This article reviews legal and professional mandates concerning the provision of professional services to disabled persons by psychologists. Legal, ethical, accrediting, and licensing implications of these mandates are reviewed, especially from the standpoint of the training of psychologists. The results of a survey of all American Psychological Association-approved clinical and counseling training programs (response rate = 87%) and the training regarding disability are presented. The authors argue that the survey results indicate that psychologists' skills and knowledge may be seriously at variance with what is expected of them, that negative attitudinal factors play a central role and can be dispelled through formal training, and that separate and specialized services to handicapped people are not a viable option.Recent federal legislation attempts to ensure that handicapped persons are not denied the benefits available to the population at large. Of importance are the regulations embodied in Section 504 of the Rehabilitation Act of 1973 (DHEW, 1977). These regulations are essentially a civil rights mandate for all physically and mentally handicapped persons; indeed, the language of the regulations closely parallels that of the Civil Rights Act enacted during the Lyndon Johnson era. All institutions receiving federal funding, especially educational institutions, are affected by this legislation. Not only does Section 504 require physical accessibility but also program and service accessibility for all handicapped persons. Many psychologists are also clearly affected by these regulations in developing and providing adequate programs and services. In fact, several mandates of the American Psychological Association (APA) seem to reflect the legislative intent of Section 504.The present study seeks to determine whether an awareness of these mandates and a commitment to them exist in contemporary training programs in psychology. Our position in this article is based on the assumption that psychology training programs bear the responsibility of equipping their students with the knowledge and skills that will enable those students to observe both the legislative and APA mandates. With this assumption, we attempted to assess by means of a survey the training that psychology students are currently receiving with respect to disability. Additionally, we were intrigued by the legal, ethical, accrediting, and licensing implications that these issues hold for the provision of psychological services to handicapped people. With the increasing demands for accountability and the threats of malpractice, we suspect that practicing psychologists who are not aware of the issues concerning disability may find themselves at a serious disadvantage. The MandatesThe Rehabilitation Act was passed by Congress in 1973; 4 years later Secretary Califano of Health, Education and Welfare signed the first set of rules and regulations 606
Researchers have demonstrated the effectiveness of TAGteach™ to develop skills across a variety of sports, such as football, golf, and dance, however, the role of vocal consequences in skill development is not yet fully understood. To date, there have been no studies that have examined the effects of these two interventions. Therefore, the purpose of this study is to demonstrate the effects of vocal consequences and TAGteach on the skill acquisition of a series of dance movements for two adults aged 28 and 43. Neither participant made substantial gains in skill acquisition during the vocal consequences (e.g., “great,” “not quite”) phase, yet each demonstrated increased skill acquisition for all movements during the TAGteach phase. Although no direct comparison occurred, the data suggest that the TAGteach intervention was more effective for increasing skill acquisition of the movements across a multiple baseline of movements. At the 2‐week and 4‐week follow‐ups, both participants maintained higher percentages of correct tag point demonstration than were displayed during baseline or the vocal consequence phase.
Interpreting and describing complex information shown in graphs are essential skills to be mastered by students in many disciplines; both are skills that are difficult to learn. Thus, interventions that produce these outcomes are of great value. Previous research showed that conditional discrimination training that established stimulus control by some elements of graphs and their printed descriptions produced some improvement in the accuracy of students' written descriptions of graphs. In the present experiment, students wrote nearly perfect descriptions of the information conveyed in interaction-based graphs after the establishment of conditional relations between graphs and their printed descriptions. This outcome was achieved with the use of special conditional discrimination training procedures that required participants to attend to many of the key elements of the graphs and the phrases in the printed descriptions that corresponded to the elements in the graphs. Thus, students learned to write full descriptions of the information represented by complex graphs by an automated training procedure that did not involve the direct training of writing.Keywords Conditional discrimination . Stimulus control . Statistical interaction . College students The ability to provide complete and accurate descriptions of complex situations or information is a skill that is essential to function effectively in today's complex world. For example, an individual should be able to explain the circumstances that precede an illness, an economic calamity, or a car accident. In addition, students of any natural science or social science such as psychology, sociology, or economics should be able to write complete and accurate descriptions of graphs that depict the interactive effects of two or more academically relevant variables on a phenomenon of interest in these domains. For example, in the realm of psychology, a therapist should be able to provide complete and accurate descriptions of the circumstances that precede the occurrence the problem behaviors exhibited by his/her clients. In another example, a student majoring in psychology should be able to write descriptions of the interactive effects of two variables on behavior (Behavior Analyst Certification Board 2012;Fields et al. 2009;Garfield and Ahlgren 1988;Garfield and Chance 2000;Mulhern and Wylie 2004). These skills, however, are generally regarded as being most difficult to learn. Thus, the development of efficient and reliable interventions that address this issue would be of substantial academic value (Garfield and Ahlgren 1988). Such interventions could also be used to establish analogous repertoires in many of the domains mentioned above.The matter can be addressed in the context of learning to write paragraph-length descriptions of the interactive effects of two independent variables on some behavior. Figure 1 shows representations of each of four different types of interaction, with each on a different row. Each row contains a graph that represents one type o...
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