Impact of child teacher relationship training on teachers’ and aides’ use of relationship-building skills and the effects on student classroom behavior.

[Correction Notice: An erratum for this article was reported in Vol 18(4) of International Journal of Play Therapy (see record 2009-18366-003). There was an error in the abstract. In the current abstract the fourth sentence reads: Using a repeated measures design, results revealed that children in the experimental group (n 19) demonstrated a significant decrease (p .04) in Externalizing Problems between measurements 1 and 3 compared to children in the active control group (n 13). However, the fourth sentence should have read “Results of ANCOVA revealed a statistically significant difference (p .04) with a large effect size in externalizing scores between the experimental (n 19) and active control groups (n 13) at the end of treatment but no difference at the 10-week non-intervention follow-up.”] This study examined the impact of Child Teacher Relationship Training on educators’ use of relationship-building skills in the classroom and the effect on student behavior. Preschool-age children (3–4 years old) who scored in the Borderline/Clinical range on at least one scale of the Child Behavior Checklist-Caregiver/Teacher Report Form (C-TRF) qualified for the study (N = 32). In this quasi-experimental design, 12 teacher aide dyads (N = 24) were assigned to the experimental (n = 12) or active control groups (n = 12). Using a repeated measures design, results revealed that children in the experimental group (n = 19) demonstrated a significant decrease (p = .04) in Externalizing Problems between measurements 1 and 3 compared with children in the active control group (n = 13). A statistically significant relationship was found between educators’ higher use of relationship-building skills and students’ decrease in externalizing behaviors (p     

Some new FIR laser lines of optically pumped12CH316OH,12CH316OD, and12CH3I,12CH3Br,12CD2Cl2absorption spectroscopy of water and acetonitrile

The wavelength, polarization, and output power of several lines of the optically pumped CW FIR¹²CH3¹⁶OH (methanol) and¹²CH3¹⁶OD (1-D deuterated methanol), methyl iodide, methyl bromide, and deuterated methylene chloride lasers have been determined. In addition to lines already reported in the literature, seven strong lines have been observed. Optimum performance of the laser system is achieved by means of an improved coupling of the CO2pump power into the resonator and extraction of the FIR power from the resonator. Measurements on the power absorption coefficient of water using the laser indicate thatalpha(bar{nu})rises to almost 1100 Np ċ cm^-1at 170 cm^-1, and then shows a gradual fall with an increase in frequency. A strong temperature dependence of the 200 cm^-1peak inalpha(bar{nu})is predicted, with a decrease in the frequency of maximum power absorption coefficient with an increase in temperature. The range of measurements for acetonitrile is extended to lower frequencies so as to overlap with those determined from other millimeter wave techniques. For highly power-absorbing liquids,alpha(bar{nu})is estimated to be within ± 5 percent.     

Correction to Helker and Ray (2009).

Reports an error in "Impact of child teacher relationship training on teachers’ and aides’ use of relationship-building skills and the effects on student classroom behavior" by Wendy Pretz Helker and Dee C. Ray (International Journal of Play Therapy, 2009[Apr], Vol 18[2], 70-83). There was an error in the abstract. In the current abstract the fourth sentence reads: Using a repeated measures design, results revealed that children in the experimental group (n 19) demonstrated a significant decrease (p .04) in Externalizing Problems between measurements 1 and 3 compared to children in the active control group (n 13). However, the fourth sentence should have read “Results of ANCOVA revealed a statistically significant difference (p .04) with a large effect size in externalizing scores between the experimental (n 19) and active control groups (n 13) at the end of treatment but no difference at the 10-week non-intervention follow-up.” (The following abstract of the original article appeared in record 2009-05645-003.) This study examined the impact of Child Teacher Relationship Training on educators’ use of relationship-building skills in the classroom and the effect on student behavior. Preschool-age children (3–4 years old) who scored in the Borderline/Clinical range on at least one scale of the Child Behavior Checklist-Caregiver/Teacher Report Form (C-TRF) qualified for the study (N = 32). In this quasi-experimental design, 12 teacher aide dyads (N = 24) were assigned to the experimental (n = 12) or active control groups (n = 12). Using a repeated measures design, results revealed that children in the experimental group (n = 19) demonstrated a significant decrease (p = .04) in Externalizing Problems between measurements 1 and 3 compared with children in the active control group (n = 13). A statistically significant relationship was found between educators’ higher use of relationship-building skills and students’ decrease in externalizing behaviors (p