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Descriptors:
Behavior Modification; Animals; Stress Variables; Restraints (Vehicle Safety); Biochemistry; Control Groups; Animal Behavior; Task Analysis; Memory; Hypothesis Testing

Abstract:
The present research explored the effects of restraint stress on two situations involving incentive downshift: consummatory successive negative contrast (cSNC) and extinction of escape behavior in the Barnes maze. First, Experiment 1 confirmed that the restraint stress procedure used in these experiments increased levels of circulating corticosterone. Second, prior exposure to restraint stress enhanced the cSNC effect whether stress was administered before the first downshift trial (Experiment 2) or before the second downshift trial (Experiment 3). In none of these experiments did restraint stress affect the consummatory behavior of unshifted controls. In Experiment 4, animals received training to escape into a target hole in the Barnes maze and were then exposed to eight extinction trials in which the escape box was absent. Restraint stress before extinction did not affect the latency to reach the target hole, but it increased the distance traveled and approach to nontarget holes. In Experiment 5, restraint stress before a post-extinction test a day later reduced spontaneous recovery in approach to the goal hole without affecting exploratory behavior. The results were interpreted in terms of the aversive summation hypothesis according to which two sources of stress (i.e., restraint and incentive downshift) can affect behavior and enhance the retrieval of aversive memory. (Contains 7 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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Evidence; Anxiety Disorders; Models; Metacognition; Cognitive Restructuring; Behavior Modification; Therapy; Outcomes of Treatment; Research Needs

Abstract:
Cognitive-behavioural models and interventions for obsessive-compulsive disorder (OCD) have always included some metacognitive elements but until recently these have been predominantly construed of as cognitive as opposed to metacognitive processes. Increasingly, psychological models of OCD are now recognising the importance of metacognitive constructs in the maintenance and treatment of the disorder. Metacognitive models emphasise the importance of thinking processes, and thus represent a step away from traditional cognitive approaches which focused on the content of thoughts. This article reviews the current literature on metacognition in psychological models of OCD with an emphasis on: the role of metacognition in theoretical models of OCD and evidence to support this role; measures of metacognition in OCD; and, metacognitive treatment approaches for OCD and the evidence to support these approaches. The evidence indicates that metacognition has a key role in the aetiology of OCD. Treatment outcome research has indicated promising results, with several trials indicating clinically and statistically significant improvements using metacognitive-based approaches. However, there is a need for larger, controlled trials with longer follow-up periods to improve upon the methodological limitations of studies conducted to date. 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:
Child Care; Play; Intervention; Preschool Children; Compliance (Psychology); Behavior Modification; Preschool Teachers; Early Childhood Education; Outcomes of Treatment

Abstract:
The current study evaluated the effects of a teacher-conducted play intervention on preschool-aged children's compliance in child care settings. Study participants included 8 children ranging in age from 3 to 5 years and 5 early childhood education teachers within 5 classrooms across 5 child care centers. A combination ABAB and multiple baseline design was used to demonstrate the effects of the play intervention. Pretreatment observations revealed varying degrees of child compliance difficulties. The play intervention was associated with improved rates of compliance for each participant child. The intervention is discussed with regard to its potential as a proactive, nonintrusive strategy for improving young children's classroom compliance. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Behavior Modification; Behavior Problems; Children; Autism; Pervasive Developmental Disorders; Comparative Analysis; Selection; Intervention; Outcomes of Treatment

Abstract:
Offering children with autism spectrum disorders (ASD) choices between activities (e.g., working on math or English), instructional materials (e.g., using a pen or pencil), or environmental arrangements (e.g., where to sit) has been shown to reduce challenging behavior maintained by escape from task demands. However, the majority of research investigating choice-based interventions for challenging behavior has examined across-activity choices (i.e., choosing between activities) and relatively few studies have examined within-activity choice (i.e., choosing between instructional materials or environmental arrangements). The purpose of this study is to replicate and extend previous research on choice-based challenging behavior interventions by comparing the effects of across-activity choices and within-activity choices on the escape-maintained challenging behavior of 4 children with ASD. An alternating treatment design was embedded within the "B" phase of an ABAB design in which the "A" phase represented a no-choice baseline condition. Both choice formats resulted in less challenging behavior than the baseline condition for all participants. Across-activity choice resulted in less challenging behavior than within-activity choice for 3 participants. Implications for research and practice 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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Psychopathology; Health Services; Self Destructive Behavior; Behavior Modification; Therapy; Personality Problems; Resource Allocation; Counseling Services; Student Problems; Surveys; Suicide; Hospitals; Outcomes of Treatment; College Students

