A replication of the response‐restriction preference assessment

We replicated the response‐restriction (RR) preference assessment and compared results in terms of preference hierarchies to those from free‐operant and multiple stimulus without replacement (MSWO) formats with six children with autism spectrum disorders (ASDs). We also assessed social validity of each format with teachers and clinicians who work with children with ASDs. Complete hierarchies were produced in four of 18 assessments and with MSWO and RR formats only. Results of the social validity assessment varied across raters, with each preference assessment format receiving the highest rating from at least one rater. Results are discussed in terms of practical recommendations and relative to the preference assessment literature as a whole.     

The role of social support in fostering school engagement in urban schools characterised by high risk of early leaving from education and training

Tackling early leaving from education and training (ELET) is one of the main education policy targets of the European Union and many of its member states. This paper offers new insights on this issue by studying how so-called at-risk students develop their educational trajectory by embedding their attitudes towards and engagement in schooling within the various support networks they navigate. We argue that the concept of school engagement, operationalized within the broader theoretical framework of the self-system model of motivational development, is crucial for better understanding ELET. The structural equation modelling is based upon survey data from 1401 students in grade 10 and 12 of vocational tracks across 26 different urban school locations in Flanders, Belgium. The results show that parental, peer and in particular teacher support directly and indirectly strengthen students’ academic and behavioural engagement. We argue that universal and targeted support by educators can positively impact pro-school attitudes and school engagement of so-called at-risk students and may be one of the most important strategies in addressing ELET.

     

Vice epistemology has a responsibility problem

Vice epistemology is in the business of defining epistemic vice. One of the proposed requirements of epistemic vices is that they are reprehensible—blameworthy in a non‐voluntarist way. Our problem, as vice epistemologists, is giving an analysis of non‐voluntarist responsibility that will count just the right qualities, no more and no less, as epistemic vices. If our analysis of non‐voluntarist responsibility ends up being too narrow, then it risks excluding some qualities that we want to count as epistemic vices, such as implicit biases. Whereas, if it ends up being too broad, it risks including qualities that we do not want to count as epistemic vices, such as impaired vision. I recommend a three‐step program for vice epistemologists: 1. admit that we have a responsibility problem; 2. strive to define the responsibility problem; 3. work together with specialists in non‐voluntarist responsibility to solve the responsibility problem.     

Effects of student pairing and public review on physical activity during school recess

The purpose of this study was to evaluate the effects of student pairing and feedback during recess on children's step counts. During baseline, participants wore a sealed pedometer during recess. During intervention, we paired participants with higher step counts with participants with lower step counts. We encouraged teams to compete for the highest step count each day and provided feedback on their performance during each recess session. Results showed a large mean increase in step count from baseline to intervention. These results suggest that children's steps during recess can be increased with a simple and cost‐effective intervention.     

The Role of Consistent Context in Rapid Movement Planning: Suboptimal Endpoint Adjustment to Changing Rewards

The authors' purpose was to determine if participants adjusted their endpoint during a rapid aiming task in the context of changing rewards and whether participants needed consistent feedback to do so. Participants aimed to a target that was overlapped by a penalty region. Participants gained points for hitting the target but lost points for hitting the penalty region. The reward value associated with target contact either changed trial to trial, reducing consistent feedback (variable condition) or changed between blocks of trials (blocked condition) with the repetition of reward value within a block increasing the consistency of feedback. Participants adjusted their endpoints with changing reward value in the blocked but not variable condition indicating consistent feedback is needed to adjust endpoint to changing rewards.     

Protocols for the Investigation of Information Processing in Human Assessment of Fundamental Movement Skills

Fundamental movement skill (FMS) assessment remains an important tool in classifying individuals’ level of FMS proficiency. The collection of FMS performances for assessment and monitoring has remained unchanged over the last few decades, but new motion capture technologies offer opportunities to automate this process. To achieve this, a greater understanding of the human process of movement skill assessment is required. The authors present the rationale and protocols of a project in which they aim to investigate the visual search patterns and information extraction employed by human assessors during FMS assessment, as well as the implementation of the Kinect system for FMS capture.     

Effects of Group Functional Behavior-Based Cognitive-Behavioral Therapy for Obsessive-Compulsive Behavior in a Youth With Autism Spectrum Disorder

Individuals with Autism Spectrum Disorder (ASD) often present with comorbid Obsessive Compulsive Behaviors (OCBs), but little research exists on effective intervention for OCBs. Using a single-case experimental design, this study highlights the efficacy of a Group Functional Behavior-based Cognitive-Behavior Therapy (Fb-CBT) to reduce OCBs in an 11-year-old youth with ASD. Tailored to the individual needs of this youth, Fb-CBT included traditional CBT components (e.g., psychoeducation, cognitive-behavioral skills training, and exposure and response prevention) coupled with functional behavior assessment and intervention. Time-series parent report data and standardized measures showed clinically significant decreases in OCBs, an increase in psychosocial functioning, and high consumer satisfaction.     

Does Parent-Child Interaction Therapy Reduce Maternal Stress,Anxiety, and Depression Among Mothers of Children with Autism Spectrum Disorder?

Maternal stress, anxiety, and depression are associated with ineffective parenting strategies for families of children with Autism Spectrum Disorders (ASD). We present the use of Parent-Child Interaction Therapy (PCIT) with three mother-child dyads to reduce maternal stress, anxiety, and depression and child disruptive behavior in children with ASD. Results included increases in positive parenting skills, and decreases in maternal anxiety, depression, and stress, as well as child behavior problems. PCIT is a promising alternative to more intensive and costly interventions, both at reducing disruptive behaviors and improving maternal health. Implications of PCIT for dyads affected by ASD are discussed.