Factors in the referral of children for behavioral treatment: A comparison of mothers of clinic-referred deviant,clinic-referred non-deviant and non-c

The purpose of this study was to compare a non-clinic sample of mothers and children to two groups of clinic-referred children and their mothers. The two clinic-referred groups differed from one another in that the selection criterion for one group of children (Clinic Deviant) was that they were significantly more deviant and non-compliant than the non-clinic group whereas the selection criterion for the second group of children (Clinic Non-deviant) was that they did not differ significantly from the non-clinic group on deviant and non-compliant behavior. Home observations by independent observers and parent questionnaires examining parental adjustment and parental perceptions of child adjustment were completed. The results indicated that both clinic groups perceived their children as more maladjusted than parents in the non-clinic groups perceived their children. Parents of the children in the Clinic Non-deviant group were significantly more depressed than those in the remaining two groups, whereas parents in the Clinic Deviant group issued more vague, interrupted commands than those in the Clinic Non-deviant group. Implications of the findings are discussed.     

Social skill performance among normal and psychiatric inpatient children as a function of assessment conditions

The present investigation examined the effects of varying the standard assessment conditions on performance of social skills among normal and psychiatric inpatient children. Sixty children (30 normals, 30 patients), ages 6–12, completed behavioral and self-report measures of social skills on two separate occasions. During the second assessment, half of the children received feedback and incentives for performance; the other half did not. The testing conditions consistently altered social skill performance. Children who received the incentives during assessment showed significantly higher levels of social skills, as reflected in concrete behavior (e.g. eye contact, facial expressions), and molar responses (e.g. giving compliments, responding to provocation). The results suggest that social skills performance varies considerably as a function of the assessment conditions. Training programs should not assume that persons do not have the responses in their repertoires merely because of low pretest performance unless more extensive efforts are made to evoke appropriate responses.     

Augmentation of in vivo exposure treatment for agoraphobia by the formation of neighbourhood self-help groups

The advantages of selecting agoraphobic patients for treatment by group exposure according to their residential geographic neighbourhood were evaluated in terms of facilitation of ‘homework’ practice and increased social contact. Both ‘zoned’ and ‘unzoned’ groups showed gains in ability to perform hierarchy items after 11 sessions of exposure, relative to a no-treatment control group. However only zoned subjects showed significant reductions in experienced anxiety when executing such items. Self-ratings of overall phobic severity also suggested a zoned group was superior to unzoned while assessors' ratings indicated both groups as equally improved. Only zoned subjects showed a significant increase in social range. Improvements were maintained at 3-months follow-up. No effect of treatment was found on either the Zung measure of anxious mood or on social integration.These results suggest that, where practical, zoning might offer the means for desirable continuation of intensive clinic-based group treatment as well as the benefit of extending treatment into the patients' environment as in home-based treatments. Crucial levels of group cohesion might also be increased although therapists should be prepared to negotiate resistance to a socially demanding programme from patients with significant additional social phobias.     

Measurement of sexual arousal in several paraphilias: The effects of stimulus modality,instructional set and stimulus content on the objective

The effects of instructional set (become aroused or suppress arousal), stimulus modality (videotape, audiotape, slides, free fantasy) and stimulus content (paraphilic or non-paraphilic) on sexual arousal, as measured by penile plethysmograph, of six different groups of paraphilics, pedophiles, rapists, exhibitionists, homosexuals, sado-masochists and fetishists, were determined. The results showed significant main effects of instructional set and of stimulus modality (videotape was clearly more arousing) as well as several complex interactions of diagnostic group with the other independent variables.     

Client,Treatment, and Therapist Variables Related To Outcome in Brief,Systems-Oriented Family Therapy

Client, therapist, and treatment characteristics were examined with respect to how much of the variance they could account for in a variety of outcome measures. Multiple regression analyses were used to examine relationships among each of the client, therapist, and treatment characteristics studied and the various outcome measures. For the 219 families that were treated with brief family therapy, only a relatively low amount of variance in any of the outcome measures could be accounted for. The amount of explained variance, however, varied considerably from one outcome measure to the other. When the more homogeneous groups of clients (single parents or adolescent identified patients) were considered, the amount of explained variance generally showed an increase. Different sets of client, therapist, and treatment variables accounted for the variance in these outcome measures across client groups, demonstrating both the complexities of the relationships and the relative independence of various outcome measures. New variables are suggested for future research.     

