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951.
    
Few youths engage in the recommended amount of physical activity (PA). Many educators have concerns about increasing PA in schools, including taking time from academics, though studies show that school-based PA can be beneficial to academics. This study extends previous research on the relationship between school-based PA and time on task (TOT) by engaging students in teacher-led PA breaks in the classroom and observing students' on-task behavior for a longer period than previous studies. A third-grade class of 23 students from a rural New England public school was observed as part of a single-subject withdrawal design study. The class, therefore, served as its own control. Student on-task behavior was observed for 45 min following both inactive and active conditions using systematic direct observation procedures. The intervention consisted of 10 min of whole-body movement: 1–2 min of warm-ups, 6–8 min of moderate PA, and 1–2 min of cool-downs. Multiple measures of effect indicate that simple, 10-min, breaks for PA can improve TOT rates among elementary students. This study supports the use of brief breaks for PA to improve student TOT while also indicating that the effects persist for at least 45 min. This is valuable to educators who wish to increase TOT with a simple classroom intervention and for those who wish to help students meet the recommended amount of daily PA.  相似文献   
952.
Sight‐word instruction can be a useful supplement to phonics‐based methods under some circumstances. Nonetheless, few studies have evaluated the conditions under which pictures may be used successfully to teach sight‐word reading. In this study, we extended prior research by examining two potential strategies for reducing the effects of overshadowing when using picture prompts. Five children with developmental disabilities and two typically developing children participated. In the first experiment, the therapist embedded sight words within pictures but gradually faded in the pictures as needed using a least‐to‐most prompting hierarchy. In the second experiment, the therapist embedded text‐to‐picture matching within the sight‐word reading sessions. Results suggested that these strategies reduced the interference typically observed with picture prompts and enhanced performance during teaching sessions for the majority of participants. Text‐to‐picture matching also accelerated mastery of the sight words relative to a condition under which the therapist presented text without pictures.  相似文献   
953.
Adults are highly proficient in understanding emotional signals from both facial and vocal cues, including when communicating across cultural boundaries. However, the developmental origin of this ability is poorly understood, and in particular, little is known about the ontogeny of differentiation of signals with the same valence. The studies reported here employed a habituation paradigm to test whether preverbal infants discriminate between non-linguistic vocal expressions of relief and triumph. Infants as young as 6 months who had habituated to relief or triumph showed significant discrimination of relief and triumph tokens at test (i.e. greater recovery to the unhabituated stimulus type), when exposed to tokens from a single individual (Study 1). Infants habituated to expressions from multiple individuals showed less consistent discrimination in that consistent discrimination was only found when infants were habituated to relief tokens (Study 2). Further, infants tested with tokens from individuals from different cultures showed dishabituation only when habituated to relief tokens and only at 10–12 months (Study 3). These findings suggest that discrimination between positive emotional expressions develops early and is modulated by learning. Further, infants' categorical representations of emotional expressions, like those of speech sounds, are influenced by speaker-specific information.  相似文献   
954.
    
This research investigated the influence of parental practices on helpless behaviors of struggling readers during homework tasks. Parents (N = 36) of elementary students reported on their children's helpless behaviors, such as task avoidance and negative affect, during homework assignments, and on the nature and frequency of their support. Distinctions were made between parental support considered to be strategic, compensatory, or intrusive. Additional variables that influence achievement behaviors were assessed, including children's language skills, academic abilities, and behavior regulation. Parent support considered intrusive, such as unsolicited interruptions and corrections, along with children's behavior regulation abilities, accounted for the greatest variation in struggling readers' helpless behaviors.  相似文献   
955.
Time-out (TO) is one of the most common and effective disciplinary tactics used to address problem behavior; however, parents rate TO as one of the least useful behavior modification techniques. This may be due to a discrepancy between empirically supported TO procedures and how mothers are actually conducting TO. Fifty-five mothers were asked to define TO, provide information on how they conduct TO, and identify errors in TO procedures. Results indicate that maternal knowledge and implementation of TO differs considerably from the empirical ideal, potentially impacting the utility and frequency of TO usage in the home to address child problem behaviors.  相似文献   
956.
Africentric/Afrocentric psychology frames the interview findings on five African-American male leaders in a racial, ethnic, and culturally diverse counseling association. The consensual qualitative research method was used to extrapolate themes from the five interviews. Africentric cultural strengths suggested in the themes are (a) autogeny, (b) primacy of the person in the context of community, (c) consubstantiality of primordial substance, (d) perpetual evolution, and (e) living forever. Two themes related to counseling practice are (f) social justice and (g) cultural empathy. Common trends in statements across interviews are illustrated with rich quotations and summaries. Although the framework of continental African world view facilitated understanding a few African-American male counseling leaders, the study evidences a larger universal human dimension of individuals’ pain, resilience, self-discovery of strengths, and leadership bound to a collective self-concept by which leadership can take place both individually and collectively.  相似文献   
957.
    
