ethanporcaro/eric-fulltext-meta huggingface dataset:
The Use of Technology to Improve Staff Performance
Author: Nepo, Kaori G.
Date: 2010-00-00
Type: Journal Articles
Subjects: Feedback (Response),Autism,Adolescents,Adults,Data Collection,Intervention,Video Technology,Evaluation Methods,Technology Uses in Education

The on-going staff training is one of critical components for the effective programming for adolescents and adults with autism, although it is often overlooked. The available technology can be useful to improve not only productivity and organization of our daily life, but also the work performance. The purpose of this study was to examine the effectiveness of technology on performance of instructors who are working with adolescents and adults with autism. The multiple baseline treatment design was used across instructors with the age between 26-34 who had been trained on basic knowledge and extensive application of ABA principles. The data were collected 3 to 5 times per week via Bluetooth[R] and self monitoring data collection system over 2 months. The results show that Bluetooth[R] technology can be utilized for data collection effectively, and the intervention package, including immediate feedback, self monitoring, delayed feedback with video clips and graphs significantly improved staff performance across all participants. However, the videotaping sessions and the presence of supervisor have affected staff performance and the videotaped sessions were used for positive feedback instead of corrective feedback as the author indented initially. (Contains 1 figure.)
Cognitive Defusion for Psychological Distress, Dysphoria, and Low Self-Esteem: A Randomized Technique Evaluation Trial of Vocalizing Strategies
Author: Hinton, Marchion J.
Date: 2010-00-00
Type: Journal Articles
Subjects: Negative Attitudes,Effect Size,Therapy,Depression (Psychology),Symptoms (Individual Disorders),Self Esteem,Cognitive Restructuring,College Students,Emotional Disturbances,Comparative Analysis,Benchmarking,Correlation,Outcomes of Treatment

Cognitive defusion procedures, as used in acceptance and commitment therapy (ACT), attempt to alter how an individual relates to negative thoughts (without challenging, disputing, or trying to change their content) so as to promote psychological flexibility, the key feature of the ACT model of adaptive functioning. The current study examined the efficacy of three, once weekly, sessions of cognitive defusion (CD) compared to a concurrent waitlist (WL) condition for university students reporting elevated distress, dysphoria, and low self-esteem. Participants (N = 22) were randomized to CD or WL, with the latter offered CD following their WL participation. The combined data from all those offered CD were also compared to a supportive therapy benchmark established from archival data. Intent-to-treat analyses showed large changes in distress, depressive symptoms, self-esteem, defused awareness of thoughts, psychological flexibility, and automatic thoughts favoring CD over WL. These effects were replicated when the WL group then received CD and persisted (or further improved) at 1-month follow-up. CD within-group effect sizes were also reliably larger than those derived from a comparable supportive therapy condition. That CD was associated with significant changes in both outcome and process variables is consistent with the existing literature and with the view that cognitive defusion techniques (particularly vocalizing strategies) represent an active component of ACT. Future research employing more stringent concurrent controls, clinical samples, and multi method assessments that allow for temporally sequenced tests of mediators is needed to more fully substantiate the effects of cognitive defusion. (Contains 3 figures and 4 tables.)
Measuring Experiential Avoidance in Adults: The Avoidance and Fusion Questionnaire
Author: Schmalz, Jonathan E.
Date: 2010-00-00
Type: Journal Articles
Subjects: Test Validity,Questionnaires,Adults,Evaluation Methods,Experiential Learning,Interaction,Outcomes of Treatment,Universities,Undergraduate Students,Depression (Psychology),Anxiety,Cognitive Restructuring

