This study assessed the extent to which university comfort, social support, and selfbeliefs were interrelated and subsequently predictive of academic nonpersistence decisions for 99 Latina/o undergraduates. The majority of the sample was female, traditional college aged, second generation, and of Mexican heritage. Previously used or specifically developed standardized instruments for Latina/o college students were implemented. The three constructs were significantly interrelated and predictive of academic nonpersistence decisions. Social support was the strongest predictor of academic nonpersistence decisions, followed by university comfort. Individual variables of perceived social support from friends, perceived mentorship, and perception of the university environment had the strongest predictive value. Implications for recruitment and retention of Latina/os and programming directives for university personnel are provided.

Over 10 years have passed since the publication of Carr and Burkholder's (1998) technical article on how to construct single-subject graphs using Microsoft Excel. Over the course of the past decade, the Excel program has undergone a series of revisions that make the Carr and Burkholder paper somewhat difficult to follow with newer versions. The present article provides task analyses for constructing various types of commonly used single-subject design graphs in Microsoft Excel 2007. The task analyses were evaluated using a between-subjects design that compared the graphing skills of 22 behavior-analytic graduate students using Excel 2007 and either the Carr and Burkholder or newly developed task analyses. Results indicate that the new task analyses yielded more accurate and faster graph construction than the Carr and Burkholder instructions.

The effectiveness of a behavioral skills training (BST) package to teach the implementation of the first three phases of the picture exchange communication system (PECS) was evaluated with 3 adults who had no history teaching any functional communication system. A multiple baseline design across participants was used to evaluate the effectiveness of the training package, which consisted of a video, written and verbal instructions, modeling, rehearsal, and feedback. Results showed significant improvements relative to baseline in a short amount of training time and that skills generalized to a learner with a severe developmental disability. Skills were maintained at 1 month follow-up for 1 participant.

We evaluated the effectiveness of a behavioral skills training package to teach implementation of Phases 1, 2, and 3A of the picture exchange communication system (PECS) to teachers employed at a therapeutic center for children with autism. Probes in the natural environment and follow-up were conducted with children who were assigned to work with the teachers in their own classrooms. Results provide additional support for the efficacy of behavioral skills training to teach implementation of PECS.

The qualitative research process can offer counselors and psychologists the opportunity to participate in social justice practice. Qualitative research contributes to social justice when researchers promote the following principles: equity, access, participation, and harmony for culturally diverse populations, those currently most at risk for acts of social injustice. In this manuscript we suggests ways in which qualitative approaches can provide a vehicle by which social justice can be enacted when researchers are conscious and deliberate about these intentions. To this end, we review and highlight best practices in socially just qualitative research processes across the following aspects of research: design, data collection, data analysis and interpretation, and application of findings.