Video self-modelling: an intervention for children with behavioural difficulties

There has recently been a growth in interest in the use of video technology in the practice of educational psychologists. This research explores the effects of a video self-modelling (VSM) intervention on the behaviours of a child in mainstream education using a single case study design set within a behaviourist paradigm. VSM is a behavioural intervention that requires the participant, in this instance a six year old boy, to view a short video of himself engaging in target behaviours. Baseline and post-intervention data were collected through classroom-based observations by the researcher in order to monitor the frequencies of the target behaviours and to evaluate the effectiveness of the VSM intervention. The participant demonstrated higher frequencies of target behaviours following the intervention. The results suggest that VSM is a promising method for educational psychologists to use as a proactive approach with pupils in educational settings to improve target behaviours.     

Parent‐implemented reading interventions within a response to intervention framework

This study tested the effects of parent‐implemented reading interventions on four elementary students’ reading fluency. Student participants had been receiving a Tier 2 reading intervention, but they were not responding favorably to the Tier 2 intervention. A consultant conducted brief experimental analyses of reading interventions and identified a Tier 3 intervention for each student. Then, the consultant trained the students’ mothers to implement the interventions at home. The interventions were tested via a multiple baseline design across students. During the intervention phase, the consultant monitored parents’ treatment integrity and assessed students’ oral reading fluency for novel, grade‐level progress monitoring passages. Visual analysis indicates that all four students demonstrated increases in oral reading fluency for instructional passages and novel progress monitoring passages after intervention implementation. In addition, single‐case design effect sizes indicate strong effects for instructional passages for all four students, moderate effects for novel progress monitoring passages for two students, and strong effects for novel progress monitoring passages for two students. Finally, parents implemented interventions with moderate to high integrity, and parents rated the interventions as acceptable. Results are discussed in terms of implications for research and practice as they relate to parent‐implemented interventions within a response to intervention framework.     

Twins with autism: utilising video feedback to improve job‐related behaviours

Employment for individuals with autism spectrum disorders (ASD) is a significant factor in assuring quality of life in adulthood. The research reported in this article examines the effectiveness of video feedback (VFB) in improving the job‐related behaviours of twin adolescents with ASD and learning disabilities. The targeted behaviours included active engagement, decision‐making, responding to others, hygiene, and transition making. A within‐participant multiple‐probe design across targeted job behaviours, replicated across two participants, was used. The experimental phases of the design consisted of (A) baseline, (B) VFB + job coach evaluation, (C) VFB + concurrent job coach and self‐evaluation, and (A) maintenance. Using a modified Behavioral Observation of Students in Schools (BOSS) form broken into one‐minute intervals, job coaches evaluated participants on job‐related behaviours. Data gathered shows that VFB significantly impacted active engagement, responding to others, hygiene and transitioning. Decision‐making was least impacted by the interventions. The use of VFB is one way that job‐related behaviours of adolescents with ASD and other disabilities can be positively influenced.     

How to promote conservation behaviours: the combined role of environmental education and commitment

This study tested the influence of both environmental education (EE) and commitment interventions among teenagers for promoting energy and water conservation at home. Conservation behaviours were measured in two ways – directly and through questionnaires – prior to and after the interventions. Results indicate (1) EE participants may have saved more energy than non-participants and (2) those signing a public commitment saved more energy and water than those who did not. Results from the questionnaire measures demonstrated the importance of EE for promoting ecological self-identity and a personal norm for energy conservation. Based on these results the use of commitment interventions in EE initiatives for promoting conservation behaviours among teenagers is proposed.     

Which cognitive processes support learning during small-group discussion? The role of providing explanations and listening to others

Seventy students participated in an experiment to measure the effects of either providing explanations or listening during small group discussions on recall of related subject-matter studied after the discussion. They watched a video of a small group discussing a problem. In the first experimental condition, the video was stopped at various points in time, enabling the participants to verbally respond to the discussion. In the second condition, they listened to the same discussion, without contributing. In the control condition, they listened to a discussion that was not related to the subject-matter subsequently studied. After the discussion, all participants studied a text and answered questions that tested their recall of information from this text. No immediate differences in recall were found. One month later, participants who had actively engaged in explaining remembered more from the text. The conclusion appears justified that actively providing explanations during a discussion positively affects long-term memory.     

