Training Counselors to Interpret Psychoeducational Evaluations: A Course Model

Evidence from the literature and from reported practice indicates that school counselors are increasingly expected to be competent in the interpretation of individually administered psychoeducational tests and reports. Systematic training in these competencies, however, is often not included as an integral part of counselor education programs. This article describes one counselor education program's response to the need for training in these interdisciplinary skills. The course model presented has been positively received by students and counseling internship supervisors.     

Keep Your Brain Fit! A Psychoeducational Training Program for Healthy Cognitive Aging: A Feasibility Study

A psychoeducational face-to-face training program (Keep Your Brain Fit!) was developed to support the working population in coping with age-related cognitive changes and taking proactive preventive measures to maintain cognitive health. A feasibility study was conducted to test the training program presented in a workshop format. Participants completed an online questionnaire immediately after the workshop and three weeks later. The questionnaire assessed participants’ appreciation of the workshop and evaluation of subjective cognitive functioning. 155 men and women between 40 and 65 years old (mean age: 53.8) participated in the workshops. The results showed the participants’ appreciation of the knowledge they gained by participating in the workshop. Participation reduced negative emotions toward cognitive functioning in 69% of the participants, and almost 50% indicated that they were better able to cope with cognitive challenges. This psychoeducational program may offer a valuable contribution to the coping strategies of the aging workforce. Adjustments were made based on participants’ evaluations, and the program was made suitable for online use in order to reach a broader audience.     

自闭症"地板时光"疗法(Ⅰ):关系与表达训练

"地板时光"是一种系统的、以发展为取向、以家庭环境和人际互动为主的自闭症干预和治疗模式.它具有独到的训练方法和技术.本文对"地板时光"疗法的目标、实施原则,尤其是关系建立和表达训练的要领,作了系统梳理和评价.     

Training Counselors to Work with Disabled Clients: Cognitive and Affective Components

This study examines the relationship of cognitive complexity, counselor anxiety, and client disability condition to accurate empathy on the part of students in training. A sample (n = 28) of students in a graduate counseling program observed a series of eight vignettes of counseling interviews (four clients with disabilities and four without disabilities) and reported a verbal counseling response to a client statement. A significant main effect was found for the cognitive complexity variable only (p < .05). A significant interaction among cognitive complexity, anxiety, and client disability condition (p < .01) indicated that all three factors interact to influence empathy. Implications for research and the training of counselors are discussed.     

社区护理干预对中西药联合治疗老年糖尿病患者效果分析

目的:研究社区护理干预对中西药联合治疗老年糖尿病患者效果分析.方法:随机抽取南京市栖霞区医院2015年3月至2016年2月期间收治的80例老年糖尿病患者,分为对照组与观察组各40例,其中,对照组运用常规护理加中西药联合治疗,观察组在常规护理加中西药联合治疗基础上运用社区护理干预,比较分析两组患者护理效果差异.结果:在空腹血糖、餐后2h血糖水平上,观察组均低于对照组,P＜0.05;在患者相关行为方面,社区干预后患者的行为较常规护理组大幅度改善;在护理满意度上,观察组为97.50％,显著高于对照组80.00％,以上数据经分析比较,差异均有统计学意义(P＜0.05).结论:运用社区护理干预及健康教育辅助,中西药联合治疗老年糖尿病患者,可以使患者提高对生活的满意度,有助于血糖的降低,疾病的预防,值得广泛应用及推广.     

基于 Unity3D 的轻度认知障碍康复训练系统

为训练具有轻度认知障碍的患者记忆力、注意力、视知觉功能、空间知觉功能、执行操作功能,设计开发了轻度认知障碍康复训练系统。阐述了硬件、软件功能及系统关键技术。该系统丰富了 MCI 治疗,扩展了计算机和虚拟现实技术在康复领域的应用。     

Cognitive Profiles Associated With Responsiveness to Fraction Intervention

This study examined differences in cognitive processing between 4th‐grade students who respond adequately, as opposed to inadequately, to intervention on 3 fraction outcomes: number‐line estimation, calculation, and word problems. Students were assessed on 7 cognitive processes and on the 3 fraction outcomes. Students were grouped as adequate or inadequate responders, using as the cut‐point the control‐group mean on pre‐to‐post improvement on the relevant measure. Between‐group differences identified reasoning, concept formation, and listening comprehension related to all 3 fraction outcomes. On the number‐line outcome, within‐group profile analysis indicated that inadequate responders experienced low reasoning ability relative to their other forms of cognitive processing.     

