ASSESSMENT OF STIMULI CONTROLLING THE REQUESTS OF STUDENTS WITH SEVERE MENTAL RETARDATION DURING A SNACK ROUTINE

This study assessed stimuli controlling requests during a snack routine after extensive request training with a delayed prompt procedure. During training sessions, one of three three-item snack groups was presented to 3 subjects with severe mental retardation. Assessment sessions involved (a) training conditions (all items were visible), (b) presenting two of three items from a particular group, or (c) presenting no items. One subject requested food items when no food items were present, 2 frequently requested a missing item when the two other items were visible, and all subjects requested visible items. Procedures for assessing stimulus control, such as those described in the current paper, should lead to a better understanding of the variables controlling behaviors that initially appear perplexing and unpredictable.     

PROMPTING TECHNIQUES TO INCREASE THE RETURN RATE OF MAILED QUESTIONNAIRES1

To increase the return rate of questionnaires mailed to clergy and physicians concerning their mental-health practices, different prompts were used after the questionnaire was received during four mail-outs to four randomly drawn samples of clergy and physicians. For each mail-out, the sample was divided into experimental (received prompt) and comparison (no prompt) groups, and one type of prompt or combination was used. Non-returnees of the questionnaire in the experimental group received either: (a) a single telephone call, (b) a memo, (c) a package (personal letter and new questionnaire) or package plus a telephone call, or (d) a double call. Comparison physicians and clergy were mailed only the original questionnaire. Relative to their respective comparison group's return rate, which averaged 22% across the four mail-outs (range 18% to 24%), the single call and package alone about doubled the overall return rate, the package and call increased the return rate about two-and-a-half fold, and the double call almost tripled the return rate. The memo was ineffective. A cost-effectiveness analysis indicated that the double-call procedure was less expensive than the single call, and much less expensive than the package alone or package with a call in securing returns. An analysis of the pattern of returns showed clearly that when prompts were not delivered (comparison groups), very few returns were received after about seven days from the initial mail-out. Most returns from prompts (experimental groups) were received by several days after the prompt. The results were seen as salient to the problem of reducing selection or volunteer bias in questionnaire studies and subsequent research demonstrating the effectiveness of telephone calls made about a week after distribution of surveys in securing high return rates was discussed.     

Feasibility of a Simplified and Dynamic Bayesian System for Use in Structured Diagnostic Interviews

An important goal of clinical assessment is to balance cost-effectiveness, administration demands, and accuracy (G. Young, J. O'Brien, E. Gutterman, & P. Cohen, 1987). The incorporation of Bayesian logic into diagnostic interviewing may assist with this goal, but in previous examinations, such methods have been prohibitively complex. In this study, analysis of a simplified Bayesian system showed overall classification error rates as good or better than traditional structured interviewing, and reduction in error was positively related to the psychometric properties of the predictor used in the actuarial functions. A dynamic system using simplified Bayesian logic appears to function well in the context of a structured interview and requires comparatively less data than previously tested Bayesian approaches. This type of system appears suitable for further research with clinical populations to determine its performance in applied settings.     

Using a System of Least Prompts Procedure to Teach Telephone Skills to Elementary Students with Cognitive Disabilities

Using the telephone to contact others can be an important skill in maintaining friendships with peers. This investigation used a system of least prompts (SLP) procedures to teach two telephone skills to 3 elementary students with cognitive disabilities: (a) placing phone calls and (b) leaving recorded voicemail messages. The SLP procedure was effective in teaching both skills to all 3 students. Results for maintenance and generalization, however, were mixed. This investigation was completed to partially satisfy the thesis requirement for a Master’s degree at the University of Kentucky.     

Les représentations de l’entretien structuré chez les recruteurs

We studied recruiters’ representations of the structured interview. In Study 1, 90 recruiters were interviewed. They define “structure” mainly as a schema or list of questions. The terms “structured” and “unstructured” also have different connotations. This can create a social desirability bias in surveys on selection practices, causing an overestimation of the real prevalence of structured interviewing. In Study 2, 59 recruiters responded to a questionnaire. Attitudes towards structured interviews are positive, but representations diverge from scientific definitions, especially regarding unstructured interviews. Recruiters’ representations allow flexibility in practice while maintaining a positive self-image.     

多面Rasch模型在结构化面试中的应用

使用项目反应理论中的多面Rasch模型,对66名考生在结构化面试中的成绩进行分析,剔除了由于评委等具体测量情境因素引入的误差对原始分数的影响,得到考生的能力估计值以及个体水平的评分者一致性信息。对基于考生能力估计值和考生面试分得到的决策结果进行比较,发现测量误差的确对决策造成影响,对个别考生的影响甚至相当巨大。进一步使用Facets偏差分析以及评委宽严程度的Facets分析追踪误差源。结果表明,将来自不同面试组的被试进行面试原始成绩的直接比较,评委的自身一致性和评委彼此之间在宽严程度上的差异均将导致误差。研究表明,采用Facets的考生能力估计值作为决策的依据将提高选拔的有效性。同时,Facets分析得到的考生个体层次的评分者一致性指标,以及评委与考生的偏差分析等研究结果还可以为面试误差来源的定位提供详细的诊断信息     

Role of motivation,self‐efficacy and parent support in adolescent structured leisure activity participation

An increasing body of research supports the positive physical, social and psychological health benefits of adolescent involvement in structured out‐of‐school leisure activities. Analysis of data from 1280 12–17‐year‐old Western Australian metropolitan high school students, found that several factors were associated with adolescent involvement in structured leisure activities, including parent support of the activity (both active and passive), intrinsic motivation and self‐efficacy. There were no significant gender differences in the rate of participation or hours spent participating in structured leisure activities overall. More female than male students, however, were involved in structured creative activities and male students spent significantly more time involved in structured physical group activities. Recommendations for supporting adolescent involvement in structured leisure activities are discussed.     

Effect size, power, and sample size determination for structured means modeling and mimic approaches to between-groups hypothesis testing of means on a single latent construct

While effect size estimates, post hoc power estimates, and a priori sample size determination are becoming a routine part of univariate analyses involving measured variables (e.g., ANOVA), such measures and methods have not been articulated for analyses involving latent means. The current article presents standardized effect size measures for latent mean differences inferred from both structured means modeling and MIMIC approaches to hypothesis testing about differences among means on a single latent construct. These measures are then related to post hoc power analysis, a priori sample size determination, and a relevant measure of construct reliability.I wish to convey my appreciation to the reviewers and Associate Editor, whose suggestions extended and strengthened the article's content immensely, and to Ralph Mueller of The George Washington University for enhancing the clarity of its presentation.     

Can pictures promote the acquisition of sight‐word reading? An evaluation of two potential instructional strategies

Sight‐word instruction can be a useful supplement to phonics‐based methods under some circumstances. Nonetheless, few studies have evaluated the conditions under which pictures may be used successfully to teach sight‐word reading. In this study, we extended prior research by examining two potential strategies for reducing the effects of overshadowing when using picture prompts. Five children with developmental disabilities and two typically developing children participated. In the first experiment, the therapist embedded sight words within pictures but gradually faded in the pictures as needed using a least‐to‐most prompting hierarchy. In the second experiment, the therapist embedded text‐to‐picture matching within the sight‐word reading sessions. Results suggested that these strategies reduced the interference typically observed with picture prompts and enhanced performance during teaching sessions for the majority of participants. Text‐to‐picture matching also accelerated mastery of the sight words relative to a condition under which the therapist presented text without pictures.