TEACHING PERSONS WITH PROFOUND MULTIPLE HANDICAPS: A REVIEW OF THE EFFECTS OF BEHAVIORAL RESEARCH

The behavioral research on teaching individuals who have profound multiple handicaps is reviewed. The primary focus is on determining the degree to which behavioral research has demonstrated the teaching of meaningful skills to this population. Results of the review indicate that investigations have demonstrated, albeit inconsistently, that behavior change has resulted from contingency management interventions with persons who have profound multiple handicaps. However, there is little evidence that such interventions have resulted in meaningful behavior change according to currently accepted criteria for beneficially affecting the quality of life of persons with serious handicaps. Potential explanations for the lack of such evidence are offered, including the relative lack of research attention given to this issue, the possible ineffectiveness of the components of the technology applied, and possible ineffective application of the potentially effective technology. Suggestions for future research are discussed in terms of developing more effective educational and habilitative services for persons with profound multiple handicaps. In particular, we suggest research on a wider variety of behavioral teaching procedures, providing more comprehensive evaluations of the applications of procedures and developing treatment programs that do not focus solely on traditional skill acquisition.     

COMPLEX IDENTITY: GENES TO GOD

Unraveling the complex notion of “self” and “other” necessitates a layered approach that explores biology, namely genetics; philosophy, namely event phenomenology; and culture, namely religion. This essay examines (1) the latest paradigm shift occurring in the genetic sciences due to the increased knowledge of epigenetic effects on gene expression and how our DNA functions in concert with the cellular apparatus, the body, and the environment; (2) the incorporation of relationality into a philosophical understanding of self; and (3) finally, what religion adds to this exploration of self. Thus, providing a glimpse at how these different approaches to identity help us understand the “self.”     

Gender-Role Cognition in Three-Year-Old Boys and Girls

Although the multidimensionality of gender roles has been well established, few researchers have investigated male and female roles separately. Because of the substantial differences in the ways male and female roles are portrayed in our culture, boys and girls may think and learn about these roles differently. The male role is more clearly defined, more highly valued, and more salient than the female role; thus, children's cognitions about these two roles may be expected to differ. The present study addressed the question of whether there is sex-typical variation in gender labeling, gender-role knowledge, and schematicity. Participants were 120 families; 15% were from minority ethnic groups, and 17% were single-parent families; 25% of the parents had a high school education or less. Results indicated that at 36 months of age, boys were less able to label gender and less knowledgeable about gender roles than were girls. Boys' knew more about male stereotypes than female stereotypes, whereas girls knew considerably more than boys about the female role and as much as boys about the male role. Boys and girls were found to be similar in gender schematicity. Traditionality of parental attitudes regarding child-rearing and maternal employment were not strongly related to children's gender cognition.     

Repeated reminders inrease the speed of memory retrieval by 3‐month‐old infants

In two experiments, we examined the effect of repeated reminder treatments on the speed of memory retrieval by 3‐month‐old human infants. Infants were trained for two consecutive days to kick their feet to produce movement in an overhead mobile. Infants in the one‐reminder condition received a 3 min reminder treatment 13 days after the conclusion of training. Infants in the two‐reminder condition received one 3 min reminder treatment 6 days after the conclusion of training and a second reminder treatment 7 days later (i.e. 13 days following the conclusion of training). Infants in the no‐reminder control condition were not exposed to the reminder prior to the long‐term retention test. In the absence of a reminder treatment, infants exhibited complete forgetting during the long‐term test. Infants exposed to one reminder exhibited retention when tested 24 h after their only reminder, but not when tested earlier. Infants exposed to two reminder treatments, on the other hand, exhibited retention when tested 1, 4 or 24 h after their second reminder treatment. We conclude that the opportunity to retrieve the memory on a prior occasion facilitated subsequent memory retrieval.     

Organisational interventions to improve employees' health and wellbeing: A realist synthesis

Although organisational interventions have shown promising results in improving employees' health and wellbeing, reviews of the effectiveness of such interventions conclude results are inconsistent. Realist synthesis is considered an appropriate method of literature review to improve the consistency of empirical evidence by developing generalisable statements of ‘what works for whom in which circumstances’. In this article, to identify and synthesise existing evidence from the empirical studies of organisational interventions, we conducted a realist synthesis according to the RAMESES publication standards. We reviewed 28 articles. Six realist programme theories were developed that explain how different mechanisms of organisational interventions may bring about different outcomes in different contexts. These realist programme theories are based on the process mechanisms of implementation adherence, communication, employees' participation, senior management support, middle management support and external consultants/researchers support. This realist synthesis enhances the understanding of how organisational interventions may improve employees' health and wellbeing, in which contexts, and for which group of employees. As such, it makes an important potential contribution to designing, implementing and evaluating future organisational interventions.     

Personality reflected in a coherent idiosyncratic interplay of intra- and interpersonal self-regulatory processes

This article discusses a framework that conceptualizes personality in terms of a unique pattern of interacting intra- and interpersonal self-regulatory mechanisms employed in the service of constructing and maintaining a desired self. These personal goals motivate the individuals' self-construction efforts and give direction, organization, and coherence to the self-regulatory dynamics--both within the person and in the social world in which they play out. The framework is illustrated through research on construct validation of the narcissistic personality type and extended by brief applications to dependency and rejection sensitivity to show how it may help us understand the complex signatures that are the expressions of a personality type. It offers a guide for where to look for and how to organize the unique features and idiosyncratic dynamics of different self-construction types and to make sense of their otherwise often seemingly paradoxical expressions. In so doing, the framework speaks to basic goals of personality psychology by providing an approach for capturing trait-like individual differences while simultaneously shedding light on the psychological mechanism that underlies them.     

The relationship between positive parental involvement and identity achievement during adolescence

Parental support and provision of structure are linked to positive outcomes in adolescents, yet the influence of parental involvement on identity development during adolescence has not been clearly established. The present study examined the relationship between adolescent identity achievement and parental support, social monitoring, and school monitoring among 10th and 12th graders. It was hypothesized that parental support and monitoring would be associated with higher identity achievement. It was also our goal to clarify the relationship between gender and adolescent identity achievement. The girls in this study reported higher levels of each of the positive parental involvement factors than did boys, but there were no gender differences in identity achievement. Parental support and monitoring of social and school activities were significant predictors of identity achievement across age and gender. Results also suggested that the association between parental involvement and identity achievement differs by gender and it changes as a function of age.     

The phenotypic consequences of MECP2 mutations extend beyond Rett syndrome

Although MECP2 was initially identified as the causative gene in classic Rett syndrome (RTT), the gene has now been implicated in several phenotypes that extend well beyond the clinically defined disorder. MECP2 mutations have been found in people with various disorders, including neonatal onset encephalopathy, X-linked recessive mental retardation (MRX), classic and atypical RTT, autism, and Angelman syndrome, as well as mildly affected females and normal carrier females. To make matters more complex, in approximately 20% of classic sporadic RTT cases and more than 50% of affected sister pairs, no mutation in MECP2 has been found. X-chromosome inactivation patterns can clearly affect the phenotypic expression in females, while the effect of the type and position of the mutation is more apparent in the broader phenotype than in RTT. Both males and females are at risk, although an excess of paternally derived mutations are found in most cases of classic RTT. Thus, because of the range of disparate phenotypes, the gene may account for a relatively large portion of mental retardation in the population.