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31.
Educational interventions based on the principles of behavior analysis are highly effective for establishing skills in young children with autism. As a first step in program development, the child's current skill level is determined by evaluating performance on tasks drawn from a preestablished curriculum. However, few specific guidelines have been delineated for conducting these skills assessments or interpreting the results. In this study, we evaluated an efficient methodology for conducting skills assessments. Six children who had been diagnosed with autism participated. The relative efficacy of two assessment packages--one containing several reinforcement procedures and one containing several potentially effective prompts--was evaluated across two to three skills for each child using multiple baseline and reversal designs. Results suggested that the methodology was useful for matching targeted skills to appropriate interventions. 相似文献
32.
Two experiments investigate whether relations that link the constituents of compounds during compound formation (e.g., teapot is formed by combining tea and pot using the relation head noun FOR modifier) also influence the processing of familiar compounds. Although there is evidence for the use of such relations in forming compounds, whether such relations affect the processing of familiar compounds is unknown. The data show clear effects of repetition and relational priming for written words on both a sense-nonsense task and a lexical decision task. These results indicate that the relation linking the constituents of familiar compounds is important to their access and use. 相似文献
33.
Lerman DC Kelley ME Vorndran CM Van Camp CM 《Journal of applied behavior analysis》2003,36(1):119-123
The collateral effects of response blocking were evaluated while treating stereotypic behavior in a woman diagnosed with autism. Blocking stereotypic behavior (head and tooth capping) was associated with decreases in leisure-item interaction and increases in another stereotypic response (hand wringing). Results suggested that the reduction in item interaction was due to adventitious punishment. Prompts to access an alternative source of reinforcement attenuated the side effects somewhat, but results suggested that the undesirable effects of response blocking may be fairly durable. 相似文献
34.
Amori Yee Mikami Allison Jack Christina C. Emeh Haley F. Stephens 《Journal of abnormal child psychology》2010,38(6):721-736
We examined associations between children’s peer relationships and (a) their parents’ social competence as well as (b) their
parents’ behaviors during the children’s peer interactions. Participants were families of 124 children ages 6–10 (68% male),
62 with ADHD and 62 age- and sex-matched comparison youth. Children’s peer relationships were assessed via parent and teacher
report, and sociometric nominations in a lab-based playgroup. Parental characteristics were assessed via parent self-report
and observations of behavior during their child’s playgroup. After statistical control of relevant covariates, parents of
children with ADHD reported poorer social skills of their own, arranged fewer playdates for their children, and displayed
more criticism during their child’s peer interaction than did parents of comparison youth. Parents’ socialization with other
parents and facilitation of the child’s peer interactions predicted their children having good peer relationships as reported
by teachers and peers, whereas parental corrective feedback to the child and praise predicted poor peer relationships. Parents’
ratings of their child’s social skills were positively associated with ratings of their own social skills, but negatively
associated with criticism and facilitation of the child’s peer interactions. Relationships between parental behaviors and
peer relationships were stronger for youth with ADHD than for comparison youth. The relevance of findings to interventions
is discussed. 相似文献
35.
James A. Naifeh PhD Matthew K. Nock PhD Robert J. Ursano MD Patti L. Vegella MS Pablo A. Aliaga MS Carol S. Fullerton PhD Ronald C. Kessler PhD Christina L. Wryter BA Steven G. Heeringa PhD Murray B. Stein MD MPH the Army STARRS Collaborators 《Suicide & life-threatening behavior》2017,47(5):589-602
This prospective cohort study used administrative data from the Army Study to Assess Risk and Resilience in Servicemembers to examine associations between neurocognitive functioning and subsequent suicidal events among Regular Army enlisted soldiers during the years 2004–2009. Cases were all soldiers who completed the Army's Automated Neuropsychological Assessment Metrics (ANAM) computerized testing battery prior to documented suicide attempt (n = 607), ideation (n = 955), or death (n = 57). Controls were an equal‐probability sample of 9,893 person‐months from other soldiers. Exploratory factor analysis of five ANAM tests identified a general neurocognitive factor that excluded the mathematic processing test (MTH). When examined separately in logistic regression analyses that controlled for sociodemographics and prior mental health diagnosis, both the general neurocognitive factor (logit [β] = ?.197 to ?.521; p < .01) and MTH (β = ?.024 to ?.064; p < .05) were associated with all outcomes. When both predictors were examined simultaneously, the general neurocognitive factor continued to be associated with all outcomes (β = ?.164 to ?.417; p < .05) and MTH continued to be associated with suicide attempt (β = ?.015; p = .046) and ideation (β = ?.014; p = .018). These small but robust associations suggest that future research must continue to examine the extent to which objective neurocognitive tests may enhance understanding and prediction of suicide risk. 相似文献
36.
