The effects of marital disharmony on prepubertal children

The study investigated the association between marital disharmony and childhood behavior problems in a sample of families drawn from a general population. Eighty-three families where the marital relationship had previously been rated as disharmonious were matched with an equivalent number of families where the marriage was rated harmonious. Mothers, fathers, and children were interviewed, using a semistructured interview format. Children living in disharmonious homes had significantly more problems than children from harmonious homes, and control for confounding variables, such as the mothers' mental health, did not alter this relationship. The main effects found were in antisocial symptomatology. Gender differences and differences according to the accounts of different respondents were found. One possible interpretation is that mothers perceived their sons as more affected by marital disharmony, while evidence from children suggested that boys and girls were equally affected.     

Learning through observation: The effects of peer modeling on acquisition and generalization in autistic children

The purpose of this study was to systematically determine whether lowfunctioning autistic children [MA of approximately half of their CA or less] could learn through observation by the use of a peer modeling procedure. Since modeling is less structured than traditional one-on-one procedures, it was also thought that modeling might facilitate subsequent generalization of tasks learned through observation. Four autistic children were taught two receptive labeling tasks. One task was taught by a traditional trial and error procedure, while the other task was taught by a modeling procedure wherein the models were other autistic children. Results indicated that all four children learned through observation of their peer model. Additionally, generalization and maintenance of correct responding were superior when the children learned through observation rather than by trial and error. These results are discussed in terms of the modeling literature, generalization issues, and implications for designing teaching settings for autistic children.This research was supported by USPHS Research Grants MH 28231 and MH 29210 from the National Institute of Mental Health. The authors would like to acknowledge Paul Lizotte for his assistance.     

MATERNITY LEAVE, ROLE QUALITY, WORK INVOLVEMENT, AND MENTAL HEALTH ONE YEAR AFTER DELIVERY

Employment status, maternity leave, and role quality were investigated as predictors of women's mental health one year after delivery. Homemakers and part-time and full-time employees did not differ on measures of depression, anxiety, anger, or self-esteem. There were no main effects of leave length. Distress was associated with job overload, role restriction, and infant distress. Leave length interacted with the relative salience of work and family, and employment status interacted with employment preference to predict distress. Depression was greatest among women relatively high in work salience when leaves were long. Anxiety and anger were greatest among women whose employment status was not congruent with their preferences. These interactions underscore the importance of individual differences in responses to leave and work.     

The Impact of the Birth of a Baby on the Time Structure and Social Mixture of a Couple's Daily Life and Its Consequences for Well-Being1

In order to investigate the temporal disruption and social dislocation resulting from the birth of a child, 37 couples were studied at 4 time points: pre-birth (second trimester), and at 1, 4, and 12 months postpartum. A diary-based instrument (the Social Rhythm Metric-SRM) was used to evaluate the habitual times at which 17 events during the day took place, the proportion of events done alone, as a couple only, and with nonfamily members. Also evaluated were perceptions of the quality of the marriage relationship, feelings of depressive symptoms, and feelings of anger. The baby's birth had a major effect on the timing with which daily events were done, and on differences between mothers' and fathers' habitual times, especially in the morning. There were also dramatic differences (50–80% reductions) in the proportion of events done alone, as a couple only, and with nonfamily members. However, these effects were much more marked in mothers than in fathers and were attenuated when there were prior children. Changes in marital quality and mood were also observed. The birth was associated particularly with a decline in marital quality and in the levels of anger and depressive symptoms felt by parents at 1 month postpartum, although these effects interacted with gender and prior parental experience. Furthermore, the changes in well-being were related to changes in SRM indices, though differentially for mothers and fathers.     

Sex-role attitudes,identities, and political ideology

This study examines whether sex-role identities and attitudes toward sex roles are part of a more general liberal—conservative dimension of political ideology. Survey data are analyzed from two independent random samples of Indiana University students in 1974–1975. Sex-role attitudes are measured by two scales, dealing with evaluations of the traditional sex-based division of labor and levels of sex-stereotyping of various tasks. The Bem Sex Role Inventory is used to measure respondents' sex-role identities. Those who score more liberal or flexible on each measure of sex-role attitudes are also very likely to hold liberal political attitudes. These correlations are strong and consistent enough to indicate that sex-role attitudes fit into a more general liberal—conservative ideology, at least among college students. Correlations between sex-role identities and political attitudes are much weaker. Among men, liberal political attitudes are associated with a more flexible (androgynous) sex-role identity; among women, in contrast, liberal political attitudes are related more consistently to a more traditionally masculine sex-role identity.We gratefully acknowledge the assistance of the Indiana University Women's Studies Program, Michael A. Maggiotto, Christine Williams, and especially Barbara Allen for her insightful comments and capable data analysis.     

Modification of preschool children's bathroom behaviors by contigent teacher attention

In response to teacher requests for assistance in dealing with bathroom behavior problems, repeated measures of the frequency of paper towel litter, unflushed toilets, dirty sinks, and running water faucets were used to evaluate the effectiveness of contingent teacher praise for appropriate bathroom use by preschool children. Contingent praise for appropriate bathroom behaviors resulted in markedly decreased frequencies of the four target behaviors. Findings suggest that teacher monitoring and contingent social reinforcement can be used to maintain a clean environment in school toilet facilities. The importance of employing natural reinforcers in school settings is discussed.     

Development of the Correspondence Between Real and Imagined Fine and Gross Motor Actions

The development of the correspondence between real and imagined motor actions was investigated in 2 experiments. Experiment 1 evaluated whether children imagine body position judgments of fine motor actions in the same way as they perform them. Thirty-two 8-year-old children completed a task in which an object was presented in different orientations, and children were asked to indicate the position of their hand as they grasped and imagined grasping the object. Children’s hand position was almost identical for the imagined- and real-grasping trials. Experiment 2 replicated this result with 8-year-olds as well as 6-year-olds and also assessed the development of the correspondence of the chronometry of real and imagined gross motor actions. Sixteen 6-year-old children and seventeen 8-year-old children participated in the fine motor grasping task from Experiment 1 and a gross motor task that measured the time it took for children to walk and imagine walking different distances. Six-year-olds showed more of a difference between real and imagined walking than did 8-year-olds. However, there were strong correlations between real and imagined grasping and walking for both 6- and 8-year-old children, suggesting that by at least 6 years of age, motor imagery and real action may involve common internal representations and that motor imagery is important for motor control and planning.     

The analysis and treatment of vocal stereotypy in a child with autism

This study examined procedures for the assessment and treatment of automatically reinforced vocal stereotypy of a 6‐year‐old girl with autism. Stimulus assessments were conducted to identify toys that were correlated with higher rates of vocal stereotypy and toys that were not. A concurrent operants assessment identified preferred stimuli (toys that produced auditory stimulation), which were then used as reinforcers for the non‐occurrence of vocal stereotypy. A reversal design was used to compare the effects of a fixed time schedule of reinforcement (FT 1‐min) to differential reinforcement for the non‐occurrence of behavior (DRO) to reduce vocal stereotypy. Implementation of the FT schedule revealed no effect, whereas the DRO schedule led to a reduction in the target behavior during treatment sessions and across the school day. This study adds to the body of literature supporting the identification of matched stimuli to reduce non‐socially mediated problem behavior. Copyright © 2005 John Wiley & Sons, Ltd.