Client Views and Attitudes to Non-Invasive Prenatal Diagnosis for Sickle Cell Disease,Thalassaemia and Cystic Fibrosis

In the near future the availability of non-invasive prenatal diagnosis (NIPD) for single gene disorders will change the prenatal diagnosis options available to couples who are carriers of conditions such as cystic fibrosis, sickle cell disorder and thalassaemia. Client opinions about NIPD are needed to inform the implementation of NIPD for single gene disorders. This qualitative study used two focus groups (n?=?12) and one-to-one interviews (n?=?16) with carriers and support group representatives of sickle cell disease, thalassaemia and cystic fibrosis. Discussions were digitally recorded, transcribed verbatim and analysed using thematic analysis. Opinions about NIPD were very positive and participants valued the opportunity to have safe and early testing. Uptake of prenatal testing is likely to increase as women who had previously declined invasive testing expressed interest in having NIPD. Participant concerns about NIPD centred on the need for accuracy to be high to be used for subsequent decision making about termination of pregnancy. Participants also raised concerns that less thought may be given to having a blood test compared to an invasive test and that the perceived ease of a blood test may bring increased pressure to have testing. Participants thought NIPD should be offered through existing specialist services to ensure appropriate genetic counseling and support. Maintaining all testing options is important as some people may prefer invasive testing over NIPD if invasive testing was more accurate or if invasive testing could give information about other conditions such as Down syndrome.     

Parenting stress and depressive symptoms in postpartum mothers: Bidirectional or unidirectional effects?

Despite the consistent link between parenting stress and postpartum depressive symptoms, few studies have explored the relationships longitudinally. The purpose of this study was to test bidirectional and unidirectional models of depressive symptoms and parenting stress. Uniquely, three specific domains of parenting stress were examined: parental distress, difficult child stress, and parent–child dysfunctional interaction (PCDI). One hundred and five women completed the Beck Depression Inventory and the Parenting Stress Index – Short Form at 3, 7, and 14 months after giving birth. Structural equation modeling revealed that total parenting stress predicted later depressive symptoms, however, there were different patterns between postpartum depressive symptoms and different types of parenting stress. A unidirectional model of parental distress predicting depressive symptoms best fit the data, with significant stability paths but non-significant cross-lagged paths. A unidirectional model of depressive symptoms predicted significant later difficult child stress. No model fit well with PCDI. Future research should continue to explore the specific nature of the associations of postpartum depression and different types of parenting stress on infant development and the infant–mother relationship.     

The Evidence-Based Practice of Applied Behavior Analysis

Evidence-based practice (EBP) is a model of professional decision-making in which practitioners integrate the best available evidence with client values/context and clinical expertise in order to provide services for their clients. This framework provides behavior analysts with a structure for pervasive use of the best available evidence in the complex settings in which they work. This structure recognizes the need for clear and explicit understanding of the strength of evidence supporting intervention options, the important contextual factors including client values that contribute to decision making, and the key role of clinical expertise in the conceptualization, intervention, and evaluation of cases. Opening the discussion of EBP in this journal, Smith (The Behavior Analyst, 36, 7–33, 2013) raised several key issues related to EBP and applied behavior analysis (ABA). The purpose of this paper is to respond to Smith’s arguments and extend the discussion of the relevant issues. Although we support many of Smith’s (The Behavior Analyst, 36, 7–33, 2013) points, we contend that Smith’s definition of EBP is significantly narrower than definitions that are used in professions with long histories of EBP and that this narrowness conflicts with the principles that drive applied behavior analytic practice. We offer a definition and framework for EBP that aligns with the foundations of ABA and is consistent with well-established definitions of EBP in medicine, psychology, and other professions. In addition to supporting the systematic use of research evidence in behavior analytic decision making, this definition can promote clear communication about treatment decisions across disciplines and with important outside institutions such as insurance companies and granting agencies.     

Dissertation experiences of doctoral graduates from professional psychology programs

Worldwide, dissertation experiences are acknowledged to be challenging endeavors for students and the faculty members who advise them, and dissertation completion continues to be a concern when seeking to improve overall doctoral graduation rates. Although a number of factors have been associated with completion rates across disciplines, further research is needed within professional psychology graduate programs to understand overall student dissertation experiences. In this USA-based investigation, a mixed-method design was used to examine the experiences of 25 professional psychology doctoral graduates’ dissertation experiences, 12 of which were self-identified as positive and 13 as negative. Participants with positive experiences typically had supportive relationships with their dissertation chairs and committee members, which enhanced their research confidence and professional development. Participants with negative dissertation experiences typically had difficult relationships with dissertation chairs and committee members, which was associated with immediate and long-lasting negative consequences for participants’ professional growth and emotional well-being. The advisory working alliance was stronger for graduates with positive than negative experiences, although research attitudes and self-efficacy beliefs were not different between the two groups.     

Mathematical Knowledge for Teaching and the Mathematical Quality of Instruction: An Exploratory Study

This study illuminates claims that teachers' mathematical knowledge plays an important role in their teaching of this subject matter. In particular, we focus on teachers' mathematical knowledge for teaching (MKT), which includes both the mathematical knowledge that is common to individuals working in diverse professions and the mathematical knowledge that is specialized to teaching. We use a series of five case studies and associated quantitative data to detail how MKT is associated with the mathematical quality of instruction. Although there is a significant, strong, and positive association between levels of MKT and the mathematical quality of instruction, we also find that there are a number of important factors that mediate this relationship, either supporting or hindering teachers' use of knowledge in practice.     

The Effect of Incentives upon Information Gathering in Diagnostic Problem Solving

Tasks reflecting both Level I and Level II abilities as defined by Jensen (6) were performed with more accuracy by preschool children identified in the upper SES level. This performance trend remained the same even after the variable of IQ was controlled for by covariance for the SES levels involved in the study.

These results may reflect a general state of cognitive deprivation for children in the lower SES level as opposed to a specific Level II deficit. However, the performance on Subtest 2 was not significantly different for the two socioeconomic groups involved. This subtest involves choosing, from an array of four pictures of objects, the picture that is conceptually similar to a stimulus picture presented to the youngster. This is supposedly a Level II task. Therefore, some doubt is cast upon the notion of the generic differences between Level I and Level II abilities. At least for the sample in this study the Level I-Level II dichotomy has not been substantiated, and the corollary Arthur Jensen (6) hypotheses have equivocal substantiation.