Longitudinal Effects of Reading Intervention on Below Grade Level,Preadolescent, Title I Students

Some claim that good and poor readers continue their trajectories despite intervention. This quasi-experimental study examined whether the READ 180 program helps general education, below-grade-level, Title I preadolescent readers improve. Participants included 82 students, grades 4–8, in public Title I elementary and middle schools. Results showed that below grade-level readers improved after intervention and attained grade-level status. Differences remained between participants and their nonintervention peers during follow-up testing. However, when examining growth trajectories, a reversal in performance between the two groups was manifested. The below-grade-level students’ mean growth between years 1 and 2 after intervention was actually greater than that of their on-grade-level peers with no intervention. The performance trajectory narrowed over time after successful intervention.     

Sex differences in jealousy in response to infidelity: Evaluation of demographic moderators in a national random sample

Studies examining sex differences in jealousy have often relied on student samples and were restricted to the evaluation of a selected few moderators. In this study, a nationally representative survey of American households was presented with either an actual or a hypothetical infidelity scenario (which appeared as either a forced choice or as continuous measures). Significant sex differences only emerged for forced choice measures and not for continuous measures. Importantly, this effect appeared most strongly in participants reporting reactions to an actual infidelity. We also explored a number of potential moderators of this effect. These moderators were more influential for the hypothetical than for the actual infidelity scenario. Exploratory analysis of additional demographic variables was conducted.     

This is your brain on violent video games: Neural desensitization to violence predicts increased aggression following violent video game exposure

Previous research has shown that media violence exposure can cause desensitization to violence, which in theory can increase aggression. However, no study to date has demonstrated this association. In the present experiment, participants played a violent or nonviolent video game, viewed violent and nonviolent photos while their brain activity was measured, and then gave an ostensible opponent unpleasant noise blasts. Participants low in previous exposure to video game violence who played a violent (relative to a nonviolent) game showed a reduction in the P3 component of the event-related brain potential (ERP) to violent images (indicating physiological desensitization), and this brain response mediated the effect of video game content on subsequent aggressive behavior. These data provide the first experimental evidence linking violence desensitization with increased aggression, and show that a neural marker of this process can at least partially account for the causal link between violent game exposure and aggression.     

Testing the long-term efficacy of a prevention program for improving marital conflict in community families

Family-focused prevention programs for community samples have potentially broad, clinically relevant implications but few studies have examined whether any program benefits continue to be observed over the long term. Although benefits of a marital conflict focused parent education program, the Happy Couples and Happy Kids (i.e., HCHK) program, were supported in a study based on pre-test, post-test, 6-month follow-up, and 1-year follow-up assessments, the longer-term stability of treatment effects has not been established. Couples with children between 4 and 8 years of age who had previously participated in the HCHK study completed a two-year follow-up, including a parent-only group (PO, n = 12); parent-child group (PC, n = 15); and a self-study group (SS, n = 12). Greater knowledge about the effects of marital conflict on families and behavioral improvements in constructive conflict, and specifically in problem-solving behaviors, were observed at the two-year follow-up for couples who received the HCHK program. Reflecting an innovative analysis of mediating mechanisms, change-to-change analyses showed that these changes were linked with improvements in other family processes over time, including marital satisfaction, parenting and child adjustment. The findings support the relatively long-term efficacy of brief, psychoeducational programs for educating community samples about marital conflict and family processes.     

Sweetened blood cools hot tempers: physiological self-control and aggression

Aggressive and violent behaviors are restrained by self-control. Self-control consumes a lot of glucose in the brain, suggesting that low glucose and poor glucose metabolism are linked to aggression and violence. Four studies tested this hypothesis. Study 1 found that participants who consumed a glucose beverage behaved less aggressively than did participants who consumed a placebo beverage. Study 2 found an indirect relationship between diabetes (a disorder marked by low glucose levels and poor glucose metabolism) and aggressiveness through low self-control. Study 3 found that states with high diabetes rates also had high violent crime rates. Study 4 found that countries with high rates of glucose-6-phosphate dehydrogenase deficiency (a metabolic disorder related to low glucose levels) also had higher killings rates, both war related and non-war related. All four studies suggest that a spoonful of sugar helps aggressive and violent behaviors go down.     