Philip B. Gnilka Jeffrey S. Ashby Christina M. Noble 《Journal of counseling and development : JCD》2012,90(4):427-436
This study examined the relationship between adaptive and maladaptive perfectionism, anxiety, and coping processes in a sample of 329 undergraduate students. Specifically, participants with adaptive perfectionism had the lowest levels of anxiety, followed by participants with nonperfectionism, and participants with maladaptive perfectionism had the highest levels. Various coping processes mediating the relationship between maladaptive perfectionism and anxiety are discussed. 相似文献
37.
Elementary school is a transitional and impressionable period for any child. In inclusive classroom settings, children with disabilities may experience the challenges of acceptance and integration into peer relationships. The experience of children with disabilities in such classrooms can be positive if their classmates are accepting and open. One way to encourage these attitudes is by increasing awareness through disability-simulation. This study evaluates an existing school program, whose goal is to increase acceptance of others with disability. We surveyed students to assess the influence of the program. An adapted acceptance scale was distributed to students before and after participation in the program. Our hypothesis was that student acceptance would increase after participating in the program. Additionally, we hypothesized that physical, visual, and auditory disabilities would be easier for students to understand, making acceptance scores for these disabilities higher than those for a learning disability. We report changes in acceptance using group means. Our results reveal that post-survey responses showed higher acceptance than pre-survey responses, especially for auditory disabilities. Other significant findings include differences in attitudes between the two schools and differences based on prior experience with someone with a disability. By evaluating the effectiveness of this type of program (whose efficacy has been controversial in the literature), this study can provide teachers, administrators, genetic counselors, and parents with a better idea of how to address children’s attitudes towards peers. In our study, the effectiveness of promoting understanding through disability-simulation has proven its worth to improve children’s acceptance. 相似文献
38.
The current study examined gender differences in mothers' and fathers' internal state language (ISL), children's use of ISL, and whether ISL was related to parents' ratings of the children's social skills. Fifty‐seven (28 boys, 29 girls) toddler/preschool children (M age = 32.5 months, SD = 5.38 months) were observed separately with their mothers and fathers in their homes while they discussed pictures of children's facial expressions of emotions. Parents completed a questionnaire concerning their child's social–emotional behaviours (i.e. BASC‐2). Parents used more ISL with sons compared with daughters, and sons used more ISL with mothers than with fathers. No overall differences were found between mothers' and fathers' ISL. Children's social skills as rated by mothers were predicted by mothers' ISL comments, whereas children's social skills as rated by fathers were predicted by children's age and fathers' ISL clarifications. Implications and limitations of the study are discussed. Copyright © 2012 John Wiley & Sons, Ltd. 相似文献
39.
Research on the effectiveness and mechanisms of mindfulness training applied in psychotherapy is still in its infancy (Erisman & Roemer, 2010). For instance, little is known about the extent and processes through which mindfulness practice improves emotion regulation. This experience sampling study assessed the relationship between mindfulness, emotion differentiation, emotion lability, and emotional difficulties. Young adult participants reported their current emotional experiences 6 times per day during 1 week on a PalmPilot device. Based on these reports of emotions, indices of emotional differentiation and emotion lability were composed for negative and positive emotions. Mindfulness was associated with greater emotion differentiation and less emotional difficulties (i.e., emotion lability and self-reported emotion dysregulation). Mediational models indicated that the relationship between mindfulness and emotion lability was mediated by emotion differentiation. Furthermore, emotion regulation mediated the relationship between mindfulness and both negative emotion lability and positive emotion differentiation. This experience sampling study indicates that self-reported levels of mindfulness are related to higher levels of differentiation of one's discrete emotional experiences in a manner reflective of effective emotion regulation. 相似文献
40.
Christina L Fragale Mark F O'Reilly Jeannie Aguilar Nigel Pierce Russell Lang Jeff Sigafoos Giulio Lancioni 《Journal of applied behavior analysis》2012,45(3):565-577
We investigated the influence of motivating operations on the generalization of newly taught mands across settings and communication partners for 3 children with autism. Two conditions were implemented prior to generalization probes. In the first condition, participants were given access to a preferred item until they rejected the item (i.e., abolishing operation). In the second condition, the item was not available to participants prior to generalization probes (i.e., establishing operation). The effects of these conditions on the generalization of newly taught mands were evaluated in a multielement design. Results indicated differentiated responding during generalization probes in which more manding with the target mand was observed following the presession no‐access condition than in the presession access condition. These results support the consideration of motivating operations when assessing generalization of target mands to various untrained contexts. 相似文献