ethanporcaro/eric-fulltext-meta huggingface dataset:
A Delay Discounting Model of Psychotherapy Termination
Author: Swift, Joshua K.
Date: 2009-00-00
Type: Journal Articles
Subjects: Guidelines,Outcomes of Treatment,Psychotherapy,Models,Counselor Client Relationship

Delay discounting (DD) procedures are emerging as an important new method for psychotherapy researchers. In this paper a framework for conceptualizing existing, seemingly discrepant, research findings on termination is introduced and new directions for research are described. To illustrate the value of a DD framework, the common psychotherapy problem of premature termination is addressed. First, a DD framework for how premature termination may be defined is presented. Second, common variables that have long been linked to premature termination (expectancies, and preferences) are explored using DD procedures. These investigations demonstrate that DD procedures are a methodological advancement that can advance psychotherapy research and, potentially, improve client outcomes. (Contains 3 tables and 1 figure.)
Factors Associated with Choice of Exposure Therapy for PTSD
Author: Jaeger, Jeff A.
Date: 2009-00-00
Type: Information Analyses
Subjects: Counseling Techniques,Posttraumatic Stress Disorder,Therapy,Counseling Effectiveness,Fear,Patients,Decision Making,Experience,Outcomes of Treatment,Attitude Change,Symptoms (Individual Disorders),Cultural Influences,Educational Attainment,Gender Differences

Exposure therapy, despite its demonstrated efficacy for chronic PTSD, remains underutilized across clinical settings. One suggested cause is that traumatized clients may not prefer exposure treatment. This paper reviews the current literature on factors associated with treatment preference for exposure therapy. Contrary to expectations, exposure-based therapy is not only perceived as a viable therapy but is well regarded among current therapy choices by potential clients. In particular, we highlight the central role of client "beliefs" about the need to talk about problems, the efficacy of treatment, and perceived need for help as crucial factors potentially impacting preference for exposure therapy. Importantly, fear of exposure treatment does not appear to play a significant role. To increase utilization, clinicians should provide clients information to address factors believed to increase preference for effective treatment. (Contains 1 figure.)
Evaluating Acceptance and Commitment Therapy: An Analysis of a Recent Critique
Author: Gaudiano, Brandon A.
Date: 2009-00-00
Type: Journal Articles
Subjects: Criticism,Behavior Modification,Psychotherapy,Cognitive Restructuring,Comparative Analysis,Models,Outcomes of Treatment

Acceptance and commitment therapy (ACT) is a newer psychotherapy that has generated much clinical and research interest in recent years. However, the approach has begun to receive strong criticism from proponents of traditional cognitive-behavioral therapy (CBT). Hofmann and Asmundson (2008) recently compared and contrasted ACT and traditional CBT. They concluded that ACT's criticisms of traditional CBT are inaccurate; both ACT and CBT can be understood using a similar theoretical model; and there is no evidence that ACT represents a "third wave" of behavior therapy, as is sometimes claimed by its proponents. In the current article, I further analyze Hofmann and Asmundson's critique of ACT to determine its evidential merit and to attempt to clarify potential points of misunderstanding between CBT and ACT proponents. (Contains 1 footnote.)
Behavioral Activation in the Treatment of Comorbid Posttraumatic Stress Disorder and Major Depressive Disorder
Author: Mulick, Patrick S.
Date: 2009-00-00
Type: Journal Articles
Subjects: Posttraumatic Stress Disorder,Criteria,Reading Achievement,Depression (Psychology),Therapy,Outcomes of Treatment,Symptoms (Individual Disorders),Clinical Diagnosis,Measures (Individuals),Cognitive Restructuring,Behavior Modification,Risk

This study investigated the efficacy of 10-weeks of Behavioral Activation (BA) in the treatment of comorbid Post-traumatic Stress Disorder (PTSD) and Major Depressive Disorder (MDD) in four adults using a nonconcurrent multiple baseline across participants design. All participants met full &quot;DSM-IV&quot; criteria for both MDD and PTSD at the outset of the study. Self-report data were gathered at each session and again at mid-point between each session. At the post-treatment assessment sessions, two participants no longer met diagnostic criteria for either MDD or PTSD and an additional participant no longer met criteria for MDD. It is argued that BA may be an effective treatment for co-morbid PTSD and MDD and the theoretical rationale is provided. (Contains 2 tables and 4 figures.)
Evaluation of Preference Assessment Procedures for Use with Infants and Toddlers
Author: Rush, Karena S.
Date: 2010-00-00
Type: Information Analyses
Subjects: Measurement Techniques,Comparative Analysis,Toddlers,Infants,Stimuli,Measures (Individuals),Task Analysis,Decision Making

