Comparisons of synthesized and individual reinforcement contingencies during functional analysis

Researchers typically modify individual functional analysis (FA) conditions after results are inconclusive (Hanley, Iwata, & McCord, 2003). Hanley, Jin, Vanselow, and Hanratty (2014) introduced a marked departure from this practice, using an interview‐informed synthesized contingency analysis (IISCA). In the test condition, they delivered multiple contingencies simultaneously (e.g., attention and escape) after each occurrence of problem behavior; in the control condition, they delivered those same reinforcers noncontingently and continuously. In the current investigation, we compared the results of the IISCA with a more traditional FA in which we evaluated each putative reinforcer individually. Four of 5 participants displayed destructive behavior that was sensitive to the individual contingencies evaluated in the traditional FA. By contrast, none of the participants showed a response pattern consistent with the assumption of the IISCA. We discuss the implications of these findings on the development of accurate and efficient functional analyses.     

Behavioral Expression of Job Interview Anxiety

Purpose

The aim of this study was to investigate (a) the behavioral cues that are displayed by, and trait judgments formed about, anxious interviewees, and (b) why anxious interviewees receive lower interview performance ratings. The Behavioral Expression of Interview Anxiety Model was created as a conceptual framework to explore these relations.

Design/Methodology/Approach

We videotaped and transcribed mock job interviews, obtained ratings of interview anxiety and interview performance, and trained raters to assess several verbal and nonverbal cues and trait judgments.

Findings

The results indicated that few behavioral cues, but several traits were related to interviewee and interviewer ratings of interview anxiety. Two factors emerged from our factor analysis on the trait judgments—Assertiveness and Interpersonal Warmth. Mediation analyses were performed and indicated that Assertiveness and Interpersonal Warmth mediated the relation between interview anxiety and interview performance. Speech rate (words spoken per minute) and Assertiveness were found to mediate the relation between interviewee and interviewer ratings of interview anxiety.

Implications

Overall, the results indicated that interviewees should focus less on their nervous tics and more on the broader impressions that they convey. Our findings indicate that anxious interviewees may want to focus on how assertive and interpersonally warm they appear to interviewers.

Originality/Value

To our knowledge, this is the first study to use a validated interview anxiety measure to examine behavioral cues and traits exhibited by anxious interviewees. We offer new insight into why anxious interviewees receive lower interview performance ratings.

     

Self-efficacy versus perceived enjoyment as predictors of physical activity behaviour

Objective: Self-efficacy and physical activity (PA) enjoyment are related to PA behaviour, but it is unclear which is more important and how they interrelate. The purpose of this study was to examine how these two constructs interrelate to influence PA behaviour.

Design: Participants were low-active adults (n = 448) participating in a RCT examining the effect of a PA promotion intervention. Participants completed physical activity, enjoyment and self-efficacy measures at baseline, six and 12 months.

Results: Self-efficacy and enjoyment at both baseline and six months predicted PA at 12 months. However, enjoyment was a stronger predictor than self-efficacy, in that self-efficacy no longer predicted PA behaviour when included alongside enjoyment. In follow-up mediation analyses, enjoyment at six months did not mediate the effect of baseline self-efficacy on 12-month PA; however, six-month self-efficacy mediated the effect of baseline enjoyment on 12-month PA.

Conclusion: Our results indicate that interventions should perhaps initially focus on increasing enjoyment of physical activity. Greater PA enjoyment appears to influence individuals’ self-reported ability to engage in regular PA (i.e. higher self-efficacy ratings). Additional research is needed to better understand the interrelationships between self-efficacy and enjoyment and how these constructs affect PA.     

Teaching Research Methods to MFT Master’s Students: A Comparison between Scientist-Practitioner and Research-Informed Approaches

The current study compares a traditional “scientist-practitioner” and a “research-informed” approach utilizing a sample of students from a COAMFTE accredited master’s program. Students were enrolled in a research methods course with either a “scientist-practitioner” or a “research-informed” focus. Results from both self assessment of core competencies, as well as basic research knowledge, found that both course types led to significant improvements; however neither course emerged as more significant than the other. Implications for best practices in teaching research methods in MFT training programs are discussed.     

