Enhancing Therapeutic Gains: Examination of Fidelity to the Model for the Intensive Mental Health Program

Given that the development of treatment fidelity assessment protocol is an integral but too frequently ignored aspect of clinical trials for psychological treatments, the Intensive Mental Health Program (IMHP) sought to build fidelity activities into training, program evaluation, and clinical recordkeeping from the outset of a 3 year study period. We describe (a) operational definitions and measurement of the IMHP treatment model, (b) planned fidelity-promoting activities, (c) evaluation methods, and (d) fair to appreciable accomplishment of IMHP fidelity targets. Discussion of the circumstances and processes possibly hindering better fidelity for several IMHP treatment features accompanies presentation of fidelity data. We summarize pitfalls and compensatory strategies identified during IMHP program evaluation and offer practical suggestions to enhance accountability and evaluative activity in future clinical research.     

Implementation of the Sound Partners Reading Program

Eleven first grade and 10 second grade students, all with reading and behavioral difficulties, received one-on-one tutoring using the Sound Partners reading program (Vadasy & Pool, l997). Students received 30 min of tutoring each day for 5 months. Students were assessed on Letter-Word Identification, Passage Comprehension, and Word Attack subtests of the Woodcock-Johnson-Revised (WJ-R): Tests of Achievement. An informal measure (rapid letter naming) was also used. Results indicated that gains of approximately 1 standard deviation (or greater) were noted for subtests of the WJ-R for first-grade students; second graders showed relatively stable performance from pre- to posttest assessments. Similar performance was noted on the informal measure across grades. Program satisfaction data showed that overall the tutors, teachers, and students were pleased with the program. Discussion focuses on the implications for future investigations.     

Examining the Effects of Skill Level and Reading Modality on Reading Comprehension

The purpose of this study was to examine the effects of reading skill and reading modality (oral versus silent) on reading comprehension. A normative sample of sixth-grade students (N = 74) read texts aloud and silently and then answered questions about what they read. Skill in word reading fluency was assessed by the Test of Word Reading Efficiency, Second Edition (Torgesen, Wagner, & Rashotte, 2012), and students were identified as either normal or at-risk readers based on those scores. A 2 (reading skill) X 2 (reading modality) mixed factorial ANOVA was conducted. Results revealed that both normal and at-risk readers demonstrated better comprehension of text read orally as compared to text read silently. The middle school curriculum requires independent silent reading, yet students may enter middle school without the literacy skills they need to be successful. These findings suggest that students transitioning to middle school may benefit from additional pedagogical support in silent reading comprehension.     

Moving Beyond the Gym: Exploring Life Skill Transfer Within a Female Physical Activity-Based Life Skills Program

Physical activity programs are viable contexts to foster life skills. Researchers contend that programs must be structured to deliberately teach life skills and teach how such skills can be transferred. The purpose of this study is to understand female youths’ perceptions of life skills transfer from participation in a physical activity-based life skills program. Interviews were conducted with eight youth. Results indicated that youth learned intrapersonal (i.e., emotional regulation, focus, goal setting), interpersonal (i.e., respect, responsibility, social skills), and physical activity skills and applied these skills in other life domains. Leaders’ practical strategies used to explicitly teach transferable skills are discussed.     

Bridging Science to Practice: Achieving Prevention Program Implementation Fidelity in the Community Youth Development Study

This paper describes the development, application, and results of an implementation monitoring component of the Communities That Care (CTC) prevention framework used in the Community Youth Development Study (CYDS) to ensure high-fidelity prevention program implementation. This system was created based on research that community-based implementation of evidence-based prevention programs often includes adaptations in program design, content, or manner of delivery (Gottfredson and Gottfredson, Journal of research in crime and delinquency, 39, 3-35, 2002; Hallfors and Godette, Health Education Research, 17, 461-470, 2002; Wandersman and Florin, American Psychologist, 58, 441-448, 2003). A lack of fidelity to the implementation standards delineated by program designers is one indicator of a gap between prevention science and practice which can lessen the likelihood that communities will realize the positive participant effects demonstrated in research trials. By using the CTC model to select and monitor the quality of prevention activities, the 12 CYDS communities replicated 13 prevention programs with high rates of adherence to the programs' core components and in accordance with dosage requirements regarding the number, length, and frequency of sessions. This success indicates the potential of the CTC program implementation monitoring system to enhance community Prevention Delivery Systems (Wandersman et al. American Journal of Community Psychology, this issue) and improve the likelihood of desired participant changes.     

