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61.
Michael Dempsey Stacy Lamon Patricia Sunderland Raymond DiGiuseppe Russell C. Leaf 《Journal of Rational-Emotive & Cognitive-Behavior Therapy》1994,12(4):237-256
This is a study of effects of client personality on interpersonal presentation during early Rational-Emotive therapy (RET).
Independent variables were intake scores for clients from the Millon Clinical Multiaxial Inventory (MCMI; Millon, 1983). Dependent
variables, from audiotapes of sessions at the Institute for RET (IRET), were Revised Interpersonal Adjective Scale (IAS-R;
Wiggins, Trapnell and Phillips, 1988) ratings of clients and therapists. Three commonly adaptive axis II traits (histrionic,
narcissistic and antisocial) had significant positive effects on clients, increasing their apparent interpersonal dominance.
Paranoid traits, which have previously shown either neutral or positive patterns, mirrored the adaptive patterns. Compulsive
traits, which have also been helpful in other stressful situations, seemed maladaptive, however, here. Finally, six commonly
maladaptive axis II traits (schizoid, avoidant, dependent, passive-aggressive, schizotypal and borderline) had weak, insignificant
effects on clients. In general, these findings suggest that the IRET therapeutic setting may be a psychologically “safe” place
for clients. Personality traits that are usually troublesome did not impair self presentation in early sessions of RET, and
several usually positive traits appear helpful.
The order of authorship was determined by mutual agreement, based on the number of hours each author committed to the project.
Dempsey's thesis, based on his work, was submitted in partial fulfillment of the requirements for Henry Rutgers Scholars honors
at Rutgers College. Lamon's thesis, based on his work, was submitted in partial fulfillment of the requirements for the Ph.
D. at the University of Vermont. 相似文献
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64.
Galiatsatos Panagis Cudjoe Thomas K. M. Bratcher Jerrell Heikkinen Peter Leaf Philip Golden Sherita Hill 《Journal of religion and health》2021,60(3):1832-1838
Journal of Religion and Health - In the aftermath of gun violence, those impacted and left to mourn are regarded as second victims. These individuals experience and are often burdened by mental and... 相似文献
65.
Justin B. Leaf Donna Townley‐Cochran Erin Mitchell Christine Milne Aditt Alcalay Jeremy Leaf Ron Leaf Mitch Taubman John McEachin Misty L. Oppenheim‐Leaf 《Journal of applied behavior analysis》2016,49(2):399-404
This study compared 2 methods of fading prompts while teaching tacts to 3 individuals who had been diagnosed with autism spectrum disorder (ASD). The 1st method involved use of an echoic prompt and prompt fading. The 2nd method involved providing multiple‐alternative answers and fading by increasing the difficulty of the discrimination. An adapted alternating‐treatments design showed that both procedures were more effective than a no‐intervention control condition. Providing multiple alternatives did not increase error rates or teaching time, and better maintenance was shown for tacts taught with the multiple‐alternative prompt. 相似文献
66.
The results of 5 experiments indicate that people report more intense emotions during anticipation of, than during retrospection about, emotional events that were positive (Thanksgiving Day), negative (annoying noises, menstruation), routine (menstruation), and hypothetical (all-expenses-paid ski vacation). People's tendency to report more intense emotion during anticipation than during retrospection was associated with a slight, but only occasionally significant, tendency for people to expect future emotions to be more intense than they remembered past emotions having been. The greater evocativeness of anticipation than retrospection was also associated with and statistically mediated by participants' tendency to report mentally simulating future emotional events more extensively than they report mentally stimulating past emotional events. The conclusion that anticipation is more evocative than retrospection has implications for research methodology, clinical practice, decision making, and well-being. 相似文献
67.
Julia L. Ferguson Christine M. Milne Joseph H. Cihon Anna Dotson Justin B. Leaf John McEachin Ronald Leaf 《Behavioral Interventions》2020,35(1):178-191
There are many data collection procedures used during discrete trial teaching including first‐trial data collection, probe data, trial‐by‐trial data collection, and estimation data. Continuous, or trial‐by‐trial data collection, consists of the interventionist collecting data on learner behavior on each trial. Estimation data consists of the interventionist estimating learner performance after a teaching session using a rating scale. The purpose of the present study was to compare trial‐by‐trial data collection to estimation data collection during discrete trial teaching to teach children expressive labels. The data collection procedures were examined in terms of accuracy of data collection, efficiency of teaching (i.e., number of trials delivered per session), and rate of child acquisition of targets. Results of the adapted alternating treatment design replicated across three participants and multiple targets found estimation data collection to be as accurate as trial‐by‐trial data collection in determining mastery of targets. Estimation data collected by the interventionist was also found to be accurate when compared to the actual trial‐by‐trial data collected after the study concluded. 相似文献
68.
69.
Joseph H. Cihon Julia L. Ferguson Justin B. Leaf Christine M. Milne Ron Leaf John McEachin 《Journal of applied behavior analysis》2020,53(2):727-743
Prompts are commonly used during discrete trial teaching for individuals diagnosed with autism spectrum disorder (ASD). Three commonly used prompting systems include constant time delay, most-to-least prompting, and flexible prompt fading. Most of the research demonstrating the effectiveness of these three prompting strategies have been completed through the use of single subject experimental designs. Some within the field of behaviorally based approaches to ASD interventions have called for more randomized clinical trials of these approaches. The purpose of the present study was to compare these 3 prompting systems to teach tact relations for 27 individuals diagnosed with ASD through a randomized clinical trial without a control group with respect to pre–post responding, generalization, sessions to mastery, and responding during teaching. Overall, minimal differences were observed across the 3 systems. The results are discussed with respect to future research and clinical application of the methods evaluated. 相似文献
70.
DiGiuseppe Raymond Gorman Bernard Raptis Joanne Agiurgioaei-Boie Alina Agiurgioaei Fabian Leaf Russell Robin Mitchell W. 《Journal of Rational-Emotive & Cognitive-Behavior Therapy》2021,39(3):456-490
Journal of Rational-Emotive & Cognitive-Behavior Therapy - This study developed a short form of the Attitudes and Beliefs Scale-2 (ABS-2), a measure of Ellis’s irrational and rational... 相似文献