The effects of aerobic exercise on psychological and behavioral variables of individuals with developmental disabilities: a critical review

Physical fitness of persons who are developmentally disabled has received relatively little attention in the special education literature when compared to intellectual functioning (e.g., learning, memory, and language) and to acquisition of functional skills (e.g., self-care, community, and vocational). Despite an increased interest in recreational programming stimulated by the concept of functional curricula, teachers may still be reluctant to include physical fitness activities in their students' schedules. Perhaps physical fitness programming for those with developmental disabilities would have wider appeal and application if it were embedded in the broader context of psychological and behavioral change (i.e., engagement in exercise produces generalized changes beyond direct improvement in physical well-being). This article is a review and critique of literature that focuses on the effects of participation in aerobic exercise on three classes of psychological/behavioral variables for persons with mental retardation and associated disabilities. The methodology that characterizes this literature is analyzed, and recommendations for future research are proposed.     

"Expert performance: Its structure and acquisition": Reply.

Replies to H. Gardner's (see record 1996-10360-001) comments on K. A. Ericsson and N. Charness's (see record 1994-43905-001) review of the structure and acquisition of expert performance. In contrast to Gardner, they attribute differences to the individuals' history of relevant activities that differentially benefit the acquisition of associated skills. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A narrative and meta-analytic review of helping skills training: Time to revive a dormant area of inquiry.

The authors review previous narrative and meta-analytic reviews on the effectiveness of overall helping skills training programs. The authors then review narrative reviews and conduct a new meta-analysis of specific methods used to teach helping skills within these programs. Our meta-analysis found that, in the aggregate, training methods substantially outperformed no training conditions, and that effect sizes did not vary as a function of trainee educational level (graduate vs. undergraduate students) or the type of criterion measure (interview-based vs. analogue-based empathy measures). Direct comparison of the training methods revealed that modeling outperformed instruction and feedback, and multimethod outperformed single-method training. The authors critique the literature and suggest that the studies in the helping skills literature generally fail to meet contemporary methodological standards, thereby limiting the conclusions that can be drawn. The authors appeal for better research on helping skills training, especially as it is currently practiced. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The nature of phonological processing and its causal role in the acquisition of reading skills.

Three bodies of research that have developed in relative isolation center on each of three kinds of phonological processing: phonological awareness, awareness of the sound structure of language; phonological recoding in lexical access, recoding written symbols into a sound-based representational system to get from the written word to its lexical referent; and phonetic recoding in working memory, recoding written symbols into a sound-based representation system to maintain them efficiently in working memory. In this review we integrate these bodies of research and address the interdependent issues of the nature of phonological abilities and their causal roles in the acquisition of reading skills. Our review supports a causal role for phonological awareness in learning to read, and suggests the possibility of similar causal roles for phonological recoding in lexical access and phonetic recoding in working memory. Most researchers have neglected the probable causal role of learning to read in the development of phonological skills. It is no longer enough to ask whether phonological skills play a causal role in the acquisition of reading skills. The question now is which aspects of phonological processing (e.g., awareness, recoding in lexical access, recoding in working memory) are causally related to which aspects of reading (e.g., word recognition, word analysis, sentence comprehension), at which point in their codevelopment, and what are the directions of these causal relations? (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Intravenous therapy: current practice and nursing concerns

The field of intravenous (i.v.) therapy has been subject to major change, with increasing numbers of nurses taking on the high profile, technical aspects of care. The transfer of previously medicalized tasks such as cannulation has been welcomed by nurses who are keen to develop practical skills in order to embrace the concept of holistic patient care. This literature review aims to clarify the role of the nurse in i.v. therapy, exploring cannulation as a specific issue. Legal and professional aspects are discussed in terms of extended/expanded practice and practical aspects in terms of i.v. access and maintenance. Discussion focuses on a team approach to the management of i.v. therapy. Finally, the nursing process is applied to an i.v. therapy scenario. Exploration of the nursing issues enables practitioners to justify the expansion of individual practice in order to deliver holistic care and improve standards of service. The review concludes that nurses cannot afford to lose sight of the caring component of their role as a result of immersion in the culture of technical skill acquisition.     