Reading Intervention in Middle and High Schools: Implementation Fidelity,Teacher Efficacy,and Student Achievement

This study investigated teachers’ efficacy and implementation in the context of a supplemental intervention for struggling adolescent readers. It examined teachers’ efficacy at the start of their intervention training and investigated relationships among teachers’ efficacy, implementation, and students’ reading progress. The efficacy and implementation of 9 sixth-grade teachers and 11 ninth-grade teachers were compared, and student achievement gains were explored. Sixth-grade teachers had higher levels of efficacy, while ninth-grade teachers had higher levels of implementation. Findings indicated teacher efficacy was positively related to students’ reading comprehension and overall reading achievement. Implementation was positively related to students’ growth in vocabulary.     

Teaching and Learning in High School Reading Classes: Perspectives of Teachers and Students

This qualitative study investigated high school reading programs and participants focusing on the insider perspectives of teachers and their students. The study occurred in two sites, one in a Southern state and the other in an Eastern state. The participants, five high school reading teachers and two to three students in each of their reading classes, were interviewed individually by the researchers. Interview questions focused on reader identity, reading habits, reader strategies, content area reading, and the reading program. Findings indicate a disparity between teachers' and students' understanding about reading, variability in instruction, and need for engaged learning.     

Investigating Treatment Fidelity and Social Validity of a Peer-Mediated Postsecondary Reading Intervention

Reading opens many doors and students who do not comprehend well face serious barriers as they enter postsecondary academic institutions. Young people should be able to read and write when they graduate from high school. Such skills allow people to continue their education as well as increase their odds that they can earn an adequate salary. The percentage of 12th graders reading below grade level has remained remarkably stable over the years. A large number of students entering colleges and universities are unable to derive meaning from print at age-expected levels. The purpose of this study was to examine the treatment fidelity and social validity of a systematic and explicitly structured peer-mediated reading comprehension intervention on the reading performance of underprepared postsecondary students. Seven peer mentors and sixteen first-time college students participated in the study. Results indicated the peer-implemented reading program was implemented with high levels of treatment fidelity and social validity while also yielding statistically significant comprehension gains.     

关注自身得失对朋友得失共情的影响

在金钱博弈任务中让被试暗中操控对朋友赢或输的赏罚金额。结果发现,当被试与朋友一起参与博弈时,较之于仅仅观看朋友博弈,对其赌赢的奖赏金额有了明显的降低,而对其赌输的惩罚金额没有受到显著影响。而且,自己输要比自身赢的前提下对朋友赌赢的奖赏更低,但对朋友赌输的惩罚金额则不受自身得失的影响。这说明,关注自身的得失会减弱对朋友获益的共情水平,而不会影响对其损失的共情程度。     

Staff Practices and Social Skill Outcomes in a Sport-Based Youth Program

Staff are key contributors to quality sport-based youth programming. Specific practices leading to positive youth outcomes warrant further investigation. This study examined social skill outcomes resulting from participation in a sport-based youth program, LiFEsports. In addition, relationships among emotional and autonomy supportive staff practices and outcomes were examined. Results pointed to the value of sport-based youth programs for promoting self-control among youth from vulnerable backgrounds and indicated that youth-perceived emotional and autonomy supportive staff practices predicted improvements in perceived self-control but not perceived externalizing behaviors.     

