The effects of multi-component,assessment-based curricular modifications on the classroom behavior of children with emotional and behavioral disorders

In this study, academic task assignments were modified in an effort to improve the conduct and task performance of three students with emotional and behavioral disorders. Functional assessments, including interviews and direct observations, were conducted to identify variables that affected the performance of each student during problematic assignments. The assessments implicated several variables for each student. These variables were then used as guides to modify the problematic tasks. The modifications resulted in reduced levels of problem behaviors and increased rates of task engagement, work productivity and accuracy for each of the students. The effects were demonstrated within ongoing academic activities and replicated through the use of reversal designs. The findings are discussed in relation to the practical process of functional assessment and the relevance of curricular and instructional arrangements to the occurrence of disruptive behavior.     

Deformation of the useful visual field with state of vigilance,task priority,and central task complexity

In a dual-task situation, peripheral perception can deteriorate due to different variables related to the experimental situation, such as central task complexity and the relative priority given to the two tasks. Recent studies have also shown that individual characteristics (such as the state of vigilance) can alter the useful visual field. The ability to perceive signals presented at different places in the visual field decreases in situations that lead to episodes of low vigilance. In Exp. 1, 27 subjects (18-29 years) had to perform a monotonous and prolonged dual-monitoring task involving central and peripheral vision. The test was carried out with two different sets of instructions regarding priority: the more important task was either the central task or the peripheral one. In Exp. 2, 18 subjects (18-30 years) performed the same test, but this time with two levels of complexity of the central task, either a simple monitoring activity or the same monitoring task coupled with a counting activity. Elliptical interpolation of the data enabled assessment of the deformation of the useful visual field in both experiments. The analysis of the parameters of the elliptical model indicated that the useful visual field mainly shrinks on the vertical axis, as the individual becomes drowsy. The useful visual field also shrinks on the horizontal axis when the peripheral task has priority and the monitoring activity is prolonged, or when the central task is complex.     

How does clients' method of payment influence psychologists' diagnostic decisions?

To what extent does payment method (managed care vs. out of pocket) influence the likelihood that an independent practitioner will assign a Diagnostic and Statistical Manual of Mental Disorders (American Psychiatric Association, 1994) diagnosis to a client? When a practitioner does diagnose, how does payment method influence the specific choice of a diagnostic category? Independent practitioners responded to a vignette describing a fictitious client with symptoms of depression or anxiety. In half of the vignettes, the fictitious client intended to pay via managed care; in the other half, the fictitious client intended to pay out of pocket. Payment method had a very significant impact on diagnosis such that relative to out-of-pocket clients, managed care clients were much more likely to receive diagnoses and more likely to receive adjustment disorder diagnoses in particular. We discuss implications involving informed consent and other ethical issues.     

Delay discounting as impaired valuation: Delayed rewards in an animal obesity model

Obesity is a major public health problem, which, like many forms of addiction, is associated with an elevated tendency to choose smaller immediate rather than larger delayed rewards, a response pattern often referred to as excessive delay discounting. Although some accounts of delay discounting conceptualize this process as impulsivity (placing the emphasis on overvaluing the smaller immediate reward), others have conceptualized delay discounting as an executive function (placing the emphasis on delayed rewards failing to retain their value). The present experiments used a popular animal model of obesity that has been shown to discount delayed rewards at elevated rates (i.e., obese Zucker rats) to test two predictions that conceptualize delay discounting as executive function. In the first experiment, acquisition of lever pressing with delayed rewards was compared in obese versus lean Zucker rats. Contrary to predictions based on delay discounting as executive function, obese Zucker rats learned to press the lever more quickly than controls. In the second experiment, progressive ratio breakpoints (a measure of reward efficacy) with delayed rewards were compared in obese versus lean Zucker rats. Contrary to the notion that obese rats fail to value delayed rewards, the obese Zucker rats' breakpoints were (at least) as high as those of the lean Zucker rats.     

Temporal properties of memory for speech in preschool children

The ability of four-year-old children to remember syllables was investigated, both to determine the temporal properties of memory for speech in subjects who do not use sophisticated retention strategies, and to determine what speech memory is available in the late preschool period. In Experiments 1 and 2, children were to remember pairs of nonsense syllables for 5, 10, 15, or 20 sec filled with a silent, manual task. In both experiments there was an apparent decay of one type of speech memory across 10-15 sec. In Experiment 2, strong interference was obtained when there was a final speech suffix item. An additional phase of this experiment verified that children cannot rehearse during the postlist period. However, in Experiments 3 and 4, suffix effects were not obtained with adult subjects in similar tasks. The results suggest that memory for speech persists for at least 10 sec even in preschool children, but that adults, unlike preschool children, engage in an additional type of speech coding that increases the resistance of memory to speech interference.     

What is First? Metaphysics as Prima Philosophia and Ultima Scientia in the Works of Thomas Aquinas

The article analyzes the status of metaphysics in relation to other sciences, especially the sense and reasons behind its priority in the system of sciences, as conveyed in the works of Thomas Aquinas. The question of what comes first in the system of sciences has led to an exploration and justification of the criteria behind this priority. According to Thomas Aquinas, metaphysics is justly considered to be the first philosophy: on the one hand it is occupied with what comes first in the ontological order – the first causes of being, on the other hand, other sciences rely on it for their first principles. The article critically analyzes both substantiations of the idea of being first. The substantive criterion is questioned by the introduction of revealed theology into the system of sciences accepted by Aquinas; revealed theology is also occupied with what comes first, and does so with greater authority than metaphysics. The article focuses on the analysis of main doubts concerning metaphysics’ methodological criterion of priority: the idea that metaphysics, in relation to other sciences, is in a sense first and functions as a determinant, while also being last and determined by these very sciences. Metaphysics is first, as other sciences draw from it their first principles, and last, as it utilizes facts established by other sciences which come first in the process of knowledge acquisition. Hence the charge that Aquinas’ argumentation concerning metaphysics’ priority is circular in nature. The article analyzes various aspects of this difficulty and offers suggestions on how to overcome them.     

Baseline measurement of running away among youth in foster care

The current study evaluated the use of various behavioral measures of running away with regard to (a) the differential utility of interval- versus event-based measures, (b) the differential utility of rate versus duration measures, (c) the utility of correcting for occurrence opportunity, and (d) the influence of unit of analysis (i.e., single-subject vs. grouped data). Seven different baseline measures were calculated for 84 runaways, and a unit-size analysis was conducted by constructing groups of various sizes from the original sample. An expert panel evaluated the suitability of the baseline measures for treatment evaluation. Results demonstrate the utility of evaluating duration-based measures and correcting for occurrence opportunity. Results also indicate that single-subject baselines may often be unacceptable for treatment evaluations, regardless of the type of measure selected for use.