The influence of structure on computer program comprehension

Previous empirical studies that have relied on debugging (Lucas & Kaplan, 1974) and memory (Sheppard, Borst, Curtis, & Love, 1978) as measures of computer program comprehension have led to inconsistent results and conclusions regarding the benefits of structure. The present experiment utilizes a new technique for measuring comprehension that is sensitive to contextual factors that help the programmer to anticipate upcoming lines of a program. Subjects in this experiment were told the general purpose of a program written in English and asked to anticipate the subsequent lines. After the subjects entered their anticipated line, the actual line of the previously written program was shown. Subjects used the lines of the program shown as a contextual guide for their next anticipation. The percentage of correctly anticipated lines was greater for structured programs than for unstructured programs. However, the advantage of structure was more pronounced for long, complex programs than for short, relatively straightforward programs.     

Skill development and cognitive approaches to educating young children

A variety of early childhood education programs have been established in the last decade that differ markedly in their philosophical and theoretical foundations. This article illustrates how distinct foundations are reflected in all program variables in a unified program. Two unified early childhood education programs are contrasted: a skill development program based upon behaviorist theory, and a cognitive growth program based upon cognitive developmental theory. Implications of unified programs for classroom behavior and the school psychologist are discussed.     

Comprehensive School Counseling Programs: A Review for Policymakers and Practitioners

This article describes components of effective school counseling programs that have emerged from 30 years of empirical research and professional standards. Results are summarized in seven sections: core principles of school counseling programs, program resources, program interventions, program evaluation, program renewal, written policies, and program climate.     

Aboriginal perceptions of social and emotional wellbeing programs: A systematic review of literature assessing social and emotional wellbeing programs for Aboriginal and Torres Strait Islander Australians perspectives

Australian Aboriginal and Torres Strait Islander communities have been targets of social and emotional wellbeing programs for many years. However, the few health-care programs and services that are evaluated rarely provide insight into the participants' perspectives of program success or failure. This systematic review assessed 33 social and emotional wellbeing programs across Australia to better understand what Aboriginal community members think about the programs and how they could be improved. Results highlighted the interesting and valuable insights provided by Aboriginal participants, including what kinds of program activities and approaches are most suitable, what program characteristics are successful or desired, and their experiences of wellbeing change before and after program participation. They likewise voiced opinions about poorly received programs, culturally inappropriate services and negative experiences. This review highlighted how health and wellbeing programs must better engage Aboriginal and Torres Strait Islander clients to ensure that services are culturally safe, holistic, integrate appropriate staffing, include culturally relevant activities and value patient/participant experiences. These findings have significant implications for the health and wellbeing sector; specifically, research, policy, program design and implementation, evaluation methods, and self-determination.     

Conceptualization and Development of the Behavior Analysis Programs at the Florida Institute of Technology

We describe the conceptualization and development of the Behavior Analysis programs at the Florida Institute of Technology (Florida Tech). From its beginnings as a small master’s program in applied behavior analysis (ABA), the Behavior Analysis programs at Florida Tech have now grown to include three Master of Science programs across two campuses, a Ph.D. program in Behavior Analysis, an undergraduate degree (B.A.) in ABA, an online certificate program that has attracted students internationally, and a hybrid (live and online) Master of Arts in Professional Behavior Analysis program at several sites around the USA. These programs are now housed in the first ever School of Behavior Analysis at a Tier 1, nationally ranked private university.     

Moving the field of prevention from science to service: Integrating evidence-based preventive interventions into community practice through adapted and adaptive models

The article addresses the adaptation of evidence-based prevention and positive youth development programs for community use. Two complementary approaches for adapting programs are described. In the “adapted” approach, programs are modified to accommodate the culture, climate, and operations of the organization delivering the program. In the “adaptive” approach, programs are modified to accommodate the characteristics, needs and preferences of the individual or family receiving the program. Two examples are provided that illustrate how both adapted and adaptive intervention strategies have been incorporated by community practitioners into the implementation of the Early Risers conduct problems prevention program.     

