A comprehensive dining program for mentally retarded adults

Twenty-six types of behavior (e.g. uses fork in socially appropriate manner, chews food before swallowing) were treated in a course of independence training, using 80 institutionalized retarded adults (40 experimentals and 40 no-treatment controls). The 3-month long training phase incorporated a number of treatment components including in vivo modeling, peer social reinforcement, self-evaluation and monitoring; then a four-month follow-up. A group (i.e. experimentals and controls) by sex, by time, analysis of variance was computed with repeated measures on the last dimension (pre, post, follow-up measures = time). A significant difference was obtained between the experimentals and controls on post-test and follow-up     

INCREASING SPELLING ACHIEVEMENT: AN ANALYSIS OF TREATMENT PROCEDURES UTILIZING AN ALTERNATING TREATMENTS DESIGN

Two studies which examine the effectiveness of spelling remediation procedures are reported. In both studies, an alternating treatment design was employed. In the first study, positive practice overcorrection plus positive reinforcement was compared to positive practice alone and a no-remediation control condition. In the second study, positive practice plus positive reinforcement was compared to a traditional corrective procedure plus positive reinforcement and a traditional procedure when used alone. Results of both studies indicated that the combined positive practice plus positive reinforcement procedure was more efficient and that it was preferred by the children. Following brief training under this combined procedure, all children demonstrated 100% spelling accuracy.     

Sex bias in the newspaper treatment of male-centered and female-centered news stories

Differences in the newspaper treatment of men and women were examined in two sets of news stories collected a year apart, in the fall of 1976 and 1977. In both samples, coverage of women was more likely to include mention of personal appearance, marital status, and spouse than was coverage of men. These differences could not be attributed to the greater number of men in the news, nor to differences in the sections of the newspaper where stories about men and stories about women were usually found. They were equally true of locally written and national wire-service stories.     

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.     

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.     

Developing Approaches to Competence: Away from the Metaphor of Competence as a Hidden Object

Assessments of linguistic ability amongst inner city African American children in the 1960’s and cross-cultural assessments of problem solving skills amongst participants without formal education in several contexts around the world have both demonstrated the need for investigators to distinguish the possible existence of some form of competency from the matter of whether evidence of that competency can be elicited with a particular assessment tool. In both of the previously mentioned cases, the evidence suggests that participants had the competencies in question and failed to demonstrate them (at least partially) as a result of the nature of the assessment context. The current article takes these demonstrations of the need for culturally sensitive assessment as a point of departure, and argues that today, a further development in how competence is understood is necessary. For all its benefits, the idea of culturally sensitive assessment still relies on the problematic characterization of competencies as discrete sets of stable underlying dispositions. Current research from the dynamic systems perspective in psychology suggests that intelligent human action involves the contextual and self-organized emergence of adaptive behavioral solutions, rather than the expression of preplanned, latent competencies. An adequate conceptualization of competence must therefore account for this emergence, rather than positing competencies as hidden or latent behavioral performances.     

Psychosocial correlates of parenting stress, lack of support and lack of confidence/security

The purpose of the current study was to identify important correlates of parenting stress, frequently conceptualized as a mediator of suboptimal family function, and of social support and confidence/security, often regarded as buffers. Potential correlates of these concepts were assessed in questionnaires at delivery and at one year, in a sample of 16,000 families in Sweden. Predictors (1) of parenting stress were parental dissatisfaction and poor child sleeping patterns; (2) of lack of support included lack of confidence/security, parents born abroad, single motherhood, and maternal health problems; and (3) of lack of confidence/security were lack of support and serious life events. Mothers lacking social support or confidence/security exhibited significantly higher stress. Although parenting stress is a complex phenomenon certain risk factors can be emphasized, such as sleep problems which appear more important than child health problems. These risk factors can be used both in efforts to prevent stress and in studies of stress effects.