HYPOTHESIS-BASED INTERVENTIONS FOR TANTRUM BEHAVIORS OF PERSONS WITH DEVELOPMENTAL DISABILITIES IN SCHOOL SETTINGS

We conducted a functional assessment of problem behaviors of 2 students with developmental disabilities in their classroom environments. Results of the assessments showed that although there were more tantrums in demand than in no-demand conditions, the function of the behavior was to gain attention (positive reinforcement) rather than to avoid or escape demands (negative reinforcement); demand conditions apparently served a discriminative function for the availability of attention. Therefore, intervention was based on the positive reinforcement hypothesis, resulting in a substantial reduction of tantrums for both subjects.     

Cooperative learning revisited

The endeavor to teach academic skills known as cooperative learningis of interest to behavioral educators due to its record of effectiveness, its use of behavioral procedures, and its relatively widespread adoption by regular educators. All forms of cooperative learning emphasize operations that encourage students to work together to achieve commonly held goals rather than competing with or ignoring the efforts of others. Despite the apparent soundness of the approach, the present commentary raises several issues. First, it states that some cooperative learning proponents fail to describe the behavioral processes underlying the approach. Second, it is pointed out that it is unclear whether cooperative learning is an independent or dependent variable. Given that cooperative learning applies group contingencies to academic behavior, the question is raised as to whether group contingencies do, in fact, produce desirable social interactions, and whether group contingencies are appropriate for academic behaviors. A concern is also raised as to whether the spontaneous peer tutoring generated by cooperative learning compares favorably with planned peer tutoring. Finally, it is claimed that the minor variations from academic group contingencies that cooperative learning proponents have introduced do not require identifying a new process.     

Structural models of psychotherapy groups and their effect on inpatients with borderline personality disorders: Patients' perceptions

This research compares the way in which various group structural models affect self-understanding, interpersonal relationships and catharsis in hospitalized patients with borderline personality disorders. Each of the models is characterized by a different combination of group focus and leadership style. Three psychotherapy groups were chosen as paradigms: the dynamic psychotherapy group; the therapeutic games group, and psychodrama group. Sixty three inpatients with borderline personality disorders participated in the study. The one-way ANOVA yielded significant differences between the group models. Results of the post-hoc t-test showed that the dynamic and the games groups were perceived by the patients as more beneficial than psychodrama.     

COLLATERAL GAINS AND SHORT-TERM MAINTENANCE IN READING AND ON-TASK RESPONSES BY INNER-CITY ADOLESCENTS AS A FUNCTION OF THEIR USE OF SOCIAL REINFORCEMENT WHILE TUTORING

Two experiments are reported concerning the effects of the differential use of verbal approval by problematic adolescents serving as tutors in a remedial reading program for an inner-city school. The experiments, each with 3 tutors and 15 tutees, used a combined multiple baseline and ABCBC design. Data showed that tutors' approvals as well as tutors' and tutees' on-task and reading responses were low and stable during baseline. Tutors were trained to use verbal approval for tutees' on-task behavior. Tokens were presented and withdrawn to control the tutors' use of approval. During phases in which tutors' approvals were raised via token dispensation, tutor reading and on-task scores increased in a nonexperimental setting. Tutee reading scores also increased as a function of tutor approvals. The second experiment replicated these findings and, in addition, (a) tested the validity of changes in reading responses via standardized tests, (b) isolated and compared the covariance between variables in all phases, and (c) provided data on tutee attention to tutors as a possible natural reinforcer for the short-term maintenance found in both studies. Data are discussed as evidence that tutors had acquired the ability to recruit reinforcement from the classroom for appropriate behavior.     