The current practice of preference assessment offers a variety of approaches to determine an individual's preference for specific items. However, the majority of the research has been completed on school-age children or individuals with significant cognitive or behavioral deficits. Further, studies on preference assessments have not adequately addressed the toddler population and have almost completely omitted the infant population. The current paper reviews the literature on preference assessments inclusive of both direct and indirect assessment methods. A comparison of methods follows, detailing the advantages and disadvantages of the techniques for use with very young children. The paper concludes with practical considerations for future research endeavors in the area of preference assessments with infants and toddlers. (Contains 1 table.)
Applications of Performance Feedback: Consultation in the Home
Author: Connell, James E.
Date: 2010-00-00
Type: Journal Articles
Subjects: Feedback (Response),Intervention,Consultation Programs,Behavior Modification,Program Implementation,Program Effectiveness,Home Programs,Grandparents Raising Grandchildren,Special Needs Students,Behavior Problems

Many School Psychologist and Educational Consultants have used Bergan's Behavioral Consultation model (Bergan, 1977) in public school and residential settings with significant success (Witt, Noell, LaFleur &amp; Mortenson, 1997). Performance feedback (Noell, Duhon, Gatti, &amp; Connell, 2002) has been used to strengthen the behavioral consultation model by monitoring intervention implementation and providing procedures to increase intervention fidelity. The present study examines the effects of modified performance feedback procedures by investigating its use in home settings. Results indicate the performance feedback alone was not effective in increasing all components of intervention implementation. However, subsequent telephone follow-up calls did increase intervention implementation. Results are discussed highlighting modifications and limitations to performance feedback in the home. (Contains 3 figures.)
Using Functional Behavioral Assessment Data to Infer Learning Histories and Guide Interventions: A Consultation Case Study
Author: Parker, Megan
Date: 2010-00-00
Type: Journal Articles
Subjects: Intervention,Consultation Programs,Functional Behavioral Assessment,Data Analysis,Case Studies,Grade 1,Behavior Problems,Teacher Student Relationship,Teacher Behavior,Outcomes of Treatment,Males

A teacher requested behavioral consultation services to address a first-grade student's disruptive behavior. Functional behavior assessment (FBA) suggested the behavior was being reinforced by "negative" teacher attention (e.g., reprimands, redirections, response cost). Based on this analysis, the teacher and consultant posited that this student had a learning history such that presentation of rules or directions served as discriminate stimuli for rule breaking behavior or not following directions (e.g., oppositional-defiant behaviors). Thus, they developed, implemented, and evaluated an intervention designed to increase teachers attention applied when the student was engaged in desired behaviors, "without" drawing attention to the contingency. Analysis of A-B-A-B phase data suggests that the intervention caused a decrease in the disruptive behaviors. Discussion focuses on limitations, future research, and how FBA data provides evidence of learning histories that can be used to guide intervention selection and development. (Contains 1 figure.)
Evidence-Based Practices in Outpatient Treatment for Eating Disorders
Author: Schaffner, Angela D.
Date: 2010-00-00
Type: Journal Articles
Subjects: Eating Disorders,Patients,Depression (Psychology),Symptoms (Individual Disorders),Anxiety,Program Effectiveness,Check Lists,Measures (Individuals),Therapy,Behavior Change,Scientific Research

This study examined the current issues relevant to implementing evidence-based practices in the context of outpatient treatment for eating disorders. The study also examined the effectiveness of an outpatient treatment program for eating disorders among a group of 196 patients presenting with anorexia nervosa, bulimia nervosa, or eating disorder not otherwise specified. Results indicated that the program was effective in significantly reducing eating disordered symptoms, anxiety symptoms, and depressive symptoms. The author discusses implications of the research and potential directions for future research. (Contains 2 tables.)
Using Reliable Change to Calculate Clinically Significant Progress in Children with EBD: A BHRS Program Evaluation
Author: Thoder, Vincent J.
Date: 2010-00-00
Type: Journal Articles
Subjects: Program Evaluation,Behavior Disorders,Functional Behavioral Assessment,Depression (Psychology),Emotional Disturbances,Behavior Modification,Program Effectiveness,Therapy,Children,Intervention,Males,African Americans,Whites,Females,Attention Deficit Hyperactivity Disorder,Fear,Mental Disorders,Posttraumatic Stress Disorder