Instruction-in-Interaction: The Teaching and Learning of a Manual Skill

This study takes an interest in instructions and instructed actions in the context of manual skills. The analysis focuses on a video recorded episode where a teacher demonstrates how to crochet chain stitches, requests a group of students to reproduce her actions, and then repeatedly corrects the attempts of one of the students. The initial request, and the students’ responses to it, could be seen as preliminary to the series of corrective sequences that come next: the request and the following attempts make it possible for the teacher to launch instructional sequences specifically designed and addressed to the students who need further guidance. In the interaction between the teacher and the novice student, the reasoned character of the instructed actions is not explained so much as installed and tuned. The materiality of the project makes it possible for the two parties to methodically and meticulously adjust their actions in accordance with each other, and towards the gradual realization of the aimed-for results. In connection to this, a number of issues pertaining to the reproducibility and recognizability of manual skills are raised: how instructions-in-interaction orient towards the progression of the skill rather than the interaction itself; how attempts by and mistakes of the instructed party provide grounds for further instruction; and, consequently, how instructions in the form of corrections build on the instructor’s continuous assessments of the instructed actions.     

Maintenance of Gains in Relationship and Individual Functioning Following the Online OurRelationship Program

In the United States, more than 40% of marriages end in divorce and more than one third of intact marriages are distressed. Unfortunately, only a minority of couples seek couple therapy to improve their relationships. Online interventions, with their increased reach and reduced costs, offer the potential to improve relationships nationwide. The online OurRelationship program has been shown in previous nationwide studies to improve relationship and individual functioning. The present study examined whether initial gains in the OurRelationship program were maintained in the following year and whether the extent of maintenance varied across important demographic and individual factors. In this study, 151 distressed heterosexual couples (302 individuals) who were randomized to the OurRelationship program were assessed 3 and 12 months following the intervention. Initial gains in relationship satisfaction, relationship confidence, and negative relationship quality were maintained through 12 months; positive relationship quality significantly improved over follow-up. Furthermore, couples maintained their initial gains in depressive symptoms, perceived health, work functioning, and quality of life; anxious symptoms continued to significantly decrease over follow-up. Finally, there was no evidence that historically underserved groups—racial/ethnic minorities, lower income couples, or rural couples—experienced greater deterioration. In fact, Hispanic couples reported continued improvement in relationship confidence and negative relationship quality in the 12 months following the program. The ability of the OurRelationship program—an 8-hour, primarily self-help program—to create long-lasting improvements in distressed relationships indicates it may have the potential to improve the lives of distressed couples on a broad scale.     

Learning to Attend and to Ignore Is a Matter of Gains and Losses

ABSTRACT— Efficient goal-directed behavior in a crowded world is crucially mediated by visual selective attention (VSA), which regulates deployment of cognitive resources toward selected, behaviorally relevant visual objects. Acting as a filter on perceptual representations, VSA allows preferential processing of relevant objects and concurrently inhibits traces of irrelevant items, thus preventing harmful distraction. Recent evidence showed that monetary rewards for performance on VSA tasks strongly affect immediately subsequent deployment of attention; a typical aftereffect of VSA (negative priming) was found only following highly rewarded selections. Here we report a much more striking demonstration that the controlled delivery of monetary rewards also affects attentional processing several days later. Thus, the propensity to select or to ignore specific visual objects appears to be strongly biased by the more or less rewarding consequences of past attentional encounters with the same objects.     

Organizational Politics and Deviance: Exploring the Role of Political Skill

Building on social exchange theory, this study examines the relationship between perceptions of organizational politics and employee performance and interpersonal skills. We hypothesized that perceptions of organizational politics create an imbalance in the exchange relationship between employee and organization, which leads to organizational deviance. We also hypothesized that supervisors may attempt to rebalance the exchange relationship by providing lower performance and interpersonal skills ratings. Finally, we suggest that politically skilled employees avoid an increase in negative ratings. The present study demonstrates that perceptions of organizational politics may lead to negative employee behaviors and reduced supervisors’ ratings in an effort to rebalance the exchange relationship. In addition, politically skilled employees may avoid increased negative ratings when politics perceptions are high.     