To date, general levels of experiential avoidance are primarily measured by the Acceptance and Action Questionnaire-II (AAQ-II), but it includes items of questionable comprehensibility. The Avoidance and Fusion Questionnaire for Youth (AFQ-Y), previously validated as a measure of experiential avoidance with children and adolescents, was investigated as a measure with adult college students. The AFQ-Y evidenced adequate reliability ([alpha] = 0.92) and appropriate convergent and divergent validity in this sample. Interestingly, AFQ-Y and AAQ-II scores, though significantly related, were not so closely related as to say they measure the same construct. The implications of this and future directions for measurement development are discussed. (Contains 2 tables.)
Self-Reported Acceptance of Social Anxiety Symptoms: Development and Validation of the Social Anxiety-Acceptance and Action Questionnaire
Author: MacKenzie, Meagan B.
Date: 2010-00-00
Type: Journal Articles
Subjects: Measures (Individuals),Anxiety,Questionnaires,Intervention,Therapy,Psychometrics,Behavior Change,Symptoms (Individual Disorders),Validity,Interpersonal Competence

Mindfulness and acceptance-based interventions have been used in social anxiety treatments with initial success. Further research requires the psychometrically sound measurement of mechanisms of change associated with these treatments. This research was conducted to develop and evaluate such a measure, the Social Anxiety-Acceptance and Action Questionnaire (SA-AAQ) which was created to assess acceptance specific to social anxiety symptoms. The results indicated that the SA-AAQ has good internal consistency and good convergent and divergent validity. Findings suggest that the SA-AAQ is a psychometrically sound instrument proposed to measure acceptance of social anxiety symptoms, a potential mechanism of change in mindfulness and acceptance-based interventions for social anxiety. (Contains 9 tables and 1 footnote.)
The Effects of Mindfulness versus Thought Suppression on Implicit and Explicit Measures of Experiential Avoidance
Author: Hooper, Nic
Date: 2010-00-00
Type: Journal Articles
Subjects: Coping,Psychotherapy,Undergraduate Students,Questionnaires,Measures (Individuals),Cognitive Restructuring,Behavior Modification,Imagery,Psychological Patterns,Comparative Analysis

The current study aimed to provide an implicit measure of experiential avoidance (EA). Fifty undergraduate participants were exposed to an implicit (Implicit Relational Assessment Procedure: IRAP) and an explicit (Acceptance and Action Questionnaire II: AAQ II) measure of EA. Subsequently participant's response latencies on viewing a negatively affective IAP image were recorded. Participants were randomly assigned to either a thought suppression, or mindfulness group. The induction for both groups involved a 10 minute audio file that operationalized either suppression or mindfulness as a useful coping strategy for unwanted thoughts about the negatively affective IAP image. In the last stage of the experiment participants were re-exposed to both the AAQ II and the IRAP in order to determine whether the respective inductions had impacted on participant's level of EA (either explicitly or implicitly). The results indicated that the mindfulness group experienced a reduction of EA from pre to postinduction in comparison to those in the thought suppression group on the implicit measure (IRAP) but not the explicit measure (AAQ II). Results are discussed in terms of the utility of an implicit measure of experiential avoidance. (Contains 1 table and 2 figures.)
Effects of Selected Meditative Asanas on Kinaesthetic Perception and Speed of Movement
Author: Singh, Kanwaljeet
Date: 2009-00-00
Type: Journal Articles
Subjects: Kinesthetic Perception,Motion,Males,Pretests Posttests,Physical Activities,Metacognition,Control Groups,Perception,Foreign Countries,Experimental Groups,College Students,Higher Education,Test Results,Physical Education

Study aim: To assess the effects of selected meditative &quot;asanas&quot; on kinesthetic perception and movement speed. Material and methods: Thirty randomly selected male students aged 18-24 years volunteered to participate in the study. They were randomly assigned into two groups: A (medidative) and B (control). The Nelson's movement speed and reaction test and horizontal space test (to assess the kinaesthetic ability to determine specific positions along the horizontal line) were applied. The subjects from Group A were subjected to 8-week training of meditative &quot;asanas&quot; which included &quot;Padmasana&quot;, &quot;Siddhasana&quot;, &quot;Sukhasana&quot;, &quot;Vajrasana&quot; and &quot;Ushtrasana&quot;. Results: The kinaesthetic perception and movement speed significantly (p less than 0.001) improved (by nearly 10%) in Group A compared with the control one. Conclusions: Training &quot;asanas&quot; may be recommended to improve concentration-based performance. (Contains 1 table and 2 figures.)
Creating an Implicit Measure of Cognition More Suited to Applied Research: A Test of the Mixed Trial-Implicit Relational Assessment Procedure (MT-IRAP)
Author: Levin, Michael E.
Date: 2010-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Stimuli,Substance Abuse,Word Lists,Evaluation Methods,Measures (Individuals),Student Attitudes,Correlation,Universities,Schemata (Cognition),Word Recognition

