Simulation training of psychomotor skills: Teaching the brain-injured to drive.

13 brain-injured individuals (average age 24.2 yrs) completed a set of 7 exercises simulating specific cognitive and behavioral aspects of motor vehicle operation, using an electric-powered vehicle, to test whether training would generalize to a complex functional task (i.e., automobile driving). Training exercises involved visuomotor tracking, divided attention, successive increases in difficulty level, performance feedback, and social reinforcement. Ss were compared with 11 closed-head-injured controls of the same average age, who received experience with the electric vehicle but no training exercises, and with 11 normal high-school students, who had driver's licenses and were trained in some of the exercises (e.g., divided attention). Training consisted of 8 2-hr sessions; at the conclusion of training, experimental and control Ss were evaluated in an on-the-road automobile test. Results indicate that experimental Ss showed improvements on the specific exercises, and training resulted in improved performance on tests of on-the-road driving when compared with closed-head-injured controls, who did not show improvement in their driving performance. Results suggest a significant therapeutic effect of the specific training exercises. (28 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Memory-strategy learning and maintenance in preschool children.

This study examined preschool children's abilities to maintain the use of a newly learned organizational study–recall strategy in tasks administered immediately after training and 3 and 7 days after training. 36 4- and 5-yr-olds were assigned to training and control conditions after performing study–recall tasks in a baseline session. Training included demonstration and practice in using the strategy, encouragement to apply the strategy in new tasks, a rationale for strategy use, feedback about strategy effectiveness, and incentive for effortful performance. Ss in training groups showed marked increases in study-sorting, group-naming, and category self-cuing activities in posttraining tasks. The majority of the training Ss were able to remember and sequentially perform at least 3 of the 4 instructed strategy activities in the immediate and 3-day posttraining sessions. Training also served to improve recall, but recall improvements were modest relative to posttraining gains in study-strategy activities. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Computer-assisted attention retraining in head-injured individuals: A controlled efficacy study of an outpatient program.

The efficacy of a computer-assisted attention retraining program was evaluated with 29 outpatients suffering from moderate to severe traumatic brain injury. Ss who were at least 12 mo postinjury were randomly assigned either to the attention training program or a memory training program that served as a control condition. Training lasted 9 wks with 2 2-hr sessions per wk for both groups. The experimental design evaluated outcome by juxtaposing a multiple baseline procedure for a 1st set of measures of attention and memory with a pre- and postgroup comparison that relied on a 2nd set of neuropsychological tests. The experimental group improved significantly in comparison with the control group on measures of attention. The reversed pattern for the memory measures was not observed. None of the treatment effects generalized to the 2nd set of dependent variables. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Assertive training in groups using video feedback.

Investigated the effectiveness of group assertive training with 16 male and 16 female college students who were nonassertive (as measured by the College Self-Expression Scale, Galassi et al, 1974). Ss were assigned randomly to 2 experimental and 2 control groups. Experimental Ss received 8 training sessions consisting of videotape modeling; behavior rehearsal; video, peer, and trainer feedback; bibliotherapy; homework assignments; trainer exhortation; and peer-group support. All Ss were posttaped enacting role-playing situations. Significant differences were found between experimental and control Ss on the College Self-Expression Scale, the Subjective Unit of Disturbance Scale, eye contact, length of scene, and assertive content, but not on response latency. Significant pretest effects were evident for several of the behavioral dependent variables. (15 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Homeostatic reconditioning in stress-related disorders: A preliminary study of migraine headaches.

18 19–55 yr old migraine headache patients were assigned to a group that learned (1) to raise finger temperature, via visual biofeedback, after neutral imaginal experiences or (2) to raise finger temperature after stressful imaginal experiences. At the completion of training, Ss participated in an outcome session without feedback. Laboratory training, combined with home practice using the same respective imaginal experiences, resulted in Ss' being able, with on-task concentration, to raise finger temperature without feedback and also resulted in significant clinical reductions in headache activity. Improvement was more marked at 4-wk follow-up. Ss trained in vascular recovery after stress showed more improvement than did other Ss. Overall, the Ss who showed the most reliable vascular recovery conditioning effects were those whose migraine prodromal symptomatology was not an accurate predictor of headache or absence of headache. The significance of what is called homeostatic reconditioning, after stress, in stress-related disorders, rather than the "aspirin" approach of many biofeedback treatments, is discussed. (22 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Filial therapy with nonoffending parents of children who have been sexually abused.

