Men's Alcohol Expectancies at Selected Community Colleges

Men's alcohol expectancies are an important cognitive-behavioral component of their consumption; yet, sparse research details such behaviors for men in two-year colleges. Selected for inclusion with the current study were 563 men from seven Illinois community colleges. Logistic regression analysis indicated four significant, positive relationships between binge drinking and alcohol expectancies related to ice breaking, connectedness facilitation, having fun, the sexiness of women, and one inverse relationship for men's sexiness. Programmatic initiatives and individualistic approaches to treatment and education are proposed.     

Using functional analysis procedures to monitor medication effects in an outpatient and school setting

Functional analysis methods were used to monitor medication used to reduce vocal and physical tics of a child with Tourettes Syndrome. An initial functional analysis suggested that the tics were maintained by automatic reinforcement. Given this result, the participant's physician prescribed Orap 1mg per day to reduce the tics. Post‐medication results demonstrated a reduced level of tics by the participant. Although preliminary, the findings suggest that functional analysis methods can be used to monitor the effects of medication in outpatient and school settings. Thus, more research using functional analyses to assess medication effects is needed. © 2002 John Wiley & Sons, Inc.     

AN ORIENTATION COURSE AND COMMUNITY COLLEGE RETENTION

Orientation and retention programs are common in institutions of higher education. The potential association between orientation programs and student retention, particularly within the community college sector, has long been neglected. This study presents an institutional view of a potential associative relationship between an orientation course and student retention measures. A chi-square analysis revealed a significant association among orientation program, student completion of degree, student retention, and student enrollment and persistence.     

A comparison of teacher checklists used over 15 days and a one‐day antecedent analysis to conduct a medication trial

A one‐day antecedent analysis and an extended school‐based double‐blind medication trial were used to assess the effects of Ritalin on the disruptive behavior of a child diagnosed with ADHD. The evaluations took place in an outpatient clinic and in the child's general education classroom. The results of both evaluations indicated that the medication had a positive effect on reducing disruptive behaviors. The investigation suggests that the one‐day antecedent analysis procedure could be used as an initial evaluation of the use of Ritalin. More importantly, the one‐day trial provided results similar to the outcomes obtained during the school‐based evaluation. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 235–240, 2004.     

Wetekia kia rere: the potential for place-conscious education approaches to reassure the indigenization of science education in New Zealand settings

Cultural Studies of Science Education - Wetekia kia rere is an expression in the Māori language that refers to unleashing potential. This paper discusses questions of power relevant to...     

The status of Functional Behavioral Assessment (FBA): Adherence to standard practice in FBA methodology

The application of functional behavioral assessment (FBA) has become increasingly visible in school settings since its inclusion in the 1997 reauthorization of the Individuals with Disabilities Education Act. Despite the mandate for FBAs within the educational program of students with disabilities displaying behavior problems, the federal government put forth guidelines that made what constituted an FBA subject to interpretation. Many states have assumed the responsibility of establishing policy for completing FBAs. This investigation examined the resources acquired or developed and disseminated by each of the 50 states for FBA completion and compared the information from these resources to standard practice for FBA and functional analysis (FA). © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 737–744, 2005.     

Predicting Degree Completion: Examining the Interaction between Orientation Course Participation and Ethnic Background

This article reports an examination of the predictive nature of orientation course participation and degree completion. It also inspects the potential interactions between ethnic background, orientation course participation, and degree completion. Although interaction terms for African American and Hispanic student participation in orientation courses were not significantly predictive of degree completion, a significant main effect was found for orientation course participation and degree completion. Graduation for students who participated in the orientation course was 72 times higher than for nonparticipants. This main effect—as well as the interaction term for White students participating in the orientation course—and degree completion accounted for 30% of the variance in the criterion of variable degree completion.     

Refusing to settle for pigeons and parks: urban environmental education in the age of neoliberalism

The institutionalization of neoliberal reforms that began to take hold in the 1970s were by and large ‘common-sense governance’ by the 1990s. While the growing predominance of neoliberal discourse and marginalization of alternatives in environmental education is disconcerting on the level of policy, this paper explores an equally troubling phenomenon: the deepening of a neoliberal logic, such that it pervades the way we understand and relate with the world. Specifically, this paper draws upon an experience at a recent environmental education conference whereby participants were invited to explore three place-based inquiries inspired by Aldo Leopold in an urban environment: what is happening here? what has happened here? and what should happen here? Although the intention of the workshop was to explore some of the challenges involved in implementing a critical pedagogy of place, many of the participants seemed unwilling to criticize the way in which an urban downtown core suppresses the more-than-human aspects of place. We contend that environmental education is a key arena for debating the limits of neoliberalism and explore how these well-intentioned, but ultimately uncritical responses, run the risk of being appropriated by the ecologically destructive logic-informing neoliberal natures.