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121.
Genetic services for deafness are being increasingly sought due to the introduction of early hearing detection and intervention
programs, as well as the rapid progress in the identification of deafness genes. This study aimed to assess the motivations
of consumers for pursuing genetic testing as well as their preferences for provision of these services. We conducted 5 focus
groups consisting of hearing parents of deaf children, deaf parents, and unmarried deaf adults. Motivations for pursuing genetic
testing included determining the etiology, helping to alleviate the guilt associated with the diagnosis of hearing loss in
a child, and acquiring information to help them and other family members prepare for the future. Most participants thought
that a genetic counselor/geneticist would be the most appropriate professional to provide genetics services. For culturally
Deaf individuals, the communication method was seen as more important than the type of professional. Parents preferred that
genetic evaluation, including testing, occur either immediately at or a few months after the audiologic diagnosis of hearing
loss. 相似文献
122.
Kara E. McGoey George J. DuPaul Erin Haley Teri L. Shelton 《Journal of psychopathology and behavioral assessment》2007,29(4):269-276
Efforts for early identification and intervention for children with AD/HD have necessitated the development of rating scales
of behavior for the preschool population. The standardization, reliability, and validity data were presented for the ADHD
Rating Scale-IV Preschool Version. Parent and teacher ratings were collected on 902 and 977 children 3 to 5 years of age,
respectively. Raw scores for the Inattention, Hyperactivity/Impulsivity and Total scores were converted to T-Scores and percentile
ranks. Reliability coefficients ranged from 0.80 to 0.95 indicating good test–retest reliability. Concurrent validity with
the Conners Teacher Rating Scales: Revised-Short and Conners Parent Rating Scale: Revised-Short ranged from 0.54 to 0.96.
The ADHD-Rating Scale-IV appears to be a reliable, valid and user friendly measure for screening preschoolers with behavior
problems. Future research is needed to validate its widespread use as a screening and diagnostic tool. 相似文献
123.
Hershcovis MS Turner N Barling J Arnold KA Dupré KE Inness M LeBlanc MM Sivanathan N 《The Journal of applied psychology》2007,92(1):228-238
The authors conducted a meta-analysis of 57 empirical studies (59 samples) concerning enacted workplace aggression to answer 3 research questions. First, what are the individual and situational predictors of interpersonal and organizational aggression? Second, within interpersonal aggression, are there different predictors of supervisor- and coworker-targeted aggression? Third, what are the relative contributions of individual (i.e., trait anger, negative affectivity, and biological sex) and situational (i.e., injustice, job dissatisfaction, interpersonal conflict, situational constraints, and poor leadership) factors in explaining interpersonal and organizational aggression? Results show that both individual and situational factors predict aggression and that the pattern of predictors is target specific. Implications for future research are discussed. 相似文献
124.
This investigation tracked changes in categorical bias (i.e., placing objects belonging to the same spatial group closer together than they really are) while 7-, 9-, and 11-year-olds and adults were learning a set of locations. Participants learned the locations of 20 objects marked by dots on the floor of an open square box divided into quadrants. At test, participants attempted to place the objects in the correct locations without the dots and boundaries. In Experiment 1, we probed categorical bias during learning by alternating learning and test trials. Categorical bias was high during the first test trial and decreased over the second and third test trials. In Experiment 2, we manipulated opportunities for learning by providing participants with either one, two, three, or four learning trials prior to test. Participants who experienced one or two learning trials exhibited more bias at test than did those who experienced four learning trials. The discussion focuses on how categorical bias emerges through interactions between the cognitive system and task structure. 相似文献
125.
Framing uncertain scenarios to emphasize potential positive or negative elements influences decision making and behavior. The current experiment investigated sex differences in framing effects on risk-taking propensity in a modified version of the Balloon Analogue Risk Task (BART). Male and female undergraduates completed questionnaires on sensation seeking, impulsiveness, and risk and benefit perception prior to viewing one of three framing conditions for the BART: (1) positively-framed instructions emphasizing the ability to earn money if balloons were inflated to large size; (2) negatively framed instructions emphasizing the possibility that money could be lost if balloons were inflated to bursting; and (3) completely framed instructions noting both possible outcomes. Results revealed correlations between BART performance and impulsiveness for both sexes. Compared to positive and complete framing, negatively framed instructions decreased balloon inflation time in women but not men, indicating sex differences in response to treatments designed to alter risk-taking behavior. 相似文献
126.
George J. DuPaul Ruth A. Ervin Christine L. Hook Kara E. McGoey 《Journal of applied behavior analysis》1998,31(4):579-592
We investigated the effects of classwide peer tutoring (CWPT) on the classroom behavior and academic performance of students with attention deficit hyperactivity disorder (ADHD). Typical instructional activities were contrasted with CWPT for 18 children with ADHD and 10 peer comparison students attending first- through fifth-grade general education classes. CWPT led to increases in active engagement in academic tasks along with reductions in off-task behavior for most participants. Of students with ADHD, 50% exhibited improvements in academic performance in math or spelling during CWPT conditions, as measured by a treatment success index. Participating teachers and students reported a high level of satisfaction with intervention procedures. Our results suggest that peer tutoring appears to be an effective strategy for addressing the academic and behavioral difficulties associated with ADHD in general education settings. 相似文献
127.
Kara A. Hirano Dawn Rowe Lauren Lindstrom Paula Chan 《Journal of child and family studies》2018,27(11):3440-3456
Family involvement is particularly important to the postschool success of young adults with disabilities who typically experience fewer education and employment opportunities after leaving high school than their same age peers without disabilities. Despite mandates for family involvement, school-home partnerships remain elusive, particularly for low-income and culturally and linguistically diverse families. This metasynthesis of findings from 22 qualitative studies examines family perceptions of barriers to transition from school to adulthood and involvement in transition planning. This metasynthesis adds to the literature on family involvement in special education by utilizing Bourdeuian social reproduction theory and Bronfenbrenner's ecological systems theory to frame the discussion and inform recommendations for research and practice that focus on schools and adult service systems rather than deficiencies in families. 相似文献
128.
Kara N. Moore James M. Lampinen David A. Gallo Ana J. Bridges 《Memory (Hove, England)》2018,26(4):424-438
We tested the effects of repeated testing and feedback on recollection accuracy in first graders, third graders, and adults. All participants studied a list of words and pictures, and then took three recollection tests, with each test probing different words and pictures from the earlier study phase. On the first and third tests no feedback was given, whereas on the second test, some subjects received item-level feedback throughout the recollection test. Recollection confusion scores declined across successive tests in all age groups. However, explicit feedback did not improve recollection accuracy or reduce recollection confusions in any age group. We also found that all age groups were able to use picture recollections in a disqualifying monitoring strategy without task experience or feedback. As a whole, these findings suggest that children and adults can use some aspects of retrieval monitoring without feedback or practice, whereas other aspects of retrieval monitoring can benefit from test practice in children and adults. We discuss the potential roles of metacognitive learning and unintended social feedback on these test practice effects. 相似文献
129.
Bouras Ahmed Fouad Bettahar Noureddine Toumi Hadjar Kazitani Nassim Kara Lamia Benmansour Mustapha 《Science and engineering ethics》2018,24(4):1377-1378
Science and Engineering Ethics - 相似文献
130.
Doerr Katherine Riegle-Crumb Catherine Russo-Tait Tatiane Takasaki Kara Sassler Sharon Levitte Yael 《Sex roles》2021,85(7-8):422-439
Sex Roles - This study utilizes interviews from 22 young female engineers from diverse racial/ethnic backgrounds as they first entered the White and male-dominated engineering labor force with the... 相似文献