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Descriptors:
Individualized Education Programs; Autism; Communication Skills; Young Children; Teaching Methods; Pervasive Developmental Disorders; Early Childhood Education; Preschool Children; Interpersonal Communication; Generalization; Maintenance; Student Behavior; Behavior Modification; Instructional Effectiveness

Abstract:
This 5-month study examined the impact of a behaviorally based naturalistic teaching strategy, milieu teaching, on the communication skills of preschool-aged children with Autism Spectrum Disorder (ASD) in an early childhood special education (ECSE) classroom. A multiple baseline across participants design was used. Communication targets were selected based on each child's Individualized Education Plan. Milieu teaching strategies were implemented in two activities per day per target. Generalization and maintenance effects were also determined. Results indicated that milieu strategies are an effective means of providing communication skills instruction for young children with ASD in an ECSE classroom. (Contains 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Academic Achievement; Identification; Maintenance; Educational Change; Educational Improvement; Education

Abstract:
The purpose of the present study was both to extend the performance optimality hypothesis of action identification theory to the realm of education and to examine the indirect role of action identification levels and action maintenance difficulty on the relationship between initial and final performance. Results demonstrated that students' final performance is related to their initial performance and that this relationship is mediated by the way they identify the action of "attending a class", which is itself inconsistently mediated by action maintenance difficulty. These findings pave the way for new educational applications in order to improve students' academic performance. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Real Estate; Financial Services; Housing; Marketing; Sales Occupations; Inspection; Office Occupations; Maintenance; Insurance; Occupational Information; Qualifications

Abstract:
Millions of people buy and sell homes each year. And because these transactions are often complex, many home buyers and sellers turn to workers who can help with the search or the sale--or both. From preparing to put a home on the market to filing the sales documents, many workers are involved in helping a home change hands. Other key industries that employ workers involved in home-sale transactions include banking and insurance. This article focuses on eight occupations--including home inspectors, loan officers, and title examiners--whose workers provide services for buying or selling a home. The first section has details about these workers' job duties and includes data from the Bureau of Labor Statistics (BLS). The second section describes pros and cons of the work. The third section explains how workers prepare for these occupations. And the final section gives sources for more information. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Awards; Community Colleges; Certification; Allied Health Occupations; Fire Protection; Police; Maintenance; Welding; Business Administration; Information Technology; Building Trades; Employment Qualifications; Employment Opportunities

Abstract:
Certificates are nondegree awards for completing an educational program of study after high school. Typically, students finish these programs to prepare for a specific occupation. And they do so in a relatively short period of time: Most certificates take less than a year to complete, and almost all are designed to take less than 2 years. Among the questions about certificates that one will need to have answered are the following: (1) What occupations can certificates prepare me for?; (2) What are some benefits and drawbacks to getting a certificate?; and (3) How can I find a program that's right for me? This article answers these and other questions about certificates and certificate programs. The first section of the article describes certificates and some of the occupations that require them. The second section explains some potential benefits and drawbacks to these educational awards. The third section offers advice on evaluating certificate programs. The final section provides additional sources of information. (Contains 7 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Communication (Thought Transfer); Goal Orientation; Maintenance; Interpersonal Relationship; Reflection; Communication Problems; Failure; Anxiety; Fear; Conflict; Interpersonal Competence; Psychological Patterns; Conflict Resolution

Abstract:
Regretted messages provide speakers an opportunity to learn. Whether learning occurs should depend upon how the incident is processed. This study had two objectives: (a) to determine how the goal a message conflicts with and seriousness influence the emotion(s) evoked; and (b) to determine which variables predict adoption of learning-oriented, repair-oriented, and emotion-focused reflection (dissonance reduction). Whether regretted messages evoked guilt, shame, sadness, anxiety, or fear depended on the goal(s) the message conflicted with. Learning-oriented reflection was best predicted by more intense sadness, fear/anxiety, or guilt. Whereas learning-oriented reflection was positively related to perceived learning, reducing dissonance was negatively related to perceived learning. (Contains 3 tables and 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Group Dynamics; Interaction; Group Membership; Psychological Patterns; Maintenance; Social Psychology; Gender Differences; Models; Social Theories; Role; Individual Characteristics; Court Litigation; Simulated Environment; Interaction Process Analysis; Classification

Abstract:
A new theory of interaction within small groups posits that group members initiate actions when tension mounts between the affective meanings of their situational identities and impressions produced by recent events. Actors choose partners and behaviors so as to reduce the tensions. A computer model based on this theory, incorporating reciprocal exchanges and actions toward the whole group, was used to generate 1,000 interactions in 500 virtual juries. Behaviors of modeled jurors matched the instrumental and expressive content of behaviors among actual jurors during observed deliberations. The system also reproduced sex differences among jurors, both in behavioral content and in levels of participation. Additionally, the system reproduced the domination of small-group interaction by a few active participants. Plausible changes in outcomes resulted when the system was used to analyze groups other than juries. These results indicate that the theory and model can advance research on small-group processes. (Contains 1 table, 4 figures and 1 footnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Identification; Prevention; Program Effectiveness; Self Efficacy; Health Education; Eating Disorders; Intervention; Health Personnel; Maintenance; Electronic Learning; Dental Health; Web Based Instruction; Guidelines; Longitudinal Studies; Teaching Methods

