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Aldert Vrij August Dragt Leendert Koppelaar 《Journal of community & applied social psychology》1992,2(3):199-208
Two studies are described concerning ethnic interviewees in interviews. The first study (a style of presentation study) revealed several differences in non-verbal behaviour displayed by Dutch and ethnic interviewees in interviews. The second study showed that interviewees with an ‘ethnic style’ of non-verbal presentation were assessed more negatively than interviewees with a ‘Dutch style’ of non-verbal presentation by a Dutch selection board. Finally, some implications of the results are discussed. 相似文献
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Chloee K. Poag Ph.D. Robert Cohen Ph.D. Scott W. Henggeler Ph.D. Mary B. Summerville Ph.D. Glen E. Ray M.S. 《Journal of child and family studies》1992,1(3):287-303
The purpose of this research was to examine the relationship between parents' perceptions of marital satisfaction and family stress and their third grade children's classroom behavior. Twenty-one married couples completed questionnaires during home visits. Behavior observations were made from videotapes of children recorded in their classroom during lunch and group academic periods on each of three days. Frequencies of peer interactions, solitary behaviors, and teacher interactions were coded. Regression analyses showed that mothers' level of marital satisfaction (but not fathers') predicted their children's frequency of peer interactions during lunch. Fathers' level of perceived family stress (but not mothers') predicted their children's frequency of peer interactions during lunch. Neither measure for either parent was related to the frequency of peer interactions, solitary behaviors, or teacher interactions observed during the academic sessions. These findings highlight the importance of assessing the potential differential relation of parent variables to children's trans-situational behaviors, and the examination of these variables in relation to different social-environmental contexts in which children participate outside the home. 相似文献
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Glen Dunlap Robert L. Koegel Jean Johnson Robert E. O'Neill 《Journal of applied behavior analysis》1987,20(2):185-191
To facilitate the classroom and workshop integration of three autistic clients, we examined the feasibility of teaching them to respond appropriately without the continual presence of specially trained treatment providers. Within a multiple baseline design, a 4-step treatment process was implemented to promote durable responsive performance. Results indicated that the therapist could be removed from the treatment environment and that appropriate behavior could be successfully maintained in community settings with only infrequent and delayed contingencies. 相似文献
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Poppy Sun Eric Beauregard Julien Chopin 《Journal of Investigative Psychology & Offender Profiling》2023,20(3):181-195
In addition to being an unusual form of crime, sexual homicide (SH) sometimes includes unusual crime scene behaviours, such as carving on the victim, evisceration (i.e., removal of internal organs), skinning the victim, cannibalism and vampirism. The current study investigates these unusual crime scene behaviours to better understand their meaning as well as to explore whether such behaviours are associated with a specific crime-commission process. Using a sample of 762 SH cases, the study uses a combination of chi-square and stepwise forward logistic regression analyses to identify the differences between cases with and without unusual acts. Findings reveal that SH cases with unusual acts present a specific crime-commission process. This crime-commission process is characterised by a greater level of sadism—as demonstrated by the presence of mutilation and foreign object insertion—as well as a greater level of organisation from the selection of a contact location where the risk of being seen or heard was low. These findings provide a better understanding of these behaviours and could help investigators facing such cases. 相似文献
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Ronald C. Martella Ph.D. Ian J. Leonard B.S. Nancy E. Marchand-Martella Ph.D. Martin Agran Ph.D. 《Journal of Behavioral Education》1993,3(1):77-86
We examined the effects of a self-monitoring program on reducing the frequency of negative statements of a student with mild mental retardation who was enrolled in a self-contained classroom at a middle school. A changing criterion design was used within a multiple baseline design across two classroom periods. Additionally, the frequency of positive statements was reported. The results showed a decrease in the number of negative statements, and an increase in the number of positive statements. Maintenance data collected up to 8 weeks after the program ended indicated that the student continued to emit positive rather than negative statements. The use of this procedure to decelerate undesirable behavior is discussed. 相似文献
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Five foster grandparents were taught training skills for use in their daily interactions with severely handicapped persons in an institution. Following baseline, specific teaching procedures consisting of teacher instructions, prompts, modelling, and praise were implemented. The grandparents' frequency of training three skill areas increased as the specific teaching was implemented in multiple-baseline format. The total amount of training continued as teacher instructions, prompts, and modelling were terminated and praise continued, although the grandparents spent their training time emphasizing only two of the three skill areas. Teacher presence was gradually reduced over an 11-week period, with no decrease in grandparents' frequency of training. Four of the foster grandchildren, all profoundly retarded and multiply handicapped, demonstrated progress throughout the study. Results were discussed in light of the available contributions of foster grandparents in institutional settings and maintenance of staff training. 相似文献