Functional reading for students with developmental disabilities who are linguistically diverse

Students with moderate and severe disabilities often have language deficits that make the acquisition of reading challenging. Sight word instruction of daily living skills is one method of intervention that benefits students with severe disabilities who have not achieved literacy. When students with developmental disabilities are also linguistically diverse, acquisition of reading skills becomes more complex. Sight words must be chosen that are relevant to the students own community. A critical decision in planning sight word instruction is whether to provide instruction in the student's primary language or in English. These issues are discussed and an illustration is given of the heterogeneity among students with developmental disabilities who are linguistically diverse.     

A comparison of peer verbal responding directed toward adolescents with behavioral disorders and nonhandicapped peers

One of the primary intents of inclusion is the maximization of interaction between persons with and without disabilities. The purpose of this study was to analyze the verbal responding that peers directed toward adolescents with behavioral disorders and, to this effect, several comparisons were made: verbal responding of peers directed toward adolescents with behavioral disorders was compared to verbal responding of peers directed toward regular class adolescents; verbal responding of peers directed toward the same adolescents with behavioral disorders was compared across their self-contained and integrated settings; and verbal responding of peers directed toward adolescents with behavioral disorders in integrated settings was compared to verbal responding of peers directed toward regular class adolescents. Data, collected in real time using portable microcomputers, focused on positive, negative, and neutral social responding and positive, negative, and neutral academic responding. All verbal responding of peers directed toward 14 adolescents with behavioral disorders and 14 regular class peers was recorded. Data were analyzed by group and setting, as well as by social or academic content. Results of the study support inclusion, with high levels of peer responding directed toward adolescents with behavioral disorders in integrated classrooms. Almost all peer responding was positive or neutral in content. Results were discussed as they related to placement of students, social skills training, and previous research.     

Who's on top? Power in romantic relationships

Power balances are investigated in a sample of 413 heterosexual dating individuals (86% white, 9.7% black, 4.3% other ethnicities). Less than half the respondents perceive their relationships to be equal in the distribution of power, and men are over twice as likely as women to be viewed as the partners having more power. Imbalances are also evident in three related measures—decision-making, emotional involvement, and equity. A higher proportion of both women and men say that the male partner, rather than the female partner, made more of the decisions, was less emotionally involved, and in general was getting a better deal. Finally, male dominance, but not equality of power between the genders, is associated with greater romantic relationship longevity. More specifically, the higher the relative degree of power attributed by respondents to the male, rather than the female, partner of a dyad, the lower is the subsequent rate of relationship dissolution.This research was supported in part by a National Institute of Mental Health grant (1 RO3 MH42699-01). The author thanks Susan Sprecher, Larry Cohen, and Brian Powell for their comments on an earlier version of this paper. Appreciation is also expressed to Brenda Gunn for her assistance with graphics.     

Violence, Conflict, Trickery, and Other Story Themes in TV Ads for Food for Children

Stories in a sample of 92 television (TV) food ads aimed at children were analyzed for thematic and subtextual content. Violence as a surface theme ranked first in use receiving a nonzero score in 62% of the ads, followed by conflict (41%), achievement (24%), mood alteration (23%), enablement (18%), trickery (20%), and product dependence (8%). Cluster analysis identified six groupings of themes, with 64% of the ads characterized by some combination of violence, conflict, and trickery. Regarding subtexts, the computer-based Minnesota Contextual Content Analysis program evaluated the voiced material in ads in terms of four marker categories named "traditional (normative)", "practical", "emotional", and "analytic". It was found that the texts had a strong emphasis on the emotional subtext or thrust, and a pronounced underemphasis on the analytic context. These analyses identify possibly dubious content in a significant segment of children's TV viewing.     

Treating the Catholic patient: Unique dynamics and implications for psychotherapy

The Catholic patient presents a unique challenge to the therapist because of the special psychological dynamics they present. Issues such as shame, guilt, masochism, anger, sex, and magical thinking, take on a unique significance when applied to Catholic patients. These issues are a constant struggle for the Catholic because they represent “mortal sins.” Committing these sins will result, in the patient's mind, in spending an eternity in the tortures of Hell unless they can be erased by confession and appropriate penance. The therapist must actively work to “exorcise” this punitive superego in a way that may differ from psychotherapy with other patients.     

