Effectiveness of Noncontingent Attention to Decrease Attention-Maintained Disruptive Behaviors in the General Education Classroom

This study was conducted to investigate the effectiveness of noncontingent attention (NCA) on disruptive talking-out behavior in a student diagnosed with attention deficit and hyperactivity disorder in the general education classroom. Functional analysis indicated that the talking-out behavior was maintained by teacher attention. We used an ABAB design in which the teacher implemented NCA. Results indicated that the strategy decreased the participant's talking-out behavior. Furthermore, social validity data indicated that the participant was able to spend more time on-task. Results and implications for research and practice are discussed.     

The Left Hand Doesn't Know What the Right Hand Is Doing: The Disruptive Effects of Attention to the Hands in Skilled Typewriting

ABSTRACT— Everyone knows that attention to the details disrupts skilled performance, but little empirical evidence documents this fact. We show that attention to the hands disrupts skilled typewriting. We had skilled typists type words preceded by cues that told them to type only the letters assigned to one hand or to type all of the letters. Cuing the hands disrupted performance markedly, slowing typing and increasing the error rate (Experiment 1); these deleterious effects were observed even when no keystrokes were actually inhibited (Experiment 3). However, cuing the same letters with colors was not disruptive (Experiment 2). We account for the disruption with a hierarchical control model, in which an inner loop controls the hands and an outer loop controls what is typed. Typing letters using only one hand requires the outer loop to monitor the inner loop's output; the outer loop slows inner-loop cycle time to increase the likelihood of inhibiting responses with the unwanted hand. This produces the disruption.     

Education,Attention and Transformation:

Studies in Philosophy and Education - What might it mean to engage in an educative struggle with death? Leo Tolstoy’s The Death of Ivan Ilyich helps us to answer that question....     

Disruptive Behaviors and Creativity in Childhood: The Importance of Affect Regulation

This study examined the role of affect regulation and negative affect expression in the relationship between disruptive behaviors and creativity. Seventy 6- to 10-year-old children completed measures to assess divergent thinking and affect expression in fantasy play. Parents completed measures of children's creativity, affect regulation, and behavioral functioning. Results indicated that higher levels of disruptive behaviors related to lower levels of creativity on divergent thinking tasks and by parent report. Affect regulation mediated the relationship. Results failed to support a relationship between negative affect expression in play and creativity, although greater levels of negative affect expression related to higher levels of disruptive behaviors. Results highlight the importance of affect regulation for both behavioral functioning and adaptive traits including creative achievement.     

The Middle Aging of America: Spiritual and Educational Dilemmas for Clergy Education

This paper summarizes a fellowship project completed in 1982 at the Hebrew Rehabilitation Center for Aged (The Center) in Boston, Massachusetts. The fellowship was jointly funded by a W. K. Kellogg Fellowship granted by the Hospital Research and Educational Trust, Chicago, Illinois and by The Center. At its completion, the project proposed a concept of supportive elderly congregate housing designed for persons not only requiring assistance with such vital activities as eating, dressing, and grooming but also lacking adequate support from family and friends. Confronted by gaps in our health and social service systems, these elderly often struggle with whether to remain in independent living arrangements without adequate coping mechanisms or to enter long term care institutions which mav provide more services than are needed. Four components of this housing are discussed: A Tenant Profile describing potential residents; recommendations for environmental features;skrvices to be provided; and financial resources. Data was drawn from a variety of sources including applicants and residents of a large long-term care facility and tenants of a large housing project. Ten site visits were made and research findings were reviewed. Interdisciplinary committees evaluated the data to develop goals, criteria, and recommendations. With refined selection techniques and good management, this housing should be cost effective and complement emerging life-styles of Americans. It should also be highly beneficial for a segment of the elderly who might otherwise reside, unnecessarily, in nursing homes.     

Reviewing Faculty Competency and Educational Outcomes: The Case of Doctor of Ministry Education

Abstract. This research report interprets data from a 1902 survey of directors of Doctor of Ministry (D.Min.) programs regarding the competency of faculty members viewed through the interpretive lens of peer review. According to directors, faculty members are more competent in teaching theological reflection than in teaching social science methods, despite the expectation that such methods are part of D.Min. education. The article discusses implications of the data for improving faculty performance, and suggests how the concept of critical friendship might assist those who teach in religious studies to give and receive criticism from peers. The article concludes with suggestions for further research in D.Min. education.     