A systematic meta-review of evaluations of youth violence prevention programs: Common and divergent findings from 25 years of meta-analyses and systematic reviews

Violence among youth is a pervasive public health problem. In order to make progress in reducing the burden of injury and mortality that result from youth violence, it is imperative to identify evidence-based programs and strategies that have a significant impact on violence. There have been many rigorous evaluations of youth violence prevention programs. However, the literature is large, and it is difficult to draw conclusions about what works across evaluations from different disciplines, contexts, and types of programs. The current study reviews the meta-analyses and systematic reviews published prior to 2009 that synthesize evaluations of youth violence prevention programs. This meta-review reports the findings from 37 meta-analyses and 15 systematic reviews; the included reviews were coded on measures of the social ecology, prevention approach, program type, and study design. A majority of the meta-analyses and systematic reviews were found to demonstrate moderate program effects. Meta-analyses yielded marginally smaller effect sizes compared to systematic reviews, and those that included programs targeting family factors showed marginally larger effects than those that did not. In addition, there are a wide range of individual/family, program, and study moderators of program effect sizes. Implications of these findings and suggestions for future research are discussed.     

Sexual assault on college campuses: Is an ounce of prevention enough?

This article provides a construct-by-construct review of the effectiveness of sexual asault prevention programs in modifying sexual assault-related attitudes, cognitions, emotions, and behaviors. This article also discusses variables that may moderate program effectiveness, variables that may mediate program effectiveness, methodological issues, programs for special populations, and iatrogenic effects. In general, sexual assault prevention programs have been shown to be effective in producing short-term reductions in rape-supportive attitudes. There is insufficient evidence, however, to conclude that such programs are effective in reducing the incidence of sexual assault.     

Sexual assault on college campuses: Is an ounce of prevention enough?

This article provides a construct-by-construct review of the effectiveness of sexual asault prevention programs in modifying sexual assault-related attitudes, cognitions, emotions, and behaviors. This article also discusses variables that may moderate program effectiveness, variables that may mediate program effectiveness, methodological issues, programs for special populations, and iatrogenic effects. In general, sexual assault prevention programs have been shown to be effective in producing short-term reductions in rape-supportive attitudes. There is insufficient evidence, however, to conclude that such programs are effective in reducing the incidence of sexual assault.     

Incorporating a developmental perspective in doctoral training: survey of clinical child psychology training programs and introduction to the special section

Examined the degree to which clinical child programs incorporate and integrate developmental theory into their training, and introduced the contributions of 6 leaders in the field to this special section. Fifty-one clinical child doctoral programs responded to the survey. Results indicate that 3 types of training programs are operating: (a) child emphasis (n = 7), which do not have a formal clinical child training program but do have a faculty member who has child research interests; (b) clinical child (n = 37), which have a group of faculty members with specific child research and clinical interests and a formalized program of study; and (c) developmental-clinical programs (n = 7), which are similar to clinical child programs but require a substantive amount of developmental psychology course work and endorse a developmental psychopathology perspective. Findings reveal that clinical child programs have become increasingly differentiated and specialized over the past 20 years, but, with the exception of developmental-clinical programs, most programs are still neglecting to incorporate developmental theory into training. This issue, as well as concerns about the future direction of clinical child doctoral training is addressed in this special section on the Importance of Incorporating Developmental Theory Into Clinical Child Training.     

