A multimethod generative CAI system for remedial mathematics

A computer-assisted instruction system for remedial mathematics has been written to yield four teaching methods based on two orthogonal variables: (1) With ad hoc frame orientation (AFO), training modules have a fixed order for all students, strict performance criteria must be met before moving to new modules, and students can ask only for problem solutions. With information structure orientation (ISO), the first two AFO conditions are dropped and students can also request partial answers and hints. (2) A confluent (affective) mode contrasts with didactic instruction by adding use of given names, self-report of moods, relaxation procedures, some communication with another student, and so on.     

The determination of optimal exposure to phobic stimuli in flooding therapy

The present study compared the value of various criteria for determining exposure duration to phobic stimuli in flooding therapy. Results indicated that basing exposure termination on a return to resting ranges of HR was not effective in increasing approach behavior, whereas basing termination on observer's judgements was quite effective. Employing self-reported anxiety reduction as the termination criterion was no more effective than using either the HR criterion or a procedure that combined all three criteria (HR, self-report, and observer's judgements). Self-reported fear data showed similar trends with the HR criterion again failing to produce any greater benefits than control procedures. Nine-weeks follow-up indicated a persistence of the behavioral changes with some loss of the gains in subjective anxiety, and a reduction in the differences between groups.     

Speech in mania: Syntactic aspects

In this study, we observed and linguistically analyzed the verbal behavior of six manic subjects, looking specifically for those linguistic capacities which were intact and for those which were disrupted. From interviews and tape-recordings of manic subjects in both analytic-protocol and discourse situations, we observed a preservation of basic speech capacities, including the ability to comprehend and generate grammatical sentences and to utilize highly complex linguistic transformations. We noted, however, a disruption in the ability to properly utilize ellipsis and semantic (discourse) anaphora such that manic subjects did not maintain a meaningful progression of thought in discourse.     

Effects of training to increase self-monitoring accuracy

We examined the effects of teaching children to monitor and record their attending behavior accurately. On the basis of their low levels of attention to task and agreement with an observer about their attending, we selected four students from a class of 11, all of whom were practicing self-recording. The classroom teacher trained the students to make their judgments about their attention to task correspond with hers. The accuracy training, which was applied according to a multiple baseline (across subjects) design, produced salutary increases in levels of attention to task. But changes in accuracy of the students' self-recording were small and unstable. Although the procedures used in this study produced high levels of reactivity, they do not support the position that accuracy in self-monitoring is required for reactivity.     

A comparison of five-factor personality dimensions in males with sexual dysfunction and males with paraphilia.

We compared personality profiles of men with sexual dysfunction (n = 51) to those of age-matched men with a primary diagnosis of paraphilia (n = 51) employing the NEO Personality Inventory (NEO-PI), a measure of the five-factor model. Preliminary analyses in a large sample of patients in a sexual behaviors consultation unit supported the reliability and factorial validity of the NEO-PI for this population. Analysis of variance showed significant differences between the dysfunctional and the paraphilic groups on two of the five NEO-PI domains, Neuroticism (N) and Agreeableness (A). The group personality profile of the sexually dysfunctional men was comparable to the normative sample of the NEO-PI, except for a slight elevation in N. By contrast, men with paraphilia had a personality profile marked by high N, low A, and low Conscientiousness (C). Treatment implications of the average personality profile of the sexual dysfunction group and the distinctive personality profile of paraphilic men are discussed.     

Parental socialization of mental health in Chinese American families: What parents say and do,and how youth make meaning

Parental mental health socialization is a process by which parents shape how youth develop and maintain beliefs, attitudes, and behaviors regarding mental health and help-seeking behaviors. Although culture shapes parental mental health socialization, few studies have examined specific parental socialization practices regarding mental health and help-seeking, especially as a culturally anchored process. Using a qualitative approach, this study explores youth-reported parental socialization of mental health within Chinese American families by examining focus group data from 69 Chinese American high school and college students. Findings revealed that youth received parental messages that conveyed culturally anchored conceptualizations of mental health that included stigmatized views of mental illness and perceptions of mental distress as not a legitimate problem. Parents responded to youth distress in culturally consonant ways: by encouraging culturally specific coping methods, dismissing or minimizing distress, or responding with silence. Youth engaged in the active interpretation of parental messages through cultural brokering, bridging the gap between their parents’ messages and mainstream notions of mental health and help-seeking. Overall, our findings point to the significant role of culture in parental mental health socialization in Chinese American families and the need to integrate culturally specific understandings of mental health into future interventions for Asian American youth.     

Parent–Child Interaction Therapy with Toddlers in a community-based setting: Improvements in parenting behavior,emotional availability,child behavior,and attachment

Parent–Child Interaction Therapy with Toddlers (PCIT-T) is a new attachment-based parenting intervention designed to meet the needs of children aged 12–24 months presenting with challenging behaviors. This study examined outcomes of the first phase of PCIT-T, Child Directed Interaction–Toddler (CDI-T), 4-months post treatment. Participants were 56 toddlers (Child Mage = 19.13 months) referred to receive CDI-T over an 8-week period at an Australian community-based child behavior treatment clinic for treatment of difficult toddler behaviors. Participants completed questionnaires and observational measures at baseline (Time 1), post-treatment (Time 2), and 4-month follow-up (Time 3). At both Time 2 and Time 3, there were statistically significant increases in observed positive parenting skills and emotional availability and decreases in negative parenting behaviors and child noncompliance. There were also significant improvements in parent-reported child externalizing and internalizing behaviors, parental stress, and maternal depression. There was a pattern of a shift away from attachment insecurity and attachment disorganization. Results suggest that the CDI-T phase of PCIT-T is a promising intervention for toddlers presenting with behavioral issues. Future studies should be conducted to assess efficacy in other settings, using larger samples and utilizing randomized controlled designs.