Time crawls when you're not having fun: feeling entitled makes dull tasks drag on

All people have to complete dull tasks, but individuals who feel entitled may be more inclined to perceive them as a waste of their "precious" time, resulting in the perception that time drags. This hypothesis was confirmed in three studies. In Study 1, participants with higher trait entitlement (controlling for related variables) thought dull tasks took longer to complete; no link was found for fun tasks. In Study 2, participants exposed to entitled messages thought taking a dull survey was a greater waste of time and took longer to complete. In Study 3, participants subliminally exposed to entitled words thought dull tasks were less interesting, thought they took longer to complete, and walked away faster when leaving the laboratory. Like most resources, time is a resource valued more by entitled individuals. A time-entitlement link provides novel insight into mechanisms underlying self-focus and prosocial dynamics.     

Black churches and HIV/AIDS: factors influencing congregations’ responsiveness to social issues

The ambivalent response of many black churches to current social issues has caused some scholars to question the centrality of black churches within African-American communities. Using a nationally representative sample of black congregations, this study engages the debate about the institutional centrality of black churches by focusing on their response to HIV/AIDS. Although many congregational studies treat black churches as a monolithic whole, this analysis identifies heterogeneity among black churches that shapes their responsiveness to social issues. Contrary to prior claims, a congregation's liberal-conservative ideological orientation does not significantly affect its likelihood of having an HIV/AIDS program. Beyond assessing churches’ internal characteristics, this study uses institutional theory to analyze churches as open systems that can be influenced by their surrounding environment. It demonstrates that externally engaged congregations are significantly more likely to have a program. These results indicate that black churches maintain institutional centrality by engaging their external environment.     

Turning shame inside-out: "humiliated fury" in young adolescents

The term "humiliated fury" refers to the anger people can experience when they are shamed. In Study 1, participants were randomly exposed to a prototypical shameful event or control event, and their self-reported feelings of anger were measured. In Study 2, participants reported each school day, for 2 weeks, the shameful events they experienced. They also nominated classmates who got angry each day. Narcissism was treated as a potential moderator in both studies. As predicted, shameful events made children angry, especially more narcissistic children. Boys with high narcissism scores were especially likely to express their anger after being shamed. These results corroborate clinical theory holding that shameful events can initiate instances of humiliated fury.     

A Comparison of Function-Based Differential Reinforcement Interventions for Children Engaging in Disruptive Classroom Behavior

This study provides a direct comparison of differential reinforcement of other behavior (DRO) and differential reinforcement of alternative behavior (DRA). Participants included three children in center-based classrooms referred for functional assessments due to disruptive classroom behavior. Functional assessments included interviews and brief functional analyses. An alternating treatments design was used to evaluate the relative effectiveness of function-based DRO and DRA interventions. Results indicated that both intervention procedures effectively reduced disruptive behavior, but the DRA procedure consistently resulted in greater reductions in disruptive behavior across all participants. Results are discussed in terms of directions for future functional assessment and intervention research as well as implications for applied practice.     

Peer Tutoring for Reading Fluency as a Feasible and Effective Alternative in Response to Intervention Systems

Peer tutoring is an evidence-based procedure for improving academic performance for a variety of skill areas. The current study evaluated the feasibility and impact of a peer tutoring package for reading fluency with 4 middle school students receiving Tier II remedial supports. This study used a multiple baseline design across participants to evaluate impact of the peer tutoring procedure on students’ oral reading rate on instructional passages. Results indicated that students’ oral reading rate on instructional probes increased following implementation of the peer tutoring procedure. Moreover, peer tutors implemented most steps of the procedure with a high degree of integrity. Results are discussed in terms of contributions to the peer tutoring and Response to Intervention literatures, as well as application to applied practice.