The Behavioral Development Bulletin最新文献

{"title":"Adult development as a lens: Applications of adult development theories in research.","authors":"S. Kjellström, Kristian Stålne","doi":"10.1037/BDB0000053","DOIUrl":"https://doi.org/10.1037/BDB0000053","url":null,"abstract":"Adult development (AD) theories have a great potential for use in providing perspective and create new understanding of societal problems and challenges. The use of AD as a lens provides insights i ...","PeriodicalId":314223,"journal":{"name":"The Behavioral Development Bulletin","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127547767","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"An overview of adult cognitive development research and its application in the field of leadership studies.","authors":"Jonathan Reams","doi":"10.1037/BDB0000032","DOIUrl":"https://doi.org/10.1037/BDB0000032","url":null,"abstract":"The field of leadership development has suffered from a behavioral training approach. Bringing an adult cognitive developmental perspective to the field offers new possibilities. However, proponents of this approach often still find themselves on the margins of research and application in the field. This article provides an overview of how research and practice at the intersection of these two fields has progressed with some discussion of how it appears in relation to the larger field of leadership discourse. There is a brief survey of some of the more well-known approaches to applying adult development models to leadership development. To illustrate this, an example from client work done from this approach is highlighted in terms of some preliminary research on the impacts on leadership skills from utilizing an adult developmental model for leadership development programs. Concluding remarks identify the need to take advantage of more widespread practitioner application to further research in the field.","PeriodicalId":314223,"journal":{"name":"The Behavioral Development Bulletin","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121528651","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Vladimir Putin’s political leadership in action: Two developmentally informed case studies on domestic and foreign politics.","authors":"Anastasija Wagner, E. Fein","doi":"10.1037/BDB0000038","DOIUrl":"https://doi.org/10.1037/BDB0000038","url":null,"abstract":"This article expands on Wagner and Fein’s (2016) analysis of Vladimir Putin’s political leadership viewed through a developmental lens. On the basis of a qualitative analysis of selected published materials on Putin’s role in Russian politics from 2000 to 2015, 2 case studies take a closer look at important domestic (Case Study 1) and international (Case Study 2) issues. First, these case studies analyze in what sense the way in which Putin has dealt with important political challenges during his past 15-plus years in office can be interpreted through a developmental lens. Second, we discuss some of the major implications of a developmentally informed interpretation of Putin’s leadership for Russian and Western politics.","PeriodicalId":314223,"journal":{"name":"The Behavioral Development Bulletin","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134594238","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Religion and adult development: Are there postformal stages in religious cognition? Theoretical considerations, empirical evidence, and promotion of development in adulthood.","authors":"J. Day","doi":"10.1037/BDB0000036","DOIUrl":"https://doi.org/10.1037/BDB0000036","url":null,"abstract":"In recent years there has been renewed interest in questions regarding religious and spiritual development, and their relationship to other domains of human development, in psychological science. One pioneering research domain in this developmental area of the psychology of religion explores whether there exist postformal stages in cognition pertaining to religious questions, and decision making where religious elements may be pertinent. In this article we demonstrate the utility of the model of hierarchical complexity in conducting research in this domain, showing the existence of postformal stages in adult populations, some images of religious “belief” in a postformal frame, and emerging patterns of postformal prospects among “gifted” young people. We consider some repercussions of models of human development and for working with young people and adults.","PeriodicalId":314223,"journal":{"name":"The Behavioral Development Bulletin","volume":"176 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131839642","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A brief report on the Verbal Behavior Curriculum (VBC) to teach children with autism and other language disorders.","authors":"Gladys Williams, R. Laitinen","doi":"10.1037/BDB0000055","DOIUrl":"https://doi.org/10.1037/BDB0000055","url":null,"abstract":"This article gives an account of the development of a scope-and-sequence based curriculum, the Verbal Behavior Curriculum, and an overview of the learning principles that directed its design and incorporation of instructional delivery and management procedures. The curriculum was informed by both Skinnerian and post-Skinnerian accounts of complex language and cognitive behaviors, instructional design and delivery technologies derived from discrete trial-based, Direct Instruction and Precision Teaching research as well as application concepts. The bulk of the article details that part of the curriculum’s design intended to instantiate 3 critical behavioral repertoires (aka cusps): (a) early stages of participative, listener and observant skills, essential components for social behavior, (b) readiness/attention skills that enable the acquisition