Behavior Modification最新文献_第10页

A Meta-Analysis of the Efficacy of Virtual Reality and In Vivo Exposure Therapy as Psychological Interventions for Public Speaking Anxiety. 虚拟现实与体内暴露疗法对演讲焦虑心理干预效果的meta分析。

IF 2.3 3区心理学

Behavior Modification Pub Date : 2022-07-01 Epub Date: 2021-02-03 DOI: 10.1177/0145445521991102

Rachel Reeves, David Curran, Amanda Gleeson, Donncha Hanna

{"title":"A Meta-Analysis of the Efficacy of Virtual Reality and In Vivo Exposure Therapy as Psychological Interventions for Public Speaking Anxiety.","authors":"Rachel Reeves, David Curran, Amanda Gleeson, Donncha Hanna","doi":"10.1177/0145445521991102","DOIUrl":"https://doi.org/10.1177/0145445521991102","url":null,"abstract":"Public speaking anxiety (PSA) is a prevalent condition with disabling occupational, educational, and social consequences. Exposure therapy is a commonly utilized approach for treating PSA. Traditionally, this intervention has been delivered as in vivo exposure therapy (IVET). Limitations inherent to in vivo as a mode of delivery have been identified and studies have increasingly explored the use of Virtual Reality Exposure Therapy (VRET) as an alternative. Understanding the efficacy of both VRET and IVET as psychological interventions for PSA is important. A systematic search identified 11 studies with 508 participants. Meta-analysis yielded a large significant effect wherein VRET resulted in significant reductions in PSA versus control of -1.39 (Z = 3.96, p < .001) and a similar large significant effect wherein IVET resulted in significant reductions in PSA versus control of -1.41 (Z = 7.51, p < .001). Although IVET was marginally superior to VRET, both interventions proved efficacious. Given the advantages of utilizing VRET over IVET future research and clinical practice could explore VRET as a treatment option for PSA.","PeriodicalId":48037,"journal":{"name":"Behavior Modification","volume":"46 4","pages":"937-965"},"PeriodicalIF":2.3,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0145445521991102","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"25325756","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 12

Preference for Alternative Communication Modality Based on Reinforcer Quality and Availability. 基于强化器质量和可用性的替代通信方式偏好。

IF 2.3 3区心理学

Behavior Modification Pub Date : 2022-07-01 Epub Date: 2021-02-04 DOI: 10.1177/0145445521992308

Tom Cariveau, Katelyn Hunt, Halley Robbins, Alexandria R Brown

{"title":"Preference for Alternative Communication Modality Based on Reinforcer Quality and Availability.","authors":"Tom Cariveau, Katelyn Hunt, Halley Robbins, Alexandria R Brown","doi":"10.1177/0145445521992308","DOIUrl":"https://doi.org/10.1177/0145445521992308","url":null,"abstract":"Preference for augmentative or alternative communication (AAC) systems has received growing interest in work with individuals with developmental disabilities. An individual may choose a modality based on technological (e.g., auditory-output) or aesthetic features of a system; however, it is ideal that functional features (i.e., effectiveness in producing a reinforcer) affect preference to a much greater extent. Prior research has treated preference as a static variable and may commonly report a lack of preference for a modality or control by irrelevant features of the assessment (e.g., position of the modality in an array). The current study assessed the preference for AAC modalities of a teenager with autism spectrum disorder and intellectual disability using a concurrent-chains procedure. This study extended prior research by including additional methods to ensure accurate assessment of preference (i.e., a control condition) and a reinforcer manipulation to determine whether preference was controlled by non-functional (e.g., aesthetic) or functional (i.e., reinforcer quality and availability) variables. Preference was found to be functionally related to reinforcer availability, including when rapidly alternated between modalities. Moreover, the participant consistently allocated responding away from the control condition. Implications for self-determination and suggestions for future research on preference for AAC systems are considered.","PeriodicalId":48037,"journal":{"name":"Behavior Modification","volume":"46 4","pages":"799-818"},"PeriodicalIF":2.3,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0145445521992308","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"25331299","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Measuring Public Speaking Anxiety: Self-report, behavioral, and physiological. 测量公共演讲焦虑:自我报告，行为和生理。