Engaging families as experts: collaborative family program development

This article presents the collaborative family program development (CFPD) model, a collaborative research-based approach to creating community-based programs for families. In this approach, families are viewed as experts on the nature of their challenges and on what they desire in a program. This approach is particularly useful in developing programs for families who have experienced social oppression and who may have been reluctant to participate in programs created for them by professionals without their consultation. In contrast, when professionals adopt the stance of respectful learners, families respond by actively engaging in the program development research and in the program created from it. This article describes the nature and complexities of a collaborative program development stance, the unique contribution to community-based program development offered by a family systems focus, and the 10 steps in the CFPD approach. These 10 steps guide movement from initiating the project and forming collaborative professional partnerships to engaging cultural consultants; conducting in-depth research to understand the problems, resources, contexts, and recommendations from the perspective of families who will receive the program and from the perspective of front-line professionals working with these families; transforming research findings into program contents and formats; and implementing, evaluating, revising, and replicating the program. The approach is illustrated by a program called Fresh Start for Families, developed and replicated for families in New York City who are homeless and attempting to move from welfare to work.     

The Impact of Legislative Standards on Batterer Intervention Program Practices and Characteristics

Changes in social policy are often pursued with the goal of reducing a social problem by improving prevention efforts, intervention program practices, or participant outcomes. State legislative standards for intimate partner violence intervention programs have been adopted nearly universally across the US, however, we do not know whether such standards actually achieve the intended goal of affecting programs’ policies and practices. To assess the effect that batterer intervention program (BIP) standards have on policies and practices of programs, this study used longitudinal surveys collected as part of an ongoing evaluation conducted from 2001 to the present to compare intervention program (N = 74) characteristics and practices at three time points before and after the adoption of standards in Oregon. Analyses were conducted to examine all BIPs in Oregon at each time point, as well as change among a subset of programs in existence at all survey assessments. Results indicate that across all programs, the use of mixed gender group co-facilitation increased by 14 % between 2004 and 2008, while program length increased by approximately 12 weeks. However, other practices such as programs’ coordination with community partners were unchanged. Analyses of within-program change revealed fewer differences, with only program length increasing significantly over the three assessments. These and other findings indicate that while standards affected program length as intended, other practices commonly addressed by legislative standards remained unchanged. The findings provide needed information regarding programs’ compliance with components of the standards, the potential need for compliance monitoring, and the potential impact of state standards on program effectiveness and on the prevalence of intimate partner violence.     

中国健康城市建设的进展及理论思考

中国健康城市的建设走过了探索和实质性发展两个阶段.它以健康促进的理念为指导,以"健康社会、健康环境、健康人群"为主线,成为了当前开展健康促进的典范.健康城市能呈现实质且快速发展的势头,政府主导是其重要的特点.它既符合中国社会文化背景和现状,也是以"上游策略"来解决全人群健康问题创新性举措.中国健康城市推行的深远意义在于,它为当前公共卫生体系建设赋予了先进的内涵,与世界卫生组织倡导的"健康促进曼谷宪章"的核心精神是完全相符的,成为了引领中国公共卫生汇入国际现代公共卫生运动的领头兵.但是,它的茁壮成长仍需要有远见的政治家的呵护和支持.     

Update on master's genetic counseling training programs: Survey of curriculum content and graduate analysis summary

The field of genetic counseling is a recognized specialty in medical genetics with the primary practitioners being masters degree prepared individuals. Since the inception of the first master's degree genetic counseling (MGC) training program in 1969, more than 1000 genetic counselors have graduated from established training programs in United States and Canada. The MGC programs involve a 2-year academic curriculum of both didactic course work and supervised clinical field work (clinical praticums). A recent survey of 17 existing MGC training programs (16 U.S. and 1 Canadian) reveals that MGC graduates average a total of 1349 actual contact hours (range 854–1952 hours) during their 2-year degree program course of study. Clinical experience gained through clinical practica accounts for 58% of required coursework, followed by didactic coursework in basic science (21%) and counseling (16%), respectively. A few programs also have requisite laboratory practica, which accounts for 5% of overall content hours. The 17 existing MGC programs produce approximately 100 graduates annually. Although the number of programs has grown since inception of the first MGC program in 1969, the mean number of graduates per program remains fairly constant. By year 2002, the estimated total number of master's degree trained genetic counselors will approach 2200.     