of missing prerequisite skills to acquire high order generative language, and (c) use of language skills in social situations to develop the full potential of the learner, sometimes turning into a fully verbal individual.","PeriodicalId":314223,"journal":{"name":"The Behavioral Development Bulletin","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126613145","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Imitation enhances social behavior of children with autism spectrum disorder: A review.","authors":"T. Field","doi":"10.1037/BDB0000042","DOIUrl":"https://doi.org/10.1037/BDB0000042","url":null,"abstract":"This article is a brief review of the literature on the enhancing effects of adult imitating the social behavior of children with autism spectrum disorder (ASD). The studies reviewed show that children with ASD respond more to imitative than to contingently responsive adults. After repeated imitation sessions, the children showed more distal social behaviors (looking, vocalizing), proximal social behaviors (moving close to and touching adult) and more joint attention behaviors as well as less repetitive/stereotypic behaviors during the imitation condition. To determine if any other behaviors of adults encouraged approach behavior by these children, the adults’ behaviors were coded. The children approached both more imitative and more playful adults. Interactions between children with autism and their parents suggested that when compared with the imitative adult the parents of children with ASD showed less imitative behavior. The children, in turn, were more imitative with the imitative adult. In another study, parents of children with ASD spent more time demonstrating and directing the children’s play and were less imitative. In at least 1 study, however, the children with autism showed more distal and proximal social behaviors with their mothers when their mothers were asked to imitate all the children’s behaviors. The literature suggests, then, that children with ASD showed more social and imitative behavior when they were imitated, highlighting the importance of imitation as an effective therapy for these children.","PeriodicalId":314223,"journal":{"name":"The Behavioral Development Bulletin","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125145019","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Children’s answering of yes-no questions: A review of research including particular consideration of the relational evaluation procedure.","authors":"J. Hayes, Ian Stewart, J. McElwee","doi":"10.1037/BDB0000027","DOIUrl":"https://doi.org/10.1037/BDB0000027","url":null,"abstract":"Answering yes/no questions (Y/N-Q responding) is a fundamental repertoire in human language and thus it is of both theoretical and practical importance to investigate the origins and development of this repertoire in children and to examine processes whereby it can be trained in populations in whom it does not easily emerge. This article examines research and theory concerning the development and training of Y/N-Q responding in children. Regarding research with neurotypical children, 1 key focus has been biases in Y/N-Q responding at various ages. Younger children tend to show a yes bias, whereas older ones show a bias toward no. Regarding children with developmental delay, there has been relatively little research, almost all of which has focused on children with autism spectrum disorder. In addition, this work has mainly concentrated on using yes/no in the context of the training of Skinnerian operants. After thus considering previous empirical work, the article proceeds to consider theoretical approaches in this area including both joint stimulus control and relational frame theory. These approaches point the way to possible future research in this area.","PeriodicalId":314223,"journal":{"name":"The Behavioral Development Bulletin","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130556780","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Autism and other child developmental disorders: Early behavior-analytic interventions.","authors":"M. Pelaez","doi":"10.1037/BDB0000064","DOIUrl":"https://doi.org/10.1037/BDB0000064","url":null,"abstract":"This special issue of Behavior Development Bulletin attempts to bring together in an integrated way the latest research and advancements in the field of child and infant autism and behavior analysis. The issue contains 18 articles that include research, theory, and practice, with an emphasis on early behavioral interventions. The issue begins with the work of Neimy, Pelaez, Carrow, Monlux, and Tarbox (2017), which identified the early markers of infants and children at risk of developing autism spectrum disorder (ASD) and other developmental disorders, and reviewed studies that used operant conditioning to shape critical social skills that are typically missing in these children. It continues with Eby and Greer’s (2017) report of two experiments on the effects of social attention versus token contingencies on the emission of verbal operants by preschoolers, with and without disability diagnoses, as well as Schmelzkopf, Greer, Singer-Dudek, and Du’s (2017) research on two experiments examining the effects of establishing conditioned reinforcers for adult attention on the initiation and continuation of vocal verbal operants by 3and 4-year-olds. Next, Olaff, Ona, and Holth (2017) examined the establishment of naming in children with autism through multiple response-exemplar procedures that expanded on previous findings. In this research, the participants had to echo the teacher’s tacts of the sample stimulus during matching-to-sample training before naming probes occurred. This special issue also includes a review of the research