International Journal of Psychology and Psychological Therapy最新文献

Dialogic Reading: Effects on Independent Verbal Responses, Verbal and Non-Verbal Initiations, and Engagement of Children with Autism Spectrum Disorder 对话阅读:对自闭症谱系障碍儿童独立语言反应、语言和非语言启动和参与的影响

IF 0.9

International Journal of Psychology and Psychological Therapy Pub Date : 2020-01-01 DOI: 10.31234/osf.io/pkdzh

Lara Rodrigues Queiroz, Victor Loyola Souza Guevara, Carlos Barbosa Alves de Souza, Eileen Pfeiffer Flores

{"title":"Dialogic Reading: Effects on Independent Verbal Responses, Verbal and Non-Verbal Initiations, and Engagement of Children with Autism Spectrum Disorder","authors":"Lara Rodrigues Queiroz, Victor Loyola Souza Guevara, Carlos Barbosa Alves de Souza, Eileen Pfeiffer Flores","doi":"10.31234/osf.io/pkdzh","DOIUrl":"https://doi.org/10.31234/osf.io/pkdzh","url":null,"abstract":"Dialogic reading (DR) is the shared reading of storybooks, interspersed with dialogues about story and illustrations. Previous findings have indicated that DR can be adapted for children with autism spectrum disorder (ASD) and can improve their engagement in shared reading activities. The present study aimed to investigate how DR with a verbal prompting hierarchy impacted the performance of children with ASD engaged in dialogue about the story. We also measured effects on verbal and non-verbal initiations and on task engagement. We used a single-subject design to test a DR adaptation involving a least-to-most prompting hierarchy with two 7-year-old children with ASD and evaluated the effects on independent verbal responses to questions about the story, verbal and non-verbal initiations, and task engagement. The participants showed an increase of independent verbal answers to WH (Who, What, Where, What) questions about the story, and to the more general “What is happening here?” (WIHH) question. One child showed an increase in verbal initiations. Both children showed high task engagement independently of condition, but with less variability when reading was dialogic. The results of this study support the use of story-based open questions and least-to-most prompting verbal hierarchies for helping children with ASD engage in conversation about the story in shared reading settings.","PeriodicalId":46523,"journal":{"name":"International Journal of Psychology and Psychological Therapy","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80414527","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}

引用次数: 4

Psychometric Evaluation of a Shortened Version of the 40-item Defense Style Questionnaire 40项防御风格问卷精简版的心理测量学评价

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International Journal of Psychology and Psychological Therapy Pub Date : 2013-06-01 DOI: 10.1016/J.SBSPRO.2015.03.076C

C. Saint-Martin, Marjorie Valls, A. Rousseau, S. Callahan, H. Chabrol

引用次数: 24

Validation of the Psychometric Properties of Acceptance and Action Questionnaire-II in Clinical and Nonclinical Groups of Portuguese Population 葡萄牙临床和非临床人群接受与行动问卷心理测量特性的验证

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International Journal of Psychology and Psychological Therapy Pub Date : 2012-06-11 DOI: 10.1037/T11921-000

J. Costa, J. Marôco, J. Pinto-Gouveia, A. Galhardo

{"title":"Validation of the Psychometric Properties of Acceptance and Action Questionnaire-II in Clinical and Nonclinical Groups of Portuguese Population","authors":"J. Costa, J. Marôco, J. Pinto-Gouveia, A. Galhardo","doi":"10.1037/T11921-000","DOIUrl":"https://doi.org/10.1037/T11921-000","url":null,"abstract":"This study explores the factor structure of the Acceptance and Action Questionnaire (AAQ-II) in both clinical and general normative groups. It also examines the factorial invariance of a one-factor proposed model in both groups. Data was collected from the overall database of a Portuguese Cognitive and Behavioral Research Center ( N= 687, 425 females; mean age= 36 years; SD = 11.33). ConArmatory Factor Analysis supported a one-factor structure with good internal consistencies and construct related validity. The one-factor solution was also supported with a second independent data set, which showed a conAgural, strict measurement and structural invariance of the one-factor solution proposed. Multigroup ConArmatory Factorial Analysis showed the conAgural invariance, weak measurement invariance and also structural invariance of the one-factor model of Acceptance and Action Questionnaire II across both groups under study. The one-factor model have both similar meanings and the same structure, but the measurement model in clinical and nonclinical groups was not the same. Toxic inAuences of experiencial avoidance as a core mechanism in the development and maintenance of several clinical disorders, may explain why the AAQ-II does not operate equivalently across clinical and nonclinical groups.","PeriodicalId":46523,"journal":{"name":"International Journal of Psychology and Psychological Therapy","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2012-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72605166","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}

