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211.
Frances A. Wymbs Yvonne Chen Heather M. Rimas Ken Deal Daniel A. Waschbusch William E. PelhamJr 《Journal of child and family studies》2017,26(3):888-904
Parent training programs are considered well-established interventions for attention deficit hyperactivity disorder in children as they reduce behavioral impairment, but limited parent engagement decreases service effectiveness. We used a discrete choice experiment to examine how parent preferences for group vs. individual format might influence their participation in Parent training. Parents (N?=?260) seeking mental health services for children with elevated symptoms of attention deficit hyperactivity disorder in Ontario, Canada were participants. They preferred Individual parent training in another study and completed a discrete choice experiment composed of 30 choice tasks measuring Parent training format preference. In this paper, parents’ preferences for alternatives to Individual Parent training, specifically Group Parent training and Minimal Information options, were estimated. Specifically, this study asked “if first choice is unavailable, what is the second choice?” This question is important as many clinics may not be able to offer both group and individual therapy given state funding cuts for youth mental health services. Simulations predicted that 85.8?% of parents who initially preferred Individual Parent training would switch to Group Parent training that included step-by-step solutions to children’s emotional and behavior problems, and the possibility of feeling informed and confident. The remaining 14.2?% of parents preferred Minimal Information; these parents preferred internet services offered conveniently and timely. Findings highlight consideration of less appealing factors that families might trade for more desirable service elements in a cost-restrictive environment. 相似文献
212.
Kai-Philip Otte Udo Konradt Yvonne Garbers Michaéla C. Schippers 《European Journal of Work and Organizational Psychology》2017,26(2):299-313
A growing number of studies have investigated the role of team reflexivity, the extent to which teams reflect on and adapt their functioning. However, the way team reflexivity has been conceptualized and operationalized reveals several weaknesses, in particular the conception as a unidimensional construct. To provide greater conceptual clarity, we therefore propose a team reflexivity framework that integrates four interacting but distinct reflexive processes. In four studies, we focus on reflection as a fundamental reflexive process, and develop and validate an extended multidimensional reflection measure that captures the relevant dimensions of quality and quantity of reflection and the key transition processes of information seeking and information evaluation. Moreover, in order to delineate two common composition methods, we develop and validate a direct consensus and a referent-shift consensus version of the reflection measure. Data collected from a total of 803 students and employees in four studies revealed excellent construct validity, as well as good nomological validity (Studies 1 and 2). Furthermore, we found evidence of the criterion-related validity at the team level (Study 3) and the individual level (Study 4). Together, the results demonstrate the effectiveness of our measure, revealing consistent relations with outcome measures and diverse behavioural indicators across different contexts. 相似文献
213.
Bruinsma Y Koegel RL Koegel LK 《Mental retardation and developmental disabilities research reviews》2004,10(3):169-175
Preverbal communication and joint attention have long been of interest to researchers and practitioners. Both attending to social partners and sharing attentional focus between objects or events and others precede the onset of a child's first lexicon. In addition, these prelinguistic acts also appear to have important implications with regard to learning to socialize. The construct of joint attention has been noted as an early developing area prior to the transition to symbolic communication. Thus, the importance of joint attention in typically developing children, and the lack thereof in children with autism, has interested researchers for use in diagnosis and intervention for autism. That is, joint attention has been gaining momentum as an area that not only helps characterize children with autism, but also as a prognostic indicator and a potential intervention goal. In this paper, the status of the literature about initiation of joint attention by young typically developing children and young children with autism was examined. Empirical studies regarding joint attention behaviors, including eye gaze alternation, the use of protodeclaratives and protoimperatives, and studies that investigated joint attention as a predictor of language acquisition were reviewed. Possible areas for future research for children with autism are discussed. 相似文献
214.
Loomis JM Lippa Y Golledge RG Klatzky RL 《Journal of experimental psychology. Learning, memory, and cognition》2002,28(2):335-345
Blind and blindfolded sighted observers were presented with auditory stimuli specifying target locations. The stimulus was either sound from a loudspeaker or spatial language (e.g., "2 o'clock, 16 ft"). On each trial, an observer attempted to walk to the target location along a direct or indirect path. The ability to mentally keep track of the target location without concurrent perceptual information about it (spatial updating) was assessed in terms of the separation between the stopping points for the 2 paths. Updating performance was very nearly the same for the 2 modalities, indicating that once an internal representation of a location has been determined, subsequent updating performance is nearly independent of the modality used to specify the representation. 相似文献
215.
