Rising to the Occasion of This COVID-19-Impacted Nation: Development,Implementation, and Feasibility of the Brief Assessment-Informed Skills Intervention for COVID-19 (BASIC)

The COVID-19 pandemic has had a profound impact on the global economy, physical health, and mental health. This pandemic, like previous viral outbreaks, has resulted in spikes in anxiety, depression, and stress. Even though millions of individuals face the physical health consequences of infection by COVID-19, even more individuals are confronted with the mental health consequences of this pandemic. This significantly increased demand for mental health services cannot be easily met by existing mental health systems, which often rely on courses of therapy to be delivered over months. Single session interventions (SSIs) may be one important approach to meeting this increased demand, as they are treatments designed to be delivered over the course of a single meeting. SSIs have been found to be effective for a range of mental health challenges, with durable effects lasting months to years later. Here, we describe an SSI designed for the COVID-19 pandemic. This Brief Assessment-informed Skills Intervention for COVID-19 (BASIC) program draws upon therapeutic skills from existing empirically supported treatments to target common presenting complaints due to this pandemic. We discuss the process of developing and implementing this intervention, as well as explore feasibility and initial clinical insights. In short, BASIC is an easy-to-adopt intervention that is designed to be effective in a single session, making it well-suited for handling the increased demand for mental health services due to COVID-19.     

The Impact of Wellness‐Focused Supervision on Mental Health Counseling Practicum Students

Professional counseling organizations tout the importance of wellness for counselors and counselors‐in‐training. The authors used a wellness‐focused supervision model with mental health practicum students to assess the model's degree of treatment effect at improving students' wellness over the course of the semester. Participants' demographics included three women, one man, three European Americans, and one Latino/a. Single‐case design results revealed that ongoing wellness‐focused interventions are helpful in improving participants' level of wellness; implications for practice are provided.     

Psychosocial factors as longitudinal predictors of bulimic symptomatology among female collegiate athletes

ObjectivesThis study examined the within-variable stability and prospective cross-lagged pathways between body satisfaction, negative affect, self-reported intentions to engage in dietary restraint, and bulimic symptomatology among female collegiate athletes in weight-sensitive sports.DesignThis study employed a cross-lagged longitudinal design.MethodFemale collegiate gymnasts, swimmers, and divers (n = 325) completed paper-pencil survey batteries at the beginning (Time 1) and end (Time 2) of their 5-month athletic season, including measures of body satisfaction, intentions to engage in dietary restraint, negative affect, and bulimic symptomatology.ResultsFrom Time 1 to Time 2, stability coefficients were highest for intentions to engage in dietary restraint and bulimic symptomatology. Significant cross-lagged relations revealed that Time 1 body satisfaction predicted a decrease in Time 2 negative affect, Time 1 bulimic symptomatology predicted a decrease in Time 2 body satisfaction, and Time 1 negative affect predicted a decrease in Time 2 intentions to engage in dietary restraint.ConclusionsThe relative stability of intentions to engage in dietary restraint and bulimic symptomatology suggests that certain disordered eating behaviors may become more resistant to change over the course of an athletic season and solidify while competing in college. The cross-lagged associations demonstrate the importance of targeting body satisfaction, negative affect, and bulimic behaviors when designing interventions for female collegiate athletes, and implementing such programs at the beginning of an athletic season. Risk factors for bulimic symptomatology should be examined over a time period longer than one athletic season and during transitional experiences (e.g., high school to college sports).     

The Effects of Using Response Cards on Student Participation, Academic Achievement, and On-Task Behavior During Whole-Class, Math Instruction

This study evaluated the effects of using response cards during whole-group math instruction in a fourth-grade classroom, using an ABA research design. During both A and B conditions the classroom teacher conducted her math lessons as planned. However during the A conditions, hand-raising (HR) was in effect. That is, when the teacher asked a question she instructed the students to raise their hands and after each question she called on one student whose hand was raised. During the B condition, response cards (RC) were in effect. Whenever she asked a question, the teacher instructed the entire class to write their answers on individual response cards. After each question, the teacher instructed the entire class to hold up their RC. Data were collected on five students who represented the class range in general level of participation, academic skills, and on-task behavior. Results indicated that student participation, specifically the number of student-initiated opportunities to respond and the number of student responses were higher when using RC than when HR was in effect. Students scored higher on the weekly math quiz after the RC condition than after the HR conditions. The percentage of intervals that students were on-task also was higher when RC were used.     

