Training behavioral consultants: A competency-based model to teach interview skills.

Developed a training package to teach consultation interview skills in 3 phases of behavioral consultation: (a) problem identification, (b) problem analysis, and (c) treatment evaluation. In Exp 1, 4 graduate students were exposed to a training manual and viewed videotape interview models. In Exp 2 with 3 graduate students, the videotapes were not used, but all other components remained intact. Exp 3 used the training manual to teach the skills to 2 practicing school psychologists, who then used the interview guidelines and format presented in the manual in an actual case in their schools. Results indicate that training specific consultation skills can be achieved successfully using standardized training procedures and formal interview guides. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

School psychologists' acceptability of behavioral and traditional assessment procedures for externalizing problem behaviors.

A national survey of school psychologists' acceptability of psychological assessment techniques in the area of externalizing problem behaviors was examined. School psychologists' ratings of 2 procedures, Behavioral Assessment (BA) and Traditional Assessment (TA), were compared using an analog case study methodology. Using a random sample of 500 National Association of School Psychologists members from the 1991–1992 membership directory, 339 Ss completed the Assessment Rating Profile after reading a hypothetical case summary describing a student with suspected externalizing problem behaviors. Results indicated statistically significant differences between assessment methods and ratings of acceptability. BA procedures were found to be more acceptable than TA procedures. Implications related to the acceptability of psychological assessment techniques, as well as implications for school psychology practitioners are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Studies of the structured behavioral interview.

Recruiters from 8 telecommunications companies interviewed applicants or incumbents in 4 studies of the psychometric properties of structured behavioral interviews for management and marketing positions. Results yielded an interrater reliability estimate of .64 (n?=?37), a mean criterion-related validity estimate of .22 (n?～?500), evidence of convergent and discriminant validity, and small race and sex differences. In a 5th study, 3 doctoral students rated audiotapes and written summaries of 146 interviews conducted by recruiters. Results show that valid judgments are possible from information about interviewees' past behavior even without access to nonverbal cues in the interview itself and that judgmental accuracy is related to amount of relevant behavioral information, which, in turn, is related to interviewers' questioning skills. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Development of first-level behavioral job criteria.

Carried out a procedure for the development of behaviorally anchored rating scales in order to establish reliable job criteria for grocery clerks. Examples of checker behavior were obtained by interviewing staff personnel of a large Western grocery chain. Dimensions of the job were defined, and the grocery staff allocated each behavioral example to the dimension in which it belonged. Items with high agreement of dimension allocation were retained and then rated on a scale of desirability. Final scale reliabilities of items ranged above .97. These procedures provide information with implications for policy development and worker training throughout the organization. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Social skills training for job maintenance in a psychiatric patient.

Treated a 28-yr-old male psychiatric patient who was having difficulty maintaining his job due to temper outbursts and sensitivity to criticism with social skills training using a multiple-baseline methodology. Targeted behaviors were successfully trained to criteria over a 4-mo period, and independent ratings of work performance by the supervisor indicated significant improvements. Behaviors and ratings of work performance were maintained at a 3-mo follow-up, and S was still performing well on the job 8 mo later, supporting the efficacy of skills training as a clinical strategy for improving vocational adjustment. (8 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Teaching the mentally retarded job interviewing skills.

Examined the most effective usage of videotape in job interview skill training for 24 mentally retarded young adults utilizing the microcounseling model of instruction. Seven (e.g., open- and closed-ended questions and reflection of content) skill areas were modeled to 3 experimental groups for 6 sessions where the method of videotape utilization differed for each group. Data reveal that the microcounseling model is most effective with the 2 skill areas of eye contact and body posture regardless of the method of videotape utilization. Significant differences occurred in both of these skill areas after modeling Session 2 and remained significant throughout the study. (17 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A behavioral analysis of structured skills training.

Studied the effects of communications training using a frequency count method to measure trainee behavior. Results show increases in empathic responses in advanced and beginning structured training groups and increases in questioning and self-disclosure in encounter groups. Data are interpreted within a reinforcement framework. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Comparison of education versus behavioral skills training interventions in lowering sexual HIV-risk behavior of substance-dependent adolescents.

Substance-dependent adolescents (N?=?34) in a residential drug treatment facility received either a 6-session behavior skills training HIV-risk reduction intervention or standard HIV education. After the intervention, adolescents who received behavior skills training exhibited increased knowledge about HIV-AIDS, more favorable attitudes toward prevention and condom use, more internal locus of control, increased self-efficacy, increased recognition of HIV risk and decreases in high-risk sexual activity. Self-report data were corroborated by records for the treatment of sexually transmitted diseases. The results from this pilot demonstration effort suggest that skills training based on cognitive–behavioral principles may be effective in lowering high-risk adolescents' vulnerability to HIV infection and warrant evaluation in a controlled comparison with a larger sample. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Spin-offs from behavioral expectation scale procedures.

Notes that behavioral expectation scale procedures have been used to construct performance evaluations in a variety of work settings. With slight modifications the procedures can also be used to provide information to organizations for evaluating performance, developing training programs, and assessing agreement on and communication of organizational policy. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Peer versus professional models for study skills training.