The Implicit Relational Assessment Procedure (IRAP) is a promising tool for measuring implicit cognitions in applied research. However, the need for training and block effects can limit its capacity to assess effects with individual stimuli and participants, both of which are important for applied research. We developed a modified IRAP, the Mixed Trial-IRAP (MT-IRAP), in an attempt to correct for these problems. The MT-IRAP was tested with 58 undergraduate students using conventional good/bad words, emotion words, and words describing substance abusers. We found consistent, significant MT-IRAP effects at both a word list and individual word level and somewhat consistent effects at an individual participant level. The applied utility of the measure was supported by observed relationships between MT-IRAP effects and self-reported experiential avoidance and attitudes towards substance abusers. The MT-IRAP may provide an implicit cognition assessment tool that can be used with less training, and that provides consistent effects for specific stimuli. (Contains 4 tables and 4 figures.)
Assessing Treatment Integrity in Acceptance and Commitment Therapy: Strategies and Suggestions
Author: Plumb, Jennifer C.
Date: 2010-00-00
Type: Journal Articles
Subjects: Behavior Modification,Interrater Reliability,Integrity,Psychotherapy,Outcomes of Treatment,Cognitive Restructuring,Coding,Intervention,Guides,Mediation Theory

In this paper, we briefly review the current literature on treatment integrity and discuss the relevance of this procedure for detecting, measuring and ensuring that the proposed mechanisms of change in cognitive behavior therapy, in this case of acceptance and commitment therapy (ACT; S.C. Hayes, Strosahl, & Wilson, 1999), take place. We discuss aspects such as how to develop an integrity coding system that takes into account the nuances of the ACT model, critical factors when deciding the different processes to include in the coding manual, and suggestions for how to operationalize the distinction between adherence and competence from an ACT perspective. In addition, we also provide more specific guidance about issues as how to select the segments to be coded, the training of those who will code the intervention, and the interrater reliability process. Finally, we provide the reader with a complete example of a treatment integrity coding manual that was specifically adapted for a randomized controlled trial in the treatment of obsessive compulsive disorder (Twohig et al., 2010a). The aim of the current paper is to provide some essential tools for ACT researchers to develop treatment integrity protocols so that they are more encouraged to adopt such methods in their studies.
A Literature Review and Analysis of Mode Deactivation Therapy
Author: Apsche, Jack A.
Date: 2010-00-00
Type: Information Analyses
Subjects: Therapy,Case Studies,Cognitive Processes,Evaluation Methods,Cognitive Restructuring,Aggression,Posttraumatic Stress Disorder,Self Efficacy,Males,Adolescents,Adults,Outcomes of Treatment

This article is a review of articles, chapters and current research examining Mode Deactivation Therapy. Current applications of MDT suggest that mindfulness is a core component of MDT, as well as acceptance, defusion and validation, clarification and redirection of the functional alternative beliefs. These components are the core of MDT and a recent study has evaluated each of them as to how it affects the target or outcome goals. The evolution of MDT is reviewed from case studies to a mediation and meta-analysis. The purpose of this article is to review the foundation of MDT and current articles that elucidate the efficaciousness of MDT as an evidenced-based methodology. (Contains 6 tables, 1 figure and 1 chart.)
ACT for Leadership: Using Acceptance and Commitment Training to Develop Crisis-Resilient Change Managers
Author: Moran, Daniel J.
Date: 2010-00-00
Type: Journal Articles
Subjects: Behavior Modification,Administrator Effectiveness,Therapy,Leadership,Management Development,Crisis Management,Cognitive Restructuring,Innovation,Stress Variables,Resilience (Psychology),Counseling Techniques