Examined the effectiveness of a 10 wk filial therapy training model as a method of intervention for nonoffending parents (24–56 yrs old) and their children (4–10 yrs old) who have experienced sexual abuse. Ss were assigned to either an experimental or control group and were given pretraining sessions and assessments. The parents in the experimental group then conducted weekly 30 min special play sessions with their children, as recommended by Landreth (1991). One session was videotaped. The parents received constructive feedback and support from the facilitator and group members during meetings. A posttest battery of instruments was administered to parents and children following the training sessions. Analyses of covariance revealed that the nonoffending parents in the experimental group significantly increased their level of empathy in their interactions with their children, significantly increased their attitude of acceptance toward their children, and significantly reduced their level of stress. Measures of the children's behavior, anxiety, emotional adjustment, and self-concept indicated positive trends. The authors maintain that this study supports filial therapy as an effective intervention for nonoffending parents and their children who have experienced sexual abuse. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Modification of concept identification performance in older adults.

A sequential training procedure combining operant and cumulative learning hierarchy principles was found effective in reducing the decrement in concept identification performance typically observed in older adults. 20 male and 20 female Ss aged 63-83 yrs were given a pretest and posttest, each involving a 3-category unidimensional concept identification problem. The training and reinforced-training Ss were given 3 training sessions between pretest and posttest. Training involved a programmed learning sequence designed to facilitate the development of an effective solution strategy. Control Ss were given only the pretest and posttest, while practice Ss were given 3 additional practice sessions. Substantial improvement was found in both the training and reinforced training groups, but only slight improvement obtained in the practice and control groups. Results are consistent with recent conceptions of cognitive and intellectual development in the older adults in which performance deficits are largely attributed to experiential factors. (15 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Strategy training and attributional feedback with learning disabled students.

Investigated the effects of verbalization of subtraction with regrouping operations and effort-attributional feedback on the self-efficacy and skillful performance of 90 Ss (aged 11 yrs 2 mo to 16 yrs 2 mo) in Grades 6–8 who were classified as learning disabled in mathematics. Ss received training and solved problems over sessions. Ss in the 1st condition verbalized aloud while solving problems (continuous verbalization), those in the 2nd condition verbalized only during the 1st half of training (discontinued verbalization), and those in the 3rd condition did not verbalize (no verbalization). All Ss were periodically monitored and received effort feedback during the 1st half of training, effort feedback during the 2nd half of training, or no effort feedback. Findings show that continuous verbalization led to higher self-efficacy and skillful performance than did discontinued and no verbalization; providing effort feedback promoted these achievement behaviors more than not providing feedback did. Effort feedback during the 1st half of training enhanced effort attributions. The process by which verbalization promotes achievement outcomes is discussed. (42 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The role of home practice in the thermal biofeedback treatment of migraine headache.

Examined the role of home practice of hand warming in the thermal biofeedback treatment of migraine headache. 17 female migraine sufferers were randomly assigned to 1 of the following conditions: thermal biofeedback with regular home practice (HP) or thermal biofeedback without home practice (NHP). Biofeedback treatment consisted of 12 training sessions over a 6-wk period, and all Ss completed 5 wks of headache monitoring before and after treatment. Results indicated that Ss in the HP condition experienced decreases in headache activity and medication intake that were both statistically and clinically significant compared with the NHP condition. None of the outcome measures revealed significant improvement in the NHP condition. Thus, regular HP appears to enhance the efficacy of biofeedback in the treatment of migraine. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Blood alcohol level discrimination by alcoholics: The role of internal and external cues.

Two groups of 4 chronic alcoholics lived in Rutgers' Alcohol Behavior Research Laboratory for separate 2-wk periods. During that time, Ss were taught to attend either to internal or to external cues to blood alcohol level (BAL). Mean age of the internal group was 36.2 yrs, and that of the external was 35.7 yrs. Internal Ss completed the Body Sensation Checklist and the Mood Adjective Check List. During a single training session, Ss received feedback on actual BAL following each of their BAL estimates. During pretraining and posttraining sessions, assessments of BAL estimation accuracy were obtained in the absence of feedback. Prior to training, both groups were equally inaccurate in estimating BAL. During training, when accurate BAL feedback was provided, estimation accuracy increased significantly for both groups. Once feedback of actual BAL was removed during the posttraining test session, however, only externally trained Ss maintained the ability to estimate BAL accurately. It is concluded that unlike the nonalcoholic Ss studied by H. Huber, R. Karlin, and A. E. Nathan (1976), the alcoholic Ss of the present study did not learn to discriminate BAL on the basis of internal feelings and sensations nearly as adequately as they did when they referred to external cues. It is suggested that these findings may have important implications for the clinical application of BAL discrimination training. (23 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Sequential attributional feedback and children's achievement behaviors.

