-stage training process on the acquisition and maintenance (i.e., retention) of complex interpersonal skills. In stage one, all participants received basic training in negotiation skills; behavioral measures of negotiation performance were taken following this training. During stage two, alternative post-training interventions (goal setting and self-management) were offered to facilitate skill maintenance. Six weeks later, behavioral measures of performance were repeated. Results indicated that pre-test self-efficacy contributed positively to both initial and delayed performance. While training condition contributed to skill maintenance, self-efficacy also interacted with post-training method to influence delayed performance. Specifically, self-management training attenuated the self-efficacy performance relationship, while goal-setting training accentuated performance differences between high and low self-efficacy trainees. Implications of these findings are discussed for researchers and practitioners concerned with interpersonal skills training.     

The impact of an emotional self-management skills course on psychosocial functioning and autonomic recovery to stress in middle school children

Unmanaged emotional reactions to stress not only lead to behavior problems in young people but also create physiological conditions that inhibit learning and potentially increase the risk of disease later in life. For these reasons, the integration of emotional self-management skills training programs has become an increased priority in some schools. In this study, middle school students enrolled in a course in emotional competence skills learned techniques designed to intercept stressful responses during emotionally challenging situations. Behavioral outcomes were assessed using the Achievement Inventory Measure and autonomic function was measured by heart rate variability (HRV) analysis during and after a stressful interview. Following the program, students exhibited significant improvements in areas including stress and anger management, risky behavior, work management and focus, and relationships with family, peers and teachers. These improvements were sustained over the following six months. Students using the skills taught in the course to recover from acute emotional stress were also able to positively modulate their physiological stress responses. As compared to a control group, trained students demonstrated significantly increased HRV and more rhythmic, sine wave-like heart rhythm patterns during recovery. This response pattern reflects increased parasympathetic activity, heart rhythm coherence, and entrainment of other biological oscillatory systems to the primary heart rhythm frequency. Increased physiological coherence is associated with improved cognitive performance, emotional balance, mental clarity and health outcomes. These physiological shifts could promote the sustained psychological and behavioral improvements associated with the use of emotional management skills. It is suggested that learning emotional competence skills in childhood establishes healthier physiological response patterns which can benefit learning and long-term health. Results provide support for the integration in school curricula of courses designed to teach effective self-management skills to children.     

A cognitive-behavioral treatment for rheumatoid arthritis

This experiment tested a cognitive-behavioral rheumatoid arthritis treatment designed to confer skills in managing stress, pain, and other symptoms of the disease. We hypothesized that a mediator of the magnitude of treatment effects might be enhancement of perceived self-efficacy to manage the disease. It was predicted that the treatment would reduce arthritis symptoms and possibly would improve both immunologic competence and psychological functioning. The treatment provided instruction in self-relaxation, cognitive pain management, and goal setting. A control group received a widely available arthritis helpbook containing useful information about arthritis self-management. We obtained suggestive evidence of an enhancement of perceived self-efficacy, reduced pain and joint inflammation, and improved psychosocial functioning in the treated group. No change was demonstrated in numbers or function of T-cell subsets. The magnitude of the improvements was correlated with degree of self-efficacy enhancement.     

Effectiveness of Child-Directed Interaction Training for Young Japanese Children With Autism Spectrum Disorders

Abstract

This study examined the efficacy of Child-Directed Interaction Training (CDIT), the first phase of Parent-Child Interaction Therapy (PCIT), for Japanese children with autism spectrum disorders. The participants were 21 mother-child dyads with children aged 4–7 years; participants were assigned to an Immediate Treatment (IT) group or to a Waitlist (WL) control group. Across eight training sessions, mothers learned positive attention skills that were adapted from traditional PCIT training. Results showed CDIT not only improved social cognition skills and decreased disruptive behavior in Japanese children, but also reduced stress/distress among their mothers, particularly in relation to their own parenting skills and their child’s problem behaviors.     

The impact of an emotional self-management skills course on psychosocial functioning and autonomic recovery to stress in middle school children.

