RESPONSE REPETITION AS AN ERROR‐CORRECTION PROCEDURE FOR ACQUISITION OF MATH FACTS AND MATH COMPUTATION

We used nonconcurrent and concurrent multiple baseline designs to evaluate the extent to which error correction with response repetition (RR) produced acquisition of math facts and correct math computation for four individuals diagnosed with intellectual disabilities. The results show that RR increased correct responding on (i) targeted math problems for three of four participants and (ii) math problems presented in alternative formats for two of two participants. The results are consistent with prior studies that used RR to increase correct sight‐word reading for individuals with intellectual disabilities. The findings are discussed in terms of how RR might be implemented in typical classroom settings. Copyright © 2011 John Wiley & Sons, Ltd.     

Career counselor training and supervision: role of the supervisory working alliance

The importance of career counseling within our educational and professional systems is clearly recognized, yet little attention has been directed toward explicating the career counseling supervision process. Research on personal–emotional counseling supervision has stressed the critical importance of the supervisory relationship. The purpose of this study was to better understand the nature and effect of the supervisory working alliance in the supervision of career counselors, using case study methodology. Results point to the importance of explicitly addressing the working alliance early in the work, exploration of affect in supervision, and cognizance of the power differential inherent in a training relationship.     

A new look at time and eternity

In his Systematic Theology, Vol. III, Wolfhart Pannenberg argues that God as eternal comprehends the different moments of time simultaneously and orders them to constitute a whole or totality. The author contends that this approach to time and eternity might solve the logical tension between the classical notion of divine sovereignty and the common sense belief in creaturely spontaneity/human freedom. For, if the existence of the events constituting a temporal sequence is primarily due to the spontaneous decisions of creatures, and if their being ordered into a totality or meaningful whole is primarily due to the superordinate activity of God, then both God and creatures play indispensable but nevertheless distinct roles in the cosmic process.     

Reaction time distribution analysis of neuropsychological performance in an ADHD sample.

Differences in reaction time (RT) variability have been documented between children with and without Attention Deficit Hyperactivity Disorder (ADHD). Most previous research has utilized estimates of normal distributions to examine variability. Using a nontraditional approach, the present study evaluated RT distributions on the Conners' Continuous Performance Test in children and adolescents from the Multimodal Treatment Study of ADHD sample compared to a matched sample of normal controls (n = 65 pairs). The ex-Gaussian curve was used to model RT and RT variability. Children with ADHD demonstrated faster RT associated with the normal portion of the curve and a greater proportion of abnormally slow responses associated with the exponential portion of the curve. These results contradict previous interpretation that children with ADHD have slower than normal responding and demonstrate why slower RT is found when estimates of variability assume normal Gaussian distributions. Further, results of this study suggest that the greater number of abnormally long RTs of children with ADHD reflect attentional lapses on some but not all trials.     

The Buck Stops here: Why Universities Must Reclaim Business Ethics Education

Given the groundswell of corporate misconduct, the need for better business ethics education seems obvious. Yet many business schools continue to sidestep this responsibility, a policy tacitly approved by their accrediting agency, the Association to Advance Collegiate Schools of Business (AACSB). Some schools have even gone so far as to cut ethics courses in the wake of corporate scandals. In this essay I discuss some reasons for this failure of business school responsibility and argue that top university officials must go beyond weak accrediting standards to insist that ethics courses be required in business school curriculum. Otherwise, students will continue to get the message that practicing managers have little or no legal and ethical responsibilities to society.