权力概念加工对视觉空间注意定向的影响：一个ERP证据

概念表征是认知心理学研究的一个重要领域。具身认知理论认为, 在概念加工过程中, 个体会以具身模拟的形式对概念所暗含的空间方位信息进行理解。本研究采用事件相关电位技术, 考察抽象权力概念加工时的激活特点。实验首先要求被试对出现在屏幕中央的词进行权力高/低判断, 接着在屏幕的上方或者下方呈现一个字母(“m”或“n”), 要求被试对目标物进行按键反应。结果发现, 当权力词隐喻的空间特性与目标物出现的位置一致时诱发了一个更大的N1波幅, 不一致时诱发了一个更大的P3波幅。该结果提示, 抽象权力概念加工时会产生自动激活空间上-下意向图示, 对权力词的加工影响了随后字母位置的判断, 并将空间注意指向了与意向图示相一致的位置, 从时间加工进程看, 起始于早期的知觉识别并一直持续到晚期的高级认知加工阶段, 权力概念加工具有内隐性。     

The Council for Accreditation of Counseling and Related Educational Programs: Promoting Quality in Counselor Education

Much has changed for the counseling profession in the 30 years since the founding of the Council for Accreditation of Counseling and Related Educational Programs (CACREP). CACREP, the primary specialized accreditor for the counseling profession, has been an influential participant in the growing recognition and professionalization of counseling. This article offers an overview of CACREP and accreditation and addresses some primary issues confronting CACREP, counselor preparation programs, and, in some instances, overall U.S. higher education.     

学制——我国医学教育的困惑与出路

目前我国医学教育层次繁多,学制较为混乱,已成为阻碍医学教育改革的重要因素。在《本科医学教育全球标准》及我国住院医师规划化培训均已启动和实施的背景下,医学教育国际化和住院医师规范化培训均对我国医学教育提出了更高要求。逐步统一医学教育学制,是继续深化医学教育变革的出路之一。     

线索在多媒体学习中的作用

线索在多媒体学习中作为一种重要的教学设计形式,具有引导注意、组织和整合信息的功能。综述已有研究发现,线索具有引导学习者加工特定位置信息、忽视无关信息干扰的功能;在特定条件下帮助学习者整合图-文信息,并且提高学习者的学习效果;但对于线索信息组织功能尚缺少充分而有力的证据。关于线索对学习效果的影响,大部分研究证实线索能够促进学习。但是由于线索的多样性以及学习材料的复杂性,线索能否有效地提高学习效果仍然存在争议。从认知负荷理论视角综述发现,线索加入并没有明显降低学习者感知到的主观认知负荷;从知觉加工视角而言,线索作为突显的刺激会吸引学习者的注意,从而简化学习者在知觉加工阶段的视觉搜索。未来研究仍然需要关注以下问题:(1)线索是否真的被学习者所注意和加工?(2)重视学习材料多样性比较和不同线索类型差异探讨,(3)关注学习者经验影响,(4)如何在教学设计上保证线索的有效性。     

The Development of Selective Attention in Children With Attention Deficit Hyperactivity Disorder

The influence of age on a selective attention task was studied in a sample of children with and without Attention Deficit Hyperactivity Disorder (ADHD). The impact of methylphenidate (MPH) treatment on selective attention was also investigated in the children with ADHD. Two age groups of children with ADHD and two age groups of control children were tested using a timed computer task. The task consisted of identifying visual target stimuli under various distracter conditions. Distracters varied on the basis of modality (i.e., visual, auditory, or both) and task relevance (i.e., meaningful or irrelevant). Reaction times and accuracy were measured. Children with ADHD were less efficient on the selective attention task than were children without ADHD, and older children were more efficient than younger children in both groups. Children without ADHD were influenced more by the nature of distracters than were children with ADHD. For children with ADHD, MPH improved performance overall.     

The Disproportionality Dilemma: Patterns of Teacher Referrals to School Counselors for Disruptive Behavior

Disproportionality plagues schools nationwide in special education placement, dropout, discipline referral, suspension, and expulsion rates. This study examined predictors of teacher referrals to school counselors for disruptive behavior in a sample of students selected from the Educational Longitudinal Study 2002 (National Center for Education Statistics, n.d.). Findings demonstrated that students’ race predicted English teacher referrals; students’ gender, previous disciplinary infractions, and teachers’ postsecondary expectations for students predicted English and math teacher referrals. Implications for practice, policy, and research are discussed.     

