Strengths-Based Assessment of Children with SED: Consistency of Reporting by Teachers and Parents

Parents and teachers rated the strengths of a group of 20 children diagnosed as having serious emotional disturbance. The degree of consistency between different informants' reports was examined to determine whether certain items and scales on the Behavioral and Emotional Rating Scale (BERS) were more appropriately answered by different sources or in different situations, and whether there were method effects associated with each group. A repeated measures ANOVA and correlations between the informants on each subscale demonstrated significant convergent and discriminant validity as well as possible assessment biases. Results also supported the need for developing separate norms for different informants.     

Using a self-evaluation system as a group contingency

The efficacy of a group-evaluation system was examined, with a reversal design, in two classes of students with disabilities. The results suggested that a group-evaluation system was effective in decreasing the inappropriate verbalizations of both groups. Student satisfaction data revealed that the students in both groups had positive reactions to the system. Factors contributing to the success of the intervention as well as suggestions for its implementation are discussed.     

Linking family characteristics with poor peer relations: The mediating role of conduct problems

Parent, teacher, and peer ratings were collected for 75 grade school boys to test the hypothesis that certain family interaction patterns would be associated with poor peer relations. Path analyses provided support for a mediational model, in which punitive and ineffective discipline was related to child conduct problems in home and school settings which, in turn, predicted poor peer relations. Further analyses suggested that distinct subgroups of boys could be identified who exhibited conduct problems at home only, at school only, in both settings, or in neither setting. Boys who exhibited cross-situational conduct problems were more likely to experience multiple concurrent problems (e.g., in both home and school settings) and were more likely than any other group to experience poor peer relations. However, only about one-third of the boys with poor peer relations in this sample exhibited problem profiles consistent with the proposed model (e.g., experienced high rates of punitive/ineffective home discipline and exhibited conduct problems in home and school settings), suggesting that the proposed model reflects one common (but not exclusive) pathway to poor peer relations.     

Repetition priming with aspect and agreement morphology in American Sign Language

Two experiments are reported which investigate the organization and recognition of morphologically complex forms in American Sign Language (ASL) using a repetition priming technique. Three major questions were addressed: (1) Is morphological priming a modality-independent process? (2) Do the different properties of agreement and aspect morphology in ASL affect priming strength? (3) Does early language experience influence the pattern of morphological priming? Prime-target pairs (separated by 26–32 items) were presented to deaf subjects for lexical decision. Primes were inflected for either agreement (dual, reciprocal, multiple) or aspect (habitual, continual); targets were always the base form of the verb. Results of Experiment 1 indicated that subjects exposed to ASL in late childhood were not as sensitive to morphological complexity as native signers, but this result was not replicated in Experiment 2. Both experiments showed stronger facilitation with aspect morphology compared to agreement morphology. Repetition priming was not observed for nonsigns. The scope and structure of the morphological rules for ASL aspect and agreement are argued to explain the different patterns of morphological priming.     

Facilitating friendship formation in late life: Puzzles and challenges

Considerable evidence indicates that friendships contribute to the psychological well-being of older adults. Seeking ways to help lonely older adults form new friendships thus makes a good deal of sense, but as the disappointing results reported by Heller et al. (1991) indicate, translating this conceptually sound goal into a practical reality presents many challenges. This commentary seeks to build upon the authors' analysis of factors that may have undermined the success of their intervention by discussing the social contexts that may be most conducive to friendship formation in late life and by considering whether kin ties represent a more viable focus of intervention efforts than do peer ties.     

Differential rates of exhaustion and recovery of several parameters of male rat sexual behavior.

Sexual exhaustion of the male rat was studied with respect to several copulatory measures. The ejaculatory latency, intercopulatory interval, and intromission frequency demonstrate a U-shaped curve, exhibiting high values for the initial ejaculatory series, falling to a minimum at an intermediate ejaculatory series, and again increasing at exhaustion. The absolute refractory period of the postejaculatory interval (measured at vocalization termination) increases linerly, whereas the relative refractory period (the remaining portion of the postejaculatory interval) is a postively accelerating function. Partial recovery tests demonstrated that the preejaculatory measures and absolute refractory period have substantially returned to baseline values by Day 6, while the relative refractory period is still extended. The significance of these data to the theoretical modeling of sexual behavior is discussed.     

AN ANALYSIS OF MULTIPLE MISPLACED PARENTAL SOCIAL CONTINGENCIES1

This study analyzed the training of a mother to modify five subclasses of her attention to her young child's noncompliance with instructions, and also displayed the changes in her child's behavior correlated with these events. Training in four subclasses consisted of teaching the mother to withhold various forms of social attention to her daughter's undesired behavior; training in the fifth subclass involved introduction of a brief room-timeout procedure for noncompliance. The effectiveness of the parent-training procedure, consisting of initial instructions and daily feedback, was demonstrated through a multiple-baseline design across the five subclasses of parent behavior. Sequential decreases in the first three subclasses of the mother's social attention to undesired child behavior resulted in incomplete improvements in some child responses; however, a decrease in the fourth subclass resulted in a significant increase in undesired child behavior. Complete remediation of all child behaviors was achieved following the training of a timeout procedure for noncompliance. Postchecks conducted up to 16 weeks later showed that these effects were durable.     

The role of stimulus material in determining release from proactive inhibition

The release from proactive inhibition (PI) paradigm has been widely used as a technique for exploring the encoding dimensions of short-term memory for verbal items. PI release data have been used not only to infer particular memory codes but also to index their relative salience. In the present study, the effects of manipulating the colour (red or black) in which the stimulus material is printed were investigated in two separate experiments. No release effect was obtained in the first, where common two-syllable words were presented. In the second, where consonant trigrams were presented, a large effect was found. Since the same colour feature was manipulated in each experiment, it is argued that this pattern of results has serious implications for the use of PI release data as a technique for mapping the encoding dimensions of short-term memory.