Functional assessment, collaboration, and evidence-based treatment: Analysis of a team approach for addressing challenging behaviors in young children

This study examined the effects of functional assessment and positive behavior support on classroom behaviors of young children. An experimental program, entitled FACET, was implemented by school-based teams in pre-kindergarten through first-grade classrooms. Observations of child behaviors and classroom variables were compared between experimental and control classrooms. Results indicate that children in FACET classrooms made significant gains from baseline to post-intervention and exhibited a higher occurrence of positive behaviors and fewer negative behaviors compared to control children. Behavior gains were positively correlated with the level of treatment fidelity. These findings support the effectiveness of an intervention that incorporates functional assessment, collaboration, and evidence-based treatment with young children who exhibit challenging behaviors.     

Functional reduction and emergence in the physical sciences

Kim’s model of ‘functional reduction’ of properties is shown to fail in a class of cases from physics involving properties at different spatial levels. The diagnosis of this failure leads to a non-reductive account of the relation of micro and macro properties.     

An experimental analysis of hypochondriasis

Hypochondriasis (HC) involves preoccupation with fears of having a serious medical illness based on the misinterpretation of benign bodily perturbations. Individuals with HC also perform behaviors such as checking and reassurance-seeking presumably to reduce health-related fears. Experimental behavioral analyses of HC symptoms, however, are lacking. In the present study, 27 patients with HC were exposed to personally relevant health-related stimuli under one of two conditions: (a) subsequently performing safety-seeking behaviors (e.g., checking) (n=14) or (b) subsequently being instructed not to perform such behaviors (n=13). In both groups, subjective anxiety and urges to perform safety behaviors were monitored for 1h. Results indicated that exposure to the personally relevant health trigger provoked anxiety and urges to perform safety behaviors. For patients who performed such behaviors, these feelings were reduced. For patients who did not, a more gradual reduction of anxiety and urges was observed. Findings are discussed in terms of the conceptualization and treatment of HC behavior, and are relevant to HC's possible relationship to panic and obsessive-compulsive disorder.     

How to turn a hawk into a dove and vice versa: Interactions between emotions and goals in a give-some dilemma game

The present study investigated emotional influences on behavior in a one-shot, simultaneous, give-some dilemma game. In accordance with functional perspectives on the role of discrete emotions, we found fear to reduce, and guilt to increase levels of cooperation. Moreover, we showed individual differences in the effect of induced emotional states. Specifically, results indicated that inducing fear reduced cooperation only for individuals with a pro-social value orientation, and that guilt induction increased cooperation only for individuals with a pro-self value orientation. We also established that both social value orientations could be adequately described in terms of differences in chronically accessible goals (as assessed by value-importance ratings). These results, therefore, seem to support our hypothesis that individual differences in the behavioral consequences of induced emotional states are related to variation in chronic accessibility of general goals associated with a particular emotional state.     

Portraits as displays

Cynthia Freeland’s investigation of four kinds of ‘fidelity’ in portraiture is cut across by more general philosophical concerns. One is about what might be called the expression of persons--the persons or ‘inner selves’ of portrait subjects and of portrait artist: whether either is possible across each of the four kinds of fidelity, and whether these two kinds of expression are in tension. More fundamental is the problem of telling how self-expression is at all possible in any of these forms. Finally, she wonders how photography affects all these questions. This comment addresses portraiture not so much in terms of the four fidelities, but with another quartet of concepts: four ordinary types of ‘display’, in terms of which we see how artists’ self-expression is possible in all these forms, also including photography. Its key idea is that portraits are displays simply by being pictures or sculptures, which are kinds of artifacts, hence things that we perceive as having intentional affordance: that is, as being intentionally made ‘for’ something.

A Model-Based Approach to Understanding Apraxia in Corticobasal Syndrome

Limb apraxia is a neurological disorder of higher cognitive function characterized by an inability to perform purposeful skilled movements and not attributable to an elementary sensorimotor dysfunction or comprehension difficulty. Corticobasal Syndrome (CBS) is an akinetic rigid syndrome with asymmetric onset and progression with at least one basal ganglia feature (rigidity, limb dystonia or myoclonus) and one cortical feature (limb apraxia, alien hand syndrome or cortical sensory loss). Even though limb apraxia is highly prevalent in CBS (70–80%), very few studies have examined the performance of CBS patients on praxis measures in detail. This review aims to (1) briefly summarize the clinical, neuroanatomical and pathological findings in CBS, (2) briefly outline what limb apraxia is and how it is assessed, (3) to comprehensively review the literature on limb apraxia in CBS to date and (4) to briefly summarize the literature on other forms of apraxia, such as limb-kinetic apraxia and buccofacial apraxia. Overall, the goal of the review is to bring a model-based perspective to the findings available in the literature to date on limb apraxia in CBS.     

