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91.
Ashley L. Matter Katie M. Wiskow Jeanne M. Donaldson 《Journal of applied behavior analysis》2020,53(1):147-166
Using instructional strategies based on derived relational responding (DRR) to teach foreign-language targets may result in emergent, untrained foreign-language relations. One benefit of using DRR instructional strategies is the efficiency with which an individual acquires additional stimulus relations as a result of emergent responding following acquisition of one or a small number of relations. In the current study, we compared the efficiency of tact training alone to a traditional foreign-language teaching strategy (i.e., teaching all relations concurrently—mixed training) with four, 4-year-old children. The results demonstrated that tact training was more efficient than mixed training for 5 of 7 stimulus sets. The findings add to the research demonstrating that DRR instructional strategies, specifically tact training, may be more efficient than concurrently teaching all targeted relations. 相似文献
92.
Thomas W. Britt 《Journal of applied social psychology》2000,30(8):1599-1618
The present research examined the stigma associated with psychological problems among service members returning from the United States peacekeeping mission to Bosnia. The results show that admitting a psychological problem in the military is perceived as muchmore stigmatizing than admitting a medical problem. Service members had more concerns about stigmatization and felt more uncomfortable discussing psychological problems than medical problems, and these feelings were magnified when service members were being screened with their units rather than alone. Service members also reported a lesser likelihood of following through with a psychological referral than with a medical referral. However, participants who discussed psychological issues with a therapist felt the screening was more beneficial than those who did not discuss their responses. The results address the neglected topic of the stigma associated with psychological problems in the workplace. 相似文献
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Anne Britt Djuve 《Journal of International Migration and Integration》2010,11(4):403-422
Recent changes in the social policy regimes of western European countries have raised questions about the normative legitimacy of policy measures. Welfare states may face difficult dilemmas when efficient social policy measures clash with principles of the liberal state, like equal treatment and individual autonomy. Is output legitimacy achieved at the expense of the input legitimacy dimensions of individual autonomy and human dignity? In this paper, a standard for evaluating the normative legitimacy of social policy interventions is proposed, and subsequently applied on the concrete example of the Norwegian introductory programs for immigrants. The paper concludes that activation measures in some of its implementations may actually represent fewer threats to input legitimacy than does the alternative regime of unconditional social assistance. 相似文献
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Thomas W. Britt Jeffrey L. Thomas Craig R. Dawson 《Journal of applied social psychology》2006,36(9):2100-2114
The present study examined whether personal engagement in a leadership course would predict rated performance for the course, and whether qualitative overload would moderate the relationship. Participants were Army Reserve Officer Training Corps (ROTC) cadets participating in a 5‐week long leadership assessment course. Participants completed measures of qualitative overload (the extent to which they felt they lacked the skills and expertise required for effective performance) and the degree to which they were engaged in the course during the 4th week. Results revealed that course engagement was a significant predictor of rated leadership performance, even after controlling for the personality variable of conscientiousness. Course engagement interacted with qualitative overload to predict rated performance, indicating that qualitative overload was a stronger predictor of rated performance for those cadets engaged in the course. Discussion of the results focuses on engagement as a predictor of performance, and how work‐related impediments matter more for engaged individuals. 相似文献
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Amanda L. Adrian Amy B. Adler Jeffrey L. Thomas Thomas W. Britt 《Military psychology》2018,30(2):131-141
The benefits of positively integrating newcomers into organizations are well known in civilian contexts. Less known is the role of integration among US soldiers who frequently relocate and integrate into new units. Perceptions of integration were examined both cross-sectionally and longitudinally as predictors of mental health, anger reactions, unit climate and functional impairment for soldiers who recently joined their unit. In addition to rating their perceptions of integration, soldiers also rated their leader and unit member support for integration. Cross-sectional correlations indicated that positive personal integration was significantly associated with fewer mental health problems, fewer anger reactions, better unit climate, and less functional impairment. Positive leader and unit support for integration was significantly associated with better unit climate. Positive leader support was also associated with fewer mental health symptoms. Only the associations of positive personal integration, with anxiety symptoms and unit climate held over time. Mediation analyses showed that personal integration fully mediated the cross-sectional relationship between leader support for integration and depression symptoms and partially mediated the relationship between leader support for integration and anxiety symptoms and unit climate. Personal integration also partially mediated the relationship between unit member support for integration and unit climate. These findings identify the importance of the individual’s personal perception of integration in predicting reduced mental health symptoms and increased unit climate, both in the short and long term. Leaders and unit members facilitate this process and could therefore benefit from training on how best to integrate new members to the unit. 相似文献
100.
Feasibility of and teacher preference for student‐led implementation of the good behavior game in early elementary classrooms 下载免费PDF全文
Jeanne M. Donaldson Ashley L. Matter Katie M. Wiskow 《Journal of applied behavior analysis》2018,51(1):118-129
The Good Behavior Game (GBG) is a classwide group contingency shown to reduce disruptive student behavior. We examined the feasibility of training young students to lead the GBG in one first‐grade and three kindergarten classes. We also examined teacher preference for teacher‐led GBG, student‐led GBG, or no GBG using a concurrent chains procedure. We successfully trained students in all classes to lead the GBG, and the GBG reduced disruptive behavior regardless of who implemented it. Preference for who implemented the game varied across teachers. Results of this study suggest that students as young as kindergarten age can be trained to implement the GBG and that teacher preference should be taken into account when determining how classwide interventions are to be implemented. 相似文献