Spoon distance fading with and without escape extinction as treatment for food refusal

Little is known about the characteristics of meals that serve as motivating operations (MOs) for escape behavior. In the current investigation, we showed that the distance at which a therapist held a spoon from a child's lips served as an MO for escape behavior. Based on these results, we implemented spoon distance fading, compared fading with and without escape extinction (EE), and compared fading plus EE to EE alone. Initially, inappropriate mealtime behavior decreased during fading, but this effect was not maintained as fading progressed. Inappropriate mealtime behavior was lower initially when we combined fading and EE relative to EE alone, but acceptance increased more rapidly with EE than with fading plus EE. These results suggest that a number of mealtime characteristics might function as MOs for escape behavior and that analyses of MOs may be useful for developing treatments for food refusal.     

Examining the differences in career thoughts of women in three low socioeconomic status groups

The authors examined differences in career thoughts of 3 groups of women from low socioeconomic status backgrounds. The 3 groups were composed of women who were not seeking employment, women attempting to obtain General Educational Development (GED) certification prior to seeking employment, and women with disabilities who were participating in readiness‐to‐work programs. Results indicated that there were significant differences in participants' career thoughts. Specifically, career thoughts of women who were not seeking employment were significantly less dysfunctional than were the career thoughts of the women who were pursuing their GED certification and those of the women with disabilities who were participating in a job‐readiness training program. The impact of negative career thoughts is discussed.     

Consultation-based Academic Interventions for Children with ADHD: Effects on Reading and Mathematics Achievement

The purpose of this investigation was to evaluate the relative efficacy of two consultation-based models for designing academic interventions to enhance the educational functioning of children with attention-deficit/hyperactivity disorder (ADHD). Children (N=167) meeting DSM-IV criteria for ADHD were randomly assigned to one of two consultation groups: Individualized Academic Intervention (IAI; interventions designed using a data-based decision-making model that involved ongoing feedback to teachers) and Generic Academic Intervention (GAI; interventions designed based on consultant-teacher collaboration, representing "consultation as usual"). Teachers implemented academic interventions over 15 months. Academic outcomes (e.g., standardized achievement test, and teacher ratings of academic skills) were assessed on four occasions (baseline, 3 months, 12 months, 15 months). Hierarchical linear modeling analyses indicated significant positive growth for 8 of the 14 dependent variables; however, trajectories did not differ significantly across consultation groups. Interventions in the IAI group were delivered with significantly greater integrity; however, groups did not differ with respect to teacher ratings of treatment acceptability. The results of this study provide partial support for the effectiveness of consultation-based academic interventions in enhancing educational functioning in children with ADHD; however, the relative advantages of an individualized model over "consultation as usual" have yet to be established.     

Religion and the Recovery of Addicted Women

Personal interviews were conducted with 102 African-American and Anglo-American women in Texas coastal communities to determine the involvement of religious organizations in women's initiation and maintenance of recovery from drug addiction, the extent of women's help-seeking for recovery, and women's spiritual needs. Means, frequencies, chi squares, Pearson's correlations, and one-way ANOVAs were used to describe the data. Religious organizations helped about one-third of the women to begin or stay in recovery, primarily through counseling or ministering to spiritual needs. Only one-fourth of the women had sought help from churches. The predominant spiritual needs were forgiveness, love, and understanding. Implications for research and outreach are given.     

Taste familiarity and apomorphine-induced taste aversions in humans

Human volunteers learned taste aversions to a relatively novel cranberry flavor paired with apomorphine-induced illness. These aversions were significantly reduced by pretreatment familiarization to the flavor unless an unpalatable interfering flavor was introduced just prior to the administration of apomorphine. The outcomes have implications for taste-aversion learning in humans and for the control of flavor preferences in patients undergoing illness-inducing chemotherapy.     

The relationship between the Wechsler Memory Scale—Revised (WMS-R) Attention index and putative measures of Attention

Although the Wechsler Memory Scale—Revised (WMS-R; Wechsler, 1987) is one of the more frequently used measures of memory and attention, its Attention/Concentration Index (ACI) has been minimally researched. If the ACI is to be used as a measure of attention, the need exists to determine if it is related to other measures theoretically argued to be sensitive to attention deficits. The present study evaluated the relationship between the WMS-R ACI and other putative measures of attention by comparing individuals labeled as Attention Impaired [ACI at least 15 points < General Memory Index (GMI)] versus those labeled as Memory Impaired (GMI at least 15 points < ACI). Contrary to expectations, the Attention Impaired group scored equal to the Memory Impaired group on all measures theorized to be sensitive to attention deficits (Trails A and B time, Trails B errors, Rey AVLT interference list), except for statistically weaker performance on Trails A errors. In contrast but as expected, the Memory Impaired group scored statistically worse on all memory tests (Rey AVLT, all TPT variables). The groups also did not differ on tests argued not to be differentially affected by either attention or memory (WAIS-R FIQ, Category Test). It is concluded that the WMS-R Attention Index is not related to deficits on other measures sensitive to attention, further emphasizing the need to identify more clearly specific attention constructs.     

From ugly duckling to swan?: Japanese and American beliefs about the stability and origins of traits

Two studies compared the development of beliefs about the stability and origins of physical and psychological traits in Japan and the United States in three age groups: 5–6-year-olds, 8–10-year-olds, and college students. The youngest children in both cultures were the most optimistic about negative traits changing in a positive direction over development and being maintained over the aging period. The belief that individual differences in traits are inborn increased with age, and in all age groups, this belief was related to predictions of greater trait stability. In both cultures, all ages believed positive traits would be maintained over development. In addition to developmental similarities across cultures, cultural variations, consistent with the hypothesis that interdependent cultures have a more incremental view of traits, were present. Japanese participants were more optimistic than American participants about negative traits changing towards the positive and were more likely to attribute differences in trait expression to effort.     

Effects of contact with individuals with disabilities: positive attitudes and majoring in education

Attitudes toward and contact with individuals with disabilities have been topics of research for years. The major purpose of the present study was to determine the effects of contact with individuals with disabilities on attitudes and choosing to major in education. Participants were 211 undergraduate students who completed a survey of attitudes and contact with individuals with physical, developmental, and behavioral disabilities. Results demonstrated that lower misconceptions about disabilities mediated the relation between increased contact with individuals with behavioral disabilities and being an education major. The results of this study (a) can be used to determine how future teachers should be trained and (b) highlight the need for future teachers to engage in certain field experiences.