Behavior Modification最新文献_第10页

The Role of Social Adjustment in a Collegiate Behavioral Activation Program. 社会适应在大学生行为激活计划中的作用。

IF 2.3 3区心理学

Behavior Modification Pub Date : 2022-09-01 Epub Date: 2021-10-01 DOI: 10.1177/01454455211047606

Julia W Felton, Justin D Triemstra, Elizabeth K Reynolds, Nicole Hale, Jessica F Magidson, Carl W Lejuez

{"title":"The Role of Social Adjustment in a Collegiate Behavioral Activation Program.","authors":"Julia W Felton, Justin D Triemstra, Elizabeth K Reynolds, Nicole Hale, Jessica F Magidson, Carl W Lejuez","doi":"10.1177/01454455211047606","DOIUrl":"https://doi.org/10.1177/01454455211047606","url":null,"abstract":"The transition to college is associated with significant changes in social support networks and concomitant increases in depressive symptoms. First-year students who are more socially engaged within their new academic settings may experience greater overall wellbeing. Behavioral activation (BA) is an evidence-based intervention which promotes individuals' engagement with valued activities and has been examined as a possible primary prevention for depressive symptoms among first-year students. Yet, the important role of social adjustment, and its impact on students' activity level, has not yet been considered. The current study is a secondary data analysis of research evaluating a BA-based intervention embedded into a first-year orientation course. The aim of the project was to evaluate the efficacy of BA on improving social adjustment and the effect of social adjustment on subsequent depressive symptoms. A diverse sample of college students (n = 71) attending a state university in the mid-Atlantic region reported on their levels of depression, behavioral activation, and social adjustment. Students then received either BA or standard programming. Results suggest that improved engagement in valued activities at mid-intervention was associated with increases in students' perceptions of their own social adjustment. This, in turn, predicted steeper decreases in rates of depressive symptoms post-intervention. Findings also indicate that greater social adjustment improved the efficacy of a BA-based intervention in reducing depressive symptoms, but had no impact on depressive symptoms for students receiving the standard orientation programming.","PeriodicalId":48037,"journal":{"name":"Behavior Modification","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39476820","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: 0

Parent Ratings of Generalized and Indirect Effects of Functional Communication Training for Children with Autism Spectrum Disorder. 自闭症谱系障碍儿童功能性沟通训练的广泛性和间接效果的家长评价。

IF 2.3 3区心理学

Behavior Modification Pub Date : 2022-09-01 Epub Date: 2021-05-27 DOI: 10.1177/01454455211018815

Matthew J O'Brien, Kelly E Pelzel, Nicole M Hendrix, Kelly M Schieltz, Kenzie Miller, Nathan A Call, Loukia Tsami, Dorothea C Lerman, Wendy K Berg, Todd G Kopelman, David P Wacker, Scott D Lindgren

{"title":"Parent Ratings of Generalized and Indirect Effects of Functional Communication Training for Children with Autism Spectrum Disorder.","authors":"Matthew J O'Brien, Kelly E Pelzel, Nicole M Hendrix, Kelly M Schieltz, Kenzie Miller, Nathan A Call, Loukia Tsami, Dorothea C Lerman, Wendy K Berg, Todd G Kopelman, David P Wacker, Scott D Lindgren","doi":"10.1177/01454455211018815","DOIUrl":"https://doi.org/10.1177/01454455211018815","url":null,"abstract":"Functional communication training (FCT) is a behavioral treatment that has been shown to reduce problem behavior and increase appropriate communication in young children with autism spectrum disorder (ASD). In this study, we assessed the effects of FCT on targeted and nontargeted problem behaviors outside of the training context, as well as parent stress, for 30 young children with ASD and their parents. Indirect measures of generalization treatment effects were administered prior to and following FCT treatment delivered via telehealth. Children demonstrated significant improvement on both targeted (measured via observation) and nontargeted (measured via checklist) problem behaviors, both within and outside of the training context, and parent stress was significantly reduced following treatment. These results suggest that the impact of FCT may extend beyond the training context for both the children being treated and the parents delivering treatment, even when generalization is not specifically programmed for during treatment.","PeriodicalId":48037,"journal":{"name":"Behavior Modification","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/01454455211018815","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"38954706","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

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":null,"pages":null},"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

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":null,"pages":null},"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

Effects of the Onset of Differential Reinforcer Quality on Skill Acquisition. 不同强化品质的出现对技能习得的影响。

IF 2.3 3区心理学

Behavior Modification Pub Date : 2022-07-01 Epub Date: 2021-01-19 DOI: 10.1177/0145445520988142

Tom Cariveau, Astrid La Cruz Montilla

{"title":"Effects of the Onset of Differential Reinforcer Quality on Skill Acquisition.","authors":"Tom Cariveau, Astrid La Cruz Montilla","doi":"10.1177/0145445520988142","DOIUrl":"https://doi.org/10.1177/0145445520988142","url":null,"abstract":"Differential reinforcement of a target response is a necessary component of stimulus control transfer procedures. Recent research has further considered the timing (i.e., onset) of differential reinforcement of unprompted correct responding. To date, the onset of differential reinforcement has been inconsistently controlled in studies comparing skill acquisition programs for individuals with developmental disabilities. The current study serves as a systematic replication of prior comparative research to examine the effects of immediate and delayed differential reinforcement onset on the efficiency of acquisition for three individuals with developmental disabilities. The delayed onset of differential reinforcement required the fewest number of exposures to mastery per target across all comparisons. These findings failed to replicate those of prior research on differential reinforcement onset, possibly due to differences in participant characteristics, target tasks, or other required procedural modifications. Considerations for future research on differential reinforcement procedures in skill acquisition programs are described.","PeriodicalId":48037,"journal":{"name":"Behavior Modification","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0145445520988142","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"38836654","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

Improving Social Performance Through Video-feedback with Cognitive Preparation in Children with Emotional Problems. 通过视频反馈和认知准备提高情绪问题儿童的社交表现。

IF 2.3 3区心理学

Behavior Modification Pub Date : 2022-07-01 Epub Date: 2021-01-29 DOI: 10.1177/0145445521991098

Silvia Melero, Alexandra Morales, José Pedro Espada, Mireia Orgilés

{"title":"Improving Social Performance Through Video-feedback with Cognitive Preparation in Children with Emotional Problems.","authors":"Silvia Melero, Alexandra Morales, José Pedro Espada, Mireia Orgilés","doi":"10.1177/0145445521991098","DOIUrl":"https://doi.org/10.1177/0145445521991098","url":null,"abstract":"Anxious children report a more negative perception of their social performance and increased nervous behaviors. The video-feedback with cognitive preparation allows children to contrast and modify their negative social self-image, increasing their self-confidence and decreasing anxiety behaviors. This study aimed to examine the effectiveness of the Super Skills for Life (SSL) program in improving social performance in a sample of children with emotional symptoms. Results indicated that both objective and subjective evaluation showed positive effects of the SSL program on the children's social performance, enhancing their social skills and reducing anxiety behaviors in social situations, both during the program and in the last session. Girls felt more comfortable and showed better speech and social performance than boys. Our findings increase the evidence about the short-term effects of the video-feedback with cognitive preparation of the SSL program and provide a useful transdiagnostic protocol for application in the clinical setting.","PeriodicalId":48037,"journal":{"name":"Behavior Modification","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0145445521991098","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"38879746","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: 5

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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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