Elective mutism in a first grader: The remediation of a complex behavioral problem

Teachers frequently deal with unusual and perplexing behavioral problems in their classes. This study demonstrates how spontaneous and prompted speech were produced in a six-year-old mute by a first-grade teacher and her aide. A reinforcement system for peer-prompted speech and spontaneous speech was employed in three separate school classes in a multiple-baseline fashion. The reinforcement system produced prompted and spontaneous speech in each situation. Postchecks in the second grade indicated the child was still speaking and conversing spontaneously with his peers. This study suggests a method that teachers can use in the classroom to deal with this severely handicapping condition.     

SOME DETERMINANTS OF THE REINFORCING AND PUNISHING EFFECTS OF TIMEOUT1

Some determinants of the reinforcing and punishing properties of timeout were investigated in two experiments. Experiment I began as an attempt to reduce the frequency of tantrums in a 6-yr-old autistic girl by using timeout. Unexpectedly, the result was a substantial increase in the frequency of tantrums. Using a reversal design, subsequent manipulations showed that the opportunity to engage in self-stimulatory behavior during the timeout period was largely responsible for the increase in tantrums. Experiment II was initiated following the failure of timeout to reduce the spitting and self-injurious behavior of a 16-yr-old retarded boy. Using a multiple-baseline design, the nature of the timein environment was shown to be an important determinant of the effects of timeout. When the timein environment was “enriched”, timeout was effective as a punisher. A conception of timeout in terms of the relative reinforcing properties of timein and timeout and their clinical implications are discussed.     

Relationship of Ethnic Identity and Spiritual Development: An Exploratory Study

The current investigation examined the relationship of ethnic identity and spiritual development. The Multigroup Ethnic Identity Measure (J. Phinney, 1992), Spirituality Ends Measure (B. Fiorito & L. Ryan, 1998), and Spirituality Means Measure (B. Fiorito & L. Ryan, 1998) were administered to 198 male and female college students from 4 ethnic groups. Results revealed differences among ethnic groups in the way that they identified with their ethnic heritage and spiritual orientation. In addition, the results Indicated that ethnic identity was positively associated with an intrinsic spiritual means orientation and negatively related to an extrinsic spiritual ends orientation. Implications for counselors and recommendations for future research are discussed.     

Academic Ethics: a Pilot Study on the Attitudes of Finnish Students

This research details a pilot study of Finnish college students and their views on the academic ethics (cheating). Finland is an unexamined population on this issue. In the current project, we surveyed students (n = 119) in the spring of 2014. We found unethical behavior is common on projects but less common on exams. We also found students are unwilling to report wrongdoing by other students. We examined differences between students’ attitudes on cheating based on several demographic factors, including gender, age and major. We conclude by discussing the implications for further research in this area.     

Structure and continuity of intellectual development in early childhood

We evaluated over 200 participants semiannually from 12 to 48 months of age on measures of intellectual (Bayley Scales, Stanford–Binet Scale) and verbal (MacArthur–Bates Inventory, Peabody Picture Vocabulary Test) status. Structural equation modeling and hierarchical linear (growth curve) analyses were applied to address the nature of development and individual differences during this time. Structural analyses showed a strong and robust simplex model from infancy to the preschool period, with no evidence of qualitative reorganizations or discontinuities. Growth-curve modeling revealed significant associations between level factors across the early and later measures of cognition, providing further evidence of continuity; the growth trajectory from the Bayley through 24 months predicted growth in a nonverbal factor, but not in a verbal factor. Altogether, the findings reveal continuous and stable development in intellectual function from late infancy through the preschool years. Additionally, the high level of continuity demonstrated across these ages was observed to be largely independent of growth in vocabulary.     

Age-stage differences in body sway during a static upright posture based on sway factors and relative accumulation of power frequency

This study was done to examine age-stage (preschool children, young adults, and elderly people) differences in the center-of-pressure sway using body-sway factors (unit-time sway, front-back sway, left-right sway, and high frequency-band power), power-spectrum distribution, and relative accumulation of power frequency (25%, 50%, and 75% RAPF) of the center-of-pressure spectrum. The center-of-pressure movement for 1 min. was measured twice using Anima's stabilometer. Data-sampling frequency was set at 20 Hz. Significant age-stage differences were found for 3 factors except for left-right sway, which was larger for preschool children and elderly than for young adults. The power spectrum of body sway in any age-stage was noted mainly in low frequency bands. A marked age-stage difference was found at 75% RAPF. Body-sway characteristics in each age-stage differ, and differences of postural-sway frequency are marked in the low frequency bands.     

Links Between Life Course Trajectories of Family Dysfunction and Anxiety During Middle Childhood

Using data from three waves of a large Canadian data set, we examine the relationship between two middle childhood trajectory variables, family dysfunction and anxiety. We draw upon family systems theory and developmental psychopathology, while attempting to expand their boundaries by capitalizing on the strengths within both approaches. Our data treatment strategy, guided by the life course analytical framework, included separate multivariate logits to examine this relationship, with and without the extent to, which selected explanatory risk variables predicted belonging to the highest family dysfunction trajectory. We also explored possible interactions between anxiety and explanatory risk variables. Supporting our hypothesis, a prolonged duration of high doses of family dysfunction was associated with the most extreme developmental trajectories of anxious behavior during middle childhood for both boys and girls. This relationship prevailed above and beyond the influence of other correlates of family dysfunction such as marital transition, socioeconomic status, family size, and depressive symptoms experienced by the informant (mostly mothers). Specific details regarding the sample, characteristics of measures, and unspecified estimates and their standard errors per data source are available from the first author in the form of tables and figures.     

The “religiosity gap” in a clinical setting: experiences of mental health care consumers and professionals

ABSTRACT

In Western countries, professionals in mental health care (“professionals”) tend to be less religious than “consumers”. This qualitative study explores the meaning of this “religiosity gap” for professionals and consumers in mental health care. Both a regular, secular and a Christian clinic in the Netherlands participated in this study. Content analysis was applied to 35 consumer interviews and 18 interviews with professionals. Consumers reported negative experiences (e.g., perceived disrespect and a lack of confidence) and/or negative expectations (e.g., misunderstanding and misinterpretation) related to a religiosity gap. They also mentioned advantages of a “religiosity match”, like safety and confidence and appreciated professionals’ religious/spiritual self-disclosure. Professionals in secular care setting tended to avoid religion and spirituality. In both clinics, they tended to neutralise religious/spiritual differences and be reticent in self-disclosure. Professionals are recommended to recognise the relevance of a religiosity gap and to consider different strategies in approaching religion/spirituality.