Approaches to Wittgenstein: Collected Papers

Book reviewed:
Brian McGuinness, Approaches to Wittgenstein: Collected Papers , Routledge, 2002, xv + 299 pp, £55.00     

Static And Dynamic Dispositions

When it comes to scientific explanation, our parsimonious tendencies mean that we focus almost exclusively on those dispositions whose manifestations result in some sort of change – changes in properties, locations, velocities and so on. Following this tendency, our notion of causation is one that is inherently dynamic, as if the maintenance of the status quo were merely a given. Contrary to this position, I argue that a complete concept of causation must also account for dispositions whose manifestations involve no changes at all, and that a causal theory that fails to include these ‘static’ dispositions alongside the dynamic ones renders static occurrences miraculous.     

Effects of COMT genotype on behavioral symptomatology in the 22q11.2 Deletion Syndrome.

The 22q11.2 Deletion Syndrome (DiGeorge/velocardiofacial syndrome) is associated with elevated rates of psychosis, and is also characterized by severe attentional difficulties and executive dysfunction. Behavioral manifestations of this syndrome could result from haploinsufficiency of the catechol-O-methyltransferase (COMT) gene, located within the 22q11 region. The goal of the present study was to examine COMT genotype in relation to behavioral symptomatology in this syndrome. Val158/108Met was genotyped in 38 patients (16 Met/-, 22 Val/-) with confirmed 22q11.2 deletions who had received the Child Behavior Checklist (CBCL) as part of a comprehensive evaluation. Results indicated that the Val genotype was associated with significantly greater internalizing and externalizing behavioral symptomatology in children with 22q11.2 deletions. Val allele status was associated with a greater-than-four-fold increase in risk for clinically significant behavior problems in children with this syndrome. These data are consistent with previous findings of increased psychopathology associated with the Val genotype in normal individuals and suggest that a functional genetic polymorphism in the 22q11 region may influence behavior in individuals with COMT haploinsufficiency.     

Improving oral reading fluency by influencing students' choice of instructional procedures: an experimental analysis with two students with behavioral disorders

Choice as an antecedent intervention has been shown to improve student behavior in a variety of ways. This investigation examined whether students could be influenced to choose whether and how to be instructed while directly measuring effects on academic performance. Using a multiple‐probe design, the reading fluency of two middle school students with Behavioral Disorders was measured repeatedly across passages. Students could earn a tangible reward for meeting a pre‐determined performance criterion in passage reading. Prior to reading the criterion passage, each student was told that he or she could choose to be instructed or not be instructed in a similar passage with high content overlap. Both students consistently chose to be instructed (as well as how they would be instructed) and stable increases in oral reading fluency were obtained. Results are discussed in terms of how motivational variables can be used to influence students' choice of instructional procedures in ways that increase their opportunities to respond and measured learning. Copyright © 2006 John Wiley & Sons, Ltd.     

Promoting parent use of empirically supported reading interventions: two experimental investigations of child outcomes

Two experimental investigations of the effects of parent delivered reading interventions were conducted. Tutoring packages consisting of empirically supported intervention components were delivered by parents for at least several weeks after initial parent training. Both experiments used single‐case experimental designs and measured participants' oral reading fluency in passages. Experiment 1 used a multiple‐probe design across tasks (passages) to evaluate tutoring effects for two students with learning disabilities. Results indicate that both students increased their reading fluency and maintained those increases over time. Experiment 2 used a brief experimental analysis that included both experimenter and parent delivered instructional trials to validate the treatment package. Next, the treatment package was evaluated using an alternating treatments design. Results were uniformly positive. An interesting but not surprising correlation was also found between treatment integrity and student outcomes. Results are discussed in terms of the framework and skills that behavior analysts have for working with parents and schools to improve their children's academic responding. Copyright © 2006 John Wiley & Sons, Ltd.     

Clergy Role Stress and Satisfaction: Role Ambiguity Isn’t Always Bad

This study examined relationships between role conflict and role ambiguity and clergy satisfaction with their church appointment. Questionnaire data obtained from 293 United Methodist clergy suggested that role conflict and role ambiguity each have a negative relationship with appointment satisfaction. However, when considered together, they displayed a more complex relationship with appointment satisfaction. Contrary to conventional wisdom, results indicated that although these stressors operate together to influence appointment satisfaction, their combined effect is not simply cumulative. That is, when role conflict is low, clergy report the most satisfaction when role ambiguity is high. However, when role conflict and role ambiguity are both high, appointment satisfaction is low. These findings are interpreted in light of clergy influence strategies. And, recommendations for remedying clergy role stress are offered. Furthermore, it is suggested that interactive models of role stressors could lead to more in-depth understanding of organizational stress as well as advances in role stress theory.     

An Intensive Outpatient Program for Veterans With Posttraumatic Stress Disorder and Traumatic Brain Injury

Post-9/11 service members may return from military service with a complicated set of symptoms and conditions, such as posttraumatic stress disorder (PTSD), depression, substance misuse, and traumatic brain injury (TBI), that interfere with reintegration and impair functioning. Although evidence-based treatments that facilitate recovery exist, their successful delivery at a sufficient dose is limited. Barriers to accessing treatment combined with challenges compiling a comprehensive treatment team further delay delivery of effective evidence-based care for PTSD, TBI, and co-occurring mental health conditions. This paper describes the development of a comprehensive, multidisciplinary, 2-week intensive day program for post-9/11 veterans with complex mental health concerns. The treatment program combines skill building groups, family education, and integrative health approaches with evidence-based individual PTSD or TBI care. Initial results from the first 132 participants were notable for a 97% completion rate, as well as statistically significant and clinically meaningful reductions in PTSD, neurobehavioral, and depression symptom severity for the 107 veterans who completed the PTSD track and the 21 who completed the TBI track. These data suggest the intensive program approach is an effective, well-tolerated model of treatment for post-9/11 veterans with PTSD and/or TBI. Future controlled studies should examine the effectiveness of this intensive model compared to standard evidence-based therapy delivery, as well as longitudinal outcomes.     

Rescuing Rawls’s Institutionalism and Incentives Inequality

Res Publica - G. A. Cohen argues that Rawls’s difference principle is incompatible with his endorsement of incentives inequality—higher pay for certain professions is just when that pay...