Children often have complex emotional and behavioral disorders (ADHD, ODD, Depression, PTSD, etc.). A large amount of research exists in the behavioral treatment of children with these disorders regarding specific behavioral problems. Much less research exists for the treatment of comprehensive problematic behaviors that these children experience in the real world. This effectiveness study evaluates the program at Behavior Analysis &amp; Therapy Partners (BATP) for the treatment of children in their program with emotional and behavioral disorders. Sixteen children were treated in the community using what has come to be known as Behavioral Health Rehabilitative Services (BHRS) in the state of Pennsylvania. BATP uses a behavior analytic model for treating these disorders which features a functional behavioral assessment of problem behaviors and individual interventions based on the understanding of function. This evaluation found that 62.5% of the children made clinically significant reliable change within 278 days of entering the program. This paper presents a detailed analysis of those results. Since this is the first evaluation of the therapeutic properties of BHRS, clinical implications and future research directions are highlighted. (Contains 2 tables and 1 footnote.)
An Initial Investigation into the Processes of Change in ACT, CT, and ERP for OCD
Author: Twohig, Michael P.
Date: 2010-00-00
Type: Journal Articles
Subjects: Familiarity,Cognitive Restructuring,Raw Scores,Therapy,Adults,Behavior Disorders,Counseling Techniques,Outcomes of Treatment,Counseling Effectiveness,Behavior Modification,Severity (of Disability),Observation

Six adults diagnosed with obsessive compulsive disorder (OCD) were treated with either acceptance and commitment therapy (ACT), cognitive therapy (CT), or exposure with ritual prevention (ERP) in a preliminary attempt to clarify the similarities or differences between the purported mechanisms of change that underlie these treatments. A new process measure was constructed with items assessing psychological flexibility, cognitive reappraisal, and extinction. This process measure was given weekly along with a measure of OCD severity. Visual analyses suggest that one of two participants in the ACT condition exhibited the highest overall changes on psychological flexibility, while the other participant showed equivalent overall scores on all processes. Both CT participants had highest scores on extinction and psychological flexibility, followed by cognitive reappraisal. ERP had the most consistent results, with both participants generally reporting extinction to be the most notable process of change. Although there was individual variability, raw scores indicate that extinction was the most central mechanism, but that psychological flexibility showed the greatest change when accounting for pretreatment levels of familiarity. Strengths, limitations, and future directions are discussed. (Contains 2 tables, 3 figures, and 1 footnote.)
A Collaborative Teaching Approach: Views of a Cohort of Preservice Teachers in Mathematics and Technology Courses
Author: Clarke, Pier A. Junor
Date: 2009-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Evaluation,Educational Technology,Team Teaching,Case Method (Teaching Technique),Curriculum Development,Teaching Methods,Mathematics Instruction,Outcomes of Education

A collaborative teaching approach (CTA) between two instructors was implemented to develop more curricular coherence with the intents of reducing fragmentation and of stimulating learning across mathematics methods and instructional technology courses. The CTA was prompted by the need to streamline the learning outcomes, including an e-portfolio exit requirement for their program of study. Utilizing a case study approach to determine preservice teachers' levels of satisfaction, the actual learning effects, and the significant factors in the CTA, we found them to express overall satisfaction with the learning outcomes of the collaboration, and they suggested extended implementation.
Material Mediation: Tools and Representations Supporting Collaborative Problem-Solving Discourse
Author: Katic, Elvira K.
Date: 2009-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Problem Solving,Learning Processes,Cooperative Learning,Higher Education,Teacher Education,Teacher Education Programs,Grade 6,Colleges,Graduate Study,Mediation Theory,Stimuli,Mathematics Activities

This study investigates how a variety of resources mediated collaborative problem solving for a group of preservice teachers. The participants in this study completed mathematical, combinatorial tasks and then watched a video of a sixth grader as he exhibited sophisticated reasoning to recognize the isomorphic structure of these problems. The preservice teachers used a variety of material tools to solve the same problem, construct explanations of the learning processes that the sixth grader engaged in, and pose further questions about the problem to clarify their solutions. The results of this study suggest that simple material tools helped to motivate and mediate the participants' collaborative problem-solving discourse.
What Does &quot;Peer&quot; Mean in Teaching Observation for the Professional Development of Higher Education Lecturers?
Author: Weller, Saranne
Date: 2009-00-00
Type: Journal Articles
Subjects: Higher Education,Observation,Professional Development,Teaching Methods,Foreign Countries,Teaching Models,Lecture Method,Peer Teaching,Universities

The observation of teaching remains an integral process for the enhancement of practice as part of academic continuing professional development in higher education in the UK. This paper argues that failure to recognise the potential for peer-orientated development to reinforce restrictive norms of practice will be detrimental to the project of continuing professional development for learning and teaching. It is suggested that teaching observation schemes grounded in a peer model of observation within a reflective practitioner paradigm are potentially reinforcing parochial and performative constructions of teacher professionalism that ultimately enable resistance to changes to practice. It argues that for teaching observation to contribute to legitimate enhancement of teaching practice, such processes must be underpinned by pluralistic models of professional development that tolerate, and indeed require, critical differences of perspective that challenge rather than affirm the existing professional &quot;self-concept&quot; of experienced practitioners as it is enacted within current peer models of development in higher education.
An Experimental Evaluation of the Instructional Effectiveness of a Student Response System: A Comparison with Constructed Overt Responding
Author: Knapp, F. Andrew
Date: 2009-00-00
Type: Journal Articles
Subjects: Student Reaction,Instructional Effectiveness,Teaching Methods,Comparative Analysis,Feedback (Response),Learning Strategies,Interaction,Classroom Environment,Experiments

