The effects of a laughing versus a nonlaughing model on humor responses in preschool children

Three groups of preschool children, 2–4 years old, were observed individually as they listened to a humorous tape recording either alone (Group 1), or after they had observed a nonlaughing (Group 2) or laughing peer model (Group 3) listen to the tape and then leave. There was a significant difference between the laughing model group and the nonlaughing model group in time spent smiling as well as significant differences in time spent laughing among the no model group, the nonlaughing model group, and the laughing model group. It was concluded that imitation learning plays a role in determining whether or not children will laugh or smile in a humorous situation.     

Evaluation of a nonintellectual assessment procedure for the early screening of exceptionality

Using a battery of nonintellectual measures with demonstrated validity for the screening of learning disabled and emotionally handicapped pupils, this study evaluated the feasibility of screening for potential educable mentally retarded (EMR) and gifted candidates. The criterion measure used to establish evidence of potential EMR and gifted eligibility was an individually-administered intelligence test. Teacher nominations of pupils they would refer for learning disabled (LD), EMR and gifted evaluation were obtained prior to administration of the screening instruments in a subsample of the participating districts in order to compare IQ criterion groups and screening results with teacher referrals. Results showed that the group of pupils screened by the nonintellectual measures contained 91% of those in the low IQ group (potential EMR) and 86% of those in the high IQ group (potential gifted). By contrast, teacher referrals failed to screen any of those deemed potentially eligible based on IQ criterion scores. The evidence suggests that reliance on conventional methods of teacher referral is inadequate for screening of EMR and gifted pupils, but that screening with the nonintellectual measures demonstrates a promise worthy of wider consideration.     

USING STATISTICAL PROCESS CONTROL TO MAKE DATA-BASED CLINICAL DECISIONS

Applied behavior analysis is based on an investigation of variability due to interrelationships among antecedents, behavior, and consequences. This permits testable hypotheses about the causes of behavior as well as for the course of treatment to be evaluated empirically. Such information provides corrective feedback for making data-based clinical decisions. This paper considers how a different approach to the analysis of variability based on the writings of Walter Shewart and W. Edwards Deming in the area of industrial quality control helps to achieve similar objectives. Statistical process control (SPC) was developed to implement a process of continual product improvement while achieving compliance with production standards and other requirements for promoting customer satisfaction. SPC involves the use of simple statistical tools, such as histograms and control charts, as well as problem-solving techniques, such as flow charts, cause-and-effect diagrams, and Pareto charts, to implement Demings management philosophy. These data-analytic procedures can be incorporated into a human service organization to help to achieve its stated objectives in a manner that leads to continuous improvement in the functioning of the clients who are its customers. Examples are provided to illustrate how SPC procedures can be used to analyze behavioral data. Issues related to the application of these tools for making data-based clinical decisions and for creating an organizational climate that promotes their routine use in applied settings are also considered.     

RISK FACTORS FOR SEXUAL VICTIMIZATION IN DATING A Longitudinal Study of College Women

In this longitudinal study of college women, nine risk characteristics assessed prior to the start of college were examined in the effort to identify predictors of sexual victimization in college dating. A total of 100 women were followed for 32 months, with information about personal history, behaviors, and attitudes collected at Time 1 and information about subsequent sexual victimization collected at Time 2. Although four risk factors were significantly associated with victimization, a logistic regression analysis revealed that the best prediction model contained only two variables: Precollege sexual victimization in dating was positively correlated with college victimization, and sexual conservatism was negatively correlated with college victimization. Discussion focused on the needs for improved sex education for teenagers, prevention programs aimed at the precollege level, and increased research and clinical attention to the phenomenon of revictimization.     

Effects of syllable duration on stop-glide identification in syllable-initial and syllable-final position by humans and monkeys

Humans and monkeys were compared in their identification of phoneme boundaries along synthetic stop-glide continua in syllable-initial /ba/-/wa/ or syllable-final /bab/-/baw/ contrasts differing in overall syllable duration. For both contrasts, humans were first tested with a conventional written identification procedure. Here, similar phoneme boundaries emerged and shifted with increases in syllable duration toward longer transitions, as has previously been reported in the literature for syllable-initial data (Miller & Liberman, 1979). Humans and monkeys were then tested on these contrasts, using a go/no-go identification procedure specifically designed for monkeys. Here also, stop-glide boundaries emerged and shifted with increased syllable duration for both species, although monkey “boundaries” were at longer durations than humans’ in syllable-final position. The results indicate that there are both gross similarities and subtle differences between humans and monkeys with regard to the stop-glide context effect. The results are discussed in relation to the hypothesis that general mammalian auditory mechanisms are responsible for this effect.     