Child development and emergent literacy

Emergent literacy consists of the skills, knowledge, and attitudes that are developmental precursors to reading and writing. This article offers a preliminary typology of children's emergent literacy skills, a review of the evidence that relates emergent literacy to reading, and a review of the evidence for linkage between children's emergent literacy environments and the development of emergent literacy skills. We propose that emergent literacy consists of at least two distinct domains: inside-out skills (e.g., phonological awareness, letter knowledge) and outside-in skills (e.g., language, conceptual knowledge). These different domains are not the product of the same experiences and appear to be influential at different points in time during reading acquisition. Whereas outside-in skills are associated with those aspects of children's literacy environments typically measured, little is known about the origins of inside-out skills. Evidence from interventions to enhance emergent literacy suggests that relatively intensive and multifaceted interventions are needed to improve reading achievement maximally. A number of successful preschool interventions for outside-in skills exist, and computer-based tasks designed to teach children inside-out skills seem promising. Future research directions include more sophisticated multidimensional examination of emergent literacy skills and environments, better integration with reading research, and longer-term evaluation of preschool interventions. Policy implications for emergent literacy intervention and reading education are discussed.     

Perinatal outcome associated with outpatient management of triplet pregnancy

A recent review of the relevant literature indicates that different approaches to the exploration of nurses' clinical reasoning are being adopted in North America, Australia and the United Kingdom. These differing approaches, which tend to cluster chronologically and which include decision analysis, information processing and skills acquisition theory and their limitations will be outlined; it will be argued that it is through their conflation that nurses' collective understanding of nurses' clinical reasoning is deepened. The author is attempting to develop an international network of nurse scholars interested in clinical reasoning with the aim of achieving this. The purposes of this network will be to facilitate international collaboration to expedite both the growth of knowledge related to nurses' clinical reasoning and the development of programs of international comparative research related to it. The setting up of this network and progress to date is described.     

The needs of parents with a child on an adult intensive therapy unit

This review examines, by means of a literature search, the needs of parents who have a critically ill child on adult intensive therapy units. These needs are compared with the needs of relatives of adult patients in ITUs. Whether nurses trained in adult nursing have the necessary skills, knowledge and attitudes to care for the parents is also discussed. Recommendations for ensuring care of the parent point to addressing skills gaps in adult-trained nurses and to reappraising visiting policies.     

A comparison of the expressive communication skills of triplet, twin and singleton children

Few studies have focused on the language acquisition of higher multiple birth sets. In this study, the communication skills of 51 triplet children are described. The measures used were: mean length of utterance; type-token ratio; conversational acts; phoneme repertoire; and number of different types of phonological processes used. The data gained were used to compare the communication skills of triplets with those of twins, singletons and normative data available in the literature. Siblings within triplet sets were also compared using language samples obtained from adult-child interactions and when the three children were playing together. The results indicated that the triplets' early communication skills were different from those of both singletons and twins. The triplets' difficulties included delayed syntactic development, limited use of different language functions and delayed phonological development. In contrast, twins' communication profile is characterised by disordered phonological development.     

How do you get those references for that review paper?

Proposes 5 steps in the acquisition of bibliographic material for writing a literature review paper, such as using Psychological Abstracts and computer retrieval services. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Development of grammatical-sensitivity, phonological, and short-term memory skills in normally achieving and learning disabled children.

The development of a variety of grammatical-sensitivity and phonological skills was studied in 138 normally achieving, 65 reading-disabled, 63 arithmetic-disabled, and 15 attention deficit disordered (hyperactive) children 7 to 14 years old. Word recognition and phonics skills were highly related, and reading comprehension and phonics skills were less so. Grammatical sensitivity and short-term memory were significantly correlated with a variety of reading skills. Children with a reading disability showed a significant lag in the development of grammatical sensitivity and short-term memory and an even greater deficit in phonological skills. The children with a specific arithmetic disability had adequate grammatical abilities, but below-average memory skills at all ages. Children with an attention deficit but normal achievement scores did not have any major difficulties except on a reading-comprehension task that appears to have significant memory and attention components. The acquisition of reading skills is closely related to the development of grammatical and phonological skills, and deficiencies in these areas are related to difficulties with the acquisition of written language skills. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Korean-English biliteracy acquisition: Cross-language phonological and orthographic transfer.

Cross-language phonological and orthographic relationship in the biliteracy acquisition of children learning to read Korean and English was investigated in this study. Forty-five Korean-English bilingual children were tested in first-language (L1; Korean) and 2nd-language (L2; English) reading skills focusing on 2 reading processes--phonological and orthographic processing. The authors found that phonological skills in L1 and L2 were strongly correlated, and Korean phonological skills explained a unique amount of variance in English pseudoword reading beyond English phonological and orthographic skills. However, there was limited orthographic skill transfer between the 2 systems. Results are discussed within the framework of universal phonological processes in learning to read. The authors conclude that bilingual reading acquisition may be a joint function of general phonological processes and orthographic-specific skills. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The role of processing strategies in the acquisition and transfer of a cognitive skill.