Readability Versus Reading Ability

Abstract

The purpose of this study was to test the hypothesis that inservice human relations training for teachers would enhance participant empathy for minority persons. The treatment consisted of: (1) 50 hours of large-group instruction, (2) 20 hours of outof-class, task-oriented trio interaction, and (3) a field study of effects of applying selected human relations skills, spaced over a 10-week period. To test whether or not participant empathy with minority persons increased during the period of training, pre- and post-measures were administered to a sample of 88 subjects selected from eleven different groups of inservice teachers enrolled in the program during the 1974-75 academic year and a sample of 90 subjects selected from four different groups during the 1975-76 year. In addition, a followup study was conducted on the 1975-76 subjects to determine whether effects were lasting. Because of the quasi-experimental nature of the research design" the relationship between the training and increased participant empathy is not purported to be causal. However, the fact that the mean differences were significant for all three samples indicates that those participants measured did exhibit significantly greater empathy for minority persons at the conclusion of the training and two and one-half months after completion of the program.     

Using video self-modelling to increase active learning responses during small-group reading instruction for primary school pupils with social emotional and mental health difficulties

Effectiveness of a video self-modelling (VSM) intervention was examined with primary schoolchildren who attended a full-time special education programme for pupils with social emotional and behavioural difficulties and who exhibited inappropriate behaviour during small-group reading instruction. A randomised multiple-probe baseline design was used in this study in four subjects with a follow-up phase 6 weeks after intervention. Four children aged 10 were videotaped during reading instruction to determine levels of active learning and behavioural difficulties. Intervention took place at the teacher’s desk or table 3–5 minutes immediately before the child’s designated time for reading group instruction. During intervention, the children were shown carefully selected brief segments of their own video that had been recorded during the previous session. Results indicated VSM was an effective intervention for increasing active learning responses and for reducing behavioural difficulties during reading instruction. Optimum results were maintained for more than 8 weeks after intervention. These results support VSM as an effective antecedent intervention and add to the growing body of evidence-based practices for elementary school pupils who have social emotional and mental health difficulties.     

EXAMINATION OF A ONE‐TRIAL BRIEF EXPERIMENTAL ANALYSIS TO IDENTIFY READING FLUENCY INTERVENTIONS

This study sought to evaluate whether a one‐trial brief experimental analysis (OTBEA) would reliably and validly identify effective treatments to improve oral reading fluency for 6 elementary school students referred for reading problems. An OTBEA was conducted with each participant to assess the effects of skill‐ and performance‐based treatment components. Following the OTBEA, an extended analysis was conducted using an alternating treatments design to experimentally assess whether predictions generated by the OTBEA would be accurate across sessions, time, and stimulus materials. OTBEA results suggested that 3 participants required a treatment package containing both performance‐based and skill‐based instructional components and that the other 3 participants might only need performance‐based interventions. Results indicate that predictions were accurate for those participants requiring both types of intervention components, but that predictions for the remaining participants met with mixed results in the extended analysis. Results are discussed in terms of further refining brief experimental analysis methods to make them more efficient for educators while ensuring valid results.     

A four-year follow-up of means-end outcomes from outdoor adventure programs

Means-end theory was used to analyze differences in outcomes from original interviews and follow-up interviews occurring four years after Outward Bound (OB) and National Outdoor Leadership School (NOLS) 2006 course participation. In 2006, a semi-structured, in-person interview was conducted after participants (N = 510) completed their course. In 2010, semi-structured telephone interviews were conducted from a convenience sample of the original participants (N = 200). Results of this study show how OB and NOLS programs continued to increase participant self-respect/esteem/confidence, impart transferable lessons and skills, and provide a sense of self-awareness four years after course participation. Understanding such participant outcomes allows program managers to effectively market programs, comprehend relationships between program attributes and participant outcomes, and design programs for specific outcomes.     