Gender and computers. II. The interactive effects of knowledge and constancy on gender-stereotyped attitudes

A number of studies have failed to find that gender constancy (understanding that one's gender is permanent) predicts gender-typed attitudes and behavior. This study (run with a predominantly white sample) tests the hypothesis that gender constant children are motivated to master gender roles, but that how well they do so depends on their knowledge of gender stereotypes. We predicted that attitudes toward computer use (a stereotypically male activity) would be less positive only for 5–9-year-old gender constant girls who also had rich gender stereotypes. Predictions were confirmed, especially for girls whose constancy had recently increased. These data thus suggest that the clearest picture of gender role development emerges when both the unique and interactive effects of gender constancy and gender schema development are assessed. They also indicate that gender differences in computer attitudes can develop through self-socialization processes.This research was supported in part by research Grant No. R37 MH37215 and Research Scientist Development Award No. 00484 from the National Institute of Mental Health to the third author. The first two authors gratefully acknowledge the support of the James S. McDonnell Foundation. All authors would also like to thank Tom Alfieri, Faith Greulich, and Lisa Cyphers for their help at various stages of this project.     

Dreams of traditional and nontraditional women: Are dream aggression and hostility related to higher levels of waking well-being?

In order to determine whether varying degrees of traditionality would be manifested in specific behaviors that would be present in women's waking and dreaming life, 100 women between the ages of 22 and 79, 12% of whom were African American, were administered a number of self-report measures of psychological well-being and were asked to complete ongoing dream diaries for a 2-week period. These instruments were then scored along with a variety of measures used to determine to what extent traditionality differentiated among the women. Randomly selected dreams from the dream diaries were scored for aggression, anxiety, emotion, hostility, self-efficacious problem-solving, and success/failure. While traditionality was not a significant factor among the self report scales, a number of significant relationships between traditionality and dream content scales were found. As predicted, nontraditionality was positively correlated with a high ratio of achievement-oriented success to failure interactions, self-efficacious problem-solving, and aggressive dream interactions. However, nontraditionality was also significantly correlated with higher overall dream hostility. The results are discussed within the context of recent dream function theory as well as within a broader sociocultural context on shifting gender roles.This research was completed in partial fulfillment of the first author's requirements for the doctoral degree in clinical psychology at Yeshiva University. The authors wish to thank Stan Fevens, Ph.D., for his enthusiastic support and encouragment as well as his invaluable assistance. An amended version of this paper was presented at the June, 1993 meeting of the Association of the Study of Dreams, Santa Fe, NM     

The Past,Present, and Future of Student Affairs: A Professional Profile of Theodore K. Miller

Theodore K. Miller began his career in 1957 as the counselor for men at the University of Florida and then worked as a counseling psychologist at the State University of New York at Buffalo starting in 1962. He left there 5 years later to start a student personnel program at The University of Georgia. During his 30 years at Georgia, Miller established a nationally recognized graduate professional preparation program and became one of the most prominent figures in the field of college student development. This profile focuses on the professional influences in his life and on his role in developing quality assurance measures for counseling and human development programs and for student affairs functional areas.     

College Students Use Implicit Personality Theory Instead of Safer Sex1

Many college students engage in high levels of unsafe sexual behavior that puts them at risk for HIV infection. To better understand the dynamics underlying college students' unsafe behavior, focus group discussions were conducted with 308 students (146 men and 162 women). The results showed that, instead of consistently using condoms, many college students use implicit personality theories to judge the riskiness of potential sexual partners. Specifically, partners whom college students know and like are not perceived to be risky, even if what students know about these individuals is irrelevant to HIV status. The students determine the riskiness of partners they do not know well based on superficial characteristics that are also generally unrelated to HIV status. Therefore, AIDS prevention interventions for college students must expose the ineffectiveness of the students' use of implicit personality theories to determine potential partners' riskiness, and the “know your partner” safer sex guideline should be abandoned.     

Structure and strategy in encoding simplified graphs

Tversky and Schiano (1989) found a systematic bias toward the 45 degrees line in memory for the slopes of identical lines when embedded in graphs, but not in maps, suggesting the use of a cognitive reference frame specifically for encoding meaningful graphs. The present experiments explore this issue further using the linear configurations alone as stimuli. Experiments 1 and 2 demonstrate that perception and immediate memory for the slope of a test line within orthogonal "axes" are predictable from purely structural considerations. In Experiments 3 and 4, subjects were instructed to use a diagonal-reference strategy in viewing the stimuli, which were described as "graphs" only in Experiment 3. Results for both studies showed the diagonal bias previously found only for graphs. This pattern provides converging evidence for the diagonal as a cognitive reference frame in encoding linear graphs, and demonstrates that even in highly simplified displays, strategic factors can produce encoding biases not predictable solely from stimulus structure alone.