Effects of visual roll on steering control and gaze behavior in a motorcycle simulator

The goal of this study was to examine the effects of visual roll tilt on gaze and riding behavior when negotiating a bend using a motorcycle simulator. To this end, experienced motorcyclists rode along a track with a series of right and left turns whilst the degree of visual roll tilt was manipulated in three different conditions. Gaze behavior was analyzed by using the tangent point as a dynamic spatial reference; the deviation of gaze to this particular point was computed in both the horizontal and vertical directions. Steering control was assessed in terms of the lateral positioning, steering stability and number of lane departures. In the no-roll condition, the motorcyclists tracked a steering point on the road ahead, which was compatible with the hypothesis of “steer where you look” behavior. In the roll condition, our results revealed that the horizontal distribution of gaze points relative to the tangent point was preserved. However, significantly more fixations were made further ahead of the tangent point in the vertical direction. This modification of visual behavior was coupled with a degradation in steering stability and an offset in lateral positioning, which sometimes led to lane departures. These results are discussed with regard to models of visual control of steering for bend negotiation.     

Functions and Health at the Interface of Biology and Technology

Synthetic biology promises to eliminate the distinction between biology and engineering by delivering a philosophically interesting new kind of entity: a biological organism that is wholly designed and constructed by humans. The possibility of such organisms raises interesting questions in three domains: the analysis of (1) biological functions, (2) engineering functions, and (3) health and disease. This paper identifies and systematically answers these questions. This does not only establish how we should think about functions and health and disease in synthetic biological organisms, but it also reveals insights that are of broader relevance: (1) aetiological accounts of biological function need to omit or reinterpret reference to natural selection. This results in complete continuity between aetiological analyses of function in engineering and philosophy; (2) considering synthetic biology prompts interesting further questions about heritability, ancestry, and biological individuals; and (3) accounts of disease as biological dysfunction do not straightforwardly map onto our intuitive health and disease judgments regarding non-human animals. In response to the latter point I examine three possible avenues, and tentatively defend one on behalf of the ‘disease as dysfunction’ theorist.     

Critical thinking in North America: A new theory of knowledge,learning, and literacy

The pace of change in the world is accelerating, yet educational institutions have not kept pace. Indeed, schools have historically been the most static of social institutions, uncritically passing down from generation to generation outmoded didactic, lecture-and-drill-based, models of instruction. Predictable results follow. Students, on the whole, do not learn how to work by, or think for, themselves. They do not learn how to gather, analyze, synthesize and assess information. They do not learn how to analyze the diverse logic of the questions and problems they face and hence how to adjust their thinking to those problems. They do not learn how to enter sympathetically into the thinking of others, nor how to deal rationally with conflicting points of view. They do not learn to become critical readers, writers, speakers and listeners. They do not learn how to use their native languages clearly, precisely, or persuasively. They do not, therefore, become literate, in the proper sense of the word. Neither do they gain much in the way of genuine knowledge since, for the most part, they could not explain the basis for what they believe. They would be hard pressed to explain, for example, which of their beliefs were based on rational assent and which on simple conformity to what they have been told. They have little sense as to how they might critically analyze their own experience, or identify national or group bias in their own thinking. They are much more apt to learn on the basis of irrational than rational modes of thought. They lack the traits of mind of a genuinely educated person: intellectual humility, courage, integrity, perseverance, and faith in reason.Happily, there is a movement in education today striving to address these problems in a global way, with strategies and materials for the modification of instruction at all levels of education. At its foundation is an emerging new theory of knowledge, learning, and literacy, one which recognizes the centrality of independent critical thinking to all substantial learning, one which recognizes that higher-order, multilogical thinking is as important to childhood as to adult learning, and as important to foundational learning in monological as in multilogical disciplines. This educational reform movement is not proposing an educational miracle cure, for its leading proponents recognize that many social and historical forces must come together before the ideals of the critical thinking movement will become a full academic reality. Schools do not exist in a social vacuum. To the extent that the broader society is uncritical so, on the whole, will be society's schools. Nevertheless, the social conditions necessary for fundamental changes in schooling are increasingly apparent. The pressure for fundamental change is growing. Whether and to what extent these needed basic changes will be delayed or side-tracked, thus requiring new periodic resurgences of this movement, with new, more elaborate articulations of its ideals, goals, and methods — only time will tell.