Effects of information on perceptions of stimulant medication efficacy for treatment of attention‐deficit hyperactivity disorder

A study on the perceptions of stimulant medications prescribed for children with attention‐deficit hyperactivity disorder (AD/HD) was conducted. Students, enrolled in introductory level psychology courses at a midwestern university participated voluntarily in the study (N= 36). After viewing a video that simulated the feelings a child with AD/HD experiences, participants were randomly assigned to two treatment groups. The popular information group read an article on AD/HD similar to that which is most often presented to the public. This article included personal testimonials and lacked a discussion of side effects and areas where the medications have not been demonstrated to be efficacious. The scientific information group read a page of information that was compiled from the scientific literature and included both the positive effects, side effects, and areas where the medication has not been demonstrated to be efficacious. All participants then completed a questionnaire regarding their perceptions of the efficacy of the medications. A second scale measured participants' likelihood of recommending the use of stimulant medications for children with suspected AD/HD. Two 2×2 between‐subjects ANOVA's were employed. There were main effects for the type of article that was read, but no main effects for gender of participant. No significant interactions were found. There were no differences found between the gender of participants and their perceptions of stimulant medications based on the reading material presented to them. However, the type of information presented to the participants did influence their view of the efficacy of stimulant medications. In addition, the type of reading material also influenced the participants' view of the safety and recommended use of stimulant medications prescribed for children with AD/HD. © 1999 John Wiley & Sons, Inc.     

Teaching Plan‐Do‐Study‐Act (PDSA) in a Supply Chain Context: A Paper Football In‐Class Activity

We develop a single‐class period learning game for the Plan‐Do‐Study‐Act (PDSA) improvement cycle. The experiential activity walks teams through the PDSA problem‐solving process as they create paper American footballs and improve their performance using each step of the cycle. The game is one of the first to focus on PDSA. Key benefits include increased student attention, engagement, and learning. Empirical tests show that participant pre‐ and post‐test scores regarding their understanding of each phase of PDSA improved 21.2% after completing the game. Additionally, the treatment group performed 16.6% higher than the control group. In participant perception questions, 85% of participants felt the game was more effective than lecture or reading, 93% felt the game was fun, 95% felt the game improved their understanding of PDSA, and 98% felt the game was engaging.     

A two‐component growth mindset intervention for young people with SEND

Interventions to increase the endorsement of the growth mindset (the belief that intelligence can be improved with effort) have been successfully implemented in schools. However, they rarely target children and young people with special educational needs and/or disabilities (SEND), a group who are more likely to endorse a fixed mindset, experience lower academic self‐concept and academic resilience, and be at risk of negative stereotyped attitudes. This quasi‐experimental study implemented a 10‐week PSHE programme as well as dedicated lessons with adapted classroom practices, for example, task framing and feedback, to promote the growth mindset message to young people with SEND (N = 18). Analyses of pre‐ to post‐intervention measures demonstrated moderate evidence for the intervention having increased students’ endorsement of the growth mindset, as well as anecdotal evidence for increased academic self‐concept, academic resilience and positive attitudes to disability. However, these effects were not sustained in follow‐up measures conducted 7 weeks post‐intervention. The intervention did not improve students’ academic performance. Although preliminary, findings demonstrate the viability of growth mindset interventions for children and young people with SEND, but suggest that interventions should be maintained for longer‐lasting effects.     

Participant characteristics and process variables predict attrition from a home-based early intervention program

Although advocates of home visits claim that they improve access to preventive interventions for socially disadvantaged families, home visiting programs often report high dropout rates. This study investigated factors predicting attrition in a sample of 434 low-income, first-time mothers in a German program modeled on the Nurse–Family Partnership program. Both participant characteristics and process variables associated with attrition were examined. The results indicated that 38.5% of the mothers left the program before completing 75% of the enrollment time; 62% of those left for addressable reasons (e.g., losing interest in program participation). Arguably, these participants might be retained through program modifications. Almost half of the dropouts left the program before completing 25% of the enrollment time. Program dropouts were younger and did not experience pregnancy-related risks. With regard to process variables, a high frequency of unsuccessful visit attempts and low maternal engagement during the home visits increased the risk for attrition. Self-referral, a high percentage of time spent on parenting issues as well as a high percentage of grandmother participation during visits contributed to participant retention. Among mothers with a high number of risk factors for child abuse and neglect, partner (husband or boyfriend) participation during visits positively influenced the retention rate. Since process variables explained a larger amount of variance in attrition compared to participant characteristics, it is reasonable to focus on the intervention processes when trying to reduce attrition.     

