Assessment of weight and eating concerns in Norwegian adolescents

The aim of the present study was to test the properties of an instrument that assesses concerns about weight and eating without reference to dieting behavior. A short instrument, the Weight and Eating Concerns Inventory (WECI) was examined in a sample of 569 boys and 548 girls aged 11 to 15 years. Confirmatory factor analyses with LISREL showed a better fit with a version of the instrument that did not include a reference to dieting behavior, compared to a version that included such a reference. This was true for both boys and girls, irrespective of their age group. However, the results indicated that both versions should be used with caution for young boys. The internal consistency of the WECI (that is, the version without reference to dieting) was satisfactory, ranging from 0.78 to 0.86 for girls and from 0.68 to 0.73 for boys. The WECI correlated quite substantially with negative self-evaluations and depression for boys and girls in all the age groups assessed, suggesting that high scores on the WECI may indicate a problem that goes beyond worries or concerns, and should be taken seriously. In general, girls reported more of these concerns than boys, and the correlation between the WECI and dieting was stronger among girls compared to boys.     

A comparison of verbal and tangible stimulus preference assessments

Tangible preference assessments were compared with verbal preference assessments for 6 individuals with mental retardation, behavior disorders, or both. In the tangible assessment, items were placed in front of the participant. In the verbal assessment, participants were asked, “Do you want X or Y?” and the items were not present. The two assessments yielded similar high‐preference items for 4 of the 6 participants. The verbal assessment was typically completed in less time than the tangible assessment.     

Further evaluation of low-ranked items in stimulus-choice preference assessments

The generality of the findings reported by DeLeon, Iwata, and Roscoe (1997) was examined by conducting two stimulus-choice preference assessments, the second of which evaluated low-ranked items from the initial assessment. Results for the 2 participants suggested that supplementary assessments of low-ranked items may be useful for identifying a wider variety of reinforcing stimuli.     

The Therapeutic Factors Inventory: Development of a Scale

Although Yalom's (1995) framework of the therapeutic factors facilitating outcome in group has been accepted by group specialists, no empirically based instrument assesses all of these factors. The Therapeutic Factors Inventory (TFI), with 11 scales based on the therapeutic factors, has been designed to fill this gap. This article summarizes the development and preliminary reliability testing of the TFI. Each scale of the instrument demonstrated high internal consistency; however, one scale obtained unacceptably low test-retest reliability. Further validity testing is needed. Implications of these findings are discussed.     

An evaluation of a brief multiple-stimulus preference assessment with adolescents with emotional-behavioral disorders in an educational setting

Brief multiple-stimulus-without-replacement (MSWO) preference assessments were conducted with 3 adolescent boys with emotional-behavioral disorders in the context of their public school educational program. The reinforcing effects of stimuli identified as high, medium, and low preference were then evaluated using an alternating treatments design in which, following an initial baseline, stimuli were delivered contingent on on-task behavior. High-preference stimuli produced the highest percentages of on-task behavior for all 3 participants.     

Using brief experimental assessment of reading interventions for identification and treatment of a vocal habit

An 11-year-old boy presented in an outpatient clinic with a vocal habit that occurred during reading and conversation. A brief reading assessment was conducted to determine an effective intervention to decrease the habit. A modified version of the word error-correction procedure resulted in positive changes and was implemented by his mother during home reading practices. Significant decreases in the rate of vocal habit were observed during home reading probes, generalization probes, and follow-up.     

Use of a lag differential reinforcement contingency to increase varied selections of classroom activities

The present study evaluated the effects of a lag differential reinforcement contingency on 2 students' activity selections using reversal designs. Results showed that the lag contingency was responsible for promoting increased novel selections, engagement in diverse activities, and greater progress with respect to programmed academic activities.     

The Impact of the Big Five Personality Traits on Reports of Child Behavior Problems by Different Informants

The present study compared ratings of a standardized sample of child behavior problems across informants and examined the effects of informant personality traits on child behavior ratings by mothers, teachers, and group-care workers. Participants were 55 clinic-referred children, aged 6–12 years. All informants watched and rated the same 17-min videotaped behavior sample of a familiar target child. Independent trained observers rated the same videotapes to provide criterion ratings. Informants personality traits were assessed using the NEO Five Factor Personality Inventory. Results showed that mothers reported fewer behavior problems than did the professionals, that the informants who were familiar with the child reported more behavior problems than did the independent observers, and that higher levels of informant neuroticism were related to higher ratings of child behavior problems in the case of the professionals, but not in the case of the mothers. In addition, group-care workers who were less extraverted and open were likely to report more child behavior problems than group-care workers with normal levels of extraversion and openness. Finally, no relations were found between agreeableness or conscientiousness and ratings of child behavior. Findings suggest that professionals who work with children are not immune to distortions based on their own personality.     

A Review of the Children’s Inventory of Anger (ChIA): A Needed Measure

A review and critique of the Children’s Inventory of Anger (ChIA) is presented. The ChIA is a 39-item measure that operationalizes anger according to the conceptualization set forth by Ellis in Rational Emotive Behavior Therapy. The ChIA consists of four subscales (Frustration, Physical Aggression, Peer Relationships, and Authority Relations) which provide information regarding situations that are commonly associated with the experience of anger. Preliminary validity studies demonstrate that the ChIA has excellent reliability and high face validity. The forms are user friendly and easily scored, with norms tables conveniently located within the form. A computer-scoring program is available which significantly reduces clerical errors. The application of the instrument in practice is discussed. Due to the fact that the ChIA attempts to link assessment and intervention it should be useful in advancing the field in regard to treatment evaluation and substantiation of treatment validity. It is also expected to have considerable research utility.     

A Comparison of Results and Acceptability of Functional Behavioral Assessment Procedures with a Group of Middle School Students with Emotional/Behavioral Disorders (E/BD)

There is currently controversy over the validity and applicability of functional behavioral assessment (FBA) procedures with students with emotional/behavioral disorders (E/BD). A set of FBA procedures, including teacher and student interviews and direct classroom observations, were carried out with eight students with disabilities (7 classified E/BD, one classified LD). Results indicated that when all three methods (teacher/student interviews, classroom observations) yielded a ranking for a function they agreed 64% of those occasions. For those situations in which there was overall disagreement there was agreement between teacher interview and classroom observations most of the time. Social validity data indicated that both students and teachers felt that the assessment procedures were a useful and productive process.