literature supporting the importance of imitation as an effective therapy for children with ASD (Field, 2017). Kent, Gavin, Barnes-Holmes, Murphy, and Barnes-Holmes (2017), in a series of three studies, investigated specific relational responding repertoires and the importance of sequencing the training in typically developing children and children with autism. Subsequently, Speckman, Longano, and Syed (2017) conducted an experimental demonstration of conditioning three-dimensional objects as reinforcers of imitation and match-tosample responses of young children with autism. Cihon et al. (2017) demonstrated that textual prompts and transfer of stimulus control can be effective in establishing intraverbal responses regardless of the inclusion of fluencybased instruction. It continues with a paper by Bennett, Crocco, Loughrey, and McDowell (2017) that reports the effects of video prompting without narration on a daily living skill among students with autism, and an experimental manipulation by Rodriguez and Gutierrez (2017) to compare operant and respondent procedures to condition social stimuli to function as reinforcers in children with autism. The issue also includes Hayes, Stewart, and McElwee’s (2017) careful examination of the use of the relational evaluation procedure in research considering theoretical approaches including joint stimulus control and relational frame theory. It contains Ashbaugh, Koegel, and Koegel’s ","PeriodicalId":314223,"journal":{"name":"The Behavioral Development Bulletin","volume":"60 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126359047","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Positive adult development intersects social and behavioral science.","authors":"M. Commons, E. Fein","doi":"10.1037/bdb0000050","DOIUrl":"https://doi.org/10.1037/bdb0000050","url":null,"abstract":"This special issue of the Behavioral Development Bulletin is dedicated to applications of adult development (AD) research in various social science disciplines. Positive adult development (PAD) research has experienced a considerable differentiation since its Piagetian beginnings in the last quarter of the 20th century. It has gained increasing influence, especially in developmental and educational psychology. At the same time, despite considerable epistemological benefits, it is not yet incorporated as a valuable complement to dominant social science perspectives on socioeconomic, cultural, and political life. Applications to date, however, indicate how AD perspectives can shed light on otherwise neglected dimensions. Due to PAD’s constructivist and mostly content-free structuralist approaches it is transportable to interdisciplinary research in many different contexts. This issue of the Behavioral Development Bulletin therefore asks how AD perspectives can • make valuable contributions to addressing real world challenges by offering more comprehensive understandings and interpretations of complex problems; • suggest paradigmatic theoretical innovation to the social sciences; and • gain deeper incorporation in behavioral economic, sociological, social, psychological, and political science contexts. Although having invited both theoretical and empirical contributions to PAD research, the emphasis of this issue is on empirical applications, with a special focus on social science disciplines other than psychology. Also, by featuring papers that review how AD approaches have been received and used in other social science disciplines, the issue presents a very rich and broad panorama of how PAD perspectives have been and can be used in various areas of the social sciences. We hope that it provides inspiration to both developmentalists and other social scientists in view of discussing and showing how AD perspectives can make a difference in traditional social science disciplines through its specific theoretical and epistemological perspectives, thus building bridges between fields.","PeriodicalId":314223,"journal":{"name":"The Behavioral Development Bulletin","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130971695","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Developmental analysis of autogenetic frameworks of interpersonal agency.","authors":"Nancy Nordmann","doi":"10.1037/BDB0000047","DOIUrl":"https://doi.org/10.1037/BDB0000047","url":null,"abstract":"Previously reported research produced an autogenetic model of interpersonal agency and provided confirmatory support for the model. The model consists of paradigms and frameworks of interpersonal agency that share features with developmental levels and stages of models of social development. It was the purpose of the research being reported here to test the hypothesis that the autogenetic model paradigms and frameworks demonstrate a developmental relationship to one another. To this end, interviews were conducted with 16 undergraduates at a private, residential college seeking to determine both current autogenetic functioning and the autogenetic functioning toward which they may be tending. Examples are provided from a qualitative analysis of each interview that identify the current autogenetic framework being utilized and frameworks toward which the students are directing their attention. In the majority of cases the framework to which the students are attending is 1 framework beyond the framework currently being utilized, as would be predicted if the autogenetic frameworks are developmentally related. The hypothesis that the autogenetic model fits the requirements of a social developmental model is supported.","PeriodicalId":314223,"journal":{"name":"The Behavioral Development Bulletin","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131371620","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}