The beck anxiety inventory: Psychometric properties in a community population

This study presents data on the norms and psychometric properties of the Beck Anxiety Inventory (BAI), using a sample of 225 community adult volunteers. Maximum-likelihood confirmatory factor analyses of previously published models of the BAI: a two-factor model and a five-factor model, showed that the fit of each model was unacceptable. Also, the fit of the single-factor model was poor. Exploratory principal-components analyses with varimax and oblique rotations suggested four BAI components within this sample. Satisfactory levels of reliability were established for the BAI subscales. Finally, the relations between the BAI total and subscale scores and a related measure of anxiety and with another self-report measure of psychological distress were examined.This paper was presented at the 27th Annual Convention of the Association for Advancement of Behavior Therapy, Atlanta, Georgia, November 1993.     

INCREASING SPONTANEOUS LANGUAGE IN THREE AUTISTIC CHILDREN

A time delay procedure was used to increase spontaneous verbalizations of 3 autistic children. Multiple baseline across behaviors designs were used with target responses, selected via a social validation procedure, of two spontaneous responses (“please” and “thank you”) and one verbally prompted response (“you're welcome”). The results indicate gains across target behaviors for all children, with occurrence across other stimuli and settings. These gains were validated socially with 10 adults. Furthermore, increases in appropriate language had no effect on levels of inappropriate speech.     

BALANCING THE RIGHT TO HABILITATION WITH THE RIGHT TO PERSONAL LIBERTIES: THE RIGHTS OF PEOPLE WITH DEVELOPMENTAL DISABILITIES TO EAT TOO MANY DOUGHNUTS AND TAKE A NAP

In the pursuit of efficient habilitation, many service providers exercise a great deal of control over the lives of clients with developmental disabilities. For example, service providers often choose the client's habilitative goals, determine the daily schedule, and regulate access to preferred activities. This paper examines the advantages and disadvantages of allowing clients to exercise personal liberties, such as the right to choose and refuse daily activities. On one hand, poor choices on the part of the client could hinder habilitation. On the other hand, moral and legal issues arise when the client's right to choice is abridged. Recommendations are offered to protect both the right to habilitation and the freedom to choose.     

A new strategy for studying spatial aptitude

A new approach to testing for and training in spatial aptitude is described. Figurai analogy problem terms from the cognitive abilities test are photodigitized and arrayed in zones on the computer screen; they can be seen only when selected with the mouse (i.e., one at a time). Viewing patterns and durations can then be analyzed to assess problem encoding and solution strategies. Implications are discussed.     

ATTRIBUTIONS,COMPLEXITÉ ATTRIBUTIONNELLE ET SATISFACTION CONJUGALE*

The present study investigates the relation among attributions, attributional complexity, and marital satisfaction. More specifically, we examine the value of attributional complexity as a possible moderator in the relationship between attributions and marital satisfaction. Seventy-four French Canadian couples completed the Marital Attributional Style Questionnaire, the Conflict Rating Scale, the Attributional Complexity Scale, and the Dyadic Adjustement Scale. The results corroborate the existence of a relationship between attributions and marital satisfaction. Against predictions, attributional complexity does not seem to moderate the relation between attributional style and marital satisfaction. The theoretical implications of these findings are discussed.     

TEACHING ADULTS WITH SEVERE AND PROFOUND RETARDATION TO EXIT THEIR HOMES UPON HEARING THE FIRE ALARM

Prompting, modeling, and differential reinforcement with client-chosen rewards were used to teach 3 nonverbal people with severe to profound mental retardation to exit their group homes at the sound of the house fire alarm, using a multiple baseline design. All 3 participants learned to exit independently in less than 2 min in all experimenter-initiated surprise fire drills and in the majority of staff-initiated surprise fire drills. Each participant was also able to exit from five areas of the house from which teaching was not done.