Unmanaged emotional reactions to stress not only lead to behavior problems in young people but also create physiological conditions that inhibit learning and potentially increase the risk of disease later in life. For these reasons, the integration of emotional self-management skills training programs has become an increased priority in some schools. In this study, middle school students enrolled in a course in emotional competence skills learned techniques designed to intercept stressful responses during emotionally challenging situations. Behavioral outcomes were assessed using the Achievement Inventory Measure and autonomic function was measured by heart rate variability (HRV) analysis during and after a stressful interview. Following the program, students exhibited significant improvements in areas including stress and anger management, risky behavior, work management and focus, and relationships with family, peers and teachers. These improvements were sustained over the following six months. Students using the skills taught in the course to recover from acute emotional stress were also able to positively modulate their physiological stress responses. As compared to a control group, trained students demonstrated significantly increased HRV and more rhythmic, sine wave-like heart rhythm patterns during recovery. This response pattern reflects increased parasympathetic activity, heart rhythm coherence, and entrainment of other biological oscillatory systems to the primary heart rhythm frequency. Increased physiological coherence is associated with improved cognitive performance, emotional balance, mental clarity and health outcomes. These physiological shifts could promote the sustained psychological and behavioral improvements associated with the use of emotional management skills. It is suggested that learning emotional competence skills in childhood establishes healthier physiological response patterns which can benefit learning and long-term health. Results provide support for the integration in school curricula of courses designed to teach effective self-management skills to children.     

Evaluating behavioral skills training to teach safe tackling skills to youth football players

With concussion rates on the rise for football players, there is a need for further research to increase skills and decrease injuries. Behavioral skills training is effective in teaching a wide variety of skills but has yet to be studied in the sports setting. We evaluated behavioral skills training to teach safer tackling techniques to six participants from a Pop Warner football team. Safer tackling techniques increased during practice and generalized to games for the two participants who had opportunities to tackle in games.     

TEACHING CHILDREN WITH AUTISM APPROPRIATE PLAY IN UNSUPERVISED ENVIRONMENTS USING A SELF-MANAGEMENT TREATMENT PACKAGE

The present study used a self-management treatment package to teach 3 children with autism, who exhibited inappropriate play behaviors, to play appropriately in the absence of a treatment provider. After self-management training, generalization and maintenance of the behavior change were assessed. Because of the detrimental effects of self-stimulation (arm flapping, spinning toys, twirling, etc.) on learning, the relationship between self-stimulatory behaviors and appropriate play was measured. Results indicated that the children learned to exhibit appropriate play skills in unsupervised settings, appropriate play skills generalized to new settings, and 2 of the children maintained their gains at 1-month follow-up. In addition, self-stimulatory behaviors decreased as appropriate play increased. Treatment implications of these findings are discussed.     

EFFECTS OF SELF-MANAGEMENT TRAINING AND REINFORCEMENT ON THE TRANSFER OF IMPROVED CONDUCT IN THE ABSENCE OF SUPERVISION

The instruction, maintenance, and transfer of training of social skills of 3 seriously emotionally disturbed adolescents were accomplished by a self-management training and reinforcement package. During baseline sessions these students, who were covertly filmed in their classroom, averaged over 90% off-task or socially inappropriate behavior while their teacher was out of the room. They showed similar behaviors when walking between classes, unattended by their teacher. Treatment was introduced in the classroom and consisted of social skills and self-management training and reinforcement. Treatment procedures included instruction, modeling, and role playing of social skills, as well as self-assessment, self-recording, and self-reinforcement for correct approximations of these skills. After 5 weeks of training, all subjects demonstrated substantial improvements in the classroom during the teacher's absence and when distracted by other students; however, transfer of social skills did not occur to the between-class setting until students were given explicit instruction to initiate self-managing procedures in this setting.     

The effect of message framing on self-management of chronic pain: a new perspective on intervention?

