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121.
Although instructors may teach effective instructional behaviors in pre-service training programs, pre-service teachers frequently do not generalize those behaviors to classroom practicum settings. Feedback within the practicum setting is necessary to promote generalization, but is often limited by university supervisors’ availability. Using a multiple-probe design across 3 pre-service teachers, we investigated audio self-monitoring as a method to provide feedback on the number of learning trials completed during the prior learning review section of lessons. A completed learning trial represented an opportunity for the students to both respond to a prompt and receive feedback from the pre-service teacher and represents the smallest unit of complete instruction. Results indicated that self-monitoring increased the percentage of learning trials completed by pre-service teachers, but had modest effects on rate of learning trials delivered. These findings are discussed in light of the need for methods that help bridge the gap between university-based training and classroom application of key instructional skills. 相似文献
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The forces applied to pedals during cycling were collected every 40 ms from approximately 29,000 movement repetitions. Intra-cycle mean values of force and its variability were significantly correlated, supporting Schmidt–s impulse variability theory of within-movement activities of the legs. In addition, as mean forces approached peak values, coefficients of variation decreased. From averages taken minute by minute, intra-cycle forces were seen to rise or fall in concert, implying that the pattern as a whole constituted a significant neuromuscular unit of control. 相似文献
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Mark S. Davis PhD Valerie J. Callanan PhD David Lester PhD Janet Haines PhD 《Suicide & life-threatening behavior》2009,39(5):482-498
Few theories on suicide have been grounded in the norm of reciprocity. There is literature on suicide, however, describing motivations such as retaliation and retreat which can be interpreted as modes of adaptation to the norm of reciprocity. We propose a reciprocity‐based theory to explain suicides associated with relationship problems. Employing a content analysis of suicide notes, we tested the theory, finding evidence of exploitation, exploiter guilt, retaliation, and retreat as motives for committing relationship‐based suicide. Reciprocity‐based note writers were more likely to have used alcohol or drugs in the hours prior to committing suicide, and they were also more likely to have made their intentions known beforehand. Implications for future research as well as for suicide prevention are discussed. 相似文献
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Forty‐two children participated in a longitudinal study that investigated the relationship between their joint engagement experience when toddlers and their development of theory of mind when preschoolers. Controlling for language comprehension at 30 months, higher preschool false belief scores were associated with more time in coordinated joint engagement earlier (18–21 mo, β= .34) and in symbol‐infused joint engagement later (27–30 mo, β= .35) in toddlerhood. Findings suggest that the early foundation of theory of mind development is laid as toddlers attend to both social‐emotional and symbolic aspects of shared events. 相似文献
128.
Children with Autism Spectrum Disorder (ASD) utilize a greater number of healthcare services compared to children with other developmental disabilities. Despite this, children with ASD remain at high risk for unmet service needs, which are compounded by differences in socioeconomic status (SES). Both empowerment and parent-professional partnership play a role in service outcomes and may be especially important in understanding these service disparities. Our goal was to better understand the contributions of these variables to service disparities in families of children with ASD. Two-hundred forty-nine parents of children with ASD between the ages of 3 and 20 participated in this online survey. Results support previous research highlighting high levels of unmet needs that are exacerbated by differences in parent education, a common indicator of SES. Empowerment and parent-professional partnership also predicted service delivery outcomes. While high quality partnership predicted greater service adequacy, empowerment was inversely related to services. Furthermore, an interaction found that highly empowered families experiencing poor quality partnerships reported worse service delivery outcomes, while empowerment was not a factor in services for families experiencing high quality partnerships. Parent-professional partnership partially mediated the relationship between parent education and service delivery outcomes. As such, increasing parent-professional partnerships through family-centered care and professional training may help to reduce education-related service disparities and improve satisfaction with care for families and children with ASD. 相似文献
129.
Allison L. Wainer Katherine Pickard Brooke R. Ingersoll 《Journal of child and family studies》2017,26(6):1592-1602
Parent-mediated interventions for young children with autism spectrum disorder (ASD) are highly under-utilized in community settings. A challenge to the dissemination of these programs is that provider training protocols must teach both the intervention techniques, and the parent coaching strategies. The current study assesses the feasibility an innovative multimodal training protocol to teach community-based intervention providers Project ImPACT (Improving Parents as Communication Teachers). A total of 30 providers (90% female; 76% Caucasian, 13.3% Multiracial/Other, 3.3% Hispanic/Latino, and 3.3% Asian/Pacific Islander) participated in Phase 1, and 15 of these participants (80% female; 60% Caucasian, 33.3% multiracial, and 6.6% Hispanic/Latino) participated in Phase 2. In Phase 1, providers completed questionnaires and videotaped interactions before and after a web-based tutorial and interactive workshop focused on intervention techniques. In Phase 2, providers completed questionnaires and videotaped interactions before and after a second interactive workshop focused on parent coaching. Results from Phase 1 indicate that the addition of the workshop resulted in higher ratings of training satisfaction (p?<?.01), training adequacy (p?<?.01), and self-efficacy (p?<?.01) of the intervention techniques. Results from Phase 2 indicate the addition of the second workshop resulted in greater training adequacy of the parent coaching strategies, p?<?.01. These results suggest that use of this training protocol is a feasible way to increase access to high quality training in evidence-based intervention for providers working with children with ASD in the community; however, larger scale community-based trials of the training protocol are an important next step. 相似文献
130.
Women's self‐identification with social power was assessed in three studies using the Implicit Association Test (IAT; Greenwald, McGhee, & Schwartz, 1998 ). In Experiment 1, women held weaker implicit and explicit associations between self and power than did men. Experiment 2 demonstrated that women assigned to a high power group have stronger implicit self‐power associations than do women in a low power group. Experiment 3 showed that women assigned to a high power role have stronger implicit self‐masculine associations than do women assigned to a low power role, but social power did not affect explicit associations with masculinity. These studies suggest that gender differences in implicit self‐concept may be malleable depending on context and social roles. Copyright © 2005 John Wiley & Sons, Ltd. 相似文献