Trajectories of Response to Treatments in Children with ADHD and Word Reading Difficulties

Research on Child and Adolescent Psychopathology - This study investigated patterns of response to intervention in children with co-occurring attention-deficit/hyperactivity disorder (ADHD) and...     

Patterns of Parental Adherence and the Association to Child and Parenting Outcomes Following a Multicomponent School-Home Intervention for Youth With ADHD

The goal of the present study was to evaluate the role of parent adherence in the Collaborative Life Skills (CLS) program, a multicomponent school-home intervention, for predicting child and parenting outcomes. A sample of 129 children (63% male; M age = 8.22, SD = 1.10; grades 2–5) with attention-deficit/hyperactivity disorder (ADHD) and their parents participated in CLS, which included 10 weekly behavioral parent training group sessions. Each week, parents provided information on their CLS skill use between sessions (at home) as part of the intervention. Outcome measures included parent and teacher ratings of child behavior and parenting at post-intervention and 6 months follow-up. Growth mixture models examining weekly parent skill use trajectories throughout the intervention significantly predicted parent- and teacher-reported outcomes including parent-rated child behavior, teacher-rated academic competence, and positive parenting behaviors. Fifty-two percent of parents displayed moderate skill use throughout the intervention, whereas the remaining parents had either low (20%) or high (28%) initial levels of use but demonstrated high skill utilization by the middle of the intervention. Results highlight the importance of examining individual differences in parents between session strategy use for behavioral parent training interventions targeting child and parenting outcomes.     

A Daily Check-In/Check-Out Intervention for Students with Internalizing Concerns

Journal of Behavioral Education - This study investigated the impact of a self-management intervention, known as “Check-in/Check-out” (CICO) on academic engaged time and internalizing...     

Effects of therapist‐worn protective equipment during functional analysis of aggression

The effects of therapist‐worn protective equipment (PE) on functional analysis (FA) outcomes for aggression were evaluated. Independent FAs with and without PE were conducted concurrently. Both FAs showed the same function of aggression for all participants. These results suggest that therapists may wear PE during FAs of aggression to reduce risk without altering the interpretation of the analysis.     

A THERAPEUTIC PLAYGROUP FOR DEPRESSED MOTHERS AND THEIR INFANTS: FEASIBILITY STUDY AND PILOT RANDOMIZED TRIAL OF COMMUNITY HUGS

Symptoms of depression negatively impact on mother?infant relationships and child outcomes. We evaluated a novel, 10‐session mother?infant therapeutic playgroup—Community HUGS (CHUGS)—which combines cognitive and experiential components through psychoeducation, play, music, and movement. Participants were mothers experiencing a range of postnatal mental health difficulties, including depression, with infants ≤12 months of age. However, the aim was not to treat maternal depression but to ameliorate associated problems in the mother?infant interaction. In the feasibility study, all participants received CHUGS. In the pilot randomized controlled trial (RCT), participants were randomized between intervention and a wait‐list. Outcomes were the Parenting Stress Index (PSI; R.R. Abidin, 1995), Parenting Sense of Competency Scale (Self‐Efficacy subscale; J. Gibaud‐Wallston & L.P. Wandersman, 1978), and the Depression, Anxiety, Stress Scales (P.F. Lovibond & S.H. Lovibond, 1995). In the feasibility study (n = 74), PSI scores dropped on all subscales, all ps < .01. Depression, p < .001, anxiety, p = .01, stress, p = .01, and self‐efficacy, p < .001, all showed improvements, as did observer‐rated mother?infant interactions, p < .001. In the RCT, depression, p < .001, anxiety, p = .005, and stress, p < .001, symptoms were significantly reduced for intervention participants (n = 16), as compared to wait‐list participants (n = 15). The CHUGS program had high participant satisfaction and produced improvements in self‐efficacy, depression, anxiety, stress, and mother?infant interactions that supported the program's acceptability and the utility of further rollout.