Embedding instructive feedback into teacher-student interactions during independent seat work

The effects of embedding a constant time delay procedure into an independent seat work activity and using instructive feedback were evaluated in this study. Seven students with mild disabilities participated in the study that occurred in their special education classroom. A multiple probe design across sets of target behaviors was used, and students' responses to instructive feedback stimuli were evaluated during each probe condition. The procedures were implemented with a high degree of fidelity, and the results indicate that (a) the students acquired the target behaviors taught with the constant time delay procedure that was embedded into independent seat work, and (b) the students acquired some but not all of the responses to the instructive feedback stimuli. These findings are discussed in terms of using instructive feedback in classrooms and future research on instructive feedback.     

The pain behavior scale: Modification and validation for outpatient use

The present study investigated the validity of an inpatient pain behavior rating scale modified for outpatient use. A series of 43 consecutive outpatients referred for evaluation of chronic pain was examined using the Pain Behavior Scale (PBS) and other psychometric instruments. Analyses revealed significantly higher Pain Behavior Scale scores for low back and multiple pain-site groups. The results also indicated a high degree of internal consistency of the scale. A multiple regression analysis, predicting observed pain behavior from reported pain behavior, indicated that decreased activity accounted for 32% of the variance in the PBS score. A similar regression for pain experience found that the pain level and the sensory scale score on the McGill Pain Questionnaire accounted for 39% of the PBS variance. Psychological characteristics including disease conviction, self-control, depression, and anxiety explained 45% of the variability in the PBS score. Thus, the scale is related to pain intensity, interference with activities, and a variety of psychological characteristics. The scale provides a measure of observable pain behavior that is also relatively independent of these clinical data sources. The Pain Behavior Scale as modified for outpatient use provides a brief index of pain behavior with potential use in the comprehensive evaluation of the pain patient.     

Remembering the levels of information in words

The qualitative nature of the incidental memory trace produced by perceptual and conceptual processing within a speeded inference task was examined. Performance on recall and auditory recognition tests replicated the general finding that semantic processing leads to better retention of words than does nonsemantic processing. This pattern of results was reversed on a visual recognition test designed to measure the amount of perceptual information remembered. These data suggest that different types of processing result in different aspects of the stimulus being encoded, with conceptual processing resulting primarily in the encoding of semantic information and perceptual processing resulting primarily in the encoding of physical information. Thus, the effectiveness of a particular kind of processing for good memory performance depends on the kind of information being tested.     

An Interactional Approach to Dysfunctional Silencing in Family Therapy

This paper presents an interactional approach to the problem of dysfunctional silencing in family therapy. Silencing is classified as dysfunctional if it satisfies two conditions: (a) it occurs repeatedly and independently of content, and (b) it functions as negative feedback that limits change in the family system. Dysfunctional silencing is defined as those efforts of one or more family members to limit change by repeatedly blocking the communication of another family member, who in turn colludes by tacitly agreeing to remain silent. The interactional approach presented utilizes conflict-resolution techniques and videotape feedback; it is illustrated by a case example.     

Training children's self-control: A field experiment in self-monitoring and goal-setting in the classroom

A field experiment investigated the effects of training in self-monitoring and goal-setting skills on classroom study behavior and academic achievement among elementary school students in an individualized mathematics program. In the Self-Monitoring Conditions, students were shown a simple system for observing and maintaining daily records of their own study behavior during their math classes; orthogonally, in the Goal-Setting Conditions, students were shown a simple method of setting and recording daily performance goals during their math classes. Exposure to self-monitoring procedures produced significant increases in both appropriate study behavior and in actual achievement in the mathematics program, while exposure to goal-setting procedures had no effect on either study behavior or academic achievement. Nor, contrary to expectation, did exposure to the goal-setting instructions enhance the effectiveness of the self-monitoring system. The implications of these results in terms of implicit and explicit models of self-reinforcement processes were discussed.