IF 2.3 3区心理学

Behavior Modification Pub Date : 2022-07-01 Epub Date: 2021-02-16 DOI: 10.1177/0145445521994308

Ana Gallego, Louise McHugh, Markku Penttonen, Raimo Lappalainen

引用次数: 17

Internalization of Behavior Management Skills among Teachers in a Specialized School Serving Students with Neurodevelopmental Disorders. 某神经发育障碍专科学校教师行为管理技能内化的研究。

IF 2.3 3区心理学

Behavior Modification Pub Date : 2022-07-01 Epub Date: 2021-04-23 DOI: 10.1177/01454455211010708

Kathleen L Ramsey, Stephanie D Smith, Laura K Hansen, Richard S Mohn, Fayth C Walbridge, Kimberly G Barajas, Brandi M Ellis, Brad A Dufrene

{"title":"Internalization of Behavior Management Skills among Teachers in a Specialized School Serving Students with Neurodevelopmental Disorders.","authors":"Kathleen L Ramsey, Stephanie D Smith, Laura K Hansen, Richard S Mohn, Fayth C Walbridge, Kimberly G Barajas, Brandi M Ellis, Brad A Dufrene","doi":"10.1177/01454455211010708","DOIUrl":"https://doi.org/10.1177/01454455211010708","url":null,"abstract":"Prior studies suggest that the fidelity of teachers' implementation of behavior management practices in the classroom diminish over time. Establishing how long it takes teachers to fully learn and sustain their independent use of these skills may aid in addressing implementation drift. The primary goals of this pilot study were twofold: (1) determine how long it takes teachers employed at a school serving students with Neurodevelopmental Disorders to internalize evidence-based behavior management practices (i.e., positive reinforcement, direct commands), and (2) establish whether some skills take longer than others for teachers to internalize. We also had the opportunity to evaluate whether a pre-determined threshold of skill internalization (e.g., 50% increase in skill use for three consecutive weeks) as defined in the extant literature translates into sustained skill implementation. Our results suggest that the length of standard teacher trainings may not be adequate given upwards of 2 months is required for the internalization of one skill and the time needed to reach internalization is dependent upon the skill taught and may deviate by at least 2 weeks across skills. However, given the variability observed in teachers' implementation of skills following internalization, this pre-determined threshold of skill internalization may be insufficient and requires further examination in future studies.","PeriodicalId":48037,"journal":{"name":"Behavior Modification","volume":"46 4","pages":"863-893"},"PeriodicalIF":2.3,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/01454455211010708","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"38834895","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

A Preliminary Test of the Efficacy of Brief Self-Administered Behavioral Interventions for Rumination. 短暂自我行为干预反刍效果的初步检验。

IF 2.3 3区心理学

Behavior Modification Pub Date : 2022-07-01 Epub Date: 2021-04-15 DOI: 10.1177/01454455211010701

Kate Wolitzky-Taylor, Haley Breland, Jaclyn Ross, Amy Sewart

{"title":"A Preliminary Test of the Efficacy of Brief Self-Administered Behavioral Interventions for Rumination.","authors":"Kate Wolitzky-Taylor, Haley Breland, Jaclyn Ross, Amy Sewart","doi":"10.1177/01454455211010701","DOIUrl":"https://doi.org/10.1177/01454455211010701","url":null,"abstract":"Rumination is theorized to be a cognitive avoidance process that is implicated in several manifestations of psychopathology. Few interventions directly target rumination as a core process maintaining emotional disorder symptoms. This pilot study compared the feasibility and preliminary efficacy of self-directed behavioral approaches for reducing rumination. Participants (N = 60) with elevations in rumination were randomized to 3 weeks of self-directed interventions: (a) scheduled rumination time; (b) a strategy combining mindfulness, shaping, and disengagement strategies; or (c) self-monitoring control. Both active treatment conditions outperformed self-monitoring control on post-treatment depression scores. Scheduled rumination time significantly outperformed the other two conditions on measures of rumination and worry. No between-group differences emerged on the secondary outcome (i.e., anxiety symptoms). Brief, self-directed, behavioral interventions targeting rumination are feasible and demonstrate preliminary efficacy. Scheduled rumination time shows moderate to large effects. The use of a small, non-treatment seeking sample was the primary limitation.","PeriodicalId":48037,"journal":{"name":"Behavior Modification","volume":"46 4","pages":"913-936"},"PeriodicalIF":2.3,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/01454455211010701","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"38875091","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Effect of Therapist Coaching Statements on Parenting Skills in a Brief Parenting Intervention for Infants. 在一个简短的育儿干预中，治疗师指导陈述对育儿技能的影响。

