UFO和声称的绑架事件调查(三)——被外星人劫持者和访问外星球的人

在未受良好教育的人面前,类似UFO故事的墨迹很难干去。从前有个传播者叫乔治·亚当姆斯基(George Adamski,1891-1965),与一个英国作家戴斯蒙德·雷司列(Desmond Leslie)合著,出版了一本书,书名叫《飞碟登陆》(英国图书中心,1952)。按照亚当姆斯基的说法,他从事飞碟业是因为在宗教领域没有赚到钱,亚当姆斯基来到美国,兜售他的书,并到处讲他去金星、火星和土星旅行的情景。我们听过他在肯塔基路易斯威尔的演讲,在这次演讲中,他说了一些在金星表面上行走的情形。在提问过程中,我们问他的脚是否已经好了。“你这是什么意思?”他问。“因为金…     

Split-half and parallel reliabilities of the Purdue Pharmacist Directive Guidance Scale

Using R and SPSS, various forms of split-half and parallel reliabilities were calculated. Robust split-half and parallel reliability coefficients for the Purdue Pharmacist Directive Guidance Scale are presented with coefficients greater than .84.     

A Comparison of Function-Based Differential Reinforcement Interventions for Children Engaging in Disruptive Classroom Behavior

This study provides a direct comparison of differential reinforcement of other behavior (DRO) and differential reinforcement of alternative behavior (DRA). Participants included three children in center-based classrooms referred for functional assessments due to disruptive classroom behavior. Functional assessments included interviews and brief functional analyses. An alternating treatments design was used to evaluate the relative effectiveness of function-based DRO and DRA interventions. Results indicated that both intervention procedures effectively reduced disruptive behavior, but the DRA procedure consistently resulted in greater reductions in disruptive behavior across all participants. Results are discussed in terms of directions for future functional assessment and intervention research as well as implications for applied practice.     

Peer Tutoring for Reading Fluency as a Feasible and Effective Alternative in Response to Intervention Systems

Peer tutoring is an evidence-based procedure for improving academic performance for a variety of skill areas. The current study evaluated the feasibility and impact of a peer tutoring package for reading fluency with 4 middle school students receiving Tier II remedial supports. This study used a multiple baseline design across participants to evaluate impact of the peer tutoring procedure on students’ oral reading rate on instructional passages. Results indicated that students’ oral reading rate on instructional probes increased following implementation of the peer tutoring procedure. Moreover, peer tutors implemented most steps of the procedure with a high degree of integrity. Results are discussed in terms of contributions to the peer tutoring and Response to Intervention literatures, as well as application to applied practice.