Review and analysis of literature on self-management interventions to promote appropriate classroom behaviors (1988–2008).

In the late 1980s, J. W. Fantuzzo and colleagues conducted a review of the self-management literature in order to better define the characteristics of this class of interventions. Results indicated that many interventions were minimally student-directed despite the title “self-managed” and that student-managed interventions demonstrated incremental effects above teacher-managed interventions. In the current study, updated information was compiled with regard to how self-management interventions have been described, including the degree to which self-management interventions continue to rely on external (i.e., teacher) contingencies. Review of the literature identified 16 different characterizations of self-management interventions, each of which varied widely in terms of the number of intervention components included as well as the degree to which students were involved in implementation. Although self-observation and recording of a predefined behavior appear to be the cornerstones of self-management interventions, meaningful differences were noted, including whether reinforcement was involved and whether changes in performance were tracked over time. Furthermore, although self-management interventions appear to have undergone a small shift toward increased reliance on internal (i.e., student-managed) contingencies, adults continue to play a large role in the implementation. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Cognitive behavioral therapy for 4- to 7-year-old children with anxiety disorders: A randomized clinical trial.

Objective: To examine the efficacy of a developmentally appropriate parent–child cognitive behavioral therapy (CBT) protocol for anxiety disorders in children ages 4–7 years. Method: Design: Randomized wait-list controlled trial. Conduct: Sixty-four children (53% female, mean age 5.4 years, 80% European American) with anxiety disorders were randomized to a parent–child CBT intervention (n = 34) or a 6-month wait-list condition (n = 30). Children were assessed by interviewers blind to treatment assignment, using structured diagnostic interviews with parents, laboratory assessments of behavioral inhibition, and parent questionnaires. Analysis: Chi-square analyses of outcome rates and linear and ordinal regression of repeated measures, examining time by intervention interactions. Results: The response rate (much or very much improved on the Clinical Global Impression Scale for Anxiety) among 57 completers was 69% versus 32% (CBT vs. controls), p     

The impact of training on the accuracy of Direct Behavior Ratings (DBR).

To date, extant research has not established how rater training affects the accuracy of data yielded from Direct Behavior Rating (DBR) methods. The purpose of the current study was to examine whether providing users of DBR methods with a training session that utilized practice and performance feedback would increase rating accuracy. It was hypothesized that exposure to direct training procedures would result in greater accuracy than exposure to a brief familiarization training session. Results were consistent with initial hypotheses in that ratings conducted by trained participants were more accurate than those conducted by the untrained participants. Implications for future practice and research are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The impact of item wording and behavioral specificity on the accuracy of direct behavior ratings (DBRs).

Direct behavior ratings (DBRs) combine aspects of both systematic direct observation and behavior rating scales to create a feasible method for social behavior assessment within a problem-solving model. The purpose of the current study was to examine whether accuracy of DBRs was affected depending on the behaviors selected to be rated using a DBR. Specifically, the impact target behavior wording (positive vs. negative) and degree of specificity by which the behaviors were defined were investigated. Participants (N = 145), assigned to 1 of 4 experimental conditions, were asked to view video clips of a classroom setting and rate target student behavior. Results indicated that the wording and specificity of behavior included on a DBR may influence the accuracy of ratings. The most accurate ratings of academically engaged behavior occurred when the behavior was defined with a global definition and positive wording. In contrast, the most accurate ratings of disruptive behavior were obtained with a global definition and either positive or negative wording. Limitations, implications, and future directions are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Moving beyond assessment of treatment acceptability: An examination of the factor structure of the Usage Rating Profile—Intervention (URP-I).

The purpose of this study was to develop and provide an initial examination of a self-report measure of intervention usage called the Usage Rating Profile—Intervention (URP–I). From an initial pool of 55 items, results of exploratory factor analysis and reliability estimates supported a measure containing 35 items and four factors as relevant toward understanding intervention usage. Those factors were labeled acceptability, understanding, feasibility, and systems support. Limitations and future directions are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)