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881.
The purpose of the present study was to investigate the stability of memory and information processing in schizophrenics and affectively disturbed patients. Twenty-two schizophrenics, eight affectives and 14 normal controls were tested twice, with an interval of approximately one year. Results showed that normals performed better than schizophrenics and affectively disturbed patients on almost all of the cognitive measures. The differences reached a level of significance on a reaction time test, a vigilance task and a long-term memory task. The only measure where the difference did not reach a level of significance was on a short-term memory test. Groups' performance to some extent changed over time on most of the measures, but the changes were not significantly different for different groups. 相似文献
882.
How many fidgets in a pretty much: A critique of behavior rating scales for identifying students with ADHD 总被引:1,自引:0,他引:1
The school psychologist's role and responsibilities for meeting the needs of students with Attention-Deficit Hyperactivity Disorder (ADHD) have been expanding in recent years. Students with this disorder present refractory problems that may involve the school psychologist in the assessment and diagnosis of ADHD. Rating scales commonly are used, sometimes in conjunction with other techniques, for assessing and diagnosing ADHD. They often are presented as an objective way to quantify the severity of a child's behavior in comparison with a normative standard. Because rating scales have become such an integral component in the identification of children with ADHD, school psychologists should understand the limitations associated with this methodology. In this article we first describe behavior rating scales and difficulties in the use of cutoff scores to identify students as ADHD. Second, we describe how problems with interobserver agreement hamper the validity of rating scales and the subsequent conclusions that can be drawn about students' behavior. Finally, we present recommendations for obtaining more reliable and valid information from rating scales. 相似文献
883.
John Northup David P. Wacker Wendy K. Berg Laura Kelly Gary Sasso Agnes DeRaad 《Journal of applied behavior analysis》1994,27(1):33-47
We evaluated the feasibility of local school personnel conducting functional analysis and reinforcement-based treatment procedures within actual classroom settings. Following an initial in-service workshop on functional assessment and differential reinforcement procedures, on-site technical assistance was provided two to four times per month to local school personnel working in transdisciplinary teams. Overall results suggest that local school personnel were able to implement all procedures adequately with periodic technical assistance. In addition, functional analysis was effective in identifying individual maintaining contingencies, the derived treatments were effective, and the results were maintained throughout the approximate 18 months of this investigation. 相似文献
884.
Glen Dunlap Maria DePerczel Shelley Clarke Diane Wilson Suzanne Wright Ronnie White Arcadia Gomez 《Journal of applied behavior analysis》1994,27(3):505-518
Two analyses investigated the effects of choice making on the responding of elementary school students with emotional and behavioral challenges. In the first analysis, 2 participants were given choices from menus of academic tasks, all of which were pertinent to their educational objectives in English and spelling, respectively. Reversal designs showed that the choice-making conditions increased task engagement and reduced disruptive behavior for both students. An additional analysis was performed with a 3rd student in an effort to further distinguish the effects of choice making from preference. In this study, one of the no-choice phases was yoked to a previous choice-making condition. This analysis demonstrated that the choice-making condition was superior to baseline and yoked control phases as determined by levels of task engagement and disruptive behavior. The findings of the two analyses contribute information relevant to students with emotional and behavioral disorders, and to a growing literature on the desirable effects of choice making for students with disabilities and challenging behaviors. 相似文献
885.
886.
Hector R. Bird M.D. Madelyn S. Gould Ph.D. Beatriz M. Staghezza-Jaramillo M.P.H. 《Journal of child and family studies》1994,3(4):365-378
Secondary analyses of the data from the Puerto Rico Child Psychiatry Epidemiologic Study were undertaken to provide information on the comorbidity patterns of ADHD. A high level of comorbidity was found among ADHD and other diagnostic categories, particularly the conduct/oppositional group. Comorbidity was associated with level of impairment and with service utilization. 相似文献
887.
Richard M. McFall Barbara J. Eason Christine B. Edmondson Teresa A. Treat 《Journal of psychopathology and behavioral assessment》1999,21(4):365-394
Incompetence at solving interpersonal problems is a possible antecedent of anorexic and bulimic behaviors in college-age women. A role-play measure of interpersonal competence, the Anorexia and Bulimia Problem Inventory (ABPI), was developed empirically and then was tested in two validation studies. ABPI scores for two samples of college women were compared: a subclinical sample [extremely high scores on the Eating Attitudes Test (EAT)] and a control sample (extremely low EAT scores). Groups differed as predicted. The second study replicated and extended these findings. The ABPI scores of clinical, subclinical, and control samples of college women differed significantly. Bulimic bingers, purgers, and laxative users were least competent on the ABPI. A lack of group differences on the Helping Situations Inventory supported the ABPI's discriminant validity. A correlation between the ABPI and Beck Depression Inventory supported the ABPI's convergent validity. ABPI competence appears to be related to certain subtypes of eating disorders. 相似文献
888.
Using prospective longitudinal data from the Christchurch Health and Development Study, this paper examined the relationship between teacher reported peer relationship problems at age 9 and psychosocial adjustment in late adolescence. Results showed that, by age 18, children with high rates of early peer relationship problems were at increased risk of externalizing behavior problems such as criminal offending and substance abuse, but were not at increased risk of anxiety disorder or major depression. Subsequent analyses revealed that these associations were largely explained by the effects of child and family factors associated with both early peer relationship problems and later adjustment. The most influential variable in explaining associations between peer relationship problems and later adjustment was the extent of children's early conduct problems. These results suggest that reported associations between early peer problems and later adjustment are noncausal, and appear to reflect underlying continuities in behavioral adjustment. 相似文献
889.
Findings from basic and applied research suggest that treatment with operant extinction may produce adverse side effects; two of these commonly noted are an increase in the frequency of the target response (extinction burst) and an increase in aggression (extinction-induced aggression). Although extinction is often used to treat problem behavior in clinical settings, few applied studies have examined the prevalence of these side effects or their possible attenuation with other operant procedures. An analysis of 41 data sets for individuals who received treatment for self-injurious behavior indicated that extinction bursts or increases in aggression occurred in nearly one half of the cases. The prevalence of bursting and aggression was substantially lower when extinction was implemented as part of a treatment package rather than as the sole intervention. 相似文献
890.
Chantelle M. Wolpert Elizabeth C. Melvin Marcy C. Speer 《Journal of genetic counseling》1999,8(2):73-84
Traditional genetic counseling processes and principles will be extended to a new realm—complex disorders. Although it may seem like a daunting task, understanding the methodologies used to study complex genetic disorders will enable genetic counselors to critically analyze research studies involving complex disorders. In this article, we explain newly evolving methodologies for genetic research, including case-control studies and transmission disequilibrium testing (TDT). Additionally, a framework is provided for evaluating original research findings and replication studies. 相似文献