Perceptually oriented hypnosis

This theoretical article explores postulates representative of a perceptual frame of reference for a better understanding of hypnotic experiencing. This author contends that Perceptual Psychology, a theory first conceptualized by Snygg and Combs, as revised by Combs, Richards, and Richards in 1988, and Perceptually Oriented Hypnosis provide an effective way of understanding hypnosis, the therapist-client relationship, and has some implications as well for better comprehending psychopathology. Perceptually oriented hypnotic principles are shown to enhance the characeristics of the adequate personality, expand the phenomenal field, change personal meanings, and change aspects of the phenomenal self in the context of hypnosis. Implications for understanding differing views and conflicting perceptions of reality held by scientists and researchers are discussed. Implications for Dissociative Identity Disorder are also addressed. Research utilizing Giorgi's research methodology and Wasicsko's qualitative procedure for assessing educators' dispositions is suggested.     

Error self-correction and spelling: improving the spelling accuracy of secondary students with disabilities in written expression

In order to improve the spelling performance of high school students with deficits in written expression, an error self-correction procedure was implemented. The participants were two tenth-grade students and one twelfth-grade student in a program for individuals with learning disabilities. Using an alternating treatments design, the effect of error self-correction was compared with a more traditional method of spelling practice. The intervention and follow-up phases were implemented over a 6-week period with maintenance checks conducted 4 and 8 weeks after the termination of instruction. Results indicated that the error self-correction procedure was superior to the traditional method of review during the intervention and follow-up phases, but some gains were lost during the maintenance phase.     

Effects of Public Posting and Goal Setting on Team Performance in a Residential Setting

Treatment integrity has been shown to be of critical importance in behavioral programming. The extent to which tasks are completed as designed often has a direct effect on the quality of care provided to clients. Most research on treatment integrity has focused on implementation of interventions. The current study used a multiple baseline design across behaviors to evaluate the effects of public posting of team performance data and goal setting on data collection by direct‐care staff. Results of the current study suggest that public posting and goal setting may be effective strategies to improve staff data collection. Copyright © 2016 John Wiley & Sons, Ltd.     

Teaching Vocabulary with Students with Learning Disabilities Using Classwide Peer Tutoring and Constant Time Delay

This study examined the effectiveness and efficiency of combining classwide peer tutoring (CWPT) and constant time delay (CTD) on the academic performance of 3 students with learning disabilities (LD) and 15 students without LD enrolled in an inclusive sixth-grade language arts class. Treatment integrity checklists were used to measure the extent to which the tutors with LD used the constant time delay procedure correctly. A multiple-probe design across behaviors replicated across students was used to examine the effectiveness of the CTD peer tutoring procedures. The results indicated that students with LD reliably implemented the CTD peer tutoring procedures with a high degree of treatment integrity. When implemented by students without LD, the procedures were effective and efficient for teaching targeted vocabulary words to students with LD. Similarly, students without LD mastered the targeted vocabulary words when tutored by peers with LD and by peers without LD using the CTD peer tutoring procedures. Additionally, students with LD and without LD maintained the targeted vocabulary words over time, generalized the words across context, and generalized the CTD peer tutoring procedures across content. Finally, measures of social validity indicate that students and teachers involved in this study were satisfied with the CTD peer tutoring procedures.     

Response to Beshai's "Quantitative and qualitative research in hypnosis: comment on Woodard"

This paper clears up some misunderstandings of Woodard's Phenomenological and Perceptual Research Methodology presented by Beshai in a recent critique. Beshai's critique helps demonstrate and validate a number of themes in Woodard's Perceptually Oriented Hypnosis. First, for each of us, our historical learnings provide the basis for scientific progress but at the same time may impede new views and even a more comprehensive understanding of hypnosis. Second, hypnosis is fundamentally a process of differentiating personal meanings that can be vastly different for various individuals. Third, Beshai uses a quantitatively based approach to understanding phenomenon different from Woodard's qualitative research process. Last, holistic understanding of hypnosis is impeded when aspects of the phenomenal field are taken quantitatively out of context.     

Modeling change in memory performance and memory perceptions: findings from the ACTIVE study

Within the context of the ACTIVE study, the current investigation explored the relationships between objective memory and two components of subjective memory (frequency of forgetting and use of external aids) over a five-year period. Relationships were assessed using parallel process latent growth curve models. Results indicated that changes in objective memory were associated with changes in perceived frequency of forgetting, but not with use of external aids (calendars, reminder notes) over time. Findings suggest that memory complaints may accurately reflect decline in objective memory performance, but that these memory changes are not necessarily related to compensatory behaviors.