The Treatment of Childhood Disruptive Behavior Disorders in Ambulatory Mental Health Centers

Over the years, evidence-based treatments for children with disruptive behavior disorders (DBDs; e.g., conduct disorder, oppositional defiant disorder) have been developed, however, there is not much information about the treatment children receive in usual mental healthcare settings. This study examined the common treatment provided in US ambulatory mental health clinics to children aged 3 to 9 years who are diagnosed with DBDs. An online survey was filled by appropriate respondents from 145 ambulatory mental health centers across 33 states within the US. The most common treatment provided for childhood DBDs was a combination of child therapy (CT) and parent training (PT) (n?=?81, 56%), followed by family therapy (n?=?42, 29%), CT (n?=?17, 12%), and PT (n?=?5, 3%). Behavioral and cognitive principles were reported as the most common treatment orientations across all types of treatment (n?=?116/145, 80%). The mean number of sessions administered was 31.38?±?22.72, and PT as a standalone treatment required approximately a third of sessions (10.6?±?1.34). In treatments combining CT and PT, the utilization of specific parenting programs was associated with fewer administered sessions. Results suggest that the importance of parental involvement in treating DBDs is acknowledged in routine practice. However, more studies are needed to determine why certain types and orientations of treatments are favored over others.     

Contradictions in Educational Thought and Practice: Derrida,Philosophy, and Education

Studies in Philosophy and Education - Through readings of Jacques Derrida's Of Grammatology and 'The Age of Hegel', attention is given to two of the problematic types of relationships...     

教育变革语境中未成年人道德观念的错位与德育革新

当下教育变革中德育革新的乏力,引发了现时德育的虚弱与苍白。这种虚弱与苍白的德育现状一定程度上导致了未成年人道德观念的错位。要矫正未成年人的错误道德观念,要使错位恢复到原位,德育必须向真正的德育回归。真正德育的达致,必须革新德育。这种革新应沿着德育者形象、德育的内容、德育的方式三个维度展开。     

Parenting Disruptive Preschoolers: Experiences of Mothers and Fathers

This study examined parental functioning and interactions with young children with Oppositional Defiant Disorder (ODD), with emphasis on differences between mothers and fathers in their responses to their child and in their unique contributions to the prediction of child disruptive behavior. Participants were 53 3- to 6-year olds with ODD who presented for treatment with two parents. Mothers reported more severe disruptive behavior and higher parenting stress than fathers. During parent-child interactions, mothers showed more responsiveness than fathers, even though children were more compliant during interactions with fathers. Regression analyses showed that fathers' parent-related stress was predictive of both mothers' and father's reports of disruptive child behavior; mothers' marital satisfaction was predictive of behavioral observations of child compliance with both mothers and fathers. This study revealed several important differences in the experiences of mothers versus fathers of disruptive children and indicates the importance of including the father in the child's assessment and treatment.     

对注意的再思考:一个注意的强化学习模型

本文在分析总结现有注意理论的基础上,假设注意是一种信息选择现象,而非心理结构或资源。通过借鉴人工智能领域强化学习算法的思想,笔者提出了一种可以表现出注意现象的人类强化学习模型。该模型描述了人与环境交互的过程:人接受环境的反馈,根据自身心理状态调整行为策略,以最大化所获收益。该过程中,注意体现为高价值信息逐渐获得优先加工的现象。因此,本文对注意的本质进行了重新思考,为未来注意研究提供了新思路。     

Decreasing Excessive Bids for Attention in a Simulated Early Education Classroom

Differential-reinforcement-of-low-rate (DRL) schedules can be used to decrease, but not eliminate, excessive bids for teacher attention in a classroom. There are two primary methods of implementing a DRL: full session and spaced responding. Some research suggests that the full-session DRL may eliminate target responding. The purpose of the current study was to compare the effectiveness of and preference for the two DRL methods in a simulated preschool classroom. Three participants completed difficult puzzles in baseline, both DRL, and differential-reinforcement-of-other-behavior (DRO) conditions. In the spaced-responding and full-session DRL conditions, the optimal rate of bids for attention was approximately 75% (two participants) or 50% (one participant) of baseline responding. All participants requested attention near the optimal criterion in both DRL conditions and at a lower rate (near zero) in the DRO condition. Treatment preference of the students was assessed in a concurrent-chain arrangement. All participants preferred both types of DRL conditions to DRO, and two participants showed a preference for the full-session DRL. Results suggest that either DRL procedure may be suitable for a preschool classroom, but a full-session DRL may be ideal.