Determined how the sequence of ability and effort attributional feedback influenced task motivation, attributions for success, self-efficacy, and skillful performance in 80 elementary school Ss (aged 8 yrs 2 mo to 10 yrs 5 mo) in 2 experiments. In Exp I, 40 Ss lacking subtraction skills received training and problem-solved over 4 sessions. During the problem solving, Group 1 (ability-ability) periodically received ability feedback; Group 2 (effort-effort) received little effort feedback; Group 3 (ability-effort) was given ability feedback during the 1st 2 sessions and effort feedback during the last 2; Group 4 (effort-ability) had this sequence reversed. In Exp II, 40 Ss (chosen with the same criteria as in Exp I) followed the same procedures except they were asked about their perceptions of success or failure following training. Results for both experiments show that Ss in Groups 1 and 3 developed higher ability attributions, self-efficacy, and subtraction skills compared with Ss in Groups 2 and 4. The sequence of attributional feedback did not differentially affect motivation, effort attributions, or perceptions of training successes. (42 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Developmental variations in factors related to initial and increased levels of adolescent drug involvement

Effects of two 9-month sports programmes (four or two sessions per week) on level of daily physical activity (PA), fat mass (FM), and physical fitness were assessed in children with spastic cerebral palsy (CP; n = 20, 9.2 +/- 1.4 yr), randomly assigned to an experimental and control group after matching. Four sessions per week tended to increase PA ratio (24-h energy expenditure/sleeping (resting) energy expenditure) after 9 months from 1.34 +/- 0.25 to 1.55 +/- 0.18 (P = 0.07; not different versus controls). FM increased continuously in the control group (after 9 months + 1.1 +/- 1.6 kg, P < 0.05), whereas the experimental groups showed no changes. Training (respectively four and two sessions) increased peak aerobic power 35% (P < 0.01; P < 0.05 versus controls) and 21% (P < 0.01; P = 0.17 versus controls). Results also suggest that training has a favourable effect on isokinetic muscle strength. No training-related effects were found on anaerobic power. It was concluded that although aerobic training has a limited effect on PA in children with CP, it may prevent deterioration in body composition and muscle strength. Furthermore, training has a favourable effect on peak aerobic power.     

Treatment of childhood migraine using autogenic feedback training.

Assigned 28 7–16 yr olds who suffered from migraine headaches to 1 of 2 conditions (treatment group or waiting-list control group). All Ss recorded at breakfast, lunch, dinner, and bedtime whether they had a headache and its intensity. The records of headache index, frequency, duration, intensity, average intensity, and medication generated weekly scores. Analysis showed that Ss in the treatment condition were significantly improved at the end of treatment (7 wks) and at 1-mo follow-up. No improvement was found for control Ss. 93% of Ss in the autogenic feedback condition were clinically improved, using a criterion of 50% reduction of headache activity. Six months after treatment, Ss were asked to complete headache recordings. 13 Ss responded (8 Ss from the treatment groups and 5 from the control group). Treated Ss maintained significant improvement. Findings are important in light of the need for effective nonpharmacological treatment procedures for childhood migraine. (19 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Interdimensional transfer of an ordinal solution strategy.

Asked 6-yr-olds to find non-end members of 4-stimulus ordinal sets. Ss receiving training were trained using either the height or brightness dimension and were tested on the alternate dimension. One group received training with a "point-to-end-member-first" correction procedure. A 2nd group received feedback without that correction procedure. A control group was given the transfer task only. Training with the correction procedure produced transfer scores superior to those of the other treatment groups. Interdimensional transfer of an ordinal solution strategy was shown. The findings suggest that the ability to deal with ordinal relations is available to 6-yr-old Ss and needs only appropriate elicitation conditions. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Influence of multiple models on the behavior of institutionalized retarded children: increased generalization to other models and other behaviors

After being pretested to determine base levels of imitation, 32 9-14 yr old retarded children were reinforced for imitating a model in 9 training sessions. Ss in a single model condition were reinforced by the same model across all sessions, whereas Ss in a multiple model condition were reinforced by 3 different models (3 sessions per model). A posttest to assess levels of imitation was then conducted by a model with whom the Ss had not had contact and who demonstrated a new set of behaviors. Results during training sessions show that (a) Ss learned to imitate, and this learning was not inhibited by multiple models; and (b) Ss generalized and imitated nonreinforced behaviors, and this response generalization was facilitated by multiple models. Most importantly, pre-posttest comparisons indicated that generalized use of the new response class (imitation) with new models was 8 times greater for Ss trained with multiple as opposed to single models. Implications for the maintenance and generalized effectiveness of social intervention programs are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Symbolic play and its cognitive significance.