Abstract:
Trends in college mental health literature suggest many college and university counseling centers are facing increased demands for services. Moreover, survey data suggest that counseling center directors and staff perceive increases in serious psychopathology, suicidality, and nonsuicidal self-injurious behavior, along with other typical student problems. At Sarah Lawrence College, a marked increase in the number of students hospitalized for psychiatric reasons, many meeting criteria for borderline personality disorder (BPD), required Health Services to rethink clinical service delivery, staff training, and resource allocation. Owing to its proven efficacy in the treatment of BPD, dialectical behavior therapy (DBT) was adapted at our setting. An overview of DBT is presented, followed by a brief history and a detailed description of the Sarah Lawrence College DBT Program, initial data on its impact for student retention and hospitalizations, and a discussion of the potential benefits of employing DBT with students in other collegiate settings. As one of few college counseling centers offering such treatment, the DBT Program at Sarah Lawrence College represents a promising model of treatment for college students with BPD. (Contains 1 table.) 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:
Self Control; Parents; Children; Child Rearing; Intervention; Parent Education; Parent Child Relationship; Behavior Modification

Abstract:
The capacity for a parent to self-regulate their own performance is argued to be a fundamental process underpinning the maintenance of positive, nurturing, non-abusive parenting practices that promote good developmental and health outcomes in children. Deficits in self-regulatory capacity, which have their origins in early childhood, are common in many psychological disorders, and strengthening self-regulation skills is widely recognised as an important goal in many psychological therapies and is a fundamental goal in preventive interventions. Attainment of enhanced self-regulation skills enables individuals to gain a greater sense of personal control and mastery over their life. This paper illustrates how the self-regulatory principles can be applied to parenting and family-based interventions at the level of the child, parent, practitioner and organisation. The Triple P--Positive Parenting Program, which uses a self-regulatory model of intervention, is used as an example to illustrate the robustness and versatility of the self-regulation approach to all phases of the parent consultation process. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Behavior Modification; Child Abuse; Mental Disorders; Emotional Disturbances; Child Health; Obesity; Diabetes; Psychological Studies; Outcomes of Treatment; Cost Effectiveness

Abstract:
Multisystemic therapy (MST) is effective for decreasing or preventing delinquency and other externalizing behaviors and increasing prosocial or adaptive behaviors. The purpose of this project was to review the literature examining the efficacy of MST for other child psychological and health problems reflecting non-externalizing behaviors, specifically difficulties related to child maltreatment, serious psychiatric illness [Serious psychiatric illness was defined throughout the current review paper as the "presence of symptoms of suicidal ideation, homicidal ideation, psychosis, or threat of harm to self or others due to mental illness severe enough to warrant psychiatric hospitalization based on the American Academy of Child and Adolescent Psychiatry (Level of care placement criteria for psychiatric illness. American Academy of Child and Adolescent Psychiatry, Washington, DC, 1996) level of care placement criteria for psychiatric illness" (Henggeler et al. in "J Am Acad Child Psy" 38:1331-1345, p. 1332, 1999b). Additionally, youth with "serious emotional disturbance (SED)" defined as internalizing and/or externalizing problems severe enough to qualify for mental health services in public school who were "currently in or at imminent risk of a costly out-of-home placement" (Rowland et al. in "J Emot Behav Disord" 13:13-23, pp. 13-14, 2005) were also included in the serious psychiatric illness category.], and health problems (i.e., obesity and treatment adherence for diabetes). PubMed, Web of Science, MEDLINE, and PsycINFO databases; Clinicaltrials.gov; DARE; Web of Knowledge; and Cochrane Central Register of Controlled Trials were searched; and MST developers were queried to ensure identification of all relevant articles. Of 242 studies identified, 18 met inclusion criteria for review. These were combined in a narrative synthesis and critiqued in the context of review questions. Study quality ratings were all above mean scores reported in prior reviews. Mixed support was found for the efficacy of MST versus other treatments. In many cases, treatment effects for MST or comparison groups were not sustained over time. MST was efficacious for youth with diverse backgrounds. No studies discussed efficacy of MST provided in different treatment settings. Four studies found MST more cost-effective than a comparison treatment, leading to fewer out-of-home placements for youth with serious psychiatric illness or lower treatment costs for youth with poorly controlled diabetes. 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:
Meta Analysis; Psychological Studies; Clinical Psychology; Intervention; Evidence; Parent Education; Parent Child Relationship; Child Behavior; Behavior Problems; Behavior Modification; Effect Size; Outcomes of Treatment