Abstract:
Oral healthcare providers have a clinical opportunity for early detection of disordered eating behaviors because they are often the first health professionals to observe overt oral and physical signs. Curricula regarding early recognition of this oral/systemic medical condition are limited in oral health educational programs. Web-based learning can supplement and reinforce traditional learning and has the potential to develop skills. The study purpose was to determine the efficacy of a theory-driven Web-based training program to increase the capacity of oral health students to perform behaviors related to the secondary prevention of disordered eating behaviors. Using the Reach, Effectiveness, Adoption, Implementation and Maintenance evaluation framework, a longitudinal group-randomized controlled trial involving 27 oral health classes from 12 oral health education programs in the United States was implemented to assess the efficacy of the Web-based training on attitudes, knowledge, self-efficacy and skills related to the secondary prevention of disordered eating behaviors. Mixed-model analysis of covariance indicated substantial improvements among students in the intervention group (effect sizes: 0.51-0.83) on all six outcomes of interest. Results suggest that the Web-based training program may increase the capacity of oral healthcare providers to deliver secondary prevention of disordered eating behaviors. Implications and value of using the Reach, Effectiveness, Adoption, Implementation and Maintenance framework are discussed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Maintenance; Correctional Rehabilitation; Sexual Abuse; Criminals; Therapy; Recidivism; Program Evaluation; Program Content

Abstract:
While optimism regarding the treatment of sexual offenders has increased over the past couple of decades, research into the factors that assist offenders in maintaining therapeutic changes remains in the dark. Maintenance programs for offenders, while theoretically appearing to have a solid place in offender rehabilitation, surprisingly have not been explored in detail with very little information or research examining the operationalization of such programs. The present article briefly reviews the literature available and poses some of the outstanding conceptual and practical issues regarding maintenance programs, such as program duration, intensity, content, and format. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Psychopathology; Intervention; Anxiety Disorders; Anxiety; Maintenance; Control Groups; Outcomes of Treatment; Incidence; Counseling Techniques; Risk; Validity; Psychoeducational Methods; Health; Prevention; Clinical Diagnosis; Scores; Measures (Individuals)

Abstract:
Objective: Anxiety disorders are the most prevalent psychiatric disorders in the United States and result in substantial burden to the individual and society. Although effective treatments for anxiety disorders have been developed, there has been substantially less focus on interventions aimed at the amelioration of anxiety-related risk and maintenance factors. Anxiety sensitivity (AS) is a well-established, malleable risk and maintenance factor for panic disorder and other psychopathology. The aim of the current investigation was to enhance the efficacy of AS treatment through the refinement of a previously validated intervention. Method: This 1-session intervention utilized psychoeducation and interoceptive exposure to target AS and was compared with a health-focused control intervention among a nontreatment seeking sample (N = 104) of individuals with elevated AS. Results: Study findings indicate that the active treatment group demonstrated significantly greater reductions in AS than the control group at posttreatment and across the 1-month study period. These treatment gains were seen across the ASI subscales. A Month 6 follow-up assessment indicated that the treatment group retained the majority of their AS reduction, whereas the control group retained their elevated AS scores. The intervention responses of participants meeting Axis I diagnostic criteria did not differ from the responses of those without a current diagnosis. Conclusions: Despite the brevity of the treatment intervention, findings demonstrate that it resulted in substantial reductions in AS that were largely maintained 6 months posttreatment. Anxiety treatment and prevention implications are discussed. (Contains 2 figures and 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Eating Disorders; Intervention; Maintenance; Patients; Outcomes of Treatment; Educational Technology; Program Effectiveness; Hospitals; Comparative Analysis; Recidivism; Foreign Countries

Abstract:
Objective: Given the lack of maintenance interventions for eating disorders, a program delivered via the short message service (SMS) and text messaging was developed to support patients after their discharge from inpatient treatment. Method: The efficacy of the intervention was studied in a randomized controlled trial. Additionally, its impact on the utilization of outpatient treatment during follow-up was investigated. One hundred sixty-five female patients with bulimia nervosa or a related eating disorder not otherwise specified were randomly assigned to a control group (treatment as usual; TAU) or an intervention group (SMS-based maintenance intervention; SMS). After hospital discharge, participants in the intervention group submitted a weekly symptom report via text message for 16 weeks and received tailored feedback. Primary outcome was the rate of partial remission 8 months after discharge from inpatient treatment. Results: The difference in remission rates reached significance in the intent-to-treat analyses (SMS = 51.2%; TAU = 36.1%), X[superscript 2](1) = 3.81, p = 0.05, and approached significance in the completer analysis (SMS = 59.2%; TAU = 43.5%), X[superscript 2](1) = 3.44, p = 0.06. There were no differences in the utilization of outpatient treatment. Remission rates between the intervention and control groups were not significantly different among patients who used outpatient treatment (63.2% vs. 55.6%), X[superscript 2](1) = 0.44, p = 0.51. A significant difference was found in those who did not utilize such treatment (54.5% vs. 30.3%), X[superscript 2](1) = 3.97, p = 0.046. Conclusion: The aftercare intervention was efficacious in enhancing treatment outcome after discharge from inpatient treatment. (Contains 3 figures and 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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