The evidence-based executive coaching movement suggests translating empirical research into practical methods to help leaders develop a repertoire of crisis resiliency and value-directed change management skills. Acceptance and Commitment Therapy (ACT) is an evidence-based modern cognitive-behavior therapy approach that has been and applied to organizational settings. When utilized as a leadership coaching model, Acceptance and Commitment Training ("ACTraining") demonstrates effectiveness in increasing work  performance and innovation while reducing work stress and work errors. The six domains of ACTraining, acceptance, defusion, values, contact with the present moment, self-as-context, and committed action are all reviewed as a model for executive coaching. (Contains 1 figure.)
An Application of Functional Analytic Psychotherapy in a Case of Anxiety Panic Disorder without Agoraphobia
Author: Bermudez, Miguel Angel Lopez
Date: 2010-00-00
Type: Journal Articles
Subjects: Symptoms (Individual Disorders),Psychotherapy,Counseling Techniques,Fear,Anxiety,Clinical Diagnosis,Case Studies,Reinforcement,Outcomes of Treatment,Counseling Effectiveness,Intervention,Counselor Client Relationship,Functional Behavioral Assessment,Behavior Modification

Traditional methods of diagnosis are of little therapeutic use when diagnostic criteria are based upon topographical rather than functional aspects of behavior. Also, this sentence in the original seemed rather awkward and a bit unclear. In contrast to this, several authors have put forward experience avoidance disorders as an alternative which takes functional criteria into account. This case study presents the analysis and treatment of an anxiety disorder following the formulation of functional analytic psychotherapy. This psychotherapy is based on a therapeutic relationship which puts particular emphasis on natural reinforcement and eventualities which occur in a clinical context, relating them to a natural context, and establishing functional equivalences. The different stages of the treatment are described and details are given of the therapeutic relationship and the monitoring of the results over a period of 18 months.
Experimental Evaluation of Behavioral Activation Treatment of Anxiety (BATA) in Three Older Adults
Author: Turner, Jarrod S.
Date: 2010-00-00
Type: Journal Articles
Subjects: Anxiety,Older Adults,Behavior Modification,Therapy,Scores,Correlation,Outcomes of Treatment,Behavior Change,Measurement,Measures (Individuals)

This report describes three single-case experimental evaluations of Behavioral Activation Treatment of Anxiety (BATA) applied with a 51-year-old male, a 62-year-old female, and a 53-year-old female, each of whom met DSM-IV criteria for anxiety. Each case was a clinical replication of an initial trial of BATA reported in Turner and Leach (2009). Treatment was delivered in twelve weekly 60-minute individual sessions and evaluated using an A-B-C phase change with repeated measurement design. Decreased scores in self-reported anxiety were obtained in each case and the improvements were maintained during a 3-month no treatment maintenance phase. Compared to baseline, each participant also recorded increases in activity levels in some key life areas during the treatment phase. These preliminary findings suggest that increased activation in functionally positive areas is associated with reported decreases in anxiety and that BATA could be an effective stand-alone treatment for anxiety in adults. (Contains 23 figures.)
Accentuating Mode Deactivation Therapy (MDT): A Review of a Comprehensive Meta-Analysis into the Effectiveness of MDT
Author: Hollman, Jacquelynn
Date: 2010-00-00
Type: Journal Articles
Subjects: Therapy,Meta Analysis,Delinquency,Behavior Change,Youth,Outcomes of Treatment,Intervention,Behavior Problems

A recent Meta-Analysis conducted by Apsche, Bass & DiMeo (2010) provided astonishing evidence regarding Mode Deactivation Therapy's (MDT) ability to effectuate change in youth with delinquent traits. Following is a brief review of the results presented in the analysis as a way of highlighting the capacities of MDT and promotes the implementation of MDT interventions in this challenging population.
Perspective-Taking in Structured and Unstructured Online Discussions
Author: Chadwick, Scott
Date: 2010-00-00
Type: Journal Articles
Subjects: Computer Mediated Communication,Internet,Discourse Analysis,Perspective Taking,Student Attitudes,Instructional Leadership,Correlation,Learning,Undergraduate Students

