Effects of Different Listening-While-Reading Rates on Comprehension in Secondary Students with Reading Deficits

Abstract

Effects of instructing students to read silently as another person reads aloud (listening-while-reading) on comprehension in secondary students with learning disabilities were examined. Two separate treatment conditions were implemented. During student rate listening-while-reading, (SLWR), experimenters read aloud at rates that approximated each student's oral reading rate. During fast rate listening-while-reading, (FLWR), experimenters increased their reading rates. A silent reading (SR) control condition was also implemented. Following each intervention the students answered five literal and five inferential questions. SLWR resulted in lower inferential accuracy than FLWR and SR. Discussion focuses on future research and implications for accommodating secondary students with reading skills deficits in general education classrooms.     

Training District Personnel as Peer Consultants and Inservice Leaders: Implementation and Evaluation of a Training Program

For several years, Furman University has offered training for special educators to develop skills as peer inservice providers and as peer consultants to general education personnel. By means of a personnel preparation grant, School Initiated Teacher Education (SITE) Outreach, 61 special education teachers, speech therapists, and curriculum specialists have been involved in a series of three graduate level courses designed to address development of skills in inservice content and presentation and peer consultation. Evaluation data were collected to determine the impact of the training program, perceived benefits to the participants, and the receptiveness of the participating school districts in terms of the incorporation of peer inservice and consultation activities into the ongoing instructional program.     

Adolescents in mind

Adolescents in serious emotional difficulty are often unwilling to accept help from formal and statutory services. However, they remain a great worry to their parents, families and society as a whole. In this paper, I present the development of a model where the parents of adolescents are seen without the adolescent being referred. The adolescents themselves are occasionally present to help in the thinking about what they need from their parents and what they find unhelpful. They are not there to be engaged in therapy. Parents are encouraged to restore their authority and develop their role as parents appropriate to the new demands and needs of adolescents, who are held in mind by the therapist and are engaged indirectly through the work with their parents.     

The trial period and the creation of analytic patients

Just as there are many roads to Rome, the trial period may be considered one of many opening moves in psychotherapy or psychoanalysis. The responsive – and responsible – therapist must be many things to many patients, some of whom know nothing about the psychotherapeutic/analytic process. Freud advocated the trial period to help him take a “sounding” when he knew little about the patient and when the patient knew little about psychoanalysis. R.I.P.? This brief communication laments the apparent demise of this promising procedure and makes an effort at resurrection by describing the hitherto unmapped latent structure of the trial period. Even if there are fewer patients in psychoanalysis today, there may be a number of reasons to recommend a trial period, no matter what we name this period of optimistic uncertainty at the beginning of every treatment. Even if “consultation” is the term de jour, the psychoanalytic psychotherapist cannot escape certain role responsibilities at the beginning of every treatment, which has been made clear in the ethical principles of the American Psychoanalytic Association. What we will learn about the trial period should serve our understanding of what must also occur in the beginning of every psychotherapy or psychoanalysis. Conceptually, I propose that a trial analysis (1) will serve as a discriminative stimulus, signaling, to the patient, the unique nature of the analytic conversation; (2) will permit an in vivo assessment of the patient's suitability for psychoanalysis, and, more importantly, the fit between analyst and patient; (3) will provide anticipatory socialization for the unfamiliar and difficult roles of patient and therapist within the analytic process; (4) will offer true informed consent about the task facing therapist and patient; and (5) will facilitate an opportunity for therapeutic assessment, all of which will help the naive patient acquire the skills and lived experience to become an analytic patient. The trial period is the perfect host for all that must happen – and what we can do– to help naive patients become analytic patients.     

咨询期望与人格特质的相关性及对临床心理干预的启示

本研究探析了人格因素与咨询期望的相关性及对临床工作的启示.通过方便抽样选取样本348人,用心理咨询预期简表、卡特尔16项人格因子问卷进行调查.咨询期望在性别之间无差异,心理咨询中的个人承诺与聪慧性、稳定性等人格因子呈正相关;与怀疑性、忧虑性等呈负相关.对咨询师专业性的期待与乐群性、稳定性等人格因子呈正相关;与怀疑性、忧虑性等呈负相关.人格中的有恒性、聪慧性等对个人承诺有正向影响,而忧虑性、怀疑性对其有负向影响.有恒性、乐群性对专业性期待有正向影响,而忧虑性则产生负向影响.在临床心理咨询中要想达到理想效果,需要依据来访者的人格特点,评估并适时调整咨询期望.     

Harnessing Home-School Partnerships and School Consultation to Support Youth With Anxiety

Youth with anxiety often experience significant impairment in the school setting. Despite the relevance and promise of addressing anxiety in schools, traditional treatment approaches to school-based anxiety often do not adequately address generalization to the school setting, or they require removing the student from the classroom to deliver time- and staff-intensive programs. Such programs often leave teachers and caregivers feeling ill-equipped to support the student with anxiety throughout the natural course of the school day. Given the heavy demands placed on teachers and documented burnout among school professionals, providing effective school supports requires collaborative partnerships among outpatient therapists/specialists, school personnel, and caregivers. Drawing from literature on collaborative models for externalizing problems, we offer recommendations for outpatient therapists and specialists working to implement evidence-based supports and promote home-school partnerships to benefit youth with anxiety in the school setting. Our recommendations touch upon several components of such school consultation, including (a) identification of key parties involved, (b) conducting a needs assessment, (c) collaborative goal setting and development of a fear hierarchy, (d) plan development and implementation (e.g., facilitating a school-based exposure mindset, promoting home-school communication, enhancing school relationships), and (e) progress monitoring and ongoing support. We conclude with a case example to bring these recommendations to life.     

在线问诊平台医患交互模式研究

基于乔哈里视窗理论,从开放区、隐秘区和盲目区三个维度对海量医患交互数据进行聚类与界定,得到5种医患交互模式：沟通不足型、封闭交流型、患者主导型、患者独白型和医患平等型。采用统计分析和会话分析方法进一步研究发现：医生回复时间、患者扩展回答质量、医生回答详尽及明确程度、医患问答的话轮交叠度是不同模式下影响患者满意度的关键因素。最后,从信息质量、会话结构、生命关怀、信任关系四个层面针对三方主体提出建议,以期为提升医患交互质量、构建和谐医患关系、提供优质在线问诊服务提供思路。

     

Focus,Scope, and Practice of Behavioral Consultation to Public Schools

SUMMARY

Public school districts frequently seek professional consultation to improve educational services. This article is an overview of the focus, scope, and practice of behavioral consultation to public schools. A four-stage process of consultation is described, followed by a discussion on the expanding role of behavior support intervention. Next, the involvement of consultants in the design of individual-student, classroom-wide, and whole-school programs is considered. Contemporary approaches to consultation are presented such as positive behavior support, functional behavioral assessment, and efficacy evaluation that targets natural data sources. A concluding section sets forth recommendations for the successful practice of public school behavioral consultation.     

Expanding Technical Assistance Consultation to Public Schools: District-Wide Evaluation of Instructional and Behavior Support Practices for Students with Developmental Disabilities

SUMMARY

We describe consultation to a public school district in the form of a systems-wide evaluation of instructional and behavior support practices for students with developmental disabilities. The evaluation targeted (1) the financial costs of educating students out-of-district, (2) an analysis of a representative sample of Individualized Educational Plans, and (3) interviews with and a questionnaire completed by teachers. The primary objective of the evaluation was to determine practice standards in the public school district and to make recommendations to improve service delivery. The format of the evaluative model, respective findings, suggested remedies, and implications for large-scale public school consultation are presented.     

Family therapists as front line mental health providers in war-affected regions: using reflecting teams, scaling questions, and family members in a hospital in Central Africa

This paper will illustrate the utilization of systemic family therapy services inside a hospital in a war-affected region of the Central African Republic. Through an international non-governmental organization (NGO), the author, a family therapist, provided counselling supervision and services to hospital staff and patients in an area of open conflict in the northern region of the country. In circumstances of chronic insecurity fuelled by both government and rebel forces, families displaced in this region are vulnerable to numerous health conditions and social problems. Family therapy techniques and ideas were used to work with individuals, couples and families presenting with health and social problems resulting from HIV-TB, infections, chronic malnutrition, acute poisoning and beliefs about sorcery. Case examples illustrate the systems consultation model used with the mental health team in order to expand and promote the sustainability of patient mental healthcare in this underserved region.