IF 2.3 3区心理学

Behavior Modification Pub Date : 2022-07-01 Epub Date: 2021-01-15 DOI: 10.1177/0145445520988140

Perrine Heymann, Brynna H Heflin, Daniel M Bagner

{"title":"Effect of Therapist Coaching Statements on Parenting Skills in a Brief Parenting Intervention for Infants.","authors":"Perrine Heymann, Brynna H Heflin, Daniel M Bagner","doi":"10.1177/0145445520988140","DOIUrl":"https://doi.org/10.1177/0145445520988140","url":null,"abstract":"Behavioral parenting interventions have been shown to decrease early childhood behavior problems by improving parenting skills. Few studies have examined the impact of therapist coaching statements on parenting skill acquisition, especially among ethnic minority families and non-English-speaking families. In this study, we examined therapists' use of responsive and directive coaching statements during the first coaching session in a brief parenting intervention, the Infant Behavior Program (IBP), on changes in parenting skill acquisition. Participants were 24 mothers of 12- to 15-month-olds, with elevated levels of behavioral problems from primarily Latinx and low-income backgrounds. Mothers who heard more responsive coaching from their therapist showed greater increases in positive parenting skills. Spanish-speaking therapists used fewer responsive coaching statements and more commands, however, language spoken did not moderate the effect of these statements on changes in parenting skills. Responsive coaching statements in English and Spanish had a positive impact on parenting skill acquisition.","PeriodicalId":48037,"journal":{"name":"Behavior Modification","volume":"46 4","pages":"691-705"},"PeriodicalIF":2.3,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0145445520988140","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"38742228","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 6

A Head-to-Head Comparison of Three Self-Help Techniques to Reduce Body-Focused Repetitive Behaviors. 减少身体重复性行为的三种自助技术的正面比较。

IF 2.3 3区心理学

Behavior Modification Pub Date : 2022-07-01 Epub Date: 2021-04-21 DOI: 10.1177/01454455211010707

Steffen Moritz, Danielle Penney, Kaser Ahmed, Stella Schmotz

{"title":"A Head-to-Head Comparison of Three Self-Help Techniques to Reduce Body-Focused Repetitive Behaviors.","authors":"Steffen Moritz, Danielle Penney, Kaser Ahmed, Stella Schmotz","doi":"10.1177/01454455211010707","DOIUrl":"https://doi.org/10.1177/01454455211010707","url":null,"abstract":"Body-focused repetitive behaviors (BFRBs) include skin picking, trichotillomania, nail biting and cavitadaxia/lip-cheek biting, among other behaviors. For the first time, we compared three different self-help techniques aimed at reducing BFRBs. We explored the acceptance and preliminary efficacy of the approaches and whether the techniques exerted differential effects depending on BFRB-type.A total of 113 participants with at least one BFRB were randomly allocated to either habit reversal training (HRT; active elements: awareness and competing response training), decoupling (DC) or decoupling in sensu (DC-is). Reassessment was conducted 4 weeks later. The Generic Body-Focused Repetitive Behavior Scale (GBS) served as the primary outcome. The completion rate was best for DC-is (68.6%) as compared to HRT (57.1%) and DC (53.5%). A total of 34.8% of completers in the DC group showed an improvement of at least 35% on the GBS compared to 10.0% in the HRT and 23.3% in the DC-is group. In accordance with previous work, moderator analyses showed that improvement under DC is best for non-skin-pickers. A dose-effect relationship emerged, particularly for HRT. Subjective appraisal ratings were more favorable for DC-is and HRT than for DC. With respect to completion rate, subjective appraisal and symptom improvement, DC-is yielded consistently satisfactory results, whereas HRT showed good subjective but rather poor objective improvement. Those who performed DC, especially non-skin-pickers, showed good improvement but overall completion and subjective efficacy were low. Future studies should investigate whether the three techniques exert add-on effects when combined and whether demonstration via new media (e.g., video) will augment comprehensibility and thus efficacy of the techniques.","PeriodicalId":48037,"journal":{"name":"Behavior Modification","volume":"46 4","pages":"894-912"},"PeriodicalIF":2.3,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/01454455211010707","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"38894662","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 15

