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1.
《Behavior Therapy》2023,54(2):418-426
Childhood behavior problems are one of the most common clinical referrals. If left untreated, these behaviors can result in detrimental consequences to the child’s development (Wehmeier et al., 2010; Scholtens et al., 2012). Behavior parent training has been identified as first-line treatment for oppositional behavior; however, many racial minority families fail to enroll in behavior parent training. The current study examines maternal help-seeking for children displaying oppositional behavior in hopes to delineate variables that might influence parent training enrollment among African American families. Participants were 112 African American mothers who were provided child behavior vignettes and completed measures assessing factors related to problem recognition, parental attributions, child rearing values, mental health stigmatization, racial identity, and treatment utilization. Results found that when presented with a child displaying clinically significant externalizing child behaviors, slightly more than half of African American mothers recognized clinically significant child behavior problems. Mothers were more likely to engage in behavioral parent training if problematic behavior was recognized. Additionally, mothers’ attributions of child behavior, cultural values, and mental health stigmatization were influential to help seeking. This study supports the importance of considering cultural variables that impact problem recognition and subsequent treatment utilization among African American families. 相似文献
2.
比较研究-影响中美儿童计算能力差异的认知因素 总被引:2,自引:0,他引:2
本研究要确定中美儿童基本计算技能的差异是否与他们使用的解题策略和基本加工过程的速度有关。为此,对中美两国的一年级儿童进行了书面计算能力测验,以及一组计算机呈现的加法作业。中国儿童在计算能力测验上表现出3:1的操作优势。中美儿童使用的解题策略种类一样,但是,中国儿童在策略综合运用的发展程度上超过美国儿童,检索策略的加工速度也超过美国儿童。显然,策略运用和加工速度的差异促成了中国儿童在计算能力测验上的优势. 相似文献
3.
Beatriz Staghezza-Jaramillo M.P.H. Hector R. Bird M.D. Madelyn S. Gould Ph.D. Glorisa Canino Ph.D. 《Journal of child and family studies》1995,4(4):399-418
This paper examines those children receiving mental health services in Puerto Rico, their demographic and psychosocial characteristics, and describes service providers and nature of facilities. The survey was done on a probability sample of children ages 4 through 16 across the island of Puerto Rico (N=777). Need for services was clinically defined as presence of a DSM-III diagnosis and functional impairment. The overall rate of service utilization for Puerto Rican children was 6% (26.2% of definite cases and 5.1% of probable cases). In most cases services were provided by psychologists and/or social workers, and they were mainly provided in schools and general medical facilities. In over 60% of the children assessed as cases, who did not receive services, the reason, given by the parent was that they considered the problem not serious. Factors associated with service utilization were measures of psychopathology, teacher's perceived need, and parental rates of criticism and hostility. These findings suggest that there is a need for more research on the motivating factors for service use (impairment and parental criticism). Teachers could benefit from receiving special training to help them readily recognize behavioral problems in children, communicate them to parents and set up services alternatives. 相似文献
4.