引用次数: 1

Teaching Generative Reading Via Recombination of Minimal Textual Units: A Legacy of Verbal Behavior to Children in Brazil. 通过重组最小文本单元教授生成性阅读：巴西儿童的语言行为遗产。

IF 0.9

International Journal of Psychology and Psychological Therapy Pub Date : 2009-03-01

Deisy G de Souza, Julio C de Rose, Thais C Faleiros, Renato Bortoloti, Elenice Seixas Hanna, William J McIlvane

{"title":"Teaching Generative Reading Via Recombination of Minimal Textual Units: A Legacy of Verbal Behavior to Children in Brazil.","authors":"Deisy G de Souza, Julio C de Rose, Thais C Faleiros, Renato Bortoloti, Elenice Seixas Hanna, William J McIlvane","doi":"","DOIUrl":"","url":null,"abstract":"This paper reports results of two studies that sought to teach generative reading skills to a large group of Brazilian children who were exhibiting protracted failure in school. Inspired by Skinner's analysis of verbal relations and minimal verbal units, the methodology took advantage of certain characteristics of Portuguese. Many words in this language are comprised of two-letter syllabic units (e.g., BO+LA= ball, CA+BO= handle, LA+TA= can) that can be recombined to form new words (e.g., BOCA= mouth, BOTA= boot), thus establishing a route to generative reading via recombinative generalization. Such syllabic units were incorporated within curricular framework that used matching-to-sample and learning by exclusion methods to teach matching relations involving pictures, printed and spoken words, and printed and spoken syllables. Study 1 was conducted within a university-based learning center that maintained certain aspects of laboratory conditions. It showed that teaching textual relations between dictated and printed syllables could control procedurally the inter- and intra-participant variability observed in past studies that lacked this feature -resulting in virtually universally positive teaching outcomes. Study 2 was conducted in a public school programs that applied the same basic training methodology. Positive training outcomes in an experimental group were approximately 3-5 times greater than that in a placebo control group. Together, these studies illustrate that the functional analysis in Verbal Behavior is having a direct impact in educational science in Brazil. It has led to procedures that can be effectively translated from the laboratory to the community via delivery systems that can be implemented in the developing world.","PeriodicalId":46523,"journal":{"name":"International Journal of Psychology and Psychological Therapy","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2009-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2786216/pdf/nihms146321.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"28546933","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Skinner's Verbal Behavior 斯金纳言语行为

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International Journal of Psychology and Psychological Therapy Pub Date : 2008-10-01 DOI: 10.1007/978-1-4419-1698-3_100171

K. Salzinger

引用次数: 136

A Behavior Analytic Interpretation of Theory of Mind. 行为分析法对心智理论的解读。

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International Journal of Psychology and Psychological Therapy Pub Date : 2008-10-01

Joseph E Spradlin, Nancy Brady

{"title":"A Behavior Analytic Interpretation of Theory of Mind.","authors":"Joseph E Spradlin, Nancy Brady","doi":"","DOIUrl":"","url":null,"abstract":"The inference that others are subject to private events is almost universal among humans. Since no one has direct access to another person's private events, we have proposed this inference occurs because of: 1) The almost simultaneous occurrence a child's private kinesthetic stimuli and the visual stimuli produced by another person's motor act during imitation of motor acts; 2) The similarity between the child's vocal behavior and that of another person during vocal imitation; and 3) The stimulus equivalence that occurs when the child's behavior and similar behavior of others are given the same name. We have proposed that perspective taking is a very common activity in our daily lives and that performance on false belief tests is a special case of perspective taking. In our analysis of the prerequisites for successful predictions on false belief tests we have considered false belief tests as primarily predictions concerning the behavior of others in situations in which discriminative stimuli are available to the child being tested and not to the protagonist about whom the child is to make a prediction. Predictions about other's behavior are made on the basis of three types of prior observations and descriptions: (a) observation and descriptions of the behavior of a specific individual in similar situations; (b) observation and descriptions of the behavior of many different people in similar situations; and (c) observation and descriptions of one's own behavior in similar situations. Success on the false belief tests necessitates discrimination between the stimuli available to the child and those available to the protagonist.","PeriodicalId":46523,"journal":{"name":"International Journal of Psychology and Psychological Therapy","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2008-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3825461/pdf/nihms471127.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"31867132","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Acceptance and commitment therapy for psychosis 精神病的接受与承诺治疗

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International Journal of Psychology and Psychological Therapy Pub Date : 2003-12-01 DOI: 10.1037/e674652012-001

Julieann Pankey, S. Hayes

引用次数: 97