Reading Practices of Pre-Service Teachers in the United States

The purpose of this mixed method study was to investigate the reading practices of pre-service teachers in the United States. A total of 395 (38 male and 357 female) pre-service teachers completed a self-reported survey. In addition, 45 (10 males and 35 females) of the 395 voluntarily agreed to participate in interviews and classroom observations. These 45 participants were enrolled in three reading classes in the college of education at a mid-size public university; the classes' professors allowed the researcher to conduct class observations over the course of the semester. Quantitative results indicated that 38.4% of the pre-service teachers spent 1–4 hours weekly in academic reading (AR) and 19.5% of the respondents spent 1–4 hours per week in extracurricular reading (ER). Results also revealed that 25.7% of the participants spent zero hours weekly in AR and 46.5% of the participants spent zero hours in ER. Qualitative findings indicated that participants' part-time jobs and social media use via smartphone reduced the amount of time that pre-service teachers dedicated to both academic and extracurricular reading.     

Adapting the Unique Minds Program: Exploring the Feasibility of a Multiple Family Intervention for Children with Learning Disabilities in the Context of Spain

The Unique Minds Program (Stern, Unique Minds Program, 1999) addresses the socio‐emotional needs of children with learning disabilities (LD) and their families. Children and their parents work together in a multiple family group to learn more about LD and themselves as people with the capacity to solve problems in a collaborative way, including problems in family school relationships. This article reports the cultural adaptation of the program for use in Spain and findings from a feasibility study involving three multiple family groups and a total of 15 children and 15 mothers, using a pre‐post design. This Spanish adaptation of the program is called “Mentes Únicas”. Standardized outcome measures indicated an overall statistically significant decrease in children's self‐rated maladjustment and relationship difficulties by the end of the program. Improvements were endorsed by most mothers, although they were not always recognized by the children's teachers. The program had a high level of acceptability: Mothers and children felt safe, understood, and helped throughout the sessions. The efficacy of the adapted intervention for the context of Spain remains to be tested in a more rigorous study.     

The Effects of a Humanities Reading Program on Economically and Educationally Disadvantaged Individuals

The effects of a 2-semester college-level humanities course were examined in a group of economically and educationally disadvantaged individuals in Portland, OR, and a group of incarcerated males at a medium-security prison in Pendleton, OR. Student responses on a pre- and post-course survey were compared. Within-group comparisons indicated that Portland students displayed significant improvement in participation in volunteer organizations, enrollment in college classes, life satisfaction, verbal ability, and analysis of the major course themes. Inmates improved on desire to participate in community organizations, vote in elections, critical thinking, life satisfaction, and applying major course themes. These results demonstrate that the power of literary classics brings about a wide range of positive changes in individuals from low-income communities and prison settings.     

Exploring the Within-Person Coupling of Reading Vision and Cognition in the Elderly

ABSTRACT

This study examined the within-person relationship between reading vision and cognitive functioning. Analysis was conducted on 36 community-dwelling elderly (age range?=?60–87) who completed a reading vision task and three cognitive tests (i.e., Rey Auditory Verbal Learning Task (AVLT), Letter Series, and Number Comparison) twice a day over 60 consecutive days. Significant within-person variability was found for the reading vision measure. Additionally, a main effect was found for reading vision and performance on the AVLT and Number Comparison task; such that on occasions when reading vision was poor, cognitive performance suffered.     

Effects of a Fluency-Building Program on the Reading Performance of Low-Achieving Second and Third Grade Students

This study evaluated the effects of a fluency-based reading program with 15 second and third grade students and 15 matched controls. Gains in oral reading fluency on untrained CBM probes were evaluated using a matched-pairs group-comparison design, whereas immediate and two-day retention gains in oral reading fluency on trained passages were evaluated using an adapted changing criterion design. Increases in WRCM due to training and number of trainings to criterion were also evaluated as a function of pre-training fluency levels. Results showed statistically significant gains on dependent measures for the treatment group, mean increases of two to three grade levels in passages mastered, and an optimal pre-training fluency range of 41-60 WRCM. Implications for fluency-based reading programs are discussed.