The popular Disney Princess line includes nine films (e.g., Snow White, Beauty and the Beast) and over 25,000 marketable products. Gender role depictions of the prince and princess characters were examined with a focus on their behavioral characteristics and climactic outcomes in the films. Results suggest that the prince and princess characters differ in their portrayal of traditionally masculine and feminine characteristics, these gender role portrayals are complex, and trends towards egalitarian gender roles are not linear over time. Content coding analyses demonstrate that all of the movies portray some stereotypical representations of gender, including the most recent film, The Princess and the Frog. Although both the male and female roles have changed over time in the Disney Princess line, the male characters exhibit more androgyny throughout and less change in their gender role portrayals.
Optimal levels of treatment fidelity, a critical moderator of intervention effectiveness, are often difficult to sustain in applied settings. It is unknown whether performance feedback, a widely researched method for increasing educators' treatment fidelity, is an evidence-based practice. The purpose of this review was to evaluate the current research on performance feedback as a strategy to promote the implementation of school-based practices. Studies were evaluated according to What Works Clearinghouse (WWC; Kratochwill et al., 2010) technical guidelines for single-case design, utilizing both the design and evidence standards to determine whether studies provided sufficient evidence for the effectiveness of performance feedback. Results indicate that performance feedback can be termed an evidence-based intervention based on criteria set by the WWC. Implications for future research are described.
For multi-tiered systems of support, such as Response-to-Intervention and Positive Behavior Interventions and Supports, to effectively impact student outcomes, interventions delivered across the tiers must be implemented as planned (i.e., with adequate treatment integrity). However, research suggests that most school personnel struggle to deliver interventions with treatment integrity, which negatively impacts the potential effectiveness of these interventions. Numerous strategies to support treatment integrity have been developed, but no guidance has been provided regarding how to efficiently and effectively use them. The purpose of this study was to conduct a pilot evaluation of these strategies delivered through a Multi-Tiered Implementation Supports framework; that is, proactive, feasible treatment integrity strategies were initially delivered to all implementers and based on their responsiveness, increasingly intensive implementation supports were provided as needed. Results suggest that (a) all teachers responded to these supports, but response magnitude was different across teachers and supports; (b) higher levels of treatment integrity generally were associated with fewer disruptive behaviors; and (c) the duration of these support strategies increased across tiers. Future directions for research and implications for the feasible provision of implementation support in schools are described. C 2015 Wiley Periodicals, Inc.
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