How the difficulty of initial training influences the acquisition and transfer of strategic processing skills and memory for processed stimuli was examined in 3 experiments. Participants were asked to discriminate between similar or dissimilar random polygon stimuli. Participants were asked to discriminate between novel transfer polygons; this was followed by a recognition memory task. Results suggest that the difficulty of initial training influences strategic skill acquisition. Strategies acquired during training are applied at transfer regardless of their effectiveness for processing transfer stimuli. This is true even when participants are given feedback indicating that their processing strategy is ineffective. It is argued that skill acquisition is influenced by the acquisition of both stimulus-specific knowledge and strategic skills, and that the strategic skills acquired serve to optimize processing. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Eleven components of effective drug abuse prevention curricula

A review of school-based drug abuse prevention programs was conducted for 1989-1994. In addition to a comprehensive literature review, interviews were conducted with a panel of 15 leading experts in prevention research. Key elements of promising prevention curricula were identified. Effective prevention programs were found to be based on a sound theoretical or research foundation. They included developmentally appropriate information about drugs, social resistance skills training, and normative education. Broader based personal and social skills training appeared to enhance program effects. Effective programs used interactive teaching techniques and teacher training, and provided adequate coverage and sufficient follow-up. Cultural sensitivity to the target population was found to be critical to program success. Additional program components were expected to enhance curriculum effectiveness. Finally, experts agreed that adequate evaluation of prevention curricula was critical. Unfortunately, despite information about the types of curricula that are effective, the most promising prevention curricula are not widely disseminated. Reasons for under-utilization are explored, and recommendations made for correcting the situation.     

A meta-analytic review of sex differences in facial expression processing and their development in infants, children, and adolescents.

Quantitative and qualitative reviews of the literature on sex differences in facial expression processing (FEP) have yielded conflicting findings regarding children. This study was designed to review quantitatively the literature on sex differences in FEP from infancy through adolescence and to evaluate consistency between the course of FEP development and predictions derived from preliminary theoretical models. Results, which indicate a female advantage at FEP, are consistent with predictions derived from an integrated neurobehavioral/social constructivist model. These findings suggest a need for research examining both neurological maturation and socialization as important factors in the development of sex differences in FEP and related skills. Possible directions for future study are discussed, with emphasis on the need to integrate the infant literature with research focused on older children and adults. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Within-task intercorrelations of skilled performance: Implications for predicting individual differences? A comment on Henry & Hulin, 1987.

Recent discussion by R. A. Henry and C. L. Hulin (see record 1987-33331-001) about the implications of stability and change in skilled performance are questioned on several counts. First, the presentation reflects an inadequate review of previous data pertaining to the influences of skill acquisition on ability–performance covariance. Furthermore, the authors made untenable assumptions that equate ability with job sample measures. Their conclusions about universal decline in predictive validity coefficients are inconsistent with both theory and data in the literature. As a result, misleading generalizations were made to other issues in the prediction of individual differences. This article notes deviations from historical literature and outlines the problems of this approach. Discussion of theoretical frameworks for predicting individual differences in skill acquisition and skilled performance is also presented, along with an overview of data in support of these frameworks. The conclusions reached differ from those of Henry and Hulin, lead to different interpretations of past research and practice, and propose very different directions for future research. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Microtraining of forensic psychiatric patients for empathic counseling skills.

Assessed the usefulness of a 7?-hr microtraining package for peer counselors in a therapeutic community of forensic psychiatric patients. 10 female and 6 male 17–38 yr old volunteers who were patients in a minimum-security forensic ward were randomly assigned to (1) the skills group, in which they were trained in the cognitive correlate of empathy and counseling skills; or (b) the attention group, in which they viewed counseling films. Multiple modes of measurement—written (e.g., the Carkhuff Communication Index [CCI]), observer ratings (e.g., staff ratings, a feeling checklist), and oral (e.g., a critical-incidents audiotape)—were used to assess knowledge acquisition, counseling effectiveness, and generalization to personality and behavior functioning. In comparison with the attention group, the skills group showed significantly greater written knowledge acquisition on the CCI and significantly greater use of counseling skills in oral responses to critical-incidents audiotapes and in counseling interviews. Effects did not generalize to a personality measure or to ward behavior, nor did increased use of counseling skills affect helpee self-disclosure in peer interviews. Longer training periods may be needed to effect broader changes. (26 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Procedural medicine. Is your number up?

It is commonly argued that maintaining competence in procedural medicine requires the continuing practice of minimum numbers of procedures. While these continuing practice requirements may pose few problems for doctors working in city or regional hospitals, they may be impossible to meet in rural general practice. The authors review the literature relating to psychomotor skills in procedural medicine and argue that there is little or no evidence to justify the judging of competency by numbers of procedures performed. Instead it appears that with appropriate initial training, doctors can be expected to retain their psychomotor skills even after lengthy periods without practice.