An intervention using morphology to derive word meanings for English language learners

Many English language learners (ELL) experience academic and reading difficulties compared to native English speakers (NES). Lack of vocabulary knowledge is a contributing factor for these difficulties. Teaching students to analyze words into their constituent morphemes (meaningful word units) in order to determine the meaning of words may be an avenue to increase vocabulary knowledge. This study investigated potential benefits of morphological instruction for learning vocabulary words and generalizing taught words to untaught words containing these morphemes. Nine fourth‐ and fifth‐grade ELL with reading difficulties participated in a multiple baseline, single‐case design study. Visual analysis of the results revealed a functional relation between the intervention and an increase in participants' vocabulary scores with 90% to 100% nonoverlapping data for eight participants. The effects of training generalized to untaught words. These findings suggest that morphological analysis is a promising approach to increase vocabulary knowledge of ELL.     

Replicability and randomization test logic in behavior analysis

Randomization tests are a class of nonparametric statistics that determine the significance of treatment effects. Unlike parametric statistics, randomization tests do not assume a random sample, or make any of the distributional assumptions that often preclude statistical inferences about single‐case data. A feature that randomization tests share with parametric statistics, however, is the derivation of a p‐value. P‐values are notoriously misinterpreted and are partly responsible for the putative “replication crisis.” Behavior analysts might question the utility of adding such a controversial index of statistical significance to their methods, so it is the aim of this paper to describe the randomization test logic and its potentially beneficial consequences. In doing so, this paper will: (1) address the replication crisis as a behavior analyst views it, (2) differentiate the problematic p‐values of parametric statistics from the, arguably, more useful p‐values of randomization tests, and (3) review the logic of randomization tests and their unique fit within the behavior analytic tradition of studying behavioral processes that cut across species.     

An evaluation of the single‐session interview‐informed synthesized contingency analysis

Functional analysis can often be a lengthy process requiring time and resources not readily available to practitioners working with children who exhibit severe problem behavior. The interview‐informed synthesized contingency analysis (IISCA) was recently developed as an alternative functional analysis format that improved analytic efficiency by requiring only 25 min to conduct. Furthermore, a within‐session analysis of the first test session of the entire IISCA could reduce the process to as little as a single 5‐min session. We extended this previous research by conducting what was termed the single‐session IISCA with three boys who exhibited severe problem behavior. A function‐based treatment package, including reinforcement thinning, informed by the results of the single‐session IISCA nearly eliminated problem behavior for all three participants. We suggest that the single‐session IISCA could be a viable alternative to other functional analysis formats when time is limited.     

Using the dual‐criteria methods to supplement visual inspection: An analysis of nonsimulated data

The purpose of our study was to examine the probability of observing false positives in nonsimulated data using the dual‐criteria methods. We extracted data from published studies to produce a series of 16,927 datasets and then assessed the proportion of false positives for various phase lengths. Our results indicate that collecting at least three data points in the first phase (Phase A) and at least five data points in the second phase (Phase B) is generally sufficient to produce acceptable levels of false positives.     

Child restraint system use in the United Arab Emirates

ObjectiveDeaths and injuries among infants due to traffic crashes in the United Arab Emirates (UAE) are very high when compared to other countries. An efficient way to improve the safety of children in moving vehicles is to use Child Restraint Systems (CRS) to hold the child during any possible collision. The aim of this study is to estimate the rate of CRS use among children under the age of five in UAE, to determine demographic characteristics that affect CRS use, such as parent’s age, and education level, and to assess parents’ perceptions and knowledge of this issue.MethodsA roadside observational study was done in two of the seven emirates that constitute UAE, involving 1000 randomly taken observations. Also, a questionnaire was randomly distributed to a sample of 494 parents of children under the age of five.ResultsResults of the observational study show that 16.7% of parents restrain their children in moving motor vehicles. Questionnaire results show that approximately 9% of respondents reported not or rarely restraining their children in moving motor vehicles. Also, 3.4% of them indicated their disbelief in the importance of CRS in reducing harm in case of a crash. Moreover, questionnaire results indicate that young, less educated and male parents reported lower use rate and have less belief in the importance of CRS use in harm reduction in crashes than other groups of parents.ConclusionsCRS use in UAE is very low and awareness of its importance needs to be improved. Based on the results, practical suggestions are put forward to increase CRS use rate and improve safety conditions for this group of road users.     

CREATING SINGLE‐SUBJECT DESIGN GRAPHS IN MICROSOFT EXCEL™ 2007

Over 10 years have passed since the publication of Carr and Burkholder's (1998) technical article on how to construct single‐subject graphs using Microsoft Excel. Over the course of the past decade, the Excel program has undergone a series of revisions that make the Carr and Burkholder paper somewhat difficult to follow with newer versions. The present article provides task analyses for constructing various types of commonly used single‐subject design graphs in Microsoft Excel 2007. The task analyses were evaluated using a between‐subjects design that compared the graphing skills of 22 behavior‐analytic graduate students using Excel 2007 and either the Carr and Burkholder or newly developed task analyses. Results indicate that the new task analyses yielded more accurate and faster graph construction than the Carr and Burkholder instructions.