Teaching safety skills to children to prevent gun play: an evaluation of in situ training

This study evaluated behavioral skills training with added in situ training for teaching safety skills to prevent gun play. Following baseline, each child received two sessions of behavioral skills training and one in situ training session. Additional in situ training sessions were conducted until the child exhibited the safety skills (don't touch the gun, get away, and tell an adult). All children acquired and maintained the safety skills at a 3-month follow-up. In addition, of the 7 children assessed in a dyad situation, all exhibited the correct skills in the presence of another child.     

It was the best of times, it was the worst of times: doctoral students' experiences of family therapy research training through alternative forms of data representation

In this study, we interviewed 14 doctoral students from 10 COAMFTE-accredited doctoral programs to learn more about how they experienced their research training and what they might suggest to strengthen the research culture in their training programs. We solicited somewhat unconventional data--metaphors, poetry, free associations, critical experiences--to (a) tap into our participants' underlying thought processes, (b) capture the multifaceted nature of their doctoral research training, and (c) represent the richness of our participants' subjective experiences. The themes we identified reflect both positive and negative research training experiences and suggest several ways that family therapy program faculty might improve their programs' research training and culture.     

Eating disorder NOS (EDNOS): an example of the troublesome "not otherwise specified" (NOS) category in DSM-IV

The “Not Otherwise Specified” (NOS) category within DSM-IV is designed for disorders of clinical severity that are not specified within broad diagnostic classes. “NOS” diagnoses are intended to be residual categories and they tend to be neglected by researchers. This can be inappropriate. The problems associated with certain NOS diagnoses are well illustrated by “Eating Disorder NOS” (sometimes termed EDNOS), which is the most common category of eating disorder encountered in routine clinical practice yet it has barely been studied. Indeed, there has been no research on its treatment. Interim and longer-term conceptual and practical solutions to the anomalous status of eating disorder NOS are proposed including the creation of a new diagnosis termed “mixed eating disorder”. Several of these solutions are of relevance to NOS categories in general. All the solutions should fulfil criteria for clinical utility.     

Refining the experimental analysis of academic skills deficits: Part I. An investigation of variables that affect generalized oral reading performance

Experimental analyses for improving reading fluency deficits have rarely targeted generalized increases in academic responding. As a consequence, the variables that may help students to generalize newly learned forms of academic responding like reading are not well understood. Furthermore, experimental analyses of reading fluency interventions have not systematically examined difficulty level as a variable that may affect instructional outcomes. The experiment reported in this paper expands (a) the measurement of the dependent variables to include generalized increases across tasks (reading passages) and (b) the combination of independent variables used to produce measurable generalized increases. The results demonstrate the importance of combining reward and instructional variables (including difficulty level) to produce generalized increases and how those variables can be meaningfully investigated prior to making treatment recommendations.     

The processing of pseudohomophones by adults with a history of developmental language disabilities

Psuedohomophones are nonwords that sound like real words (e.g., BRANE). These items were used to gauge phonological access in adults who have experienced developmental language processing deficits (DLD). The standard effect for these items in lexical decision is an increase in response times over nonpseudohomophone nonwords. This disadvantage reflects phonological processing. In our first experiment the DLD group did not produce this pseudohomophone effect whereas in a second experiment they showed semantic priming effects when pseudohomophones were used as primes in lexical decision. The results therefore indicate that phonological processing of nonwords by adults with DLD can be uncovered under certain carefully controlled experimental conditions.     

Appreciating phenomenology and feminism: Researching quiltmaking and communication

Conclusion The effort to appreciate phenomenology and feminism in the study of quiltmaking discourse self-reflexively joins a philosophy of experience with a politics of women's experiences. At the same time it reveals method to be an embodied practice which involves knowledge as power, and it discovers power relations between researchers and the researched within particular contexts and relationships. For phenomenology, these reflections may encourage closer attention to the en-gendering and situating of the subject within social and cultural conditions. Also they may challenge us to ask: who benefits from phenomenological understanding? For feminism, this effort may encourage greater self-critique in regard to the phenomena of women's experiences. Simultaneously, these reflections may temper an uncritical embracing of phenomenological methods. Perhaps these reflections can best be seen as a working out of a pattern that joins phenomenology, feminism, and their compatible and contradictory relations like the three layers of a quilt. In this embodied and ongoing labor of piecing and quilting I have attempted to expose the seams and the gaps rather than smooth over their differences. Research, like quiltmaking, functions as both a noun and a verb, a product and a practice, engaged bodily and mindfully as a project in the world.     

Using equivalence-based instruction to teach piano skills to children

The purpose of the current study was to evaluate the effects of equivalence-based instruction (EBI) on learning to play individual notes and simple songs on the piano. Participants were 4 typically developing children and 4 children with a diagnosis of autism spectrum disorder (ASD). They were exposed to a series of auditory–visual matching-to-sample procedures using musical stimuli. Following training, participants were tested on the emergence of novel untrained relations and generalization in the form of playing two songs on a keyboard. Results suggest that the EBI was effective in teaching piano playing skills with both typically developing children and children with ASD. The success of this procedure is indicative of the wide-ranging applications of EBI to novel and creative domains.     

Spouses' responses to the dietary nonadherence of their partners managing diabetes

The association between patients' dietary nonadherence and spouses' involvement in patients' diabetes diet was examined, with spouses' anxiety about nonadherence considered as a mediator of this association. Daily diary data from 128 older adult patients with type 2 diabetes and their spouses were analyzed using multilevel models. Results revealed that on days when patients reported less adherence to their diabetes diet than usual, spouses reported greater anxiety about patients' diabetes management, which, in turn, was related to greater spousal persuasion and pressure the same day. The association between patients' nonadherence and diet‐related support on the same day was not mediated, however, through spouses' anxiety. The findings contribute to an understanding of spouses' responses to patients' nonadherence to their diabetes regimen.     

Reliability,stability, and factor structure of the Bulimia Test-Revised and Eating Disorder Inventory-2 scales in adolescence

The Eating Disorder Inventory-2 (EDI-2) and Bulimia Test-Revised (BULIT-R) have demonstrated strong reliability and validity in college students and adults. Although used in adolescent samples, little is known about the psychometric properties of these measures for adolescents. The reliability, factor structure, and mean levels of five EDI-2 scales and the BULIT-R were evaluated over 3 years. Data were collected yearly from two samples of adolescent females, one recruited from three public middle schools (n = 239, mean baseline age = 12.8) and one from two public high schools (n = 119, mean baseline age = 15.9). Results provide strong evidence for the reliability and stability of these measures. Mean levels of both measures appeared remarkably consistent over the 3 years. These results provide evidence of good psychometric performance for these scales in adolescence. The lack of change in these measures raises questions about the developmental trajectory of these variables through adolescence.