Jin -Pang Leung Ph.D. 《Journal of Behavioral Education》1994,4(3):355-367
Computer assisted instruction (CAI) was used for improving the efficiency of simple addition (single-digit without carrying) computation in three children with mental retardation. The training program, conducted on a portable personal computer, consisted of demonstrations and repetitive practices on simple addition presented in a vertical format. A number of behavioral instruction techniques such as direct feedback, corrective demonstration, verbal association, and token reinforcement were also included. To evaluate the effects of the CAI package, a multiple-baseline across subjects design with followup was employed. Results showed that performances of children improved with training and were maintained at 1-week, 4-week, and 12-week followups. Generalization of the learned skills was evident when children were assessed on a paper-and-pencil addition test in a vertical format. The skills were also transferable, with initial prompting, to a computerized addition test in a horizontal format. These findings reaffirmed the applicability of CAI and behavioral techniques for teaching math skills to children with mental retardation. 相似文献
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There are several studies suggesting that the Social Performance Survey Schedule (SPSS) is a reliable and valid measure of social skill. However, the factorial structure of the SPSS has never been examined. In the present study, SPSSs taken by 652 college students were factor analyzed by the method of principal components and the resulting factors were rotated according to the varimax criterion. Separate factor analyses were conducted for men and women. Seven factors, which accounted for a little over a third of the total variance, were retained for each sex. A large general factor labeled Prosocial Competence emerged for both sexes. Beyond this, the factorial solutions for the two sexes tended to diverge, with males showing a large negative factor (Social Offensiveness) and three smaller negative factors and females showing five relatively small negative factors. Suggestions were made concerning additional factor analytic studies of the SPSS and the ways in which derived factors might be used in research and clinical work.This research was supported by funds from the Rutgers University Research Council. Thanks are due to Leona Aiken for her statistical consultation. 相似文献
7.
钦佩感是对优秀他人或榜样的一种高度喜欢和尊敬, 是看到他人的优秀行为或品质时所产生的一种积极情绪, 其典型成分是欣赏和鼓舞。他人的优秀能力、美德、积极态度、自我提升动机、相似的价值观等因素影响钦佩感的产生。美德钦佩感会导致后叶催产素分泌, 和能力钦佩感分别激发不同但又相互重叠的脑区。钦佩感具有激励作用, 提高自我效能感和结果期望并影响其职业意向, 激发个体的亲社会动机与行为。拓展钦佩感的概念与成分、辨析与崇拜的相似与不同、开展钦佩感的应用研究以及跨文化或本土化研究等是该领域未来重要的研究方向。 相似文献
8.
通过分别以高频汉字(实验1)和图形非言语材料(实验2)为刺激的两个联合视觉注意任务, 并采用基于Budensen视觉注意理论的参数估计方法, 系统地探查小学三~六年级汉语发展性阅读障碍儿童的视觉同时性加工技能缺陷的内在机制。以43名汉语发展性阅读障碍儿童和46名生理年龄匹配典型发展儿童为被试, 每类被试均被分为小学中年级组(三、四年级)和高年级组(五、六年级)。两个实验均发现不同年级组的阅读障碍儿童在知觉加工速度参数上显著小于控制组儿童。在空间注意分布权重参数上, 实验1的结果显示, 不同于控制组儿童向左侧化发展的注意分布模式, 两个年级组的阅读障碍儿童均表现为无偏的注意分布; 而实验2未发现显著组别差异。且这两种同时性加工子技能分别与不同水平的汉语阅读技能密切相关。结果表明, 汉语阅读障碍儿童在同时加工多个视觉刺激时存在持续的知觉加工速度缓慢的问题, 在同时加工言语类刺激时还表现出异常的空间注意分布模式。本研究有助于从基础认知层面揭示汉语发展性阅读障碍儿童的缺陷机理, 为进一步设计相关的提高阅读效率的干预方案提供理论依据。 相似文献
9.
Alexandra M. Campanaro Jason C. Vladescu Tiffany Kodak Ruth M. DeBar Kasey C. Nippes 《Journal of applied behavior analysis》2020,53(2):690-706
The purpose of the current study was to evaluate the effect of implementing differential reinforcement at different times relative to the onset of teaching new skills to learners with autism spectrum disorder. Specifically, we first determined the most efficient differential reinforcement arrangement for each participant. Using the most efficient arrangement, we evaluated if differential reinforcement from the immediate onset, early onset, or late onset is the most efficient for learners to acquire a new skill. Three children diagnosed with autism spectrum disorder who have a history of receiving intervention based on the principles of applied behavior analysis participated in this study. The immediate onset of differential reinforcement resulted in the most efficient instruction in 6 of 7 comparisons. The results are discussed in light of previous studies and suggestions for future research are provided. 相似文献
10.