Compared a peer model and professional model for teaching study skills to college freshmen. 17 freshmen in the professional model received 10 hrs of instruction in study skills in 2 groups taught by 1 professional. In the peer model, freshmen were divided into 16 pairs of tutors and tutees. The tutors learned the study skills in 5 90-min weekly seminars. Between meetings, the tutors individually taught these skills to the tutees. Ss in both models significantly improved study skills relative to attention and waiting-list control groups. The peer model was as effective as the professional model in study skills change. (15 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Behavioral training for increasing effective job-interview skills: Follow-up and evaluation.

Presents data concerning the social validation of an empirically based training model for increasing job-interview skills. The model combined role-playing, modeling, and guided discussion. 46 master's-level counselors trained in the use of the model conducted over 320 workshops for approximately 4,100 secondary and postsecondary students. Data generated by these counselors indicate that the model was easily employed as an effective training procedure. Also, student participants reported high levels of consumer satisfaction and identified several components of the model as being most beneficial. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Bias against overweight job applicants in a simulated employment interview.

This study assessed whether moderately obese individuals, especially women, would be discriminated against in a mock employment interview. Potential confounding factors were controlled by having 320 Ss rate videotapes of a job interview that used the same professional actors appearing as normal weight or made up to appear overweight by the use of theatrical prostheses. Results suggested that bias against hiring overweight job applicants does exist, especially for female applicants. Bias was most pronounced when applicants were rated by Ss who were satisfied with their bodies and for whom perceptions of their bodies were central to self-concept. The decision not to hire an obese applicant was, however, only partially mediated by personality attributions. Implications and limitations of these results are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Self-management training for increasing job attendance: A follow-up and a replication.

Determined the long-term effects of self-management training given to 20 unionized state government employees to increase their job attendance in a 6-month follow-up study. A repeated measures analysis of variance revealed that enhanced self-efficacy and increased job attendance were effectively maintained over time. Perceived self-efficacy at the end of training predicted subsequent job attendance. The control group (n?=?20) was then given the same training in self-management by a different trainer. Three months later, this group showed the same positive improvement as the original training group with regard to increased self-efficacy and job attendance. These findings lend support to a self-efficacy based theory of job attendance. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The job interview: Body language and perceptions of potential effectiveness.

Videotapes of a male job applicant displaying various intensities of body language (length of eye contact, number of hand gestures, level of dress, and length of pause before answering a question) were shown to and rated by 160 managers in the insurance industry. Using a 4?×?2?×?2 factorial design, the hypotheses that different body language intensities affected perceptions of 8 traits typically considered in the employment process (ambition, motivational drive, self-confidence, self-organization, responsibility, verbal ability, intelligence, and sincerity) were not statistically significant. It was found that women rated applicants using high-intensity body language low on ambition, and those using low-intensity body language high on ambition; males reacted in an opposite fashion. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Generalized Thurstone and Guttman scales for measuring technical skills in job performance.

"Check lists for use in evaluating task performance in several related naval job specialities (ratings) were shown to meet the Thurstone and Guttman scalability requirements. The Scaled Technical Proficiency Check Lists evaluate the status of a technician with reference to tasks normally performed by men of equivalent pay grade and rating. The lists contain only a relatively small number of items, so that they are simple and convenient to use. Yet, because the tasks included form a scale, the score obtained from them can be generalized in meaning to the 'universe' of tasks of which they are representative." From Psyc Abstracts 36:04:4LD37S. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Couple and individual adjustment for 2 years following a randomized clinical trial comparing traditional versus integrative behavioral couple therapy.

Follow-up data across 2 years were obtained on 130 of 134 couples who were originally part of a randomized clinical trial comparing traditional versus integrative behavioral couple therapy (TBCT vs. IBCT; A. Christensen et al., 2004). Both treatments produced similar levels of clinically significant improvement at 2 years posttreatment (69% of IBCT couples and 60% of TBCT couples). Both treatments showed a "hockey-stick" pattern of change in which satisfaction dropped immediately after treatment termination but then increased for most of follow-up. The break point when couples reversed courses and gained in satisfaction occurred sooner for IBCT than TBCT couples, and those couples who stayed together generally fared better in IBCT than in TBCT. Finally, there was evidence of greater stability during follow-up in IBCT than in TBCT couples. There was little change in individual functioning over follow-up, but when change occurred it was strongly related to change in marital satisfaction. Given that this sample was selected for its significant and chronic distress, the data are encouraging about the long-term impact of behavioral couple therapy. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Goal setting interview skills training: Simulated and on-the-job analyses.

In an organization that had an ongoing assigned goal-setting program, the effects of 2 formal training methods, role playing (RP) and videotaping (VTF) and lecture and RP, were studied in simulated goal-setting sessions and back on the job. It was hypothesized that the sales representatives (reps), who were subordinates of the trained sales managers, would report more positive attitudes about goal properties, be more satisfied with their jobs, and display better performance than reps of nontrained sales managers. Nontrained sales managers received a traditional introduction to goal setting in that they were given an operating notebook and told to proceed. 60 sales managers and 150 reps participated. Evaluators indicated that trained sales managers were more effective in the posttraining simulations than their nontrained counterparts. Pre- and posttraining evaluations of reps' (VTF, RP, and comparison-group subordinates) attitudes and performance indicated the superiority of formal goal-setting training over the traditional approach used with the comparison or nontrained managers. (12 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)