Guidelines to practical impact evaluation

This article is about impact evaluation. A case study of a workshop in health education/promotion is described in which an impact evaluation was included in the initial planning stage of the workshop and carried out six months after the work-shop. Workshop directors and sponsors of continuing education programs are keenly interested in how workshop experiences and materials are used to enhance participants' performance back on the job. Workshop directors are frequently too busy to carry out impact evaluations. Guidelines for conducting valid evaluations are needed.The present study was conducted to determine the extent to which the participants followed through on their own plans which were written out on the last day of the workshop. Results indicated that the materials, information and strategies included in the workshop were used and most participants implemented their plans to a moderate or great extent. The survey also yielded information and participant preferences useful in planning future workshops.     

Cognitive Group Therapy and Aerobic Exercise in the Treatment of Anxiety

Abstract

Our purpose was to examine the effects of cognitive group therapy, aerobic exercise, or their combination on anxiety reduction. Seventy participants were divided into four groups: cognitive group therapy, aerobic exercise, both treatments, or control. Participants were administered the State-Trait Anxiety Inventory (STAI) before and after the study, and at a two-month follow-up. Results indicate that all interventions were equally effective in reducing anxiety as compared to no intervention. The combination of cognitive group therapy and exercise was not significantly more effective than either cognitive group therapy or aerobic exercise alone. Although effects were not maintained after two months, it is unclear whether this is attributable to the limitations of such interventions in changing more enduring traits. Possible mechanisms for change are discussed.     

Effects of self-regulatory instructional aids on self-directed study

This study examined the effectiveness of providing instructional support for the self-regulation of a self-directed homework assignment. Across four parallel experiments, university students completed an online module on critical thinking. In Experiment 1, participants who were prompted on a broad spectrum of study strategies showed superior performance on a subsequent test of application relative to a control group. In Experiment 2, participants were prompted to use two specific strategies: generation of explanations and summarization. The former improved performance, whereas the latter did not. In Experiment 3, instructional aids designed to facilitate planning improved some aspects of performance relative to the control group. In Experiment 4, attempts to encourage self-feedback impaired performance. In conclusion, beyond encouraging a broad spectrum of study strategies, the generation of explanations and planning particularly improve learning without overburdening working memory.     

CBL结合视频教学模式在麻醉学临床见习教学中的应用

探讨CBL结合视频教学法对本科生麻醉临床见习的影响。选取2015级麻醉专业2个班级各30人,一班实施传统的讲授式教学模式,二班实施CBL结合视频教学模式。对两组学生的麻醉临床见习效果进行分析比较,结果显示,与传统教学模式组相比,CBL结合视频教学组教学效果显著提高。在麻醉见习教学中应用CBL结合视频教学法,不仅能激发学生的学习兴趣,更能充分调动学生的积极性,提高学习效果,因此CBL结合视频教学模式在本科生临床麻醉带教中值得推广应用。     

The impact of video exposure on students entering school psychology

School psychology is experiencing a shortages crisis. Within this two‐part study, the Social Cognitive Career Theory was used to examine the impact of video interventions on students' choice and application to school psychology programs. A sub‐sample of participants were followed across 4 years. Findings suggest that, when measured immediately before and after, a short video intervention had a significant impact on participants' perceived knowledge and intentions to apply to a school psychology training program. However, when measured across several years, the video was not found to have a significant impact on actual application to a school psychology training program. Nevertheless, exposure to school psychology from multiple sources was still found to be the best predictor of actually applying to a school psychology program. Study results highlight the importance of concerted efforts throughout the career development pipeline to expose students to the profession of school psychology.     

Widening access to writing support: beliefs about the writing process are key

Abstract

Universities’ performance indicators for scholarly outputs depend on academics having productive and sustainable writing behaviours. Research shows that writing programmes can increase research output, but less is known about which writing processes are productive. A project was initiated at a university which widened access to writing support to include staff who were not included in these performance targets, but who might be in the future. Following a writing for publication workshop, 36 academics were offered a place at a structured writing retreat. The evaluation aimed to increase our understanding of participants’ perceptions of their writing skills and processes before and after the retreat using a transactional model. We found that participants’ perceptions of their writing abilities were greater than their perceptions of their ability to employ effective writing practices. Both scores improved after the retreat. This finding confirms that a structured writing retreat provides an environment and structure for academics to practise effective writing. It enhances self-belief in the processes and skills required to produce output. Widening access to writing support for academics is essential for success in performance-based systems. Writing support must provide opportunities for academics to develop strong performance beliefs by practising writing skills and productive and sustainable writing processes.