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We are conducting a randomized controlled trial of an online behavioral activation low-intensity intervention to improve mental health and wellness among online workers through Prolific.

We are conducting a randomized controlled trial of an online behavioral activation low-intensity intervention to improve mental health and wellness among online workers through Prolific.

The objective of this study was the development of evaluation techniques and the assessment of these techniques when compared with standard procedures of the national Head Start program. Assessments of cognitive behavior, social behavior, and teachers' perceptions--as opposed to aides' perceptions--of children were made. The subjects were 33 children of broad socioeconomic levels. The following conclusions were drawn from the comparative and intercorrelational analyses: (1) a meaningful proportion of the variance in Stanford-Binet performance is related to performance on the "impulsivity measures" and suggests that impulsivity has deleterious effects on children despite the degree of their cognitive ability; (2) findings with Draw-a-Line and Walk-a-Line indicate no relationship between "fast" condition and the Stanford-Binet score; (3) increases in percent work responses are not especially related to increases in Stanford-Binet scores; and (4) teachers' perceptions of children's social adaptiveness is positively correlated with intelligence. Further analyses will be reported later. Future research should concentrate on identifying dimensions of variability and then concentrate on variations in programing for individual children. (DO)

This is a behavioral intervention study that aims to explore the use of a mobile application to track the use of water refill stations on a university campus as an intervention to develop healthy and environmental-friendly habits of water consumption (i.e. meet the daily intake of 2 liters of water and to consume a high proportion of water relative to other beverages). The mobile app includes features based on psychological research: visualization, feedback, and goal setting. The study also utilizes commitment by having participants committing to maintaining the daily water intake either for environmental reason or for health reason. The study aims to: - Encourage participants to maintain or increase their daily water consumption to reach recommended daily intake of 2L (Achieve ~35% of daily recommended water intake (= ~700 mL water) from water fountains on campus (assumption students spend on average 6h on campus) - Encourage participants to drink water (rather than other drinks) Achieve an increase of % of the daily intake coming from water rather than bottled soft drinks, teas, coffee etc.

This is a behavioral intervention study that aims to explore the use of a mobile application to track the use of water refill stations on a university campus as an intervention to develop healthy and environmental-friendly habits of water consumption (i.e. meet the daily intake of 2 liters of water and to consume a high proportion of water relative to other beverages). The mobile app includes features based on psychological research: visualization, feedback, and goal setting. The study also utilizes commitment by having participants committing to maintaining the daily water intake either for environmental reason or for health reason. The study aims to: - Encourage participants to maintain or increase their daily water consumption to reach recommended daily intake of 2L (Achieve ~35% of daily recommended water intake (= ~700 mL water) from water fountains on campus (assumption students spend on average 6h on campus) - Encourage participants to drink water (rather than other drinks) Achieve an increase of % of the daily intake coming from water rather than bottled soft drinks, teas, coffee etc.

The report summarizes the first year of the Toddler Research and Intervention Project, a research program to devise and evaluate different aspects of educational intervention with children, ages 1-4 years, with moderate to severe development problems (primarily mental retardation). Described are the children who composed the intervention group, the physical classroom environment, classroom procedures, results of the first 8 months of intervention, initial investigations of language and cognitive training, and the parent training program. Also described are nine research projects carried out on the delayed and nondelayed young children involved, investigating such areas as effects of reinforcement schedules on acquisition of stimulus control, Piaget's object permanence concept, motor imitation, contingent social stimulation of vocalizations, discrimination learning, maternal teaching style assessment, classification skills, and receptive vocabulary skills and learning. (Author/KW)

Findings based on extended analyses of cognitive, familial, personality, and social-behavioral data from two previous research investigations are presented. Data for the main study, i.e., the present study, was collected principally by means of interviews. Findings of the principal study include the following: (1) Parental figures living in the household was not related to family ratings of high-low status, except that when the father was present, a greater number of families than expected was rated high in task furtherance; (2) Higher ratings of cognitive style were associated with ratings of high or excellent of house interiors; (3) A trend was found for families rated high in mode of communication to be those in which the mothers had received a greater amount of communication; (4) Those families rated as being stable in eating arrangements had a greater number of index children than expected who achieved high gains on the Binet, and vice-versa; (5) Children who indicated that they did talk to adults tended to receive higher global ratings in the interview than those who did not; (6) Children who indicated that their siblings asked the mother a lot of questions tended to come from families in which the siblings were rated high in cognitive style; and (7) A greater number of families tended to be rated higher in conceptual level when "verbal," rather than "nonverbal" expression on the part of the mother was noted. (Author/CK)

The report summarizes the second year of the Toddler Research and Intervention Project, which uses experimental research to devise and evaluate educational intervention techniques with approximately 28 normal or developmentally delayed children 1- to 4-years-old and their families. Described are researchers/teachers relationships, behavioral modification techniques taught to parents to reinforce their children's learning while at home, and program effectiveness. The etiologies of the 12 delayed children are said to include Down's syndrome, hydrocephalus, and brain injury. Classroom procedures, schedules (for two separate classes for younger and older children, four days per week), and activities (such as teacher giving directions which the child imitates with physical aid from parent or other teacher who sits behind child), are discussed. Presented in a lattice schema are the five sequential general curriculum areas of behavioral control, motor development, imitation, discrimination and classification, and language training. It is said that the third year's focus will be on social and self-help skills. Emphasized are independent walking procedures and expressive vocabulary training. Reported in five research studies are an operant approach to assessing toddlers' hearing acuity, an evaluation of new assessment instruments in the areas of receptive and expressive vocabulary, a comparison of receptive vocabulary skills in delayed and nondelayed toddlers, evaluation of a modified fading procedure in discrimination learning of delayed children, and the reliability and validity of a parental teaching style assessment scale. (For related information see EC 041 329 and EC 052 459). (MC)

Discusses diverse applications of behavioral interventions, ranging from the pharmacological through the broad rehabilitative efforts involved in socialization and training, to possible alternative treatment systems based on integration into the community at large. Also: contingency management, contingency contracting, drug abusing physicians and nurses and dentists, job seekers workshop, and the brokerage model for opiate dependency.