Effects of target monitoring on understanding fluent speech

Phoneme monitoring and word monitoring are two experimental tasks that have frequently been used to assess the processing of fluent speech. Each task is purported to provide an “online” measure of the comprehension process, and each requires listeners to pay conscious attention to some aspect or property of the sound structure of the speech signal. The present study is primarily a methodological one directed at the following question: Does the allocation of processing resources for conscious analysis of the sound structure of the speech signal affect ongoing comprehension processes or the ultimate level of understanding achieved for the content of the linguistic message? Our subjects listened to spoken stories. Then, to measure their comprehension, they answered multiple-choice questions about each story. During some stories, they were required to detect a specific phoneme; during other stories, they were required to detect a specific word; during still other stories, they were not required to monitor the utterance for any target. The monitoring results replicated earlier findings showing longer detection latencies for phoneme monitoring than for word monitoring. Somewhat surprisingly, the ancillary phoneme- and word-monitoring tasks did not adversely affect overall comprehension performance. This result undermines the specific criticism that on-line monitoring paradigms of this kind should not be used to study spoken language understanding because these tasks interfere with normal comprehension.     

The effect of refractive error on central and peripheral motion sensitivity at various exposure durations

Pennsylvania State University, University Park, Pennsylvania 16802 The influence of refractive error on movement sensitivity was determined for a range of stimulus durations in the fovea and periphery. At short durations, threshold is determined by a constant displacement of the stimulus. At longer durations, a constant velocity is required. The correction of peripheral refractive error increases movement sensitivity in the displacement (short duration) component, but does not influence sensitivity in the velocity (long duration) component of the motion threshold. Implications concerning the mechanisms underlying motion perception are discussed.     

Apparent contrast of suprathreshold gratings varies with stimulus orientation

Human contrast sensitivity is known to vary with both stimulus spatial frequency and orientation. Previous research has indicated, however, that the apparent contrast of a sinusoidal grating is independent of spatial frequency at suprathreshold levels. We have found that the apparent contrast of suprathreshold gratings is not independent of its orientation. Observers adjusted the apparent contrasts of vertical and oblique gratings to match a 40% standard. Contrast match deviations were found at a number of spatial frequencies, indicating a lack of contrast constancy with stimulus orientation. The apparent contrast of gratings in different orientations could not be predicted in any simple fashion from either contrast threshold differences or ratios.     

Validation of the Differential Emotions Scale in 613 mothers

Mothers (N=613) with infants who took the Differential Emotions Scale (DES) were compared in a cross-validation study by factor analysis to 957 high school and college students. Despite differences in factor-analytic technique, similarities in factor structure suggested that the DES discriminates the majority of fundamental emotions as posited by Izard.Robert Emde is supported by Research Scientists Award No. 5 KO5 MH 36808 and NIMH Project Grant No. 2 RO1 MH 22803. The authors wish to acknowledge the critical support of the Developmental Psychobiology Research Group, Department of Psychiatry, University of Colorado Medical School, and wish to express their gratitude to Carroll Izard for allowing us to publish his factor-analytic results.     

Anxiety,feedback, and self-reference in face recognition

During an incidental learning phase, high and low test-anxious subjects made judgments about people in facial photographs, comparing the person to either themselves (self-reference) or absolute (nonself) standards with regard to intelligence or dependability. On a subsequent unannounced recognition test, feedback emphasized either correct or incorrect responses. Low-anxiety subjects benefited somewhat from both types of feedback, relative to no feedback, whereas anxious subjects were not affected by error-oriented feedback and somewhat hindered by success-oriented feedback. There was no evidence for a relationship between anxiety and self-reference, and no evidence for facilitation from self-reference relative to nonself processing. The results are discussed in terms of Zajonc's (1980) analysis of the role of affect in memory and test-anxiety theories of self-monitoring.The authors would like to acknowledge helpful comments on an earlier draft by several people, especially Matt Marler and Theresa Whitelock.