This study analyzes the extent to which students using web-based discussion boards show an increase in perspective-taking in structured and unstructured discussions. Messages from fifty-six students enrolled in one of two courses were content analyzed using Jarvela and Hakkinen's (2003) expansion of Selman's (1980) perspective-taking coding scheme. There was a significant difference in the level of perspective-taking shown across the three periods of the semester. The level of perspective-taking in structured discussions was significantly correlated with learning. Class leaders showed higher levels of perspective-taking than did other students in the class. The results suggest a relationship between use of higher order perspective-taking and learning, particularly when instructors provide structure for student discussions. (Contains 4 tables.)
Developing an Undergraduate Global Citizenship Program: Challenges of Definition and Assessment
Author: Sperandio, Jill
Date: 2010-00-00
Type: Journal Articles
Subjects: Citizenship,Citizenship Education,Program Effectiveness,Program Development,Interviews,Surveys,Undergraduate Students,Higher Education,Global Approach,Outcomes of Education,Evaluation

This article describes the development of an undergraduate interdisciplinary global citizenship program. The process of program development was guided by the core belief that students need not only information and skills, but the tools to develop their own individual citizenship in today's world. Using document analysis, interviews with key informants and survey data from faculty involved in course development and delivery, the authors examine the challenges of construct definition, of establishing learning outcomes, and of program assessment that confronted the program developers. The article concludes with an exploration of the underlying assumption that university programs are effective means for building an engaged citizenry. (Contains 1 table.)
Linking Communalism to Achievement Correlates for Black and White Undergraduates
Author: Tyler, Kenneth
Date: 2010-00-00
Type: Journal Articles
Subjects: Self Efficacy,Motivation,Racial Differences,Academic Achievement,Correlation,Regression (Statistics),Undergraduate Students,Higher Education,White Students,African American Students,Ethnic Groups,Models,College Students,Sample Size,Likert Scales,Family Characteristics,Family Relationship,Family (Sociological Unit),Family Environment,Family Structure

This study examined relationships between home-based communal activities and beliefs and student reports of various achievement correlates with 290 black and white undergraduates. MANOVA procedures examined differences in self-esteem, self-efficacy, identified motivation, motivation to know, and amotivation and scores on Home Communalism Measure subscales as a function of race and other demographic variables. No significant race differences emerged for any of the communalism or motivation subscales. Subsequent regression analyses found that reports of communalism were predictive of students' self-efficacy, self-esteem, identified motivation, motivation to know and amotivation scores. Implications and limitations of findings are discussed. (Contains 1 table.)
How Prepared are the U. S. Preservice Teachers to Teach English Language Learners?
Author: Durgunoglu, Aydin Yucesan
Date: 2010-00-00
Type: Journal Articles
Subjects: Student Teaching,Preservice Teachers,Self Efficacy,Second Language Learning,Classrooms,English (Second Language),High Schools,High School Students,Classroom Observation Techniques,Mentors,Females,Whites,Outcomes of Education,Motivation,Beliefs

This study focuses on self-efficacy, attitudes, perceived preparedness, and the knowledge of preservice teachers in the USA regarding isolated English Language Learners (ELLs) in high school classrooms. In the first study, 62 preservice teachers who were doing their student teaching completed a survey on: (a) their perceived preparation and self-efficacy regarding ELL students, (b) their attitudes towards ELL students in mainstream classrooms and their parents. They also completed an ELL knowledge test. In Study 2, several high school classrooms that included a few ELLs were observed to determine what these students experienced in a mainstream classroom and how the preservice teachers interacted with them. Four Caucasian female pre-service teachers from Study 1 were observed. Results from Study 1 showed that the sense of preparedness was verified by the performance on the knowledge test and was related to self-efficacy. The classroom observations indicated that these preservice teachers were not well prepared to teach ELL students and their mentoring teachers were not providing any guidance. (Contains 3 tables.)