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241.
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Melissa Ann Stormont Sandra Covington Smith Timothy J. Lewis 《Journal of Behavioral Education》2007,16(3):280-290
Although research has clearly supported the use of school-wide positive behavior support (PBS) in elementary school settings,
data-based research has not been conducted to support program-wide PBS in early childhood settings. The purpose of this study
was to specifically support teachers’ use of universal features of program-wide PBS and to determine whether increases in
the use of positive teacher behaviors, including precorrection and praise, were functionally related to decreases in students’
problem behavior. Using a multiple baseline design, three teachers were introduced to an intervention to increase their use
of precorrections and specific behavioral praise statements. A relationship was established between the three teachers’ use
of key features of program-wide PBS and the reduction of students’ problem behavior in a small group setting. However, findings
should be viewed as tentative and future research should explore the relative influence of each of the intervention components
on preschool students’ behavior. 相似文献
243.
Suzie Franklin Hyun J. Lim Peter L. Havens 《Journal of clinical psychology in medical settings》2007,14(4):335-343
This study investigated; the behavioral adjustment and academic status of children with HIV infection through serial evaluations
over a ten-year period. The parents of children were assessed with Achenbach Child Behavior Checklist Parent Forms and the
children were administered the Woodcock-Johnson Tests of Academic Achievement at regular intervals as part of their treatment
in the HIV Program of a children’s hospital. Children with HIV were found to have behavioral adjustment within normal limits
over time. Aggressive behavior was noted to decrease over time. Academic achievement mirrored IQ status, unlike other studies,
which have reported poorer achievement than expected for IQ. Math skills appeared to improve over time. Thus, these findings
suggest children with HIV infection did not show significant behavioral disturbance across time, however, aggressive behavior
appeared to decrease. Academic achievement was stable over time. 相似文献
244.
Peter A. Creed Elizabeth G. Conlon Melanie J. Zimmer-Gembeck 《Journal of Vocational Behavior》2007,70(2):242-258
Data were obtained from 176 Year 7 children (mean age = 12.2 years) on career status aspirations and expectations, career barriers, academic engagement, academic control beliefs, general ability and literacy; and from parents, mainly mothers, on aspirations, expectations and career barriers. Discrepancy scores between aspirations and expectations were calculated for both children and parents. Children differed from parents on career status aspirations and expectations; boys did not differ from girls, and parents did not differentiate between boys and girls. Parents’ and children’s aspirations were both associated with reading ability, although the association was weak for the children. Children’s expectations were associated with perceptions of career barriers, and a trend towards reading abilities, while parents’ expectations were associated with general ability and reading. 相似文献
245.
People know thousands of words in their native language, and each of these words must be learned at some time in the person's lifetime. A large number of these words will be learned when the person is an adult, reflecting the fact that the mental lexicon is continuously changing. We explore how new words get added to the mental lexicon, and provide empirical support for a theoretical distinction between what we call lexical configuration and lexical engagement. Lexical configuration is the set of factual knowledge associated with a word (e.g., the word's sound, spelling, meaning, or syntactic role). Almost all previous research on word learning has focused on this aspect. However, it is also critical to understand the process by which a word becomes capable of lexical engagement--the ways in which a lexical entry dynamically interacts with other lexical entries, and with sublexical representations. For example, lexical entries compete with each other during word recognition (inhibition within the lexical level), and they also support the activation of their constituents (top-down lexical-phonemic facilitation, and lexically-based perceptual learning). We systematically vary the learning conditions for new words, and use separate measures of lexical configuration and engagement. Several surprising dissociations in behavior demonstrate the importance of the theoretical distinction between configuration and engagement. 相似文献
246.
Adachi Y Sato C Yamatsu K Ito S Adachi K Yamagami T 《Behaviour research and therapy》2007,45(3):459-470
OBJECTIVES: To examine the long-term effects of a new behavioral weight control program (Kenkou-tatsujin, KT program). The program consisted of twice-interactive letter communications including computer-tailored personal advice on treatment needs and behavioral modification. DESIGN: A randomized controlled trial comparing Group KM: KT program with 6-month weight and targeted behavior's self-monitoring, Group K: KT program only, Group BM: an untailored self-help booklet with 7-month self-monitoring of weight and walking, and Group B: the self-help booklet only. PARTICIPANTS: Two hundreds and five overweight Japanese females were recruited via a local newspaper. MEASUREMENTS: Weight loss (body weight, BMI, reduction quotient, etc.) and behavioral changes (daily eating, exercise and sleeping habits). FINDINGS: A significant weight loss was observed in all groups. At 1 month, Groups KM and K were superior, but at 7 months, the mean weight loss was significantly more in Group KM than the other 3 groups. At 7 months, 8 dietary habits and 4 physical activities were improved in all subjects. Habitual improvement was related to the weight loss in Groups KM and K at 1 month. 相似文献
247.
Herbert H. Severson Hill M. Walker Thomas R. Kratochwill 《Journal of School Psychology》2007,45(2):193-223
This article provides a review of current practices and tools used in the proactive screening of behaviorally at-risk students within the context of schooling. While there are many obstacles to the early detection of vulnerable students, some recent developments have helped make educators more receptive to early identification and prevention approaches. In addition to describing current best practices, this article reviews promising innovations in screening and early identification that the authors believe are worth considering and whose structural characteristics, required accommodations, and critical features may make them more acceptable to educational users. Implications for the training of school psychologists in the screening and early identification of high-risk students are reviewed and recommendations offered for future research. 相似文献
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Amanda NeMoyer Ora Nakash Marie Fukuda Jill Rosenthal Najeia Mention Valeria A. Chambers Deborah Delman Gilberto Perez Jr. Jennifer G. Green Edison Trickett Margarita Alegría 《American journal of community psychology》2020,65(1-2):44-62
Among students receiving behavioral health and special education services, racial/ethnic minority students are consistently overrepresented in settings separate from general classrooms. Once separated, many young people struggle to improve academically and face significant difficulty upon trying to return to a general education setting. Given the complex, ongoing, and multifaceted nature of this challenge, racial/ethnic disproportionality can be identified as a “wicked problem,” for which solutions are not easily identified. Here, we describe our community-engaged research efforts, eliciting perspectives from relevant partners in an ongoing dialogue, to better integrate diverse stakeholders’ perspectives when attempting to address such disparities. We conducted focus groups and qualitative interviews with members of three stakeholder groups: community-serving organizations, individuals with lived experience of behavioral health conditions, and state-level policymakers, with a shared interest in addressing racial and ethnic disparities. Participant responses illustrated the “wickedness” of this problem and highlighted the need for additional supports for students, families, and school personnel, increased collaboration across relevant systems and agencies, and reduced barriers related to funding. Overall, this methodology bridged differing perspectives to develop, in concert with our partners, a shared language of the problem and a core set of issues to consider when seeking to effect change. 相似文献