Effects of self-monitoring and subsequent fading of external prompts on the on-task behavior and task productivity of elementary students with moderate mental retardation

This study investigated the effectiveness of self-monitoring on the on-task behavior and vocational production rates of 5 elementary students with moderate mental retardation during biweekly pre-vocational workshop sessions. They were taught to use a recording form to monitor their behavior and were cued to monitor by audiotaped tones. A multiple-baseline design across tasks was used to demonstrate a functional relationship between self-monitoring and both on-task behavior and task productivity. Once this relationship was demonstrated, the monitoring form and audiotape were withdrawn through fading procedures. Results indicated that (a) self-monitoring increased both on-task behavior and vocational task production rates, (b) performance gains maintained while cues and monitoring forms were withdrawn, and (c) gains maintained over several weeks in the absence of prompts (i.e., forms and tones).     

Analysis of systems influencing renal hemodynamics and sodium excretion. I. Biochemical systems theory

In this article we present a new methodology—Biochemical Systems Theory and Analysis—as an alternative to traditional parametric statistical procedures for investigating differences between risk groups in a population. We review the systems theory and how it can be used to represent a model of processes influencing renal hemodynamics and sodium (Na⁺) excretion. We also discuss the potential for new measures of the biology of common diseases that can emerge from a synergism between systems theory and population-based statistical approaches. This work was supported in part by grants from the Public Health Service, RO1-HL30428, R01-HL39107 and General Clinical Research Center Grant RR0585.     

SELECTING A COST-EFFECTIVE SCREENING MEASURE FOR THE ASSESSMENT OF PRESCHOOL SOCIAL WITHDRAWAL

The utility of teacher judgment (rankings, ratings) and peer judgment (sociometric ratings) were studied as screening variables for preschool social withdrawal/responsiveness. Observational measures of preschoolers' interaction were used as the validation criterion based upon theoretical, empirical, and practical considerations related to development of a multipurpose behavioral assessment system. Results indicated that teacher rankings of students' verbal interaction frequencies (1) were most highly correlated to interaction rate in two preschool settings, (2) had test-retest reliability consistently above Rho = .80, and (3) were useful in that 77% of teachers using this procedure could identify their least socially responsive student within five rankings. The peer nomination sociometric rating was the least reliable measure at retest (Rho = .35) and showed consistently the lowest correlation with observational indices of interaction partner preferences, e.g., reciprocal rate (Rho = .29 to .39). The tendency for relationships among screening measures and the criterion to increase at retest suggested a training effect on screening accuracy. The use of teacher rankings in combination with observational measures to confirm selection accuracy and for monitoring treatment progress is discussed as a cost-effective behavioral assessment procedure for preschool social withdrawal/responsiveness.     

FROM YANG AND YIN TO AND OR BUT IN CROSS CULTURAL PERSPECTIVE*

Ancient Chinese metaphysics, as recorded some 4000 years ago in I Ching, the Book of Changes, expresses three fundamental characteristics of human thinking: (1) bipolar organization of the dimensions of cognitions; (2) attributions of positive polarity to the Yang pole and negative to the Yin; (3) parallelism in the orientation of the dimensions in terms of underlying Positiveness/Negativeness. In this paper, eight postulates governing the dynamics of interactions among cognitions are presented, utilizing both linguistic and psychological evidence. These postulates are used to predict the performance of native speakers of 12 languages – American English, Belgian Flemish, Swedish, Finnish, Hungarian, Serbo-Croatian, Turkish, Iranian Farsi, Hindi, Malaysian, Thai and Japanese - on a simple cognitive task: the insertion of their equivalents of and vs. but in the conjunction of pairs of familiar adjectives, X is ADJ₁ — ADJ₂ (e.g., X is tail BUT weak). The comparably measured affective meanings of the pairs of adjectives were found to predict the differential usage of and vs. but equivalents with high precision - in a frame which, linguistically speaking, will accept either conjunction - and these results displayed very high consistency across all 12 languages sampled. Yang and Yin appear to be universals of human cognizing and sentencing.     

Racial Differences in Children's Responses to Inequity1

Racial differences were examined in the responses of grammar school boys to an unfair distribution of rewards. Our primary interests were equity-restoration and inequity distress. Race of the three participants, allocator of rewards, beneficiary, and victim were varied in a factorial design. Generally, children who profited from the unfair distribution made no attempt to restore equity regardless of race. Black children who were victims did try to restore equity when the allocator was also black. All victims experienced emotional distress that was more extreme when the allocator's race was different from their own. Victims also justified their mistreatment by blaming themselves. There was no evidence of guilt on the part of the beneficiaries who disavowed the inequity. Thus equity-restoration through denial of responsibility by the advantaged and justification of inequity by the disadvantaged resulted in acceptance of a fundamentally unfair situation by beneficiary and victim alike.     

The problem-solving strategies of kindergarten and first-grade children during discrimination learning

Kindergarten and first-grade children (6 and 7 years of age, respectively) were given specially designed discrimination tasks with introtact probes preceding each trial. One group (CON) was given the criterion task without prior training. A second group (LTL) received three pretraining tasks of the same type as the criterion task. A third group (HYP) received the same pretraining tasks, but with explicit instructions designed to teach a simple hypothesis-testing strategy. Several indices, designed to reflect the use of win-stay and lose-shift rules, as well as memory for disconfirmed hypotheses, were computed from the protocols of the criterion task. The indices for Group CON suggested that most of these children were using a guessing strategy that involved quite frequent changes in hypotheses. Moreover, many of these children restricted their hypotheses to the irrelevant cues. The indices for Group LTL revealed a spontaneous use of the hypothesis-testing strategy by nearly half of the children. The results for Group HYP indicated that over four-fifths of these children became highly efficient in the use of the problem-solving strategy.     

Fear of success in males and females in sex-linked occupations

Two experiments were reported which examined fear of success imagery in men and women in response to three sex-linked occupations. The occupations were engineer, child psychologist, and nurse. Both experiments found clear differences for perceived male dominance. It was also found that engineer and child psychologist did not differ in terms of perceived status, while nurse was significantly lower than the other two occupations. With regard to fear of success imagery the results of both studies indicated an interaction effect for sex of subject and occupations. Males exhibited the most fear of success imagery to the nurse cue, while females exhibited the most to the engineer cue. It was concluded that male dominance of occupations was an important factor in relation to fear of success imagery.     

Counseling for Personal Loss

This article presents both a conceptual model of and strategies for counseling on issues of personal loss. Grieving occurs even when losses are not caused by death, and problems appear when grieving is not allowed to proceed naturally. Counseling should aim to identify the need for and to facilitate the process of grieving so that clients are not overwhelmed by the experience. Specific suggestions offer conceptualizations and clinical approaches to help clients cope with a variety of loss problems.     

Parents of the Handicapped Child: Facilitating Acceptance Through Group Counseling

All parents have an image of the way they would like their children to be. Often this expectation is contradicted by reality for the parents of a handicapped child. Whether at the time of birth when obvious differences are apparent or later when performance differences are recognized, the discrepancy between expectation and reality causes parents to experience a loss and accompanying feelings of grief. This article suggests that the method of group counseling using a relevant framework on which to base discussion is without equal as a means of assisting parents to deal with their situations. Presented to those who lead parent groups for these persons is an applicable model and guidelines for its implementation.