从强迫运动到进食障碍症状:依恋的中介效应

目的:考察在校大学生依恋关系在强迫运动与进食障碍症状之间的中介效应。方法:研究一和研究二采用问卷调查法分别对466名男大学生和334名女大学生的依恋焦虑、依恋回避水平、强迫运动和进食障碍临床症状进行考察,通过分层回归检验依恋焦虑和依恋回避在强迫运动与进食障碍症状间的中介效应,并用Bootstrap法对中介效应进行验证。结果:在男女大学生中强迫运动可显著预测进食障碍症状; 在男生当中,依恋的两个维度依恋焦虑和依恋回避在强迫运动与进食障碍间的部分中介作用显著; 在女生当中,仅依恋焦虑起到部分中介作用。结论:强迫运动是进食障碍症状的重要风险因子,可通过依恋关系的中介作用影响进食障碍症状,依恋关系对强迫运动与进食障碍症状之间关系的中介效应具有性别差异。     

An evaluation of antecedent exercise on behavior maintained by automatic reinforcement using a three-component multiple schedule

We evaluated antecedent exercise for treating the automatically reinforced problem behavior of 4 individuals with autism. We conducted preference assessments to identify leisure and exercise items that were associated with high levels of engagement and low levels of problem behavior. Next, we conducted three 3-component multiple-schedule sequences: an antecedent-exercise test sequence, a noncontingent leisure-item control sequence, and a social-interaction control sequence. Within each sequence, we used a 3-component multiple schedule to evaluate preintervention, intervention, and postintervention effects. Problem behavior decreased during the postintervention component relative to the preintervention component for 3 of the 4 participants during the exercise-item assessment; however, the effects could not be attributed solely to exercise for 1 of these participants.     

Health Behaviors of Childhood Cancer Survivors: What We’ve Learned

There has been a dramatic increase in the number of childhood cancer survivors due to improved cancer treatments. However, these survivors are at risk for numerous late-effects as a result of their cancer therapy. Engaging in health-protective behaviors and limiting risky health behaviors are vitally important for survivors given their increased risks and physical late-effects. For this paper, we systematically reviewed the literature on childhood cancer survivors’ health behaviors by searching for published data and conference proceedings using computerized databases and references, and summarized these results. We examined the literature describing the prevalence of a variety of health behaviors among survivors, identifying significant covariates, and describing health behavior interventions. Finally, we provided research recommendations and discussed an ongoing study designed to address some of the limitations in the existing literature. The research to date is limited and recommendations for future studies are outlined.     

Exercise training and health-related quality of life in generalized anxiety disorder

ObjectiveTo quantify the effects of six-weeks of resistance (RET) and aerobic exercise training (AET) on quality of life (QoL) among sedentary women with Generalized Anxiety Disorder (GAD).DesignData from our published randomized controlled trial of the effects of six-weeks of either RET or AET among GAD patients were analyzed.MethodThirty women with GAD were randomized to either six weeks of twice-weekly lower-body weightlifting or cycling, or wait-list control (WL). SF-36 subscales assessed dimensions of QoL. Hedges’ d effect sizes (95%CIs) quantified the magnitude of change in response to exercise training compared to WL.ResultsRET significantly improved role-physical (d = 1.04; 95%CI: [0.11–1.97]), role-emotional (d = 0.96; [0.04–1.89]), and mental health (d = 1.05; [0.11–1.98]). AET resulted in significant improvements in physical function (d = 1.31; [0.34–2.27]) and vitality (d = 0.93; [0.01–1.85]).ConclusionsExercise training improves dimensions of QoL among GAD patients. The largest effects were observed for role impairments, physical function, vitality, and mental health.     

The Positive Plus Program: Affirmative classroom management to improve student behavior

This study describes the Positive Plus Program, a multicomponent intervention combining behavior‐specific praise with an interdependent group contingency and teacher feedback. An elementary school teacher wanting to improve her classroom management skills implemented the Positive Plus Program. Four second‐grade students participated in the study, and each of the students emitted disruptive behavior in class previously. This study, using an ABAB design, indicated that when the teacher reliably delivered high levels of behavior‐specific praise and awarded points, disruptive behavior was less likely. Student outcomes showed increased academic engagement and decreased off‐task motor and verbal behavior from pre‐ to post‐intervention. Teacher ratings indicated high levels of social validity. In light of these findings, implications for future research and implementation are discussed.     

Reciprocal within-day associations between incidental affect and exercise: An EMA study

Previous research suggests that how people feel throughout the course of a day (i.e. incidental affect) is predictive of exercise behaviour. A mostly separate literature suggests that exercise can lead to more positive incidental affect.

Objective: This study examines the potential reciprocal effects of incidental affect and exercise behaviour within the same day.

Design: Fifty-nine low-active (exercise <60 min/week), overweight (BMI: 25.0–39.9) adults (ages 18–65) participated in a six-month print-based exercise promotion programme.

Main outcome measures: Ecological momentary assessment was used to record self-reported exercise sessions in real time and incidental affective valence (feeling good/bad) as assessed by the 11-point Feeling Scale at random times throughout the day.

Results: Use of a within-subjects cross-lagged, autoregressive model showed that participants were more likely to exercise on days when they experienced more positive incidental affect earlier in the day (b = .58, SE = .10, p < .01), and participants were more likely to experience more positive incidental affect on days when they had exercised (b = .26, SE = .03, p < .01), with the former association significantly stronger than the latter (t = 23.54, p < .01).

Conclusion: The findings suggest a positive feedback loop whereby feeling good and exercising are reciprocally influential within the course of a day.     

登楼试验在低肺功能食管癌患者术前心肺功能评估中的作用研究

对需行食管癌手术的418例患者行术前静态肺功能检查后,按第一秒用力呼气量占预计值百分比（FEV1％）分为两组：肺功能正常组（NPF）和低肺功能组（LPF）。NPF组直接手术治疗,LPF组补充登楼试验,选择部分患者经术前功能锻炼后手术治疗,观察两组的临床情况。静态肺功能测定结果较差而进行登楼试验筛选后的部分患者可以通过功能锻炼提高心肺功能储备,从而能够接受手术治疗。     

The Good Behavior Game in preschool classrooms: An evaluation of feedback

The Good Behavior Game (GBG) is a popular group contingency implemented to decrease disruptive behavior in classrooms. However, despite numerous replications of the GBG, there are few direct comparisons evaluating the effectiveness of specific components of the GBG. In the present study, we directly compared the type of feedback delivered during the GBG on the effectiveness of the GBG to reduce disruptive behavior in two preschool classrooms. Results showed that delivering vocal feedback (e.g., “raise your hand”) alone or in combination with visual feedback (i.e., hatch marks) was superior to no feedback or visual feedback alone during the GBG. These results suggest that different variations of the GBG are not equally effective and that a collection of effective procedural variations from which teachers can choose would be beneficial.     

The Good Behavior Game: A brief review

The Good Behavior Game (GBG) is a group contingency that reduces disruption and increases engagement in various contexts. In recent years, researchers have extended the GBG in at least 3 ways: (a) demonstrating its efficacy with novel populations, settings, and behaviors, (b) examining procedural variations that improve contextual fit, and (c) using more comprehensive data collection methods to explore the behavior of individual students and indirect effects. The purpose of the current review is to summarize recent advances, discuss implications of recent studies and potential mechanisms for the general efficacy of the GBG, and suggest future directions.