The Utility of Brief Experimental Analysis and Extended Intervention Analysis in Selecting Effective Mathematics Interventions

The present study evaluated the utility of brief experimental analysis (BEA) in predicting effective interventions for increasing the math fluency of 3 elementary students identified as having math skill deficits. Baseline data were collected followed by implementation of a BEA consisting of the following interventions: cover, copy, and compare, taped problems (TP), and math to mastery (MTM). An extended analysis phase using an alternating treatments design compared all 3 interventions against the results of the BEA. Two follow-up measurements were taken 5 days and 15 days after termination of the extended intervention analysis phase. Results indicated the BEA correctly predicted the most effective intervention for enhancing math fluency for all 3 students. Comparison of the intervention conditions revealed the MTM intervention to be the most effective intervention for 2 of the 3 students, while the TP intervention was the most efficient for 2 of the 3 students.     

Induction of lucid dreams: A systematic review of evidence

In lucid dreams the dreamer is aware of dreaming and often able to influence the ongoing dream content. Lucid dreaming is a learnable skill and a variety of techniques is suggested for lucid dreaming induction. This systematic review evaluated the evidence for the effectiveness of induction techniques. A comprehensive literature search was carried out in biomedical databases and specific resources. Thirty-five studies were included in the analysis (11 sleep laboratory and 24 field studies), of which 26 employed cognitive techniques, 11 external stimulation and one drug application. The methodological quality of the included studies was relatively low. None of the induction techniques were verified to induce lucid dreams reliably and consistently, although some of them look promising. On the basis of the reviewed studies, a taxonomy of lucid dream induction methods is presented. Several methodological issues are discussed and further directions for future studies are proposed.     

How category advertising norms and consumer counter‐conformity influence comparative advertising effectiveness

Surprisingly little research examines whether and how category advertising norms influence the effectiveness of comparative advertising. To address this void, the present research investigates if the persuasiveness of a particular comparative advertisement depends on whether or not it is viewed as a typical tactic that conforms to category advertising norms. Results from experiments 1 and 2 indicate that a comparative advertisement used in violation of category norms results in a persuasion penalty that is evidenced by a reduction in the ad's impact on brand attitudes. This effect of category norms on persuasion is shown to be mediated by evaluations of the comparative advertisement's appropriateness in the product category. A final experiment confirms this persuasion penalty with respect to consumers holding conformity-based motives. However, this penalty is found to be reversed for individuals seeking counter-conformity in the marketplace, who respond more favorably to a comparative advertisement when it violates rather than conforms to category norms.     

Racial and Ethnic Differences in Direct-to-Consumer Genetic Tests Awareness in HINTS 2007: Sociodemographic and Numeracy Correlates

To examine the association of 1) race/ethnicity and 2) numeracy with awareness of DTC genetic tests. Secondary analysis of 6,754 Hispanic, black, and white adult respondents to the National Cancer Institute’s 2007 Health Information National Trends Survey (HINTS). Logistic regression was used to examine sociodemographic predictors of DTC genetic tests awareness including race/ethnicity, income, education, and gender. Next, two numeracy variables were added to the model. After controlling for sociodemographic variables, black respondents were significantly less likely to have heard of DTC genetic tests compared to white respondents (OR = 0.79; CI: 0.65–0.97). When numeracy variables were added to the model, the effect of black race was no longer significant (OR = 0.84; CI: 0.69–1.04). Hispanic respondents did not significantly differ from white respondents in awareness of DTC genetic tests. Other significant correlates of DTC genetic tests awareness in the full model included education, income, age, and numeracy variables including degree to which people use medical statistics and numbers to make health decisions, and preference for words or numbers when discussing “the chance of something happening.” Although black respondents were generally less aware of DTC genetic tests than white respondents, this relationship appears to be partially mediated by numeracy.     