跨文化领导模式在跨国创业不同阶段的效能转化研究

以管理心理学的领导理论为基础,采用访谈、问卷调查和统计分析等方法,探讨三种跨文化领导模式在跨国创业不同发展阶段的效能转化。主要结论有:(1)变革型领导模式、创业型领导模式和交易型领导模式在跨国创业不同阶段的作用效能存在显著差异;(2)交易型领导模式的效能在跨国创业的成长阶段相对最大,成熟阶段相对最小;(3)创业型领导模式的效能在跨国创业的扩张阶段相对最大,成熟阶段相对最小;(4)变革型领导模式的效能在跨国创业的成熟阶段相对最大,成长阶段相对最小。     

Prospective and Concurrent Affective Dynamics in Self-Injurious Thoughts and Behaviors: An Examination in Young Adult Women

Affective dynamics, assessed using ecological momentary assessment (EMA), provide a nuanced understanding of within-person fluctuations of negative affect (NA) and positive affect (PA) in daily life. NA and PA dynamics have been associated with psychopathology and response to psychological treatments. NA and PA dynamics have been rarely studied concurrently in association with self-injurious thoughts and behaviors (SITB), transdiagnostic difficulties encountered regularly in clinical and community settings. Here we present EMA data from a large, diverse sample of young adult women with high rates of SITB to examine NA and PA dynamics (mean intensity, variability, and inertia). Specifically, we considered the prospective associations between past-year suicidal thoughts and past-year nonsuicidal self-injury and affective dynamics, as well as the concurrent associations between affective dynamics, EMA-reported suicidal thoughts, and EMA-reported urges for nonsuicidal self-injury. Results demonstrate that elevated mean NA and NA variability are robustly associated with all types of SITB assessed prospectively or concurrently. Interestingly, these associations were weakest for past-year nonsuicidal self-injurious behaviors, relative to past-year and concurrent suicidal or nonsuicidal self-injurious thoughts. Past-year suicidal thoughts further predicted increased NA inertia. Decreased PA inertia was associated with past-year nonsuicidal self-injury behavior, as well as concurrent EMA suicidal thoughts. We found no associations (prospective or concurrent) between SITB and mean PA intensity or PA variability. These results highlight the importance of understanding affective processes to develop real-world interventions to prevent nonsuicidal self-injury and suicidal behavior in daily life.     

The effect of trait anger and impulsiveness on ethical leadership and support for organizational change

In this study, we examine the combined effect of leader trait anger and impulsiveness (narrow neuroticism sub-factors) on ethical leadership and organization member adaptivity. Data from working leaders, their followers and direct managers provide preliminary evidence that high trait anger and high impulsiveness relates to low follower-rated ethical leadership, and low manager-rated organization member adaptivity. Similarly, there was a stronger negative association between trait anger and ethical leadership for leaders with high as opposed to low impulsiveness. Implications for research and practice are discussed.     

需求和接受的授权型领导匹配对下属工作结果的影响：情绪耗竭的中介作用

基于人-环境匹配理论和压力认知交互作用理论, 本文探讨了下属需求和接受的授权型领导匹配性对下属态度、行为和绩效的影响及情绪耗竭的中介作用。本文分别通过对150位领导与150位下属(研究1)、50位领导与243位下属(研究2)的配对样本开展两项多时点、多来源的问卷数据收集, 并采用跨层次多项式回归和响应面分析方法得出以下结论: (1)下属需求和接受的授权型领导失配会导致下属情绪耗竭; (2)相对于授权不足, 领导的过度授权更会导致下属情绪耗竭; (3)下属需求和接受的授权型领导匹配性通过作用于下属情绪耗竭进而影响下属对领导的满意度、组织公民行为和工作绩效。     

Children’s street crossing performance when auditory information about traffic is lacking

PurposeThe current study examined the impact on children’s street crossing behaviors of not having auditory-based information about traffic when crossing streets.MethodUsing a fully-immersive virtual reality system, numerous indices of children’s street crossing behaviors were measured both when they had auditory-based information about traffic and when this was lacking.ResultsThe lack of traffic sounds did not influence the inter-vehicle gap size that children crossed into but it did result in slower initiations and, ultimately, more high-risk outcomes (close calls and hits).ConclusionTraffic sounds significantly contribute to enhance children’s safety when crossing streets. Cars with reduced sounds (e.g., electric) and anything that interferes with children accessing auditory-based traffic information (e.g., wearing headphones) could increase their risk of pedestrian injury.