Caregivers can implement play-based instruction without disrupting child preference

Young children diagnosed with autism spectrum disorder often require systematic teaching to learn new skills, and caregivers can teach their children by embedding learning opportunities in a play-based context. However, researchers have not evaluated procedures to train caregivers how to implement a combination of strategies designed to establish rapport and early language skills while maintaining play as a preferred context. Caregiver–child dyads composed of 2 mothers and their sons were recruited to participate. A multiple-probe design across strategies was used to demonstrate the efficacy of behavioral skills training on the mothers' integration of parallel play, child-directed interaction, teaching requests (mands), and teaching labels (tacts). Both children acquired the target requests and labels as a function of their mothers' teaching. By assessing the children's preferences, we confirmed the teaching strategies did not decrease toy engagement or the value of playing with their mother. We obtained stimulus generalization of the mothers' implementation of the strategies from a clinic to their home and maintenance of mother and child performance across a month.     

Some brief considerations on the relationship between theory and practice

The present crisis in models of training and in psychoanalytical education in general can be linked to the gulf that has come to be created between analytical theory and clinical practice. The paper(1) examines the historical facts that have led to this split and suggests the need to return to the models of Freud and Jung. Both these fathers of depth psychology stressed the dangers inherent in the dogmatic use of theory and both insisted that theory must always spring from and be able to account for clinical practice rather than vice versa, as is so often the case today. The paper also looks at how theory should be taught in our analytical institutes in order to ensure that what we transmit to our candidates is not knowledge in the form of dogma but rather a way of proceeding that will enable them to think creatively about their clinical practice and thus produce new knowledge, essential if depth psychology is to remain relevant to our post-modern culture.     

医学研究生人文素质培养的探索

医学研究生人文素质的培养是一个系统工程。对医学院校来说,课堂教学改革和校园文化建设是其中的重要内容,立足《自然辩证法》主课堂,拓展作为研究式教学模式的第二课堂,优化课程设置,充分发掘校园文化的育人功能,构成医学生人文素质教育的有机整体。     

Teaching assistant training in counseling psychology

We surveyed training directors and counseling psychology graduate teaching assistants at Council of Counseling Psychology Training Programs to acquire information concerning Teaching Assistant (TA) training, supervision and teaching experiences, and the extent to which TAs believe their training and supervision helped them to feel competent in their teaching duties. TAs were most satisfied with those training methods related directly to the practice of teaching (e.g., role playing and receiving feedback on practice teaching). Implications for training counseling psychologists as educators are discussed.     

Comparing Performance Standards on the Retention of Words Read Correctly Per Minute

To measure retention of oral reading fluency, three students attending a learning support classroom used a repeating reading strategy with two passages. Each student read one passage to a high performance standard and the other passage to a lower performance standard. Results show it took the students more practice to reach the higher performance standard in regards to both calendar days and practice trials. The retention measures revealed all students had comparable decrements with words read correctly per minute for both the high and low performance standards even though practice varied. During the last retention interval 3½ months after obtaining the performance standard, all students demonstrated the highest terminal frequency of words read correctly per minute in the high performance standard condition.     

Attending to the spiritual through the teaching of science: a study of pre‐service primary teachers’ attitudes

Analysis of the attitudes of 140 pre‐service primary teachers, and of extended interviews with 15 of these prospective teachers, indicates differences in the ways pre‐service teachers use science in their heuristic reasoning and their ability and/or willingness to include a spiritual dimension in their science teaching. These differences were a reflection of neither the prospective teachers’ formal scientific training nor their personal religious faiths – both factors have been found to make little difference. Rather, they are indicative of how their personal conceptual frameworks emanate and influence their teaching approaches. Most are clearly able to engage with science’s spiritual component: an appreciation of the need for individual humility and recognition that scientific understanding is the result of a shared, collective endeavour. Despite most prospective teachers being neither hostile to the thought of addressing spiritual issues during their teaching of science nor totally convinced of its importance, they are also largely ignorant of the possibility, never mind the potential benefits, of its inclusion.     

教师教学效能感：结构与影响因素的研究

为研究区分教师教学效果的一个重要变量──教学效能感,采用教师教学效能量表对３８２名中学教师及其相应的在校大学生进行了测查．因素分析结果表明,教师数学效能感可以分为一般教育效能感和个人教学效能感两个方面,这与班杜拉的自我效能理论和Ａｓｈｔｏｎ的教师教学效能感模型相一致．通过对可能影响教师数学效能感因素的考察发现,教龄因素对教师一般教育效能感和个人教学效能感有不同的影响,随教龄的增加,教师的一般教育效能感呈下降趋势,而个人教学效能感表现出上升的倾向．特别是,在校大学生与已从事教育工作的教师,在教学效能感的两个维度上存在着显著的差异;性别和学历因素对教师教学效能感不存在显著的影响．     

恶性肿瘤高发态势与肿瘤学教学现状的思考

恶性肿瘤的发病率及病死率日渐增高,成为21世纪威胁人类健康、导致死亡的主要疾病。在我国,肿瘤已经成为常见病。本文从肿瘤高发的态势与肿瘤学飞速发展的现状出发,分析我国肿瘤诊治整体水平与医学院校肿瘤学课程设置及教学相对滞后的状况,阐述了新形势下加强医学院校在本科生基础医学教育中强化与改革肿瘤学课程的重要性和必要性。     

Training parent implementation of discrete-trial teaching: effects on generalization of parent teaching and child correct responding

Behavioral skills training was used to teach 3 parents to implement discrete-trial teaching with their children with developmental disabilities. Parents learned to implement discrete-trial training, their skills generalized to novel programs, and the children's correct responding increased, suggesting that behavioral skills training is an effective and efficient method of teaching discrete-trial teaching to parents.