Indikationsstellung zur Verhaltenstherapie

Behavioral therapy is a recognized guideline-conform procedure based on the principles of learning theory. The principle is that behavior that has been learnt can also be forgotten again, which was applied very early on to the example of anxieties. Furthermore, cognition and emotions as well as attention-based procedures play an important role in the behavioral therapeutic treatment of mental illnesses. The advantages compared to other guideline procedures are the rapid and universal applicability, the contemporary relevance and the transparency of the application as well as the wide variety of methods. Additionally, the methods are very evident and can be selectively or differentially implemented for a multitude of mental illnesses. This article summarizes the most important illnesses from the perspective of the application of behavioral therapeutic methods. Aspects of differential indications are discussed in relation to specific illnesses and personality characteristics.     

Relations between infants’ emerging reach‐grasp competence and event‐related desynchronization in EEG

Recent reports of similar patterns of brain electrical activity (electroencephalogram: EEG) during action execution and observation, recorded from scalp locations over motor‐related regions in infants and adults, have raised the possibility that two foundational abilities – controlling one's own intentional actions and perceiving others’ actions – may be integrally related during ontogeny. However, to our knowledge, there are no published reports of the relations between developments in motor skill (i.e. recording actual motor skill performance) and EEG during both action execution and action observation. In the present study we collected EEG from 21 9‐month‐olds who were given opportunities to reach for toys and who also observed an experimenter reach for toys. Event‐related desynchronization (ERD) was computed from the EEG during the reaching events. We assessed infants’ reaching‐grasping competence, including reach latency, errors, preshaping of the hand, and bimanual reaches, and found that desynchronization recorded in scalp electrodes over motor‐related regions during action observation was associated with action competence during execution. Infants who were more competent reachers, compared to less competent reachers, exhibited greater ERD while observing reaching‐grasping. These results provide initial evidence for an early emerging neural system integrating one's own actions with the perception of others’ actions.     

Social anxiety and vulnerability for problematic drinking in college students: the moderating role of post-event processing

Socially anxious college students are at increased risk for engaging in problematic drinking (i.e. heavy or risky drinking) behaviors that are associated with the development of an alcohol use disorder. The present study examined whether post-event processing (PEP), repeatedly thinking about and evaluating one’s performance in a past social situation, strengthens the association between social anxiety and vulnerability to problematic drinking among college students. Eighty-three college drinkers with high or low social anxiety participated in a social interaction task and were exposed to a manipulation that either promoted or inhibited PEP about the social interaction. Among participants randomized to the PEP promotion condition, those with high social anxiety exhibited a greater urge to use alcohol after the social interaction and greater motivation to drink to cope with depressive symptoms over the week following the manipulation than did those with low social anxiety. These findings suggest that targeting PEP in college drinking intervention programs may improve the efficacy of such programs for socially anxious students.     

Performance Effects of Reward-Related Feedback on the Dimensional Change Card Sort Task

The Dimensional Change Card Sort (DCCS) is one of the most widely used measures of preschool executive function, yet relatively little is known about how altering emotional demands of the task affects DCCS performance. This study examined the effects of emotionally evocative reward-related feedback on preschool children's performance on the DCCS in a sample of 105 children aged 3.5–4.5 years. In a within-subjects design, children completed the standard DCCS and a modified version of the DCCS in which sticker rewards were gained or lost after each trial. With a reward at stake, children were more accurate but had slower reaction time on the post-switch DCCS. Another sample (N = 20) of 3.5- to 4.5-year-olds who completed the standard DCCS twice without reward showed no change in performance, indicating results are not due to practice effects. Findings demonstrate preschool children's ability to adjust their approach to the DCCS in the presence of emotionally evocative reward-related feedback by prioritizing accuracy over speed. Trial-by-trial reward-related feedback may facilitate cognitive control in early childhood.