Favoriser le développement professionnel avec le feedback : les engagements affectif et calculé envers l’objectif comme modérateurs de la relation intention–comportement

The purpose of this study is to investigate the moderating role of affective and continuance goal commitment in the relationship between motivational intention to act on feedback and behavioural integration of feedback. In an individual psychological assessment context, 74 candidates who received feedback were recruited. Moderation analyses using hierarchical multiple regressions showed that affective and continuance goal commitments moderate the relationship between motivational intention to act on feedback and behavioural changes, three months later. This relationship is significant and positive only when the level of affective or continuance goal commitment is low. The relationship between motivational intention to change and engagement in developmental activities is not moderated by goal commitment.     

A comparison of different investigative interviewing techniques in generating differential recall enhancement and detecting deception

This study compared the Stepwise Interview, Cognitive Interview, and Reality Interview in detecting deception with inmates. The dependent measures were the amount of unique details provided during the free narrative and mnemonics and the number of words provided during the free narrative and mnemonics of each interview. The Stepwise Interview generated 58.3% accuracy, the Cognitive Interview generated 70.0% accuracy, and the Reality Interview generated 93.3% accuracy. The different tasks of these interviews increased the differences between honest and deceptive statements and therefore, increased the accuracy in detection of deception. Differential recall enhancement is used to explain the findings.     

An evaluation of a punisher assessment for decreasing automatically reinforced problem behavior

We extended research on the identification and evaluation of potential punishers for decreasing automatically reinforced problem behavior in four individuals with autism spectrum disorder. A punisher selection interview was conducted with lead clinicians to identify socially acceptable punishers. During the treatment evaluation, treatment phases were introduced sequentially and included noncontingent reinforcement (NCR), NCR and differential reinforcement of alternative behavior (DRA), and NCR‐and‐DRA with punishment. During the NCR‐and‐DRA with punishment phase, four to five potential punishers were evaluated using a multielement design. Dependent measures included the target problem behavior, appropriate item engagement, and emotional responding. For all participants, NCR‐and‐DRA was not effective and punishment was necessary. However, the most effective punisher identified in the context of NCR‐and‐DRA differed across participants.     

Le TASC200, une épreuve d’attention et de saillance visuelle : fidélité, validité et normes préliminaires

In the clinical setting, attention is classically assessed by tasks that do not take into account theoretically important aspects, such as the salience-based guidance of visual search. The aim of this study was to develop a paced paper-and-pencil task for clinical use based on strong theoretical accounts that would assess salience-based visual search and that would meet the psychometric requirements for the assessment of attention. Participants were required to search and cancel targets of varying visual saliences as quickly and as accurately as possible during a predefined short period of time. The targets were intermixed with distractors. In agreement with theories of salience-based visual search, the results showed that the most salient targets were detected more easily than less salient targets. The task exhibited a quite acceptable test-retest reliability, and two construct validity studies showed that different scores involve different processes. This new task fully complies with the major theories of salience-based guidance of attention during visual search. It also meets the requirements of a plausible clinical task since its psychometric qualities are quite good. Preliminary normative data (n = 863) are presented for clinical use.     

Assessment of Panic Frequency: Reliability and Validity of a Time-Line Follow-Back Method

The purpose of this study was to investigate the reliability and validity of a Panic Attack Frequency Calendar (PAFC), modeled after a time-line follow-back (TLFB) procedure (e.g., Sobell & Sobell, 1979). The latter has been used for years to reliably and validly assess daily alcohol use through self-report over extended periods of time. Seventy-four adult individuals (ages 18–57) who had experienced a panic attack within the past 2 weeks completed a battery of self-report questionnaires, including retrospective frequency measures, and were administered an 8-week PAFC initially and a 10-week PAFC 2 weeks later. Half the participants self-monitored their panic attacks in a diary. The PAFC showed high stability over 2 weeks across several panic behavior variables. The PAFC was also shown to be a valid instrument in assessing panic frequency when compared with panic data obtained from the diary and the retrospective frequency measure.     

Development and Validation of the Parental Authority Questionnaire – Revised

Baumrind's conceptualization of parenting style has influenced research and theorizing about child-rearing for more than 30 years, yet few clinical applications of this work have been realized. The purpose of this study was to examine the psychometric properties of a parenting style measure, the Parental Authority Questionnaire – Revised (PAQ-R). This project furthered the development and validation of the instrument by examining the factor structure, internal consistency, test-retest reliability, and convergent validity of the PAQ-R in a large, ethnically and socioeconomically diverse sample. The factor structure and reliability of the PAQ-R was modest, but generally within the acceptable range. Specifically, the Authoritarian and Permissive subscales of the PAQ-R had modest reliability and convergent validity; these PAQ-R subscales correlated with relevant subscales of the Parenting Scale and the Parent–Child Relationship Inventory. By contrast, the Authoritativeness subscale had poorer psychometric properties when used in lower SES, primarily African American populations. While African American mothers in the sample reported being more Permissive than did Caucasian mothers, these differences disappeared after controlling for income and maternal education. By contrast, African American mothers continued to report more Authoritarian attitudes even after controlling for income and maternal education.     

Paternal Child-Rearing Style and Child Social Anxiety: Investigation of Child Perceptions and Actual Father Behavior

This study examined associations among perceived and actual father behavior and child social anxiety. Forty-eight children (22 high socially anxious, 26 low socially anxious) completed self-report measures of social anxiety, general anxiety, and depression. Children also completed a measure of perceived parental style and subsequently collaborated with their fathers on a challenging task (origami). After controlling for general anxiety and depression, fathers of high socially anxious children exhibited more controlling behavior during the origami task; high and low socially anxious children, however, did not differ behaviorally from one another. Perceptions of father child-rearing style did not differ as a function of child social anxiety, nor were significant relations found between perceived parenting and specific father behaviors. Findings underscore the importance of assessing various types of internalizing symptoms (i.e., controlling for shared construct variance), obtaining children's perceptions of parental style in conjunction with conducting behavioral observations, and including fathers in psychopathology research.     

Using Brief Experimental Analysis to Select Oral Reading Interventions: An Investigation of Treatment Utility

This study examined the treatment utility of brief experimental analysis for selecting skill-based oral reading interventions that targeted acquisition and fluency. Two second and one third grade student served as participants. The potentially most and least effective instructional packages identified from the brief experimental analysis for each student were alternated during an extended analysis phase. The instructional components that were compared were based on an ease of implementation hierarchy, with the brief experimental analysis used to select the hypothesized most effective instructional package for oral reading. Visual analysis of extended analysis data revealed that the hypothesized most effective combination of instructional components identified from the brief analysis produced greater initial gains in reading for two children (i.e., over 29 and 21 intervention days) and greater gains in reading throughout the extended analysis phase for the third child. Thus, the investigation provided preliminary evidence for the treatment utility of using brief experimental analysis to select effective and efficient oral reading instructional interventions. Implications, limitations, and future research topics are discussed.