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191.
Wysocki T Harris MA Buckloh LM Mertlich D Lochrie AS Taylor A Sadler M White NH 《Behavior Therapy》2008,39(1):33-46
We report a randomized trial of a revised Behavioral Family Systems Therapy for Diabetes (BFST-D) intervention. Families of 104 adolescents with diabetes were randomized to standard care (SC) or to 6 months of an educational support group (ES) or BFST-D. Family communication and problem-solving skills were assessed at 0, 6, 12, and 18 months by independent rating of videotaped family problem-solving discussions. BFST-D improved individual communication of adolescents and mothers, but not fathers. BFST-D significantly improved quality of family interaction compared to SC (10 of 12 comparisons) and ES (6 of 12 comparisons). Changes in family communication were differentially associated with changes in glycemic control, adherence, and family conflict. BFST-D improved family communication and problem solving relative to SC and modestly relative to ES. 相似文献
192.
Four fifth-grade students were presented with frustration-level math probes while three performance dimensions were measured
(i.e., percent intervals on-task, percent correct digits, and digits correct per minute (DCM)). Using a multiple baseline
design across participants, students were trained to self-monitor time on-task, accuracy, and productivity in sequence and
were given their choice of preferred rewards for increases in each performance dimension. The effects of self-monitoring productivity
plus rewards prior to and after reaching on-task and accuracy criteria were also evaluated on a probe basis using an embedded
multielement design. Results showed that three of the four students increased DCM when self-monitoring productivity plus rewards,
but only after meeting on-task and accuracy criteria. Effects of self monitoring accuracy were mixed, and all students showed
high levels of on-task behavior throughout the study. The implications of these results for increasing the effectiveness of
self-monitoring through a sequenced approach to academic skill training are discussed. 相似文献
193.
D-cycloserine (DCS) may facilitate fear extinction learning, but the behavioral consequences and mechanisms behind this effect are not well understood at present. In this paper, we re-analyze data from previously reported null result experiments and find that rats showing above-median extinction learning during DCS treatment benefited from the drug, whereas rats showing below-median (and in this case little) extinction learning did not. Two additional experiments found that DCS facilitated extinction learning when specifically combined with a moderate, but not a small, number of extinction trials. DCS thus facilitates extinction learning only if the behavioral procedure first engages the extinction learning process. The benefits of the drug, however, were specific to the context in which extinction was learned--i.e., DCS did not prevent or influence the renewal of fear observed when the extinguished cue was tested in the original conditioning context. 相似文献
194.
Two experiments investigated the relationship between perceptual experience (during practice) and posttest improvements in perceptual accuracy and consistency. Experiment 1 investigated the potential relationship between how often knowledge of results (KR) is provided during a practice session and posttest improvements in perceptual accuracy. Experiment 2 investigated the potential relationship between how often practice (PR) is provided during a practice session and posttest improvements in perceptual consistency. The results of both experiments are consistent with previous findings that perceptual accuracy improves only when practice includes KR and that perceptual consistency improves regardless of whether practice includes KR. In addition, the results showed that although there is a relationship between how often KR is provided during a practice session and posttest improvements in perceptual accuracy, there is no relationship between how often PR is provided during a practice session and posttest improvements in consistency. 相似文献
195.
Chastain Amanda N. Luoma Shannon M. Love Svea E. Miguel Caio F. 《The Psychological record》2022,72(3):383-405
The Psychological Record - The current study evaluated whether college students’ performance on visual–visual matching-to-sample (MTS) tasks were differentially affected by learning to... 相似文献
196.
We compared the relationship between gender role beliefs and antigay prejudice in Chile and the United States. Participants were Chilean and American university students. In Study 1, Chileans were more prejudiced than Americans, and men were more prejudiced than women. In Study 2, gender role beliefs mediated cultural and sex differences in prejudice. Chileans held more traditional gender role beliefs and were more antigay than Americans. Men were more prejudiced than women, particularly in their attitudes toward gay men. Further, sex differences in attitudes toward lesbians and gay men were completely mediated by gender role beliefs. Nationality differences in attitudes toward lesbians were completely mediated, and nationality differences in attitudes toward gay men were partially mediated, by gender role beliefs. 相似文献
197.
Nancy A. Neef Traci Cihon Tracy Kettering Amanda Guld Judah B. Axe Madoka Itoi Ruth DeBar 《Journal of Behavioral Education》2007,16(3):235-249
We compared two formats for optional study sessions offered to students in a research methods course. Study sessions alternated
between a game format (e.g., Behavioral Jeopardy) and a student-directed question and answer format, presented in counterbalanced
order across different sections of the same course. The results of the alternating treatments design in Study 1 indicated
that, despite improvements in quiz performance relative to baseline, there were no consistent differences between the two
formats on attendance at the study sessions or on weekly quiz performance. Similar results were obtained in a systematic replication
(Study 2) in which opportunities to respond to game questions were equated across study sessions. 相似文献
198.
Shannon D. Smith Cynthia A. Reynolds Amanda Rovnak 《Journal of counseling and development : JCD》2009,87(4):483-491
The authors present (a) an overview of the recent literature on social advocacy, (b) results of a deconstructive analysis of the philosophical and theoretical underpinnings of this movement, (c) a critical analysis of its role and function in the profession, and (d) a call to the profession. The deconstructive analysis revealed 2 major driving forces and 5 related trends; the critical analysis revealed 9 key areas of consideration. Implications and recommendations are presented. 相似文献
199.
Children and adults commonly produce more generic noun phrases (e.g., birds fly) about animals than artifacts. This may reflect differences in participants’ generic knowledge about specific animals/artifacts (e.g., dogs/chairs), or it may reflect a more general distinction. To test this, the current experiments asked adults and preschoolers to generate properties about novel animals and artifacts (Experiment 1: real animals/artifacts; Experiments 2 and 3: matched pairs of maximally similar, novel animals/artifacts). Data demonstrate that even without prior knowledge about these items, the likelihood of producing a generic is significantly greater for animals than artifacts. These results leave open the question of whether this pattern is the product of experience and learned associations or instead a set of early-developing theories about animals and artifacts. 相似文献
200.
The recommendation to reserve the most potent reinforcers for unprompted responses during acquisition programming has little published empirical support for its purported benefits (e.g., rapid acquisition, decreased errors, and decreased prompt dependence). The purpose of the current investigation was to compare the delivery of high‐quality reinforcers exclusively following unprompted responses (differential reinforcement) with the delivery of high‐quality reinforcers following both prompted and unprompted responses (nondifferential reinforcement) on the skill acquisition of 2 children with autism. Results indicated that both were effective teaching procedures, although the differential reinforcement procedure was more reliable in producing skill acquisition. These preliminary findings suggest that the differential reinforcement of unprompted responses may be the most appropriate default approach to teaching children with autism. 相似文献