Acquisition and generalization of manual signs by hearing-impaired adults with mental retardation

Behavioral procedures have been used to teach manual communication skills to individuals with mental retardation, although few studies have examined the assessment of generalization of such skills beyond the teaching environment. In this study, we investigated the effectiveness of directed rehearsal for teaching and facilitating the generalization of manual signs by six hearing-impaired adults with mental retardation. The effects of directed rehearsal, alone and combined with positive reinforcement for correct responses, were compared to a no-training control condition in an alternating treatments design. Although directed rehearsal was superior to the no-training control condition in teaching manual signs, the procedure was more effective when combined with positive reinforcement. The combined procedure was used to facilitate the generalization of learned signs across a number of variables. The results showed that there were high levels of generalization by all participants across novel phrases, settings, and trainers but variable levels of generalization to another response mode by some subjects. Further, increased levels in overall vocal communication were found for most participants.     

Child, Family and Case Characteristics: Links with Service Utilization in Physically Abused Children

We investigated the relationships between child, familial, and case characteristics and mental health and medical health care service utilization by physically abused children. Participants included 26 parents or caregivers of 37 Medicaid-eligible children who had substantiated cases of physical abuse. Children whose female caregivers reported a greater number of stressors were more likely to receive mental health care. Furthermore, children not living with the maltreating caregiver were more likely to receive medical health care services. Results are discussed in terms of factors that may account for these links, and the similarities of these findings with those of service utilization in general and clinical child samples.     

Health Care Reform and Psychologists in Medical Schools: Stress, Challenge, and Change

Psychologists from 45 academic health science centers throughout the United States and Canada gathered at Georgetown University for a national conference November 2–5, 1995 organized by the Association of Medical School Psychologists. This paper introduces the proceedings of that conference described in the next four articles in this issue of the Journal of Clinical Psychology in Medical Settings[Volume 4, number 1]. Papers prepared by the working groups focus upon clinical services, education and training, research, and governance and administration within the academic medical setting.     

A review of observer reactivity in adult-child interactions

The present article reviews studies which have examined the question of observer reactivity in adult-child interactions. Seventeen studies were located. Studies were classified according to the paradigm used to examine reactivity, the setting in which the study was conducted, the identification of the child as a behavior problem, and the occurrence and direction (i.e., increases or decreases in the observed behavior) of reactivity. The results indicated that the awareness paradigm has been employed most frequently, the laboratory has been the primary setting utilized, and problem and nonproblem children have been employed with approximately equal frequency. Reactivity was reported in about three-fourths of the studies. For adults positive and neutral verbal and physical behaviors were more reactive than negative behaviors. The positive and neutral behaviors typically increased in the observer's presence. For children conclusions are not warranted at this time as too few studies have examined children's behavior.Preparation of this article was supported in part by NIMH Grant MH28859-01.     

The Nootropic Properties of Ginseng Saponin Rb1 are Linked to Effects on Anxiety

Previous studies have shown that crude ginseng extracts enhance performance on shock-motivated tasks. Whether such performance enhancements are due to memory-enhancing (nootropic) properties of ginseng, or to other non-specific effects such as an influence on anxiety has not been determined. In the present study, we evaluated both the nootropic and anxiolytic effects of the ginseng saponin Rb1. In the first experiment, 80 five-day-old male chicks received intraperitoneal injections of 0, 0.25, 2.5 or 5.0 mg/kg Rb1. Performance on a visual discrimination task was evaluated 15 minutes, 24 and 72 hours later. Acquisition of a visual discrimination task was unaffected by drug treatment, but the number of errors was significantly reduced in the 0.25 mg/kg group during retention trials completed 24 and 72 hours after injection. Animals receiving higher dosages showed trends towards enhancement initially, but demonstrated impaired performance when tested 72 hours later. Rb1 had no effect on response rates or body weight. In the second experiment, 64 five-day-old male chicks received similar injections of Rb1 (0, 0.25, 2.5 or 5.0 mg/kg) and separation distress was evaluated 15 minutes, 24 and 72 hours later. Rb1 produced a change in separation distress that depended on the dose and environmental condition under which distress was recorded. These data suggest that Rb1 can improve memory for a visual discrimination task and that the nootropic effect may be related to changes in anxiety.     

Better late than early: The influence of timing on apology effectiveness

Two studies examined whether the timing of an apology influences its effectiveness. We hypothesized that victims who received apologies later in a conflict would feel more satisfied with the resolution of the conflict, primarily because they would have more opportunity for self-expression and would feel better understood. Undergraduates provided retrospective interpersonal conflict narratives (Study 1) and responded to a hypothetical scenario (Study 2) in which they were wronged. The results showed that later apologies were more effective than earlier ones, and that this effect was mediated by feeling heard and understood. The ramifications for creating a “ripeness” or readiness for conflict resolution are discussed.     

The role of the school psychologist in the inclusive education of school-age children with autism spectrum disorders

Two independent trends are impacting school psychologists with regard to their involvement in the education of students with autism spectrum disorders (ASDs): increasing prevalence estimates of ASDs and an emphasis on the inclusion of students with special needs in regular education classrooms. In light of these trends and growing awareness of the need for evidence-based practices in the field, school psychologists can expect to be involved in the educational programming of students with ASDs and should be knowledgeable about empirically supported strategies relevant to inclusive education of these children. The purpose of this review is to familiarize school psychologists with currently available intervention techniques by describing each strategy and outlining the degree of empirical support for each. Strategies for managing disruptive behaviors, promoting learning, and facilitating social integration are reviewed.     

Achieving ego integrity: Personality development in late midlife

Using data from two longitudinal studies of educated white women, we explored precursors and correlates of ego integrity versus despair, which is the last developmental stage in Erikson’s theory of adult development. The women comprising Study 1 graduated from Smith College in 1964 (N = 42); the women comprising Study 2 graduated from Radcliffe College also in 1964 (N = 50). In both studies, hierarchical regressions indicated that women who had resolved their regrets at age 53 achieved higher levels of ego integrity at age 62, and those who had resolved their regrets at age 62 also had higher concurrent levels of ego integrity. Further, in study 2, generativity at age 53 was found to predict ego integrity at age 62.     

Current and Past Maternal Depression, Maternal Interaction Behaviors, and Children’s Externalizing and Internalizing Symptoms

Relations among past maternal depressive disorder, current depressive symptoms, current maternal interaction behaviors, and children's adjustment were examined in a sample of 204 women and their young adolescent offspring (mean age = 11.86, SD = 0.55). Mothers either had (n = 157) or had not (n = 57) experienced at least one depressive disorder during the child's life. Mothers and children participated in a problem-solving task, video-taped for later coding. Mothers with current depressive symptoms and those with histories of chronic/severe depressive disorders displayed fewer positive behaviors toward their children; mothers with current depressive symptoms also showed more negative behaviors with their children. The relation between mothers' depression history and their behavior during the interaction with their child was partially mediated by mothers' current mood state. Moreover, high levels of maternal negativity and low levels of positivity during the problem-solving task were related to children's externalizing problems. Maternal positivity partially mediated the relation between maternal depression and children's externalizing symptoms. These findings highlight the importance of providing parenting interventions for depressed mothers.