EFFECTS OF HIGH-PREFERENCE SINGLE-DIGIT MATHEMATICS PROBLEM COMPLETION ON MULTIPLE-DIGIT MATHEMATICS PROBLEM PERFORMANCE

The purpose of this study was to examine the effects of a sequence of three single-digit (1 digit × 1 digit) multiplication problems on the latency to initiate multiple-digit (3 digit × 3 digit) multiplication problems for 2 students in an alternative education school. Data showed that (a) during the preference assessment, both students selected the single-digit problems in a majority of the sessions, and (b) intervention resulted in a decrease in latency between problems for both students. Results are discussed in relation to using high-preference sequences to promote behavioral momentum in academic content areas.     

Crisis for community mental health: The use of groups in the struggle for survival

The task of community mental health is to provide quality services to clients despite funding cutbacks. This paper describes the recent evolution in conceptualization and service delivery in one center. The outcomes are a philosophy that is customer oriented, and treatment that draws upon brief techniques, in group and long term contexts.     

Clients Helping Therapists Find Solutions to their Therapy

This paper is offered as a beginning toward including client perspectives on treatment and client participation in supervision. Rather than see therapists as technical experts who do things to people, many of us now see therapists as nonexperts who create conversations with people (Goolishian & Anderson, 1992). This new shift challenges the traditional training positions of supervisor and supervisee, respectively. Including clients' voices the supervisor participate from a nonexpert position.     

A bayesian estimation of factor score in confirmatory factor model with polytomous, censored or truncated data

The posterior analysis in estimating factor score in a confirmatory factor analysis model with polytomous, censored or truncated data is investigated in this paper. For the above three types of data, posterior distributions of the factor score are studied, and the estimators of the factor score are obtained to be the location parameters of the posterior distributions. The accuracy of Bayesian estimates is studied via simulation studies.This research was supported by a Hong Kong UGC grant.     

In Praise of Objective-Subjectivity: Teaching the Pursuit of Precision

Building upon aspects of Isreal Scheffler's philosophy, this essay takes up the search for forms of education that will lead to increased participation in a universal conversation in the making. In particular, it looks at how the rational passions may either enhance or impede the possibility of intelligible discourse between opponents. On the impediment side, the phenomenon of 'communicative isolation' is investigated, along with the nature of arrogant perception and the problematic role played by negative rational passions. The conclusion reached is one that advocates the cultivation of 'objective-subjectivity' – a practice that combines reflexivity and precise self-awareness with the conscious exercise of positive rational passions.     

On the Brain Response to Syntactic Anomalies: Manipulations of Word Position and Word Class Reveal Individual Differences

In two experiments, event-related brain potentials (ERPs) were recorded from 13 scalp locations while subjects read sentences containing a syntactically or a semantically anomalous word. The position (sentence-embedded vs sentence-final) and word class (open vs closed) of the syntactic anomalies were manipulated. In both experiments, semantically anomalous words elicited an enhanced N400 component. Syntactically anomalous closed class words elicited a widely distributed late positive wave (P600) regardless of the word's position and a smaller negative-going effect that was largest over anterior sites when the anomaly occurred in sentence-final position. The response to syntactically anomalous open class words revealed striking qualitative individual differences: These words elicited a P600 response in the majority of subjects and an N400 response in others. The proportion of subjects exhibiting the N400 response was greater when the anomaly occurred in sentence-final position. These results are interpreted in the context of prior findings, and implications for the hypothesis that syntactic and semantic anomalies elicit distinct brain potentials are discussed.     

The Effects of Response Repetitions on Sight Word Acquisition for Students with Mild Disabilities

Single response learning trials, defined in terms of the three-term contingency model, were compared with repeated response learning trials. The purpose of Study 1 was to assess the effectiveness and efficiency of single and repeated response learning trials on sight word remediation. In Study 1, one single response learning trial having one response opportunity per word was compared to one repeated response learning trial having five response opportunities. In Study 2, three single response trials were compared to three repeated response trials. In both studies, the training conditions were compared using an alternating treatments design. Measuring the cumulative number of sight words mastered showed the training conditions equally effective. However, measuring (a) the mean duration of training sessions, (b) the cumulative frequency of words mastered per session duration, (c) the mean number of training sessions per word required for mastery, and (d) the training time per mastered word showed that the single response condition was more efficient. Discussion focuses on the need to include training data when determining best practices for teaching.