The effects of presession attention on problem behavior maintained by different reinforcers

The effect of presession attention on the later occurrence of problem behavior was examined with elementary-school children with a range of disabilities. Results of analogue functional analyses suggested an escape function, an attention function, or both. Following the analogue functional analyses, the effects of two antecedent conditions (10-min ignore vs. 10-min attention) were compared on problem behavior in subsequent test conditions. For participants who displayed attention-maintained problem behavior, the test condition involved contingent attention for problem behavior. For participants who displayed escape-maintained problem behavior, the test condition involved contingent escape for problem behavior. Results indicated that participants who displayed attention-maintained problem behavior displayed less problem behavior following presession exposure to attention than when ignored. No such effect was found for presession attention on escape-maintained problem behavior. We discuss matching antecedent-based interventions to the results of functional analysis.     

What response times tell of children's behavior on the balance scale task

Analysis of accuracy of responses to balance scale problems gives a global idea of the cognitive processes that underlie problem-solving behavior on this task. We show that response times (RTs) provide additional detailed information about the kind and duration of these processes. We derive predictions about the RTs from Siegler's (1981) model for the balance scale task, including the counterintuitive prediction that young adults are slower than children in solving particular balance scale problems. The predictions were tested in a study in which 191 6- to 22-year-old participants were presented with a computerized balance scale task. RTs were analyzed with regression models. In addition to qualitative differences between items, we also modeled quantitative differences between items in the regression models. Analyses supported the predictions and provided additional knowledge on the rules. Rule II was reformulated as a rule that always involves the encoding, but not always the correct application of the distance cue. RTs provided evidence for the use of a buggy-rule and not an addition-rule. Finally, a relation between rule inconsistency and increased RT was found.     

Science and Human Behavior: a tutorial in behavior analysis

B. F. Skinner's Science and Human Behavior (1953) became the main source of my understanding of behavior during my first semester as a college professor in 1955 at Kansas University. It has continued to exert a major influence throughout my career as the basis for a completely deterministic science of behavior, as a handbook to be consulted as a first step in dealing with any issue in behavior analysis, and as a tutorial in behavioral interpretive analysis--in the use of a small number of behavioral concepts and principles to understand behavior of all degrees of complexity. I describe four general interpretive orientations or maxims that are of broad significance for behavior analysis, and also two underappreciated major theoretical contributions.     

Teachers' screening for attention deficit/hyperactivity disorder: comparing multinational samples on teacher ratings of ADHD

This study evaluates a measurement model for Attention Deficit/Hyperactivity Disorder (ADHD). The DSM-IV divides 18 symptoms into two groups, inattentive and hyperactive/impulsive. Elementary school teachers rated 21,161 children in 4 locations: Spain, Germany, urban US, and suburban US. Confirmatory factor analysis suggested that the 2-factor model (inattention, hyperactivity/impulsivity) shows the best fit. A third factor, impulsivity, was too slight to stand-alone. Children with academic performance problems were distinguished by inattention, but children with behavior problems typically had elevations in inattention, hyperactivity, and impulsivity. Between-site differences were statistically significant, but so small that we conclude that same measurement model fits all 4 samples in 2 continents.     

The Tromsø Social Intelligence Scale, a self-report measure of social intelligence

Social intelligence is a construct that not only appeals to laymen as a relevant individual difference but also has shown promising practical applications. Nevertheless, the use of social intelligence in research and applied settings has been limited by definitional problems, difficulties in empirically differentiating social intelligence from related constructs, and the complexity of most existing measures of social intelligence. The goal of the present research was to address some of these obstacles by designing a multi‐faceted social intelligence measure that is short and easy to administer. Three studies were conducted to develop and validate the Tromsø Social Intelligence Scale (TSIS). Study 1 examined professional psychologists’ interpretations of social intelligence to derive a consensually agreed‐upon definition of the construct. In Study 2, a large pool of social intelligence items were tested, and a 3‐factor, 21‐item scale was identified. In Study 3, the stability of this measure was confirmed.     

Self-Efficacy as a Mediator of Caregiver Coping: Development and Testing of an Assessment Model

Development and utilization of two self-efficacy measures thought to be relevant to stressed family caregivers, Caregiver Self-Care Self-Efficacy and Caregiver Problem-Solving Self-Efficacy, are described. Data obtained in the context of a psychoeducational intervention program are available for 217 caregivers of frail and/or cognitively impaired elders. Analyses of psychometric properties of the efficacy measures demonstrate good internal consistency and test-retest reliability for both measures. In addition, both measures of self-efficacy are related to depression as measured by the Beck Depression Inventory and caregiver distress as measured by the Zarit Burden Scale. Problem-Solving Self-efficacy also is related to subjective caregiver burden as measured by Zarit's Memory and Behavior Problem Checklist. Results are promising in terms of the utility of the measure and the application of self-efficacy theory to the caregiving situation. Limitations of these measures are discussed and suggestions made for improved second-generation self-efficacy scales.     

A History of the Association of Medical School Psychologists

While psychologists have been active faculty members in medical schools for over 85 years, they lacked organization on the national level until 1981. This history traces the background of psychology's involvement in medical schools, landmark events that affected the discipline, and progress since formal organization has occurred. Office of the Senior Vice President and Provost     

THE EFFECT OF TOKEN REWARDS ON “INTRINSIC” MOTIVATION FOR DOING MATH

This study used a multielement baseline design to analyze the effects of token rewards delivered contingent upon completion of math problems by 2 middle-school boys. Time spent on math and number of work pages completed increased (with high accuracy) during reward conditions and were maintained during fading and withdrawal. At follow-up, time spent and work pages completed remained well above baseline for 1 boy and fell below for the other, while accuracy remained high and ratings of liking math were the highest possible for both boys. Overall, the results are inconsistent with warnings about use of token rewards to motivate children.     

An Ecological View of School Counselor Ratios and Student Academic Outcomes: A National Investigation

The effect of student‐to‐school‐counselor ratios on academic outcomes has been widely studied, yet few researchers have taken a multilevel approach. Using the nationally representative High School Longitudinal Study: 2009 dataset, the authors found ratios were significantly associated with student grade point average (GPA) and graduation. Attending a Title I school also was associated with students’ GPA, advanced placement/international baccalaureate credits earned, and postsecondary course taking. The authors discuss implications for advocacy and practice, contextualizing their findings within an ecological framework.     

高职生因果定向与学业表现的关系

为了考察高职生因果定向的特点及因果定向与学生学业表现(学业成绩和专业技能)的关系。该研究以修订的一般因果定向量表为工具,在济南和淄博的三所高职抽取505名学生作为被试进行调查。结果发现:1)修订后的一般因果定向量表具有良好的信效度;2)高职生在因果定向的三个维度上得分差异显著,由高到低依次为自主定向、控制定向和非个人定向;3)自主定向显著正向预测学业表现,控制定向显著负向预测学业表现,而非个人定向对学业表现的预测作用不显著。我国高职生与国外被试的因果定向特点基本一致,说明因果定向具有一定的文化普适性。同时,不同因果定向对学业表现具有不同的预测作用,教育者有必要对学生进行因果定向的教育和引导。