Merging Our Understanding of Anxiety and Exposure: Using Inhibitory Learning to Target Anxiety Sensitivity in Exposure Therapy. 融合我们对焦虑和暴露的理解:在暴露治疗中使用抑制性学习来瞄准焦虑敏感性。

IF 2.3 3区心理学

Behavior Modification Pub Date : 2022-07-01 Epub Date: 2021-04-07 DOI: 10.1177/01454455211005073

Chandra L Bautista, Ellen J Teng

{"title":"Merging Our Understanding of Anxiety and Exposure: Using Inhibitory Learning to Target Anxiety Sensitivity in Exposure Therapy.","authors":"Chandra L Bautista, Ellen J Teng","doi":"10.1177/01454455211005073","DOIUrl":"https://doi.org/10.1177/01454455211005073","url":null,"abstract":"Exposure-based therapies are the gold standard treatment for anxiety disorders, and recent advancements in basic and clinical research point to the need to update the implementation of exposure. Recent research has highlighted the importance of transdiagnostic factors such as anxiety sensitivity (AS), or fear of anxiety-related sensations. Elevated AS is common among all anxiety disorders and contains three dimensions, or expectancies, that can be used to guide treatment. Recently, treatments directly targeting AS have shown potential in reducing symptoms of anxiety. In addition, inhibitory learning theory (ILT) provides an alternative explanation of exposure processes based on basic learning research. ILT extends the current framework by accounting for renewal of fear, which is important given the substantial number of individuals who experience a return of symptoms following treatment. The current paper will provide an overview of ILT and discuss several ILT techniques that can be used to target AS. These two converging bodies of research hold strong potential for optimizing treatment for anxiety.","PeriodicalId":48037,"journal":{"name":"Behavior Modification","volume":"46 4","pages":"819-833"},"PeriodicalIF":2.3,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/01454455211005073","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"25568104","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

On the Occurrence of Dangerous Problem Behavior during Functional Analysis: An Evaluation of 30 Applications. 论功能分析中危险问题行为的发生:对30个应用的评价。

IF 2.3 3区心理学

Behavior Modification Pub Date : 2022-07-01 Epub Date: 2021-04-23 DOI: 10.1177/01454455211010698

Joshua Jessel, Debra Rosenthal, Gregory P Hanley, Lauren Rymill, Megan B Boucher, Monica Howard, Jesse Perrin, Felipe M Lemos

引用次数: 4

Effects of the Color Wheel System on Students With Disabilities in Inclusion Classrooms. 色轮系统对全纳课堂中残疾学生的影响。

IF 2.3 3区心理学

Behavior Modification Pub Date : 2022-07-01 Epub Date: 2021-01-11 DOI: 10.1177/0145445520988139

Kathleen B Aspiranti

{"title":"Effects of the Color Wheel System on Students With Disabilities in Inclusion Classrooms.","authors":"Kathleen B Aspiranti","doi":"10.1177/0145445520988139","DOIUrl":"https://doi.org/10.1177/0145445520988139","url":null,"abstract":"The Color Wheel System (CWS) is a class-wide, rule-based, behavior management strategy that incorporates multiple sets of classroom rules to provide specific behavioral expectations for different classroom activities. This study used the CWS within three inclusion classrooms to evaluate improvements of classroom behavior for students with disabilities. A multiple-baseline design across classrooms evaluated the effects of the CWS on on-task behavior for three students with identified disabilities in each classroom. Momentary time-sampling was used to record on-task behavior, which was operationally defined as eyes on teacher or work or following teacher instructions. Visual analysis of time-series graphs and nonoverlap of all pairs (NAP) measures suggested the CWS caused immediate, large, and sustained increases in on-task behavior for students with disabilities when data are aggregated by classroom. However, individual changes in on-task behavior were variable across students. Implications for using the CWS as part of a class-wide behavioral prevention program and directions for future research are discussed.","PeriodicalId":48037,"journal":{"name":"Behavior Modification","volume":"46 4","pages":"706-731"},"PeriodicalIF":2.3,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0145445520988139","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"38801486","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2