The President’s New Freedom Commission: Capitalizing on Opportunities to Advance School-Based Mental Health Services

The report from President George W. Bush’s New Freedom Commission on Mental Health (NFC), Achieving the Promise: Transforming Mental Health Care in America(2003), proposes goals and recommendations for improving mental health services. This report has significant implications for the delivery of mental health services through the schools. A focused discussion of the potential opportunities and challenges of implementing NFC recommendations related to school-based mental health is presented. Strategies for addressing five key areas at the intersection of school mental health and the Commission’s recommendations include: stigma reduction, suicide prevention, expansion and improvement of school mental health, and screening and treatment of co-occurring mental health and substance abuse disorders.     

Refining the experimental analysis of academic skills deficits: Part I. An investigation of variables that affect generalized oral reading performance

Experimental analyses for improving reading fluency deficits have rarely targeted generalized increases in academic responding. As a consequence, the variables that may help students to generalize newly learned forms of academic responding like reading are not well understood. Furthermore, experimental analyses of reading fluency interventions have not systematically examined difficulty level as a variable that may affect instructional outcomes. The experiment reported in this paper expands (a) the measurement of the dependent variables to include generalized increases across tasks (reading passages) and (b) the combination of independent variables used to produce measurable generalized increases. The results demonstrate the importance of combining reward and instructional variables (including difficulty level) to produce generalized increases and how those variables can be meaningfully investigated prior to making treatment recommendations.     

Got Those PL 94–142 Blues

The implementation of PL 94–142 has made a definite impact on the school counselor. The demands on a counselor's time and energy were not anticipated. This article discusses what is actually happening and why it is happening. Some suggestions are given about what can be done to help the counselor in a local setting.     

Improving reading outcomes for children with learning disabilities: using brief experimental analysis to develop parent-tutoring interventions

The present study assessed the effects of summer parent tutoring on 3 children with learning disabilities using empirically derived reading interventions. Brief experimental analyses were used to identify customized reading fluency interventions. Parents were trained to use the intervention strategies with their children. Parents implemented the procedures during parent-tutoring sessions at home and results were measured continuously in high-word-overlap and low-word-overlap passages to determine whether generalization occurred. Parent and child satisfaction with the procedures was assessed. Results demonstrated generalized increases in reading fluency in both high-word-overlap and low-word-overlap passages as a function of parent tutoring. Also, acceptability ratings by children and their parents indicated that they viewed the interventions as acceptable and effective. Results are discussed in terms of structuring reading fluency interventions that promote generalization and maintenance of treatment effects.     

Does the Reversibility Thesis Deliver All That Merleau‐Ponty Claims It Can?

Merleau‐Ponty's reversibility thesis argues that self, other and world are inherently relational, interdependent at the level of ontology. What is at stake in the reversibility thesis is whether it overcomes skeptical objections in both assuring real communication and avoiding solipsism in assuring real difference; the Other must be a genuine, irreducible Other. It is objected that across the domains of reversibility, symmetry and reciprocity are not guaranteed. I argue that this is a non‐problem; rather the potentialities for asymmetry and non reciprocity in fact guarantee the irreducibility of the Other; reversibility needs to be appreciated as dialectical or aesthetic, not as a literal or ‘mechanistic’ reversal. A further criticism targets the viability of ontology itself, whether alterity is ever compatible with ontology. This paper considers these objections from two of Merleau‐Ponty's contemporaries—Claude Lefort and Emmanuel Levinas. Levinas developed a philosophy which while intersecting with Merleau‐Ponty's at important junctures, nonetheless arrived at an entirely different destination. I argue alongside Martin Dillon against the objections of Lefort, and alongside Dan Zahavi against the objections of Levinas. Both of these interpreters, I propose remain faithful to the core directions and spirit of Merleau‐Ponty's endeavours without becoming diverted by the less significant inconsistencies.     

The Influence of Attentional Style and Risk Perceptions on Intentions to Undergo Prophylactic Oophorectomy Among First-Degree Relatives

This study examined the predictors of women's intentions to undergo prophylactic oophorectomy. Eighty female first-degree relatives (FDRs) of ovarian cancer patients completed a measure of attentional style upon enrollment into a Family Risk Assessment Program. Following participation, measures of cancer risk perceptions, perceived benefits and costs of surgery, and intentions to undergo preventive surgery were obtained. Hierarchical regression analyses indicated that a high monitoring attentional style, as well as greater perceived risk of ovarian cancer and greater perceived benefits of the procedure, was associated with greater intentions to undergo prophylactic oophorectomy. In addition, a significant interaction between attentional style and perceived risk revealed that high monitors who felt at increased risk for ovarian cancer were less inclined to undergo surgery, whereas low monitors who perceived themselves to be at increased risk were more inclined to undergo surgery. The implications of the results for the design of counseling interventions are discussed.     

Improving oral reading fluency with a peer-mediated intervention

This study examined the effects of an experimentally derived, peer-delivered reading intervention on the oral reading fluency of a first-grade student who had been referred for poor reading fluency. Same-grade peers were trained to lead the target student through a structured intervention protocol based on the results of a brief experimental analysis. Results indicated that reading improvements were obtained and are discussed in terms of selecting efficient interventions for use by peers.