Behavioral intervention to treat selective mutism across multiple social situations and community settings

We evaluated a behavioral intervention for a 9-year-old girl with selective mutism. The intervention consisted of role play and video self-modeling. The frequency of spoken initiations, responses to questions, and communication breakdowns was measured during three social situations (i.e., ordering in a restaurant, meeting new adults, and playing with new children) and in three community settings. Results demonstrated increases in spoken initiations and responses and decreases in communication breakdowns across all situations and settings.     

Using real-time visual feedback to improve posture at computer workstations

The purpose of the current study was to examine the effects of a multicomponent intervention that included discrimination training, real-time visual feedback, and self-monitoring on postural behavior at a computer workstation in a simulated office environment. Using a nonconcurrent multiple baseline design across 8 participants, the study assessed the effects of the intervention across three postural variables. Following an information phase, the intervention started for the lowest stable postural variable. The intervention led to substantial improvements in safety behavior for most targeted postural variables. A reversal to the information phase for 2 participants did not lead to decreases in safety. Postures self-monitored with high accuracy improved to a greater degree than postures self-monitored with low accuracy.     

The good-subject effect: investigating participant demand characteristics

Although researchers are often concerned with the presence of participant demand, few have directly examined effects of demand on participant behavior. Before beginning the present study, a confederate informed participants (N = 100) of the study's purported hypothesis. Participants then performed a laboratory task designed to evaluate the extent to which they would respond in ways that may confirm or disconfirm the hypothesis of the study. The authors found that participants tended to respond in ways that confirmed the hypothesis, yet this tendency depended on attitudes toward the experiment or experimenter and other individual differences. In addition, results suggested that suspicion probes may be ineffective in measuring participants' previous knowledge and suspicion. Findings indicate the need for more research and consideration of demand in the design of studies and analysis of data.     

Family sessions as part of child psychological assessment: goals, techniques, clinical utility, and therapeutic value

Including a family session in a child assessment can significantly advance the assessor's and parents' understanding of the child's problems and enhance the likelihood that parents will follow through on recommendations after the assessment. A family session allows the assessor to observe the child in the family context, test systemic hypotheses, better understand the meaning of individual test results, and try out possible interventions. A family session may also help parents see systemic aspects of their child's problems, help the child feel less blamed, foster positive experiences among family members, and offer the family a glimpse of family therapy. We describe methods and techniques for structuring family sessions and offer guidance on preparing for and conducting such sessions depending on one's case conceptualization. Detailed case examples illustrate each technique and demonstrate the immediate and subsequent impact of family sessions as well as their therapeutic value. We also address common clinical and pragmatic issues.     

Factors Influencing Employee Intentions to Provide Honest Upward Feedback Ratings

Based on current research involving rater motivation, we examined several factors hypothesized to influence employee intentions to provide honest upward feedback. Survey data were collected from a demographically diverse sample of hospital employees (n = 203). In summary, we found empirical support for generalizing extant models of rater motivation to an upward feedback context: cynicism towards upper management and the upward feedback process, understanding upward feedback, and opportunity to observe their supervisors were the primary predictors of employee intentions to provide honest upward feedback ratings, mediated by the (a) extent to which employees perceived positive benefits would result from rating their supervisors honestly, (b) the extent to which employees feared retaliation by their supervisors, and (c) rater self-efficacy.

Psychiatric Disorders in Clinical Genetics I: Addressing Family Histories of Psychiatric Illness

This is the first article of a two-part professional development series addressing genetic counseling for personal and family histories of psychiatric disorders. It is based on an Educational Breakout Session presented by the Psychiatric Special Interest Group of the National Society of Genetic Counselors at the 2006 Annual Education Conference. This article examines issues that arise in addressing family histories of psychiatric illness, while the second article in the series considers the generation and provision of individualized recurrence risks for psychiatric disorders. In this article we discuss the importance of managing uncertainty for affected individuals and their close family members who have been referred to genetics for a number of different indications. We then use four simulated cases to make recommendations about the scope and timing of discussions related to the psychiatric family history.     

Using goal setting, task clarification, and feedback to increase the use of the hands-free technique by hospital operating room staff

We evaluated the effects of a behavioral treatment on the safe passing of sharp instruments using the hands-free technique among hospital operating room personnel during surgical procedures. Treatment consisted of participative goal setting, task clarification, and feedback. The average percentage of sharp instruments passed safely increased from 32% to 64% and 31% to 70% between baseline and treatment phases in the inpatient and outpatient surgery units, respectively. Five-month follow-up data suggested maintenance of treatment effects. These findings suggest the utility of organizational behavior management strategies in reducing risky behavior in hospital settings.     

The catastrophic misinterpretation model of panic disorder.

In the catastrophic misinterpretation model of panic Clark [Behav. Res. Ther. 24(1986)1461] proposes that panic attacks result from the misinterpretation of autonomic arousal stimuli as precursors to a physical or psychological emergency. The model has been widely examined, with many researchers suggesting that this specific cognitive bias is implicated in both the phenomenon of panic, and the aetiology and maintenance of panic disorder. Various research methodologies have provided only partial or inconclusive support for the model as being uniquely associated with panic, and as a cognitive process underpinning the experience of panic. This paper reviews the body of existing evidence and its implications for the model and proposes future research directions. The influence of implicit operational definitions of key terms in the catastrophic misinterpretation literature (e.g. 'catastrophe', 'threat', 'anxiety-related') are examined, and clarifications proposed. Inconsistencies and limitations in the measurement of catastrophic misinterpretation are highlighted, and subsequently developments to measurement instruments are proposed.     

Classroom performance and adaptive skills in children with epilepsy

The relationships of age at onset, seizure syndrome, seizure type, and seizure frequency, respectively, to the classroom performance and adaptive skills of 131 children with epilepsy were studied. The Teacher Report Form of the Child Behavior Checklist was completed by the children's teachers. Hierarchical multiple regression analyses were conducted on ratings of academic subject areas and overall adaptive skills. Significant results were obtained for English/Language, Reading, Mathematics, overall School Performance, Learning, Happy, and Total Adaptive skills. Epilepsy syndrome and frequency of seizures were significantly related to some of these analyses, with amounts of variance accounted for ranging from 11% to 23%. Children with secondary generalized epilepsy performed significantly worse than children with other epilepsy syndromes. The results suggest that a seizure disorder associated with a diffuse or multifocal brain insult can produce problems in achievement and school adaptation as manifested on a day-to-day basis. Suggestions for future research are presented.     

A comparison of on-the-scene coping mechanisms used by two culturally different groups

Five groups of participants from Mississippi (n = 101) completed a questionnaire based on 11 coping mechanisms used most often by Norwegian rescuers (Dyregrov & Mitchell, 1992). Eight significantly different strategies were endorsed by the Mississippians and the Norwegians. Mississippians used more altruistic, cognitive, and social coping mechanisms while the Norwegians tended to endorse emotional distancing and task oriented methods of coping. The strategy judged most important by both Mississippians and Norwegians was maintaining contract with other helpers. It is argued that differences in on-the-scene coping strategies used by rescue workers are based on cultural, social, and individual differences. Researchers concluded that data from one cultural group cannot necessarily be generalized to another group. An examination of differences between the jive groups of Mississippians has been published elsewhere (Holaday, Warren-Miller, Smith & Yost, in press).