Abstract:
Evidence-based interventions are often unavailable in everyday clinical settings. This may partly reflect practitioners' assumptions that research evidence does not reflect "real-world" conditions. To examine this further, we systematically assessed the clinical effectiveness of parent management training (PMT) for the treatment of child disruptive behavior across different real-world practice contexts. We identified 28 relevant randomized controlled trials from a systematic search of electronic bibliographic databases and conducted a meta-analysis of child outcomes across trials. Planned subgroup analyses involved comparisons between studies grouped according to individual real-world practice criteria and total real-world practice criteria scores, reflecting the extent to which PMT was delivered by non-specialist therapists, to a clinic-referred population, in a routine setting, and as part of a routine service. Meta-analysis revealed a significant overall advantage for PMT compared with waitlist control conditions. Subgroup analyses did not demonstrate significant differences in effect size estimates according to the total number of real-world practice criteria met by studies. Moreover, no consistent relationships were found between specific practice criteria and effect size estimates. In conclusion, PMT appears to be an effective treatment for children with disruptive behavior problems. There was no clear evidence that conducting PMT in real-world practice contexts is a deterrent to achieving effective child behavior outcomes, although relative advantage to "usual care" was not directly examined and the power of the analysis was limited as a result of significant heterogeneity. More research is needed to investigate whether this finding is generalizable to other psychological interventions. Suggestions are also made for developing more differentiated criteria to assist with evaluating the specific applicability of research evidence to different care providers. 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:
Adolescents; Behavior Modification; Behavior Disorders; Mental Disorders; Emotional Disturbances; Suicide; Self Destructive Behavior; Adults; Psychological Studies; Outcomes of Treatment

Abstract:
Dialectical behavior therapy (DBT) was originally developed for chronically suicidal adults with borderline personality disorder (BPD) and emotion dysregulation. Randomized controlled trials (RCTs) indicate DBT is associated with improvements in problem behaviors, including suicide ideation and behavior, non-suicidal self-injury (NSSI), attrition, and hospitalization. Positive outcomes with adults have prompted researchers to adapt DBT for adolescents. Given this interest in DBT for adolescents, it is important to review the theoretical rationale and the evidence base for this treatment and its adaptations. A solid theoretical foundation allows for adequate evaluation of content, structural, and developmental adaptations and provides a framework for understanding which symptoms or behaviors are expected to improve with treatment and why. We first summarize the adult DBT literature, including theory, treatment structure and content, and outcome research. Then, we review theoretical underpinnings, adaptations, and outcomes of DBT for adolescents. DBT has been adapted for adolescents with various psychiatric disorders (i.e., BPD, mood disorders, externalizing disorders, eating disorders, trichotillomania) and problem behaviors (i.e., suicide ideation and behavior, NSSI) across several settings (i.e., outpatient, day program, inpatient, residential, correctional facility). The rationale for using DBT with these adolescents rests in the common underlying dysfunction in emotion regulation among the aforementioned disorders and problem behaviors. Thus, the theoretical underpinnings of DBT suggest that this treatment is likely to be beneficial for adolescents with a broad array of emotion regulation difficulties, particularly underregulation of emotion resulting in behavioral excess. Results from open and quasi-experimental adolescent studies are promising; however, RCTs are sorely needed. 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:
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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