留美学生谈美国某高校护理本科教育

本文基于参加本科护理学专业“2＋3”联合培养项目留美学生的视角下,介绍了美国阿肯色州立大学ASU本科护理教育的培养目标、课程设置、教学方式、考核方式、临床实践教学模式等。指出了中美护理教育中存在的差异,并总结了对我国护理教育的启示：改革教学方法,采取多元护理教学方法、构建符合国情的形成性评价方法与指标、探索适合国情的护理临床实践教学模式。为学习和借鉴先进的护理教育经验,改革我国护理教育,提供科学依据。     

The Use of an Aversive Smell to Eliminate Autistic Self-Stimulatory Behavior

Commercially available smelling salts were used to provide an aversive smell which was compared with a time-out procedure in the modification of self-stimulation in an autistic child. The aversive smell was much more effective that time out whether applied on an FR 1 or VR 3 schedule. The FR 1 schedule of the aversive smell was also associated with a marked decline in self-stimulation in non-experimental environments. The effectiveness, ease of application, and acceptability of smellin salts all indicate the value of continued research with this stimulus in the elimination of self-stimulatory and other autistic responses.     

Contextual Interference in Movements of the Same Class: Differential Effects on Program and Parameter Learning

Contextual interference effects in motor learning usually were not found when the tasks to be learned presumably required the same generalized motor program (GMP) and differed only with regard to the movement parameters (see Lee, Wulf, & Schmidt, 1992; Magill & Hall, 1990). Thus, tasks requiring different motor programs (e.g., different relative timings) seemed to be a prerequisite for random practice to be more effective than blocked practice. However, the previous studies (that did not find random/blocked differences) used global error measures that confounded errors in relative timing and errors in absolute timing. In the present study, subjects practiced three movement patterns that had the same relative timing (requiring the same GMP) but different overall durations (requiring different parameters). Errors in relative timing and in absolute timing were assessed separately. The results indicate that random practice is more effective for the learning of relative timing (GMP learning) and less effective for the learning of absolute timing (parameter learning) than blocked practice. Preliminary ideas as to the reasons for this effect are discussed.     

Cortical Cell Assemblies: A Possible Mechanism for Motor Programs

The concept of a motor program has been used to interpret a diverse range of empirical findings related to preparation and initiation of voluntary movement. In the absence of an underlying mechanism, its explanatory power has been limited to that of an analogy with running a stored computer program. We argue that the theory of cortical cell assemblies suggests a possible neural mechanism for motor programming. According to this view, a motor program may be conceptualized as a cell assembly, which is stored in the form of strengthened synaptic connections between cortical pyramidal neurons. These connections determine which combinations of corticospinal neurons are activated when the cell assembly is ignited. The dynamics of cell assembly ignition are considered in relation to the problem of serial order. These considerations lead to a plausible neural mechanism for the programming of movements and movement sequences that is compatible with the effects of precue information and sequence length on reaction times. Anatomical and physiological guidelines for future quantitative models of cortical cell assemblies are suggested. By taking into account the parallel, re-entrant loops between the cerebral cortex and basal ganglia, the theory of cortical cell assemblies suggests a mechanism for motor plans that involve longer sequences. The suggested model is compared with other existing neural network models for motor programming.     

Toward Evidence-Based Practice with Domestic Violence Perpetrators

This review examines the policy and practice of interventions with male perpetrators of domestic violence in light of the widely accepted principles of evidence-based practice. Thus far, these policies and practices have enjoyed immunity from the external, empirical accountability available through implementing the findings from evaluations research and other empirical practice analyses. This immunity is supported by a policy framework where, for example, the state certifying agencies may presumptively forbid methods of intervention, with no obligation to empirically assess their efficacy or safety, that contradict the approved model. Based on the review of findings from both explanatory research and interventions research, evidence-based recommendations for policy and program change are proposed.     

Rééducation des compétences socio-émotionnelles pour des adultes présentant une déficience intellectuelle

IntroductionThe aim of the present study was to improve socio-emotional skills in adults with intellectual disability (ID) in order to remediate their social behavior difficulties.MethodThe socio-emotional skills reeducation program (Barisnikov, 2007) was proposed to 17 ID adults. Participants’ socio-emotional skills were assessed in pre- and post-reeducation period using tasks from the “Socio-Cognitive and Emotional Battery” (Barisnikov & Hippolyte, 2011).ResultsPost-reeducation assessment showed that the performance of participants was significantly improved on both “Emotion Attribution Task” and “Social Resolution task”. The significant reduction in their behavioral problems was also observed. These results demonstrated that the improvements were not limited to participants’ socio-emotional processing abilities but were also generalized to their daily functioning.ConclusionThe program provides an interesting tool to improve socio-emotional processing abilities and social behavior in adults with ID.     

Strength Recovery Patterns Following Isometric and Isotonic Exercise

In 3 experiments, the author tested the hypothesis that coordination dynamics is the content of a generalized motor program (GMP) for rhythmic interlimb coordination. In Experiment 1, learners (N = 14) practiced a ?90° movement with either identically timed or differently timed limbs. Both acquisition and transfer to novel (effector and pattern) timings were unaffected by the learning condition and were suggestive of the intrinsic dynamics for in-phase and antiphase. In Experiment 2, learners' (N = 13) acquisition of 2 different phase relations (?90° and ?45°) was qualitatively identical. Attractor reconstruction revealed an increase in the predictability of individual movement trajectories and a decrease in attractor dimensionality over learning. Transfer for both ?90° and ?45° was again suggestive of the intrinsic dynamics. In Experiment 3, learning altered participants' (N = 8) performance of in-phase and antiphase relations. Together, the results suggested a single continuum of phase relations, called an attractor landscape, that produces similar patterns of CE and VE for both previously stable and learned coordinations.     

Differential Transfer Benefits of Increased Practice for Constant,Blocked, and Serial Practice Schedules

The effects of practice schedule and amount of practice on the development of the generalized motor program (GMP) and on parameter estimation were investigated. Participants (N = 108) practiced the same relative timing but different absolute durations of a multisegment timing task. Practice schedules (constant, blocked, or serial) were crossed with amounts of practice (low and high). Inclusion of a constant practice condition allowed the authors to investigate the variability of practice prediction. Participants practiced the same proportional durations in a serial or a blocked schedule, which enabled the authors to examine contextual interference. A constant practice schedule enhanced GMP performance when task parameters remained the same, but varied practice schedules were beneficial when task parameters changed. A serial as opposed to a blocked practice schedule was superior when the performance of a task governed by a different GMP was required. Increased practice led to a consolidated task representation that was unavailable for updating.     

Kindergarten Reading Engagement

ABSTRACT

This study examined psychometric properties of the Kindergarten Reading Engagement Scale (KRES), a brief teacher-report measure of classroom reading engagement. Participants were 27 students with identified reading deficits from a predominantly low-income, African-American community. Data were collected in kindergarten (Time 1) and first grade (Time 2). The KRES demonstrated strong internal consistency (Cronbach's alpha = .96) and modest test-retest reliability (r = .66). KRES ratings were significantly correlated with scores from the Word Reading subtest of the Wechsler Individual Achievement Test-Second Edition and the Sound Matching subtest of the Comprehensive Test of Phonological Processing, measured at Time 1 and Time 2. Strategies for refining the scale and implications for applying the KRES in school-based program evaluations are discussed.     

A Multi-Dimensional Framework for Evaluation of Instructional Consultation Teams

ABSTRACT

This article describes a multidimensional framework for evaluating team-based services in schools. The theory and literature on developmental, causal and confirmatory program evaluation are discussed as the foundation for this framework. The model of Instructional Consultation Teams (IC-Teams) is presented as an illustration of how program evaluation research supports program development and provides evidence of program impact. The inferred impact of IC-Teams upon over-referral and identification of students for special education, especially minority students, is investigated using the confirmatory criteria of consistency. Three studies investigating the impact of IC-Teams upon special education referrals of the IC-Team model are presented. The studies, conducted across three implementations of the program with three different methodologies, demonstrated decreases in the referral, evaluation and placement of students in special education. The need for additional research and limits of the approach are discussed.