2型糖尿病病人家庭护理干预效果分析

目的研究家庭护理干预对 2型糖尿病治疗效果的影响。方法将 2 0 0例 2型糖尿病患者随机分为两组 ,干预组 1 0 0例进行家庭护理干预 ,对照组 1 0 0例未实施干预 ,运用生化控制指标对干预后 6个月的效果进行比较、分析。结果两组疗效比较 ,干预组疗效显著 ,差异有显著性意义 (P <0 0 5 )。结论家庭护理干预可提高 2型糖尿病治疗效果。     

营养干预联合跌倒教育对老年2型糖尿病患者跌倒率和运动情况的影响

目的:探究营养干预联合跌倒教育应用于老年2型糖尿病(T2DM)患者的临床效果。方法:选取196例老年T2DM患者为研究对象,随机数表法分为观察组与对照组各98例。对照组仅接受常规营养干预,观察组在其基础上实施跌倒教育干预。比较干预前及干预6个月后两组糖代谢指标[空腹血糖(FPG)、糖化血红蛋白(HbA1c)]、下肢肌力[5次坐立试验(FTSTS)时间]、平衡功能[Berg平衡量表(BBS)],分析干预6个月时两组运动情况[老年糖尿病特异性运动锻炼问卷(SEQ-SDM)]及跌倒率差异。结果:干预6个月后,两组FPG、HbA1c水平及FTSTS时间均较干预前有显著下降,且观察组明显低于同期对照组(P<0.05);两组BBS评分均较干预前有显著提升,且观察组明显高于对照组(P<0.05);观察组SEQ-SDM运动知识、运动意愿、运动行为、专业支持维度评分及总分均明显高于对照组(P<0.05),两组社会支持维度比较无统计学意义(P>0.05)。干预6个月内,观察组跌倒率明显低于对照组(P<0.05)。结论:营养干预联合跌倒教育可有效减少老年T2DM患者跌倒率并改善其运动情况,有利于提高患者生存质量。     

Language Intervention: Computer Training for Young Children with Special Needs

Three studies that explore the usefulness and effectiveness of computers for training language skills of young children with communication disabilities are reviewed. A study of eight toddlers with Down syndrome compared traditional individual language intervention with computer-based instruction for developing comprehension of vocabulary and early grammatical patterns over a period of three months. Both approaches showed a similar, highly significant effect, indicating that computer-based intervention was as successful as traditional one-to-one language therapy.
A second study used 52 children (ages 4–10) who were enrolled in special education classes for children with severe language, learning and behavioral disabilities. The effectiveness of adding twice a week, 30-minute interactive computer language training sessions to the regular classsroom language curriculum was examined. Children showed significantly more progress in vocabulary, general language ability and social communication during the 10 week period they were receiving the computer training.
Lastly, the effectiveness of using a parent volunteer to work with toddlers on computer-based language tasks was compared with language progress when these children worked with a professional speech language pathologist. Four out of five of the children showed more progress when working with the parent volunteer.
The article concludes with a discussion of educational considerations for planning computer-based language intervention and includes a sample language lesson for the computer as well as software evaluation guidelines.     

自闭症者的视觉认知障碍及其神经机制

自闭症是一种神经发育障碍.自闭症者的非社会性信息加工表现出非典型特征,其社会性功能存在严重缺陷,使得自闭症者的社会适应能力减弱.本文从自闭症者的认知能力、社会性发展及神经机制的角度进行整体综述,总结自闭症者对社会性与非社会性刺激加工的特点与规律,最后指出该研究领域尚存在的或未涉及的问题.     

社区老年合唱团的音准训练与对策

对于社区老年合唱团来说,其识谱能力、声乐演唱技术和听觉习惯等一直是影响合唱音准的主要因素.要想解决好上述问题,需要合唱团的指挥与组织者必须有计划、有步骤地对团员进行综合音乐素质培训,包括常规音准训练、声乐演唱技能以及声部抗干扰训练等,以提高整体演唱水平.     