Direct-to-Consumer Personal Genomic Testing: A Case Study and Practical Recommendations for “Genomic Counseling”

Technological advances and information-seeking consumers have pushed forward the movement of direct-to-consumer (DTC) genetic testing. Just like with other types of testing, there are potential risks, benefits and limitations. A major limitation of DTC testing is the incomplete view it provides regarding lifetime risk for common, complex diseases, since most tests only analyze 1–2 single nucleotide polymorphisms (SNPs) and do not include evaluation of medical or family histories, which is necessary to risk assessment. Further, it is not currently well-established whether personal genomic testing results will lead toward improved health behaviors, adverse psychological effects or potential overuse of the health care system. To display these and other issues, we present an in-depth case study of an individual who ordered DTC genetic testing and subsequently sought genetic counseling. This case presents a unique learning experience for the field of genomic counseling, as the patient did not fit the typical assumptions regarding ‘early adopters’ of DTC testing. It also allowed the genetics health care providers involved in the case to identify gaps in current genetic counseling practice that need to be filled and approaches to employ for successful delivery of genomic counseling. Based on our experience, we developed practical recommendations for genomic counseling, which include novel approaches to case preparation, use of electronic tools during the counseling session, and focusing on education as the major component of the genomic counseling session, in order to provide patients with the knowledge necessary to independently interpret and understand large amounts of genomic testing information provided to them.     

Treating Childhood Anxiety in Schools: Service Delivery in a Response to Intervention Paradigm

Millions of youth who attend schools in the United States suffer from clinically significant anxiety. Left untreated, these students often experience significant disruptions in their academic, social, and family functioning. Fortunately, promising treatments exist for childhood anxiety that are amenable for delivery in school settings. However, educational law and new service delivery paradigms such as response-to-intervention (RtI) affect the delivery of anxiety interventions. In light of extant laws and practices that govern education, this article discusses the provision of supportive services to address childhood anxiety. Specifically, this article reviews how RtI, the Individuals with Disabilities Education Improvement Act, and Section?504 of the Rehabilitation Act guide service delivery and subsequently impact school-based anxiety treatments. Suggestions are provided to address childhood anxiety within a framework that allows for graduated and fluid service delivery.     

Parent Participation Within Community Center or In-Home Outreach Delivery Models of the Early Risers Conduct Problems Prevention Program

A variety of predictors of parent participation in prevention programming have been identified in past research, but few studies have investigated how those predictors may vary by implementation context. Patterns of parent participation were examined in the Early Risers Conduct Problems Prevention Program using two family-focused service delivery models: a community center model (Center) and an in-home outreach-based model (Outreach). An ethnically diverse sample of Kindergarten through second grade students (n = 246) displaying elevated levels of aggression were recruited for the study and randomly assigned to either the Center (n = 121) or Outreach (n = 125) models. In both delivery models, participants and their families completed an assortment of baseline measures and received family skills and child skills intervention components and family- and school-based case management. Parents in the Center model demonstrated greater overall participation in family-focused components of the intervention. Parent motivation with parent-focused expectancies for the intervention represented the strongest predictor of parent participation across both delivery models. Family income differentially predicted parent participation across the two models, with low income predicting greater participation in the Center model and lower participation in the Outreach model. A qualitative finding emerged showing that parents receiving parent skills in the Center model via groups preferred to learn skills related to facilitating overall family relationships, whereas parents receiving parent skills via individual Outreach meetings preferred to improve a child’s behavior and emotion skills. Implications are discussed for the design of prevention programming in order to maximize parent participation in high risk populations.     

A Mediated Moderation Model of Conformative Peer Bullying

We investigated the relationship between conformative peer bullying and issues of peer conformity among adolescents. This relationship is examined through the establishment of a mediated moderation model for conformative peer bullying using structural equation modeling in a sample of 391 second-year middle school students in Seoul, South Korea. We found that peer pressure and resistance to peer influence interact with one another to affect antisocial conformity, which then affects conformative peer bullying, thereby establishing its mediated moderation effect. The results suggest that conformative peer bullying that encourages and assists active bullies is affected by antisocial conformity; moreover, an individual’s capacity to resist peer influence plays a protective role against peer conformity, and this must be acknowledged as a significant influence in conformative peer bullying among adolescents.     

After School Care for Children on the Autism Spectrum

Few programs exist for after school care designed to support children with Autism Spectrum Disorder (ASD). Not only do parents often depend on after school care, but also children with ASD are likely to benefit from opportunities to generalize skills in an authentic setting and interact with typically developing peers. This lack of support occurs at a time during which there is increasing research and community awareness regarding the need for high quality after school programs to support typically developing children. This study investigates reported experiences with and needs for after school care by parents of children with ASD. Survey results (N = 54) revealed that the majority of parents surveyed desired after school programs within their child’s school but are often denied access to such services or received low quality care for their child in after school programs. Recommendations are provided for future research and program development.