Housing First and Photovoice: Transforming Lives,Communities, and Systems

This article presents findings from a community‐based participatory evaluation of a Housing First program on the Island of O'ahu. In this study, clients in a Housing First program used Photovoice to evaluate the program and to advocate for progressive housing policies. Written together by members of the Housing First Photovoice group, this collaborative article describes the outcomes from both the Housing First program and the Photovoice project and demonstrates the ways in which participatory program evaluations can interact with client‐driven programs like Housing First to produce a cumulative, transformative impact. Findings suggest that community psychologists hoping to re‐engage with community mental health systems through enacting transformative change should consider taking a community‐based participatory approach to program evaluation because increased client voice in community mental health programs and their evaluations can have far‐reaching, transformative impacts for research, practice, and policy.     

计算机辅助教学对英语阅读能力的影响

通过回顾与总结CAI英语阅读教学程序由普适化向具体阅读技能转化的发展历程,总结了英语阅读中最重要的能力、技能和主要应解决的问题,阐述了CAI程序对于阅读教学的有效性研究成果:发现相关的CAI程序有五大范畴。最后就教学语言、课程设计、教师对CAI程序的运用等问题进行了探讨与展望。     

Identifying predictor variables of weight loss outcome: Implications for a stepped program and weight management

Abstract

Four variables were identified that predicted outcome for the minimal and moderate intensity weight control programs presented in sequence. Predictive models for pounds lost and percentage overweight lost were computed for both programs and follow-up and accounted for 33% to 62% of the variance. The predictor variable that contributed to the two programs and follow-up was success in losing weight previously. Greater rate of weight loss in the first five weeks contributed to the model for the minimal intensity program and for follow-up and total number of calories expended in nonroutine physical activity added to the model for the minimal intensity program. Marital dissatisfaction of subjects was a predictor for the moderate intensity program and follow-up. The findings have utility for a stepped program for weight and provide confirmation of variables noted as predictors in prior research. This study may help in the quest to identify consistent predictors of weight loss success.     

Evaluating Ethics Education Programs: A Multilevel Approach

Although education in the responsible conduct of research is considered necessary, evidence bearing on the effectiveness of these programs in improving research ethics has indicated that, although some programs are successful, many fail. Accordingly, there is a need for systematic evaluation of ethics education programs. In the present effort, we examine procedures for evaluation of ethics education programs from a multilevel perspective: examining both within-program evaluation and cross-program evaluation. With regard to within-program evaluation, we note requisite designs and measures for conducting systematic program evaluation have been developed and multiple measures should be applied in program evaluation. With regard to cross-program evaluation, we argue that a meta-analytic framework should be employed where analyses are used to identify best practices in ethics education. The implications of this multilevel approach for improving responsible conduct of research educational programs are discussed.     

Substance use treatment programs in the active duty US military: A narrative review

Substance use disorders (SUDs) are a growing problem for the U.S. military. Each branch of the military has its own dedicated substance abuse treatment program. However, there has been limited attention to the research conducted on these programs. The purpose of this narrative review is to describe SUD treatment programs in the U.S. military and to review the extant research published between 2001–2015. Fourteen peer-reviewed articles, 2 official reports, 1 book chapter, 1 thesis, and 1 dissertation were identified. Most SUD treatment programs are nonconfidential, although a confidential program is being piloted by the Army. Recently, the programs have increased their focus on assessment and treatment of comorbid psychological disorders. Further research is required to examine the efficacy, effectiveness, and cost-effectiveness of the treatment programs.     

On-line multidimensional scaling programs with interactive graphical display

The beginnings of a system of interactive multidimensional scaling programs with real-time display of the graphical output have been established on the Honeywell DDP-224 computer. Two programs have been completed: (1) MDPREF—a computer program for multidimensional analysis of preference data—has been converted from the GE-635 to run interactively on the DDP-224 computer. Its solution is printed from a typewriter, and the configuration of stimuli are displayed on a scope in two-dimensional view. (2) ROTATE—an on-line rotation program—enables the user to rotate the configuration in three dimensions within a higher dimensional space.