Student response systems (SRSs) are increasingly being used in the classroom. However, there have been few well-controlled experimental evaluations to determine whether students benefit academically from these instructional tools. Additionally, comparisons of SRS with other interactive methods have not often been conducted. We compared SRS, Constructed Overt Response (COR), passive, and control conditions to determine their effects on learning and affect. We found that students performed better in the interactive conditions--SRS and COR--than the other conditions. Participants' gain and retention of gain scores in the SRS condition were lower than those in the COR condition. Participants in the SRS condition perceived their condition as more enjoyable than those in the passive condition and more useful than those in the control condition. Additional research questions are raised about how these interactive methods may best improve student learning. (Contains 2 figures and 1 table.)
The Importance of Being Human: Instructors' Personal Presence in Distance Programs
Author: Reupert, Andrea
Date: 2009-00-00
Type: Journal Articles
Subjects: Feedback (Response),Higher Education,Curriculum Design,Self Disclosure (Individuals),Distance Education,Focus Groups,Teacher Role,Academic Achievement,Surveys,Synchronous Communication,Models,Evaluation

Literature on the role of higher education distance instructors mostly focuses on their teaching role, involving tasks such as curriculum design, instruction, and facilitating student learning. What is missing is the role of the "person" of the instructor, defined as his or her personality, identity, integrity, emotions, thoughts, beliefs, and values. The aim of this study was to ascertain whether distance students want a personal presence from their instructors, and if so, how an instructor's personal presence might impact on teaching and learning in the higher education sector. Qualitative analyses of 68 surveys and a focus group interview found that, while a minority of students report not wanting instructors to have a personal presence, most highlight the need for engaging, passionate, and understanding instructors who show these attributes through self disclosure, relationship building, humor, and individualized feedback. At the same time, instructors' personal qualities need to be mediated through learning. Various modes were identified that might encourage a personal mode of distance teaching, though the teaching medium did not appear to matter as much as having an instructor who, in the words of one participant, was "human."
Thinking Statistically in Writing: Journals and Discussion Boards in an Introductory Statistics Course
Author: Theoret, Julie M.
Date: 2009-00-00
Type: Journal Articles
Subjects: Writing Assignments,Action Research,Statistics,Writing Instruction,Introductory Courses,Qualitative Research,Undergraduate Study,Statistical Analysis,Surveys,Reflection,Mathematics Skills,Communication Skills,Journal Writing,Computer Mediated Communication,Dialogs (Language),Classification,Student Attitudes,Teaching Methods

This action research combined qualitative and quantitative techniques to investigate two different types of writing assignments in an introductory undergraduate statistics course. The assignments were written in response to the same set of prompts but in two different ways: homework journal assignments or initial posts to a computer discussion board. A survey at the end of the semester elicited student reactions to writing in a statistics course, as well as to the two different types of writing they were asked to do. A majority of the students felt that the addition of writing to the course was beneficial to their learning. Student writing was analyzed to identify the types of writing found. Both forms of writing investigated allow students to engage in reflective thinking about statistics and to communicate their questions to their instructor. Both forms of writing helped students to improve their understanding of mathematics and their ability to communicate mathematically. The discussion board, however, engaged students in a dialogue, which allowed them to build on one another's thinking. The identification and classification of types of writing found in different kinds of student responses will allow future instructional decisions and point to further research. (Contains 4 tables.)
Theoretical and Practical Issues in Team-Teaching a Large Undergraduate Class
Author: Hanusch, Folker
Date: 2009-00-00
Type: Journal Articles
Subjects: Feedback (Response),Undergraduate Students,Higher Education,Teaching Styles,Research Methodology,Teaching Methods,Evaluation Methods,Questionnaires,Foreign Countries

Attempts by universities to provide an improved learning environment to students have led to an increase in team-teaching approaches in higher education. While the definitions of team-teaching differ slightly, the benefits of team-teaching have been cited widely in the higher education literature. By tapping the specialist knowledge of a variety of staff members, students are exposed to current and emerging knowledge in different fields and topic areas; students are also able to understand concepts from a variety of viewpoints. However, while there is some evidence of the usefulness of team-teaching, there is patchy empirical support to underpin how well students appreciate and adapt to team-teaching approaches. This paper reports on the team-teaching approaches adopted in the delivery of an introductory journalism and communication course at the University of Queensland. The success of the approaches is examined against the background of quantitative and qualitative data. The study found that team-teaching is generally very well received by undergraduate students because they value the diverse expertise and teaching styles they are exposed to. Despite the positive feedback, students also complained about problems of continuity and cohesiveness. (Contains 1 table.)