This study examines framed messages as a novel approach to promote self-management of chronic pain. Primary care patients reporting chronic pain (pain rated ≥?4 on 0-10 NRS-I for ≥3 months) were randomly assigned to receive a gain- or loss-framed message promoting self-management of pain. Impact of the framed message on behavioural self-management (including communicating with providers, relaxation, activity pacing, pleasant activities and healthy lifestyle) was assessed. Post-message, individuals in the loss-frame condition reported significantly greater interest in and more knowledge gained from the information presented in the message (p≤0.03). Loss-frame participants were significantly more likely to express confidence that they would practice relaxation (p≤0.03). Pain readiness to change, pain self-efficacy and message frame independently influenced motivation to engage in relaxation as a self-management strategy. Across all behaviours assessed, there were no observed interactions between message frame and either pain self-efficacy or pain readiness to change (p>0.05). Framing may be useful to promote pain self-management; larger trials are needed to fully evaluate its potential and to further assess the applicability of framed communication to impact a broader range of chronic conditions.     

TRANSFER TRAINING METHOD: ITS INFLUENCE ON SKILL GENERALIZATION, SKILL REPETITION, AND PERFORMANCE LEVEL

This study contrasted goal setting and self-management training designs for their effectiveness in facilitating transfer of training to a novel task. Behavioral measures of performance were used to assess transfer in terms of skill generalization, skill repetition and overall performance level. Skill generalization was more limited among the goal-setting trainees as compared to the self-management trainees. While goal-setting trainees generalized fewer skills to the novel task context, these skills tended to be used more repeatedly. In contrast, self-management trainees exhibited higher rates of skill generalization and higher overall performance levels on the transfer task, even after the effects of outcome goal level were controlled. Implications are discussed for future research on training transfer.     

Exploring the perceived effectiveness of a life skills development program for high-performance athletes

The purpose of this study was to explore attitudes towards, experiences of, and perceived effectiveness of a life-skills programme for high-performance young athletes from multiple perspectives, including the athletes, coaches, parents, programme facilitators, and sport administrators. Six focus groups were conducted with 54 high-performance athletes from six sports: squash, softball, baseball, netball, triathlon, and surfing. Three focus groups were conducted with parents (n = 8) of athletes and a further eight semi-structured interviews were conducted with coaches (n = 4) and lead facilitators (n = 4) of the life-skills programme. Four semi-structured interviews were also held with representatives from State Sporting Associations (SSAs) from the sports involved. Thematic content analysis revealed seven main themes: achieving balance and managing stress, time management, goal setting, confidence and control, information overload and repetition, credible role-models, coach reinforcement and follow-up. The programme was perceived to be moderately successful in developing adaptive behaviours and motives including better engagement in training and in adopting time management and planning skills in contexts outside of sport such as homework and academic study. The programme also fostered the development of skills, attitudes, and motives important for sport success such as goal setting and having confidence to succeed. To improve the effectiveness of such programmes, more emphasis should be placed on the practice of, and engagement with, applied techniques to develop skills with less emphasis on information giving and theory. Facilitators of programmes should also be more pro-active in involving parents and coaches as a way to improve continuity and provide post-program reinforcement and support.     

Metacognitive monitoring and control processes involved in primary school children's test performance

Background Within the context of students' self‐regulated learning, the interplay between learners' individual characteristics and the context of testing have been emphasized for assessing learning outcomes. Aims The present study examined metacognitive monitoring and control processes in elementary schoolchildren's test taking behaviour and explored the impacts of these metacognitive skills for the accuracy and the quantity of test performance. Sample and methods A total of 133 participants from third and fifth grade did a cloze test about a previously learned science topic, gave confidence judgments for every answer, and were then allowed to cross‐out answers if they wished. Two different mock scoring schemes for test performance were compared with a control group. Results Results revealed well‐developed monitoring skills indicating that by the age of 9 children can reliably distinguish between correct and incorrect answers. As for control skills, 11‐ and 12‐year‐olds proved to be better able to improve their test performance by selectively withdrawing answers that would have been incorrect than the 9‐ to 10‐year‐olds. Conclusions The study offers evidence for the impact of metacognitive processes in students' learning outcomes and documents strategic behaviour during test taking, as well as developmental progression in the involved skills.     