The Cost-Effectiveness of Adding One Type of Parent Involvement to an Early Intervention Program

The belief that parent involvement is an important aspect of early intervention programs for children with disabilities is widely accepted, but the empirical evidence to support this belief is limited (White, Taylor, & Moss, 1992). Using a randomized experimental design, the present study compared a classroom-based early intervention program with the same program supplemented by a parent involvement component. The parent involvement component consisted of weekly parent meetings focused on (a) training parents to provide additional intervention, (b) providing information on general topics, and (c) providing social support. Outcome data were obtained following intervention and longitudinally on child and family functioning, and on educational outcomes. A cost-effectiveness analysis was completed. With respect to measures of child development and family functioning, there were some small initial effects in favor of the parent involvement group that tended to fade out in later reassessments. However, longitudinal educational outcomes indicate positive effects on child placements and teacher perceptions of the children's functioning in favor of the parent involvement group. The parent involvement component was not immediately cost effective, but may be in the long term.     

Making Connections: Linking Cognitive Psychology and Intervention Research to Improve Comprehension of Struggling Readers

Many studies have demonstrated the efficacy of reading comprehension interventions for struggling readers, including students with learning disabilities. Yet, some readers continue to struggle with comprehension despite receiving these interventions. In this article, we argue that an explicit link between cognitive psychology and intervention research contributes to knowledge regarding for whom and under what conditions reading comprehension interventions are most likely to be beneficial. First, we provide a brief overview of a cognitive perspective on reading comprehension. Next, we illustrate an application of this perspective by describing a collaborative project in which we examined interactions among reader characteristics, text properties, and instructional contexts. Last, we highlight directions for future research and implications for practice.     

加大实施力度完成农村新增劳动力转移培训任务

江苏省委、省政府已经确定:到2010年,全省新增农村劳务输出总量达500万人,使新增劳务收入达到400亿元.其中:苏北5市新增农村劳务输出350万人以上,苏南接纳苏北新增农村劳务输出250万人以上;全省确保每年新增农村劳务输出50 万人以上,力争达到70万人,其中每年新增境外农村劳务输出10000人;新增农村劳务输出人员培训率超过50%,新增农村劳务输出人员组织化程度力争达到50%.     

Acceptance and Commitment Training: A Brief Intervention to Reduce Procrastination Among College Students

Academic procrastination is a multifaceted problem with cognitive, behavioral, and motivational correlates. Considered from an acceptance and commitment therapy (ACT) point of view, these correlates relate to experiential avoidance and cognitive fusion. This article describes a brief ACT intervention for reducing procrastination.     

自闭症谱系障碍个体社会性注意的眼动特征及干预策略

在过去的十多年中,自闭症谱系障碍个体社会性注意的眼动研究数量激增,很多研究表明,自闭症谱系障碍个体对社会性刺激的注意表现出两个特征:对社会性刺激的注意减少;对社会性刺激的处理方式是非典型的,伴随对眼睛注意的减少和对嘴注意的增加。然而,也有相反的证据。本研究系统地回顾了从婴儿到成人期自闭症谱系障碍个体社会性注意的眼动追踪研究,分析了已有研究结果存在矛盾的可能原因。最后,根据自闭症谱系障碍个体社会性注意的眼动特征,提出了相应的干预策略。     

授之以鱼不如授之以渔——高中物理自主教学策略浅析

众所周知,高中阶段的学生有着较强的独立意识与自我意识,开始自己探索分析周围事物,并形成自己的世界观与价值观了。所以,在教学中要着重培养和提高学生的自学能力,多鼓励引导他们自主学习。同时,培养和提高学生的自学能力也是素质教育理念的要求,要充分将学生的自学潜力挖掘出来,让他们积极参与到教学过程中。作为物理教师,要传授给学生一些好的自学方法,授之以鱼不如授之以渔,让学生不断丰富知识,增长才干。     

Cognitive Diversity in Middle-Aged and Elderly Adults: The Role of Education

This study examines cognitive diversity through performance of four attentional tasks and a vocabulary measure in relation to age and level of education. Tasks were performed by 168 participants (aged between 45 and 91 years) who were grouped according to age and level of education. Multivariate analyses of variance were applied to Z scores calculated from intersubject coefficients of variation. When the variance associated with education was discounted prior to analysis, a disproportionate increase in cognitive diversity was observed in participants over 75 years of age. When cognitive diversity was analyzed in relation to age and education in the three youngest age groups, participants with a low level of education displayed higher diversity in most attentional tasks from 66 years of age. In participants with a high level of education, diversity was lower for all attentional tasks considered from 56 years of age. Vocabulary knowledge was the most sensitive to education-related cognitive diversity. The diversifying effect of the relationship between education and diversity on fluid cognitive performance appeared to reverse and become a homogenizing effect with increasing age.