Explored the relationship between symbolic play training and conservation attainment. Ss were 30 middle-class nonconserving children, with a median age of 4.3 yrs. After extensive pretests on conservation of quantity, 15 nonconservers were assigned to the experimental condition, consisting of 3 sessions of symbolic play on consecutive days, and 15 Ss were assigned to the control condition, consisting of 3 daily play sessions with puzzles, mosaics, and drawing tasks. Subsequent to the play sessions, Ss were given conservation of quantity posttests. Results show that 13 of the experimental Ss manifested some change in solving conservation problems, with 4 Ss reaching the level of full conservation attainment. Only a single S from the control group showed a change toward conservation on the posttests. Data are interpreted as supporting a cognitive function of symbolic play. (31 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Low blood alcohol discrimination and self-titration skills of social drinkers with widely varied drinking habits.

Six alcohol drinking sessions were administered to 20 males ranging widely in age (18-55 yrs) and classified as "light" or "heavy" social drinkers on the basis of their frequency of drinking and customary dose (ml absolute alcohol/kg). Pretraining measures of accuracy in discriminating low blood alcohol concentrations (BAC) were obtained on Session 1. Training in BAC discrimination (immediate feedback about actual BAC) occurred during Session 2, and Session 3 assessed posttraining effects. Sessions 4-6 tested "self-titration" skill (i.e., self-administration of alcohol to achieve a specific pre-assigned peak BAC). Discrimination of BAC on all posttraining sessions (3-6) was significantly more accurate than pretraining performance. The accuracy with which Ss self-titrated their alcohol to hit a particular peak BAC was consistent over Sessions 4-6 and was comparable to their accuracy in BAC discrimination. The development of these skills had no significant relation to age or drinking habits, suggesting that the training technique may be applicable to a broad spectrum of social drinkers. The importance of feedback in establishing BAC discrimination is discussed, and the consequences of this training, as well as the definition of "light" and "heavy" social drinkers, are identified as important areas for further research. (French summary) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Comparison of verbal reinforcement with information feedback in analogue psychotherapy

Thirty Ss were assigned randomly to one of the two experimental analogue psychotherapy groups and a control group. In the experimental psychotherapy groups two different psychotherapy techniques were used for eight sessions. The two psychotherapy techniques employed were one-word verbal reinforcement (VR) and lengthy verbal information feedback (IF). Three therapists each demonstrated significant differences (P less than .001) in their verbal interactions with the Ss when they used the two different psychotherapy techniques. The results indicated that both treatment techniques were significantly effective (p less than .05) in improving self-ratings of self-concept. However, the two psychotherapy techniques were differentially effective in improving social skills as measured by behavioral ratings.     

Social skills and stress management training to enhance patients' interpersonal competencies.

23 adult male psychiatric outpatients, who showed evidence of marked interpersonal impairment or social isolation and absence of florid psychotic symptoms or organic brain damage, received social-skills training alone (mean age for this group was 48.4 yrs) or in conjunction with stress-management training (mean age for this group was 46.7 yrs) in 9 sessions. Nine additional men (mean age 53.4 yrs) were assigned to a minimal treatment control group. Social-skills training included modeling, coaching, covert and overt rehearsal, corrective feedback, social reinforcement, and homework assignments involving 5 response classes of social behavior. Stress-management training covered applied relaxation and cognitive restructuring procedures aligned with the same 5 response classes. Compared to the control group, Ss in both treatment conditions showed significant improvements on behavioral measures of social skill. Improvements continued during a 4-wk follow-up period and generalized to new situations not addressed in training. Neither treatment condition had an impact on self-reports of social anxiety or self-esteem. (36 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A matching-to-sample feedback technique for training self-control of tinnitus.

Treated 30 individuals (aged 24–82 yrs) with subjective tinnitus aurium with a matching-to-sample feedback procedure. Ss' tinnitus sounds were reproduced audiometrically on all characteristics and were presented to them in the noninvolved ear or in both ears when the tinnitus was binaural. This experimental sound was then reduced in 5-db steps within sessions, and Ss had the task of concentrating on reducing the loudness of their tinnitus until a match was achieved between it and the experimental sound at each new db level. Results show a significant difference in db levels from baseline to final training session. Nearly all Ss demonstrated a marked reduction in tinnitus loudness, with several eliminating it completely. (PsycINFO Database Record (c) 2010 APA, all rights reserved)