Introduction: The Future Is Now—Challenges in the New Age of Psychological Practice

Kaufman, Judith

doi:10.1007/978-1-4939-1972-7_1

Cited by 2 publications

(4 citation statements)

References 24 publications

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“…To be able to do that, teachers often have to complete special training and make a time commitment that competes with their already demanding academic schedule (Owens & Murphy, 2004). Even if teachers agree to participate, it can be difficult for them to maintain coherence and fidelity to intervention, considering the daily scheduling and the time for intervention balanced with academic demands (Kaufman, 2015). Ensuring parental participation in the study may present another challenge in the case of school‐based interventions.…”

Section: Discussionmentioning

confidence: 99%

Interventions stimulating prosocial helping behavior: A systematic review

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et al. 2020

J Applied Social Pyschol

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This systematic review of the literature aims to identify, analyze, and synthesize studies assessing the effectiveness of interventions stimulating prosocial behavior. It concentrates on helping behavior and covers experimental and quasi‐experimental research concerning interventions carried out in different settings. This review was performed in accordance with the PRISMA guidelines. Of the initial sample of 4,653 publications found in databases, 49 articles met our inclusion criteria and were classified as eligible for data extraction and narrative synthesis. The studies included in the review assessed 63 interventions, most of them targeted at children and adolescents. We distinguished three strategies stimulating prosocial behavior: behavioral, cognitive, and emotional. This review is informative for both researchers and practitioners. It provides researchers with methodological guidelines concerning how to conduct studies on the effectiveness of prosocial interventions, and it provides practitioners with guidelines on empirically tested strategies for stimulating prosocial helping behavior.

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Section: Discussionmentioning

confidence: 99%

Interventions stimulating prosocial helping behavior: A systematic review

Łaguna

Mazur

Kędra

et al. 2020

J Applied Social Pyschol

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“…When addressing appropriate application of CBA and describing their own practices, teachers tended to describe generic special education practices and view CBA as primarily relevant to behaviour management. Teachers' interventions also did not typically include some key strategies characteristic of CBA (i.e., problem-solving, self-instructions, and exposure; Kaufman, 2015;Meichenbaum, 1977). CBA strategies that have been used in interventions targeting children with ASD (e.g., coping statement, modelling, role-playing, use of metaphor, self-monitoring, and home practice; Bauminger, 2007;Koning, Magill-Evans, Volden, & Dick, 2013;Sofronoff, Attwood, Hinton, & Levin, 2007) were also seldom reported.…”

Section: Discussionmentioning

confidence: 99%

“…(e.g., exposure), and self-instruction training (Kaufman, 2015;Meichenbaum, 1977;Scarpa & Lorenzi, 2013).…”

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confidence: 99%

“…The implementation of CBA in school environments with the emphasis on problem-solving, cognitive information processing, and coping skills is considered to be a natural fit (Kaufman, 2015). Rotheram-Fuller and Hodas (2015) also suggested some advantages of using CBA with students with ASD within school settings, such as students being available daily, special education teachers being on hand to administer intervention, opportunities to observe student social interaction in natural settings, a greater likelihood of students practising skills outside sessions, and opportunities to include peers in the practice.…”

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confidence: 99%

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Teacher Understanding and Application of Cognitive–Behavioural Approaches for Students With Autism Spectrum Disorder and Intellectual Disability

Stephenson

Carter

2019

Australas. j. spec. incl. educ.

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This study provides an in-depth examination of the understanding and implementation of cognitive–behavioural approaches (CBA) by Australian teachers of students with both autism spectrum disorder and intellectual disability. Semistructured interviews were completed with 13 New South Wales teachers and several themes emerged. Interviewed teachers appeared to have limited knowledge about CBA; their description of the application of CBA and their reported practices included few features specific and unique to CBA. They primarily perceived CBA as a tool for behaviour management; addressing emotion was a theme but addressing cognition was not a salient feature of their practice. Most teachers seemed unaware of the potential of CBA in fostering generalisation or maintenance, and important student characteristics appeared to be seldom considered in teacher planning of their CBA programs. Directions for enhancing teacher knowledge and supporting their practice of CBA are suggested.

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Introduction: The Future Is Now—Challenges in the New Age of Psychological Practice

Cited by 2 publications

References 24 publications

Interventions stimulating prosocial helping behavior: A systematic review

Interventions stimulating prosocial helping behavior: A systematic review

Teacher Understanding and Application of Cognitive–Behavioural Approaches for Students With Autism Spectrum Disorder and Intellectual Disability

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