A COMPARISON OF PEER VIDEO MODELING AND SELF VIDEO MODELING TO TEACH TEXTUAL RESPONSES IN CHILDREN WITH AUTISM

Peer video modeling was compared to self video modeling to teach 3 children with autism to respond appropriately to (i.e., identify or label) novel letters. A combination multiple baseline and multielement design was used to compare the two procedures. Results showed that all 3 participants met the mastery criterion in the self‐modeling condition, whereas only 1 of the participants met the mastery criterion in the peer‐modeling condition. In addition, the participant who met the mastery criterion in both conditions reached the criterion more quickly in the self‐modeling condition. Results are discussed in terms of their implications for teaching new skills to children with autism.     

即时通讯工具使用体验及其与使用动机和偏好的关系模型

以大学生即时通讯工具（IM）用户为被试,采用因素分析技术探讨了IM使用体验的结构,并建构了IM使用动机与使用偏好和使用体验的关系模型。结果发现：（1）IM使用体验主要包括功能性体验和情感性体验两个基本维度。其中,前者主要涉及控制感、易用感和卷入感等三个因素,而后者则主要涉及乐趣感、愉悦感和互惠感等三个因素;（2）基于上述模型形成的“IM使用体验问卷”具有较理想的项目区分度、内部一致性信度、构想效度和区分效度;（3）基于人际沟通动机的IM用户更关注IM的易用性、可控制性和卷入程度等功能特性,而基于信息获取动机和休闲娱乐动机的IM用户更关注IM的愉悦性、乐趣性和互惠性等情感特性。     

The effects of videotape modeling on staff acquisition of functional analysis methodology

Lectures and two types of video modeling were compared to determine their relative effectiveness in training 3 staff members to conduct functional analysis sessions. Video modeling that contained a larger number of therapist exemplars resulted in mastery-level performance eight of the nine times it was introduced, whereas neither lectures nor partial video modeling produced significant improvements in performance. Results demonstrated that video modeling provided an effective training strategy but only when a wide range of exemplars of potential therapist behaviors were depicted in the videotape.     

Capturing the interplay among within- and between-person processes using multilevel modeling techniques

Multilevel modeling is an excellent way to analyze nested or clustered data of the type commonly collected through investigations into the linkages between psychological functioning and relationship processes. This article describes two especially relevant applications of multilevel modeling. The first application, growth curve analysis, is already familiar to many researchers and involves modeling individuals’ change trajectories over time and relating the derived change parameters to person-level characteristics or phenomena. The purpose of this paper is to emphasize a second application, multilevel process analysis, which involves modeling within-subject characteristics other than change over a representation of time. Multilevel analysis of within-subject processes is particularly well-suited for hypotheses common to clinical psychology investigations, yet has received substantially less attention in the literature than its growth curve counterpart. Types of research questions and methodologies that can be addressed within the multilevel process analysis framework are described. Finally, aspects of multilevel process analysis are demonstrated with daily diary data collected from wives who reported on their marital happiness and depressed mood for 3 weeks.     

Using video modeling and reinforcement to teach perspective-taking skills to children with autism

We evaluated video modeling and reinforcement for teaching perspective-taking skills to 3 children with autism using a multiple baseline design. Video modeling and reinforcement were effective; however, only 2 children were able to pass an untrained task, indicating limited generalization. The findings suggest that video modeling may be an effective technology for teaching perspective taking if researchers can continue to develop strategies for enhancing the generalization of these new skills.     

An evaluation of in vivo desensitization and video modeling to increase compliance with dental procedures in persons with mental retardation

Fear of dental procedures deters many individuals with mental retardation from accepting dental treatment. This study was conducted to assess the effectiveness of two procedures, in vivo desensitization and video modeling, for increasing compliance with dental procedures in participants with severe or profound mental retardation. Desensitization increased compliance for all 5 participants, whereas video modeling increased compliance for only 1 of 3 participants.     

TEACHING AUTISTIC CHILDREN CONVERSATIONAL SPEECH USING VIDEO MODELING

We assessed the effects of video modeling on acquisition and generalization of conversational skills among autistic children. Three autistic boys observed videotaped conversations consisting of two people discussing specific toys. When criterion for learning was met, generalization of conversational skills was assessed with untrained topics of conversation; new stimuli (toys); unfamiliar persons, siblings, and autistic peers; and other settings. The results indicated that the children learned through video modeling, generalized their conversational skills, and maintained conversational speech over a 15-month period. Video modeling shows much promise as a rapid and effective procedure for teaching complex verbal skills such as conversational speech.     

Effects of video modeling on treatment integrity of behavioral interventions

We examined the effects of individualized video modeling on the accurate implementation of behavioral interventions using a multiple baseline design across 3 teachers. During video modeling, treatment integrity improved above baseline levels; however, teacher performance remained variable. The addition of verbal performance feedback increased treatment integrity to 100% for all participants, and performance was maintained 1 week later. Teachers found video modeling to be more socially acceptable with performance feedback than alone, but rated both positively.     

