The impact of maternal child- and self-oriented pain-related injustice appraisals upon maternal attention to child pain, attention to anger, and pain-attending behavior

Objectives The current study investigated the role of maternal child- and self-oriented injustice appraisals about child pain in understanding maternal attention for child pain and adult anger cues and pain-attending behavior. Methods Forty-four children underwent a painful cold pressor task (CPT) while their mother observed. Eye tracking was used to measure maternal attention to child pain and adult anger cues. Initial attention allocation and attentional maintenance were indexed by probability of first fixation and gaze duration, respectively. Maternal pain-attending behaviors toward the child were videotaped and coded after CPT completion. Mothers also rated the intensity of pain and anger cues used in the free-viewing tasks. All analyses controlled for maternal catastrophizing about child pain. Results Neither child-oriented nor self-oriented injustice was associated with maternal attentional bias toward child pain. Regarding attention toward self-relevant anger cues, differential associations were observed for self- and child-oriented injustice appraisals, with maternal self-oriented injustice being associated with a greater probability of first fixating on anger and with higher anger ratings, whereas maternal child-oriented injustice was associated with enhanced attentional maintenance toward anger. Neither type of maternal injustice appraisals was associated with maternal pain-attending behavior, which was only associated with maternal catastrophizing. Conclusions The current study sheds light on potential differential mechanisms through which maternal self- vs. child-oriented injustice appraisals may exert their impact on parent and child pain-related outcomes. Theoretical implications and future directions are discussed.

Staying and Returning Dynamics of Young Children's Attention

In this paper, we decompose sustained attending behavior into components of continuous attention maintenance and attentional transitions and study how each of these components develops in young children. Our results in two experiments suggest that changes in children's ability to return attention to a target locus after distraction (“Returning”) play a crucial role in the development of sustained attention between the ages of 3.5-6 years, perhaps to a greater extent than changes in the ability to continuously maintain attention on the target (“Staying”). We further distinguish Returning from the behavior of transitioning attention away from task (“Leaving”) and provide evidence that Leaving is more strongly influenced by bottom-up factors, while Returning is invariant to these same bottom-up factors, suggesting a potentially greater contribution of top-down factors in Returning. Overall, these results (a) suggest the importance of understanding the cognitive process of transitioning attention for understanding sