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41.
Michael Persampieri Valerie Gortmaker Edward J. Daly Susan M. Sheridan Merilee McCurdy 《Behavioral Interventions》2006,21(1):31-57
Two experimental investigations of the effects of parent delivered reading interventions were conducted. Tutoring packages consisting of empirically supported intervention components were delivered by parents for at least several weeks after initial parent training. Both experiments used single‐case experimental designs and measured participants' oral reading fluency in passages. Experiment 1 used a multiple‐probe design across tasks (passages) to evaluate tutoring effects for two students with learning disabilities. Results indicate that both students increased their reading fluency and maintained those increases over time. Experiment 2 used a brief experimental analysis that included both experimenter and parent delivered instructional trials to validate the treatment package. Next, the treatment package was evaluated using an alternating treatments design. Results were uniformly positive. An interesting but not surprising correlation was also found between treatment integrity and student outcomes. Results are discussed in terms of the framework and skills that behavior analysts have for working with parents and schools to improve their children's academic responding. Copyright © 2006 John Wiley & Sons, Ltd. 相似文献
42.
Levy BR Ryall AL Pilver CE Sheridan PL Wei JY Hausdorff JM 《Anxiety, stress, and coping》2008,21(1):85-93
Although it has been shown that White elders are vulnerable to the influence of age stereotypes, it was not known whether this effect applied to African American elders. In the present study, African American elders were randomly assigned to negative or positive implicit-age-stereotype groups. Compared to participants in the positive age-stereotype group, those in the negative age-stereotype group demonstrated significantly more elevated cardiovascular response to stress, as measured by blood pressure and heart rate following mental challenges. These results suggest that negative age stereotypes generate a susceptibility to stress among African American elders, whereas positive age may provide them with a defense against this stress. 相似文献
43.
Rex L. Clarke Robert F. Smith Don R. Justesen Charles L. Sheridan William D. Cushman 《Behavior research methods》1984,16(5):439-443
A new device to detect vocalizations by mice or rats is described. Of modest cost and incorporating integrated circuits and controls that permit rapid setting of center frequency and sensitivity, the device is based on phase-locked tone decoding and can operate at sonic or ultrasonic frequencies. Circuit operation and schematics are provided, as are data from two studies of mice in which reliable discrimination of distress and submission calls from background noise was demonstrated. 相似文献
44.
John Annett Martin R. Sheridan 《Quarterly journal of experimental psychology (2006)》1973,25(2):247-252
Bimanual asymmetrical movements are generally found to be slower than symmetrical movements but asymmetrical movement normally involves visual separation of targets which might account for the effect. By using a system in which the subject controls two cursors on an oscilloscope screen by moving two levers the S-R relationship on either hand can be reversed, thus providing an asymmetrical movement task without visual separation of targets. Movement times for five right-handed subjects were recorded on four unimanual and six bimanual conditions varying with respect to both S-R and R-R compatibility. In the unimanual conditions, the left hand was found to be as fast as the right when the opposite S-R relationship was used. In the bimanual tasks visual separation of targets was a relatively minor factor movement time being strongly influenced by S-R compatibility and to a lesser degree by R-R compatibility. The results suggest that compatibility, rather than being a property of a single central channel, differs, as between the two cerebral hemispheres. 相似文献
45.
The original Emotional Intelligence Scale of Fukunishi utilized 65 items measuring 3 basic dimensions: intrapersonal, interpersonal, and situational. 170 psychiatric outpatients (84 men and 86 women) completed the inventory. The mean age of the sample was 41.1 yr. (SD= 12.4). Compared with the 65-item scale, factor re-analysis yielded a new 34-item solution with significant correlations for the Intrapsychic (.97) and Interpersonal dimensions (.96) of the larger scale, but not with the Situational dimension (.43). The correlation between the total inventory scores was also significant (.94). 相似文献
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Julia S. Noland J. Steven Reznick Wendy L. Stone Tedra Walden Elisabeth H. Sheridan 《Developmental science》2010,13(1):244-251
We compared working memory (WM) for the location of social versus non-social targets in infant siblings of children with Autism Spectrum Disorders (sibs-ASD, n = 25) and of typically developing children (sibs-TD, n = 30) at 6.5 and 9 months of age. There was a significant interaction of risk group and target type on WM, in which the sibs-ASD had better WM for non-social targets as compared with controls. There was no group by stimulus interaction on two non-memory measures. The results suggest that the increased competency of sibs-ASD in WM (creating, updating and using transient representations) for non-social stimuli distinguishes them from sibs-TD by 9 months of age. This early emerging strength is discussed as a developmental pathway that may have implications for social attention and learning in children at risk for ASD. 相似文献
50.
Children raised in the profound deprivation associated with institutionalization are at elevated risk for negative outcomes
across a host of social and cognitive domains. This risk appears to be mitigated by early foster care or adoption into a family
setting. Although pervasive developmental problems have been noted in a substantial proportion of previously institutionalized
children, marked variation exists in the nature and severity of these deficits. Increasing evidence suggests that institutional
deprivation impacts the developing brain, potentially underlying the wide range of outcomes with which it is associated. In
the current review we examine the neural consequences of institutionalization and genetic factors associated with differences
in outcome in an effort to characterize the consequences of early deprivation at a neurobiological level. Although the effects
of institutional deprivation have been studied for more than 50 years much remains unanswered regarding the pathways through
which institutionalization impacts child development. Through a more complete and nuanced assessment of the neural correlates
of exposure and recovery as well as a better understanding of the individual factors involved we will be better able to delineate
the impact of early adversity in the setting of severe social deprivation. 相似文献