Training Staff to Implement a Paired‐stimulus Preference Assessment using Video Modeling with Voiceover Instruction

A key component of successful early intervention programming is the identification of stimuli that may function as reinforcers. One common direct method used by behavior analysts to determine preference is the paired‐stimulus (PS) preference assessment. Although effective at identifying potential reinforcers, the PS procedure is only useful if staff are trained on the steps necessary to conduct the assessment. The current study examined the effectiveness of video modeling with voiceover instruction to train staff to conduct a PS preference assessment. Three staff were trained to do the following: (i) identify items to use during the PS assessment; (ii) conduct a PS preference assessment with a simulated consumer (i.e., an adult acting as a child); and (iii) score and interpret the results of the PS assessment. Generalization was assessed with an actual consumer (i.e., a child with an autism spectrum disorder). The results demonstrated that video modeling was effective, and staff demonstrated high levels of integrity up to 2 months following training. These results support a growing body of literature supporting the use of video modeling as an approach to training. Copyright © 2015 John Wiley & Sons, Ltd.     

The influence of a hand preference for acquiring objects on the development of a hand preference for unimanual manipulation from 6 to 14 months

Development of hand preferences for unimanual manipulation of objects was explored in 90 infants (57 males) tested monthly from 6 to 14 months. From a larger sample of 380 infants, 30 infants with a consistent left hand preference for acquiring objects were matched for sex and development of locomotion skills with 30 infants with a consistent right hand preference for acquisition and 30 with no preference. Although frequency of unimanual manipulations increased during 6–14 month period, infants with a hand preference for acquisition did more object manipulations than those without a preference for acquisition. Multilevel modeling of unimanual manipulation trajectories for the three hand-preference groups revealed that hand preferences for unimanual manipulation become more distinctive with age, and the preference is predicted by the hand preference for object acquisition. Infants with a right and left hand preference for object acquisition develop a right and left (respectively) hand preference for unimanual manipulation. However, the majority of infants at each month do not exhibit hand preferences for unimanual manipulation that are unlikely to occur by chance, even by 14 months. The results are consistent with a cascading theory of handedness development in which early preferences (i.e., for acquisition) are transferred to later developing preferences (i.e., for unimanual manipulation).     

Revealing psychological inertia in mode shift behavior and its quantitative influences on commuting trips

The inertia effects stemmed from repeated past behavior have been investigated by both psychology and transportation studies because of its bearing on explaining human mobility and forecasting travel demand. However, the existing literature from psychology does not strictly control potential endogeneity due to ignorance of detailed level-of-service (LOS) variables of alternatives and rational preference in the analysis. Quantitative transportation studies are insufficient in providing explicit behavior mechanisms. This paper aims to fill the gaps by empirically examining the effects of irrational psychological inertia in mode shift behavior with controlling potential endogeneity. A specific-designed comparison experiment is conducted to demonstrate the existence of psychological inertia in mode shift behavior. The effects of dominance in LOS variables and rational preference towards a certain transport mode are controlled to eliminate potential endogeneity in the analysis. The results demonstrate that after controlling the above-mentioned endogeneity, both car and metro users show significantly and substantially larger predilections to previously used transport mode in mode shift scenarios without overturning travel contexts than those in new context mode choice scenarios with noticeable changes in travel contexts. The results support that psychological inertia plays a significant role in mode shift behavior after controlling potential endogeneity. Moreover, this study utilizes hybrid choice modeling to quantitatively measure the effect of psychological inertia. The relationships between travelers’ characteristics and strength of psychological inertia are analyzed as well to shed light on heterogeneity in the strength of psychological inertia. The findings provide solid evidence of psychological inertia in mode shift behavior by a novel method and provide an approach to measure the quantitative effects of psychological inertia along with empirical studies.     

A Two-Level Perspective on Preference

This paper proposes a two-level modeling perspective which combines intrinsic ‘betterness’ and reason-based extrinsic preference, and develops its static and dynamic logic in tandem. Our technical results extend, integrate, and re-interpret earlier theorems on preference representation and update in the literature on preference change.     

Effects of modeling versus instructions on sensitivity to reinforcement schedules

This study examined the effects of modeling versus instructions on the choices of 3 typically developing children and 3 children with attention deficit hyperactivity disorder (ADHD) whose academic responding showed insensitivity to reinforcement schedules. During baseline, students chose between successively presented pairs of mathematics problems associated with different variable-interval schedules of reinforcement. After responding proved insensitive to the schedules, sessions were preceded by either instructions or modeling, counterbalanced across students in a multiple baseline design across subjects. During the instruction condition, students were told how to distribute responding to earn the most reinforcers. During the modeling condition, students observed the experimenter performing the task while describing her distribution of responding to obtain the most reinforcers. Once responding approximated obtained reinforcement under either condition, the schedules of reinforcement were changed, and neither instruction nor modeling was provided. Both instruction and modeling interventions quickly produced patterns of response allocation that approximated obtained rates of reinforcement, but responding established with modeling was more sensitive to subsequent changes in the reinforcement schedules than responding established with instructions. Results were similar for students with and without ADHD.     