The present research interrogates the greater tendency for Chinese people to somaticize depression relative to Westerners. Drawing from a social identity perspective, three studies were conducted examining the role that cultural norms play in symptom expression. In an initial study, we confirmed greater somatization, minimization of distress and suppression of emotional expression among Chinese participants compared with Australians (Study 1). Asian normative expectations of collectivism moderated these effects such that somatization was higher among those who endorsed collectivism norms, but only among Chinese participants. Studies 2a and 2b found that only when Asian participants identified strongly with Asian culture did collectivism norms predict somatic symptoms. These findings have implications for practitioners working with people from Asian cultures, highlighting that it is not culture per se, but the endorsement of normative expectations in the context of strong identification with cultural groups that predicts which symptoms of depression are emphasized. Copyright © 2016 John Wiley & Sons, Ltd.  相似文献   
958.
    
Behavioral caregiver training programs are extensively used interventions, based on empirical research and applied concepts of behavior. As these interventions become more widespread in use across settings for various populations, the availability of efficient methods to evaluate program effectiveness is crucial. Currently, there is a lack of widely used and psychometrically sound measurement tools to assess change in caregivers' knowledge of behavioral principles following participation in such training. In the current study, we assessed change in caregivers' knowledge of behavioral principles following participation in a caregiver training based on the principles of Applied Behavior Analysis. Twenty caregivers participated in the evaluation, which included pre‐ and post‐Brief Behavioral Knowledge Questionnaire (BBKQ) completed before and after participation in a brief behavioral training (BBT). The measurement was found to have good internal consistency. Results also show that following participation in the BBT, caregivers' initial knowledge of behavioral principles increased significantly. The results suggest that the BBKQ may be a useful tool in detecting changes in caregiver's knowledge of behavior principles following BBT. Limitation and future directions are discussed. Copyright © 2016 John Wiley & Sons, Ltd.  相似文献   
959.
    
For people living with HIV/AIDS, grief and bereavement typically refer to the loss of life felt in the HIV community. However, changes in HIV treatments allow care providers to view HIV grief in a way that considers physical, social, and emotional loss, as well as a loss of the life they had previously pictured for themselves. Kübler‐Ross's ( 1969 ) model of bereavement is presented as a way to conceptualize clients living with HIV who are dealing with grief and bereavement. In addition, popular bereavement counseling approaches relevant to clients with HIV are discussed, and a case illustration is provided.  相似文献   
960.
    
Interventions developed to improve adaptive skills can improve academic achievement. The authors expanded this line of research by examining the relationship between performance on a state proficiency exam and adaptive skills classifications on the Behavioral Assessment System for Children, Second Edition parent and teacher reports. Participants included 392 Latino students, Grades 2–6 in a large urban school district. Ordinal regression models were used to assess relationships between student academic proficiency level and adaptive skills classifications. Students classified as having higher adaptive skills by teachers were more likely to be classified as proficient or higher in reading and mathematics. These findings further support the relationship between adaptive skills and academic achievement. Implications for future research and practice are discussed.  相似文献   
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