A Reappraisal of the Nobody’s Perfect Program

Nobody’s Perfect Program (NP), involving 46 participants, was conducted from the spring of 2007 to the fall of 2009 in Peterborough, Canada. Prior to the program, parents completed demographic information, along with self-report measures assessing learned resourcefulness, the types of interactions with their children, parent resourcefulness, knowledge and use of resources, parent competency and self-efficacy, which were completed again after the program and at a 2 month follow-up testing. Most parents (83%) earned a certificate. Significant improvements over time were observed for parenting confidence satisfaction, knowledge about community resources, and parenting resourcefulness, with general learned resourcefulness skills approaching significance. Pre/post relative gains demonstrated in one attribute were associated with pre/post relative gains in others. Similarities and differences of these findings to a previous investigation are discussed, as well as the importance of parents’ general level of learned resourcefulness.     

Human reconsolidation does not always occur when a memory is retrieved: the relevance of the reminder structure

Memory reconsolidation is defined as a process in which the retrieval of a previously consolidated memory returns to a labile state which is then subject to stabilization. The reminder is the event that begins with the presentation of the learned cue and triggers the labilization-reconsolidation process. Since the early formulation of the hypothesis, several controversial items have arisen concerning the conditions that define reconsolidation. It is herein proposed that two diagnostic features characterize reconsolidation, namely: the labilization of the reactivated memory and the specificity of the reminder structure. To study this proposal, subjects received two different training sessions on verbal material on Day 1 and Day 2, respectively. Finally, they were tested for the first and second acquired memories on Day 3. It is demonstrated that the human declarative memory fulfills the two requirements that define the process. First, the reactivated memory is impaired by a new learning only when it is given closely after the reminder, revealing that the memory is labilized. Second, the omission of at least one of the reminder's components prevents labilization. Therefore, results show that the new learning fails to produce an amnesic effect on the target memory either when the reminder omits the learned cue or includes the beginning of the reinforcement.     

The effect of message framing on self-management of chronic pain: A new perspective on intervention?

This study examines framed messages as a novel approach to promote self-management of chronic pain. Primary care patients reporting chronic pain (pain rated?≥?4 on 0–10 NRS-I for ≥3 months) were randomly assigned to receive a gain- or loss-framed message promoting self-management of pain. Impact of the framed message on behavioural self-management (including communicating with providers, relaxation, activity pacing, pleasant activities and healthy lifestyle) was assessed. Post-message, individuals in the loss-frame condition reported significantly greater interest in and more knowledge gained from the information presented in the message (p?≤?0.03). Loss-frame participants were significantly more likely to express confidence that they would practice relaxation (p?≤?0.03). Pain readiness to change, pain self-efficacy and message frame independently influenced motivation to engage in relaxation as a self-management strategy. Across all behaviours assessed, there were no observed interactions between message frame and either pain self-efficacy or pain readiness to change (p?>?0.05). Framing may be useful to promote pain self-management; larger trials are needed to fully evaluate its potential and to further assess the applicability of framed communication to impact a broader range of chronic conditions.     

Further analysis of picture interference when teaching word recognition to children with autism

Previous research indicates that pairing pictures with associated words when teaching sight-word reading may hinder acquisition (e.g., Didden, Prinsen, & Sigafoos, 2000; Singh & Solman, 1990; Solman & Singh, 1992). The purpose of the current study was to determine whether this phenomenon was due to a previously learned association between the spoken word and picture (i.e., blocking) or due to the mere presence of a picture as an extrastimulus prompt (i.e., overshadowing). Three participants were taught to recognize words that were presented alone or paired with pictures that the participants either could or could not identify prior to training. All participants learned the words more quickly when they were presented alone rather than with pictures, regardless of their prior learning history with respect to pictures representing the words. This finding is consistent with the phenomenon of overshadowing. Nonetheless, consistent with blocking, all participants also acquired the words presented alone more quickly if they could not identify the associated pictures prior to training. Together, these findings have important implications for using prompts when teaching skills to individuals with developmental disabilities.