Double threshold orders: a new axiomatization

The paper presents some new results concerning the axiomatization of double threshold preference structures. Such structures, which have been introduced in order to model a situation of hesitation between the strict preference and the indifference, were not axiomatized through the use of a single characteristic relation. We give two theorems for this purpose, exploiting a four valued logic recently introduced by the authors as a preference modeling language under hesitation. © 1998 John Wiley & Sons, Ltd.     

母亲男孩偏好和亲子沟通的关系:子女性别的调节作用

以653名小学五年级学生的母亲为被试,通过问卷法探讨了母亲男孩偏好和母子亲子沟通的关系,并考察子女性别在其中可能的调节作用。结果表明：（1）子女为非独生、流动儿童;受教育水平较低、家中有2个及以上孩子以及所测查的孩子排名第2及以上孩子的母亲具有较高水平的男孩偏好;（2）子女性别对于母亲男孩偏好和母子亲子沟通关系的调节作用显著。对女生而言,亲子沟通随着母亲男孩偏好的增加而显著下降;对男生而言,母亲男孩偏好并不能显著预测亲子沟通。结果揭示了母亲男孩偏好对于母女亲子沟通的负面影响,提示了在强调男女平等的背景下,男孩偏好依旧值得重视并着力改善,特别是在孩子人格塑造和习惯养成的关键时期,作为主要照料者的母亲更应得到关注。     

At the Frontiers of Modeling Intensive Longitudinal Data: Dynamic Structural Equation Models for the Affective Measurements from the COGITO Study

With the growing popularity of intensive longitudinal research, the modeling techniques and software options for such data are also expanding rapidly. Here we use dynamic multilevel modeling, as it is incorporated in the new dynamic structural equation modeling (DSEM) toolbox in Mplus, to analyze the affective data from the COGITO study. These data consist of two samples of over 100 individuals each who were measured for about 100 days. We use composite scores of positive and negative affect and apply a multilevel vector autoregressive model to allow for individual differences in means, autoregressions, and cross-lagged effects. Then we extend the model to include random residual variances and covariance, and finally we investigate whether prior depression affects later depression scores through the random effects of the daily diary measures. We end with discussing several urgent—but mostly unresolved—issues in the area of dynamic multilevel modeling.     

A Computationally More Efficient and More Accurate Stepwise Approach for Correcting for Sampling Error and Measurement Error

Over the last decade or two, multilevel structural equation modeling (ML-SEM) has become a prominent modeling approach in the social sciences because it allows researchers to correct for sampling and measurement errors and thus to estimate the effects of Level 2 (L2) constructs without bias. Because the latent variable modeling software Mplus uses maximum likelihood (ML) by default, many researchers in the social sciences have applied ML to obtain estimates of L2 regression coefficients. However, one drawback of ML is that covariance matrices of the predictor variables at L2 tend to be degenerate, and thus, estimates of L2 regression coefficients tend to be rather inaccurate when sample sizes are small. In this article, I show how an approach for stabilizing covariance matrices at L2 can be used to obtain more accurate estimates of L2 regression coefficients. A simulation study is conducted to compare the proposed approach with ML, and I illustrate its application with an example from organizational research.     

Multivariate thurstonian models

The recent development of probabilistic Thurstonian choice models for analyzing preference data has been motivated by the need to describe both inter- and intra-individual difference, the multidimensional nature of choice objects, and the effects of similarity and comparability among choice objects. A common feature of these models is that they focus on asingle preference judgment. It is customary, however, to ask subjects not only for an overall preference judgment but also for additional paired comparison responses regarding specific attributes. This paper proposes a generalization of Thurstonian probabilistic choice models for analyzing both multiple preference responses and their relationships. The approach is illustrated by modeling data from two multivariate preference experiments.I am grateful to James, Austin, Ingo Böckenholt, and anonymous referees for helpful comments on this research. This paper is based on research presented at the Meeting of the Society for the Multivariate Analysis in the Behavioral Sciences, Groningen, The Netherlands, December 1988.     

They are afraid of the animal, so therefore I am too: Influence of peer modeling on fear beliefs and approach-avoidance behaviors towards animals in typically developing children

This study investigated the effect of filmed peer modeling on fear beliefs and approach–avoidance behaviors towards animals in 8- to 10-year-old typically developing children. Ninety-seven children randomly received either a positive or negative modeling film in which they saw peers interact with a novel animal. Before and after this film, children’s fear beliefs and avoidance tendencies towards the modeled and non-modeled control animal were measured. A behavioral approach task was also administered post-modeling. Following positive peer modeling, children’s fear beliefs and avoidance tendencies towards the modeled but also towards the non-modeled animal decreased significantly. After negative modeling, children’s fear beliefs towards the modeled animal increased significantly, but did not change for the non-modeled animal. Negative modeling did not change avoidance tendencies for the modeled animal, while it decreased children’s avoidance of the non-modeled animal. No significant effects were observed on the behavioral approach task. These results support Rachman’s indirect pathway of modeling/vicarious learning as a plausible mechanism by which children can acquire fears of novel stimuli and stresses the important fear-reducing effects of positive peer modeling. Clinical implications and directions for future research are discussed.