Roche B Barnes-Holmes Y Barnes-Holmes D Stewart I O'Hora D 《The Behavior analyst / MABA》2002,25(1):75-91
Recent developments in the analysis of derived relational responding, under the rubric of relational frame theory, have brought several complex language and cognitive phenomena within the empirical reach of the experimental analysis of behavior. The current paper provides an outline of relational frame theory as a new approach to the analysis of language, cognition, and complex behavior more generally. Relational frame theory, it is argued, also provides a suitable paradigm for the analysis of a wide variety of social behavior that is mediated by language. Recent empirical evidence and theoretical interpretations are provided in support of the relational frame approach to social behavior. 相似文献
216.
In a recent meta-analysis evaluating the relationship between chorioamnionitis and cerebral palsy, we found that chorioamnionitis is a risk factor for both cerebral palsy and cystic periventricular leukomalacia (cPVL). The current paper extends the meta-analysis by including studies published in the year 2000, and by further evaluating the causes of heterogeneity among individual study results. Using a random effects model, clinical chorioamnionitis was significantly associated with both cerebral palsy (RR 1.9, 95% CI 1.5-2.5) and cPVL (RR 2.6, 95% CI 1.7-3.9). Sources of heterogeneity included widely varying practices in the diagnosis of clinical chorioamnionitis, different gestational age characteristics, and varying study year. We conclude that based on the available literature, chorioamnionitis is a risk factor for both cerebral palsy and cPVL. 相似文献
217.
Udo Konradt Yvonne Garbers Corinna Steenfatt 《European Journal of Work and Organizational Psychology》2015,24(5):777-795
The effectiveness of decision-making teams depends largely on the quality of information processing. Prior research has shown that guided team reflexivity and team feedback are important means of advancing team information processing and outcomes. However, the nature of the relationships, and how these relate to team regulatory processes, cognitive emergent states, and ultimately team performance, is currently poorly understood. Drawing on reflexivity and team information-processing theory, we proposed and found that teams that received guided team reflexivity or a combination of both guided reflexivity and feedback showed higher levels of actual reflection than teams that received neither a reflexivity intervention nor feedback. Conditional process analysis showed that the effects of team reflection on team performance improvement were mediated by a path from shared team mental models to shared task mental models and to adaptation. Finally, we also expected that team reflection would be lower in virtual teams than in face-to-face teams. These hypotheses were tested experimentally among 98 student teams that communicated either face-to-face or virtual (via chat) while completing a collective decision-making task. The information distribution among team members constituted a hidden profile. The results supported all our hypotheses, except for the one relating to virtuality. 相似文献
218.
219.
Mariola C. Gremmen Yvonne H. M. van den Berg Eliane Segers Antonius H. N. Cillessen 《Social Psychology of Education》2016,19(4):749-774
As a part of classroom management, teachers face the question of how and where to seat their students. However, it is far from clear what considerations teachers have when making seating arrangements. Therefore, in this study seating arrangement considerations from 50 teachers in grades 4–6 of elementary school were assessed. In Phase 1, teachers were interviewed about their goals and considerations for classroom seating arrangements. Teachers mentioned between 2 and 19 reasons for placing students at specific places in the classroom, with mostly academic considerations. They mainly preferred arrangements in small groups to promote student cooperation. In Phase 2, teachers completed a questionnaire about seating arrangements. This allowed us to examine individual differences between teachers related to gender, years of experience, and beliefs, and the concurrence between the interview and questionnaire data. Teachers reported multiple and various considerations for seating arrangements. Correlations with their general student-oriented or subject-oriented beliefs and personal characteristics were low. The concurrence between measurement methods also was low. The discussion focused on teacher awareness of classroom seating arrangements as an important part of classroom management and a tool for prevention and intervention. 相似文献
220.
Florentina Mattli Katharina M. Schnitzspahn Aline Studerus-Germann Yvonne Brehmer Jacqueline Zöllig 《Neuropsychology, development, and cognition. Section B, Aging, neuropsychology and cognition》2014,21(5):515-543
Prospective memory performance follows an inverted U-shaped function across the lifespan. Findings on the relative contribution of purely prospective memory and retrospective memory processes within prospective memory to this trajectory are scarce and inconclusive. We analyzed age-related differences in prospective memory performance across the lifespan in a cross-sectional design including six age groups (N = 99, 7–83 years) and investigated possible mechanisms by experimentally disentangling the relative contributions of retrospective memory and purely prospective memory processes. Results confirmed the inverted U-shaped function of prospective memory performance across the lifespan. A significant interaction between process type and age group was observed indicating differential relative contributions of retrospective memory and purely prospective memory processes on the development of prospective memory performance. Our results showed that mainly the pure prospective memory processes within prospective memory lead to lower prospective memory performance in young children and old adults. Moreover, the relative contributions of the retrospective memory and purely prospective memory processes are not uniform at both ends of the lifespan, i.e., in later adulthood the purely prospective memory processes seem to determine performance to an even greater extent than in childhood. Nevertheless, age effects were also observed in the retrospective component which thus contributed to the prospective memory performance differences between the age groups. 相似文献