AVTA: a device for automatic vocal transaction analysis

The Automatic Vocal Transaction Analyzer was designed to recognize the pattern of certain variables in spontaneous vocal transactions. In addition, it records these variables directly in a machine-readable form and preserves their sequential relationships. This permits the immediate extraction of data by a digital computer. The AVTA system reliability has been shown to be equal to or better than that of a trained human operator in uncomplicated interaction. The superiority of the machine was demonstrated in complex interactions which tax the information processing abilities of the human observer.     

Introduction to the Special Issue on Assimilative Integration

This issue of Journal of Psychotherapy Integration includes a set of articles that explore and apply the concept of assimilative integration. They do so from different theoretical perspectives, including psychodynamic, cognitive–behavioral, family systems, and Yogic/Buddhist, as well as from broad conceptual standpoints. The articles are followed by 3 commentaries that offer an appreciation and critique of assimilative integration and recommendations for its further development.     

Measuring, estimating, and understanding the psychometric function: A commentary

The psychometric function, relating the subject’s response to the physical stimulus, is fundamental to psychophysics. This paper examines various psychometric function topics, many inspired by this special symposium issue ofPerception & Psychophysics: What are the relative merits of objective yes/no versus forced choice tasks (including threshold variance)? What are the relative merits of adaptive versus constant stimuli methods? What are the relative merits of likelihood versus up-down staircase adaptive methods? Is 2AFC free of substantial bias? Is there no efficient adaptive method for objective yes/no tasks? Should adaptive methods aim for 90% correct? Can adding more responses to forced choice and objective yes/no tasks reduce the threshold variance? What is the best way to deal with lapses? How is the Weibull function intimately related to thed’ function? What causes bias in the likelihood goodness-of-fit? What causes bias in slope estimates from adaptive methods? How good are nonparametric methods for estimating psychometric function parameters? Of what value is the psychometric function slope? How are various psychometric functions related to each other? The resolution of many of these issues is surprising.     

Curriculum-Based Measurement Oral Reading as an indicator of reading achievement: A meta-analysis of the correlational evidence

This meta-analysis summarized the correlational evidence of the association between the CBM Oral Reading measure (R-CBM) and other standardized measures of reading achievement for students in grades 1–6. Potential moderating variables were also examined (source of criterion test, administration format, grade level, length of time, and type of reading subtest score). Results indicated a significant, strong overall correlation among R-CBM and other standardized tests of reading achievement and differences in correlations as a function of source of test, administration format, and reading subtest type. No differences in the magnitude of correlations were found across grade levels. In addition, there was minimal evidence of publication bias. Results are discussed in terms of existing literature and directions for future research.     

A Longitudinal Perspective on Differentiation of Self,Interpersonal and Psychological Well-Being in Young Adulthood

The over-time relationship between differentiation of self and interpersonal and psychological well-being was examined in a sample of young adults in order to test the hypothesis that greater differentiation of self—that is, lower emotional reactivity, better capacity to take an “I” position in relationships, less emotional cutoff, and lower fusion with others—predicted greater interpersonal and psychological health. Results of hierarchical regression analyses confirmed that greater Time 1 differentiation of self predicted lower Time 2 psychological and interpersonal distress after controlling for Time 1 distress levels. Further, canonical correlation analyses revealed several significant patterned associations between aspects of differentiation of self and specific interpersonal problems. Implications for family interventions are discussed.     

Generalized Anxiety Disorder in Older Medical Patients: Diagnostic Recognition, Mental Health Management and Service Utilization

Background Primary care physicians often treat older adults with Generalized Anxiety Disorder. Objective To estimate physician diagnosis and recognition of anxiety and compare health service use among older adults with GAD with two comparison samples with and without other DSM diagnoses. Methods Participants were 60+ patients of a multi-specialty medical organization. Administrative database and medical records were reviewed for a year. Differences in frequency of health service use were analyzed with logistic regression and between-subjects analysis of covariance. Results Physician diagnosis of GAD was 1.5% and any anxiety was 9%, and recognition of anxiety symptoms was 34% in older adults with GAD. After controlling for medical comorbidity, radiology appointments were increased in the GAD group relative to those with and without other psychiatric diagnoses, χ² (2, N = 225) = 4.75, p < .05. Conclusions Most patients with anxiety do not have anxiety or symptoms documented in their medical records.     

“It’s Worth It in the End”: Veterans’ Experiences in Prolonged Exposure and Cognitive Processing Therapy

Despite the efficacy of evidence-based psychotherapies (EBP) for posttraumatic stress disorder (PTSD) and efforts to disseminate them, only 6–13% of veterans seeking care through the Veterans Affairs health care system receive these treatments. EBPs such as prolonged exposure (PE) and cognitive processing therapy (CPT) are exposure-based treatments. Provider and patient fears regarding the tolerability of exposure-based treatments likely impede their delivery and completion. The present study utilized qualitative interviews with 23 veterans who completed at least eight sessions of either PE or CPT to elicit firsthand accounts of veterans’ experiences in these EBPs. Results suggest that while a minority of veterans reported initial symptom worsening, the majority of veterans reported positive experiences and felt that, despite being stressful, these EBPs were “worth it.” Most veterans discussed thoughts of discontinuing treatment prematurely, but stated that adherence was encouraged by their commitment to finishing, desperation for relief, therapist/group support, and family support. Veterans believed exposure made an important contribution to symptom improvement, as did greater self-understanding and changing negative or unhelpful beliefs. These findings indicate veteran satisfaction with PE and CPT, and may assist providers to develop strategies to increase adherence and treatment completion.     

Establishing derived categorical responding in children with disabilities using the PEAK‐E curriculum

The purpose of the study was to evaluate a procedure to generate derived categorical responding by three children with disabilities and to promote the emergence of untrained intraverbal categorical responses. In the study, three 4‐member equivalence classes including three stimuli (A, B, and C) and a category name (D) for each class were trained using a match‐to‐sample procedure. Test probes were conducted for categorical responding, including both a trained (D‐A) and two derived (D‐B, D‐C) relational responses, as well as the emergence of untrained intraverbal categorical responding (D‐A/B/C) throughout the study. Relational training was effective at promoting the emergence of categorical responding, and two of the three participants demonstrated the emergence of additional intraverbal responding without prior training. The results provide further evidence supporting the practical utility of stimulus equivalence as well as the PEAK‐E curriculum.