TEACHING ELEMENTARY STUDENTS WITH DEVELOPMENTAL DISABILITIES TO RECRUIT TEACHER ATTENTION IN A GENERAL EDUCATION CLASSROOM: EFFECTS ON TEACHER PRAISE AND ACADEMIC PRODUCTIVITY

Four fourth graders with developmental disabilities were trained to recruit teacher attention while they worked on spelling assignments in a general education classroom. The students were taught to show their work to the teacher two to three times per session and to make statements such as, “How am I doing?” or “Look, I'm all finished!” Training was conducted in the special education classroom and consisted of modeling, role playing, error correction, and praise. A multiple baseline across students design showed that recruitment training increased (a) the frequency of students' recruiting, (b) the frequency of teacher praise received by the students, (c) the percentage of worksheet items completed, and (d) the accuracy with which the students completed the spelling assignments.     

Occupation,Competence, and Role Overload as Evaluation Determinants of Successful Women1

In order to determine what variables contribute to or detract from the inter- personal attraction of a successful career woman, 80 male and 80 female introductory psychology students at a large western state university viewed one of eight different videotapes of a female stimulus person discussing aspects of her career and homelife. Two levels of occupation (traditional vs. nontraditional), two levels of competcnce (high vs. low), and two levels of role overload (high vs. low) were factorially varied for each videotape. The Attitudes toward Women Scale (AWS) was used as a covariate, thereby equalizing attitudes between the sexes. A multivariate analysis of covariance was performed on the data. Results indicated that all main effects-competence, role overload, occupation, and sex of subjects-were significant. Also significant was a sex of subject by occupation interaction and two three-way interactions. These results were discussed in the context of how they increase our understanding of college students' perceptions of successful career women.     

A further analysis of the affective meanings associated with male and female sex-trait stereotypes

This study was concerned with the qualitative differences in the male and female sex-trait stereotypes. Previous research employing the item pool of the Adjective Check List (ACL) had indicated no relationship between the stereotype loading of the adjectives and their favorability ratings. In the present study, university students rated the ACL items for strength and activity, and these ratings were used to demonstrate that the male stereotype was appreciably stronger and more active than the female stereotype. It was found that the strength ratings were highly correlated with both activity and favorability ratings which were, themselves, unrelated. It was concluded that the principal qualitative difference between the stereotypes lay in the connotations of activity and passivity associated, respectively, with the male and female stereotype traits, and that any assertion of greater social desirability for the male stereotype was based on its greater activity and not, as is often supposed, on its greater favorability.     

Fear of success revisited: Introducing an ambiguous cue

One criticism of Horner's fear-of-success (FOS) research concerns the fact that she defined success (being number 1 in a medical school class) for her subjects. Two aims of the present investigation were to (a) reinstate the traditional ambiguity of the projective verbal lead: “Anne (John) has succeeded,” and (b) determine the amount of FOS imagery projected by 64 male and 79 female college students to these leads. The low incidence of FOS in this present study was attributed to the opportunity subjects were given to define success for themselves. There were no significant differences in the amount of FOS projected by men and women. School-related success was the most often cited success theme. Results were supportive of the hypothesis that FOS is situationally determined.     

Ecological interventions and the process of change for prevention: Wedding theory and research to implementation in real world settings

Considers a preventive intervention effort designed to modify the characteristics and regularities of the school environment so as to enhance the expectations conveyed to high risk students. Employing this case effort (Weinstein et al., 1991) as a base, several issues are highlighted that deserve greater attention in the design, implementation, assessment, and reporting of other preventively-focused social interventions. These issues include: (1) the degree of program implementation fidelity, (2) the impact a lack of attainment of program fidelity may have on arriving at erroneous evaluation conclusions about social programs, (3) the ways in which the theory and basic research employed in the program rationale is appropriate to and reflected in the program as designed, (4) issues of program potency and dosage, (5) the ways in which quantitative and qualitative evaluation data can enhance each other, and (6) the import of evaluability assessments of programs prior to moving to outcome evaluations. In addressing these issues, the importance of developmentally- and ecologically-informed program formulations is underscored. Finally, the critical role that program reports such as the Weinstein paper, with its careful discussion of both the process of implementation and outcome assessments, can play in the development of more effective prevention program implementation efforts is highlighted.     

Utility Monsters for the Fission Age

One of the standard approaches to the metaphysics of personal identity has some counter‐intuitive ethical consequences when combined with maximising consequentialism and a plausible (though not uncontroversial) doctrine about aggregation of consequences. This metaphysical doctrine is the so‐called ‘multiple occupancy’ approach to puzzles about fission and fusion. It gives rise to a new version of the ‘utility monster’ problem, particularly difficult problems about infinite utility, and a new version of a Parfit‐style ‘repugnant conclusion’. While the article focuses on maximising consequentialism for simplicity, the problems demonstrated apply more widely to a range of ethical views, especially flavours of consequentialism. This article demonstrates how these problems arise, and discusses a number of options available in the light of these problems for a consequentialist tempted by a multiple occupancy metaphysics.     

Female Offenders Under Community Supervision: A Phenomenological Analysis

In this phenomenological study, we examined the lived experiences of 10 female offenders under community supervision. Findings include five essential themes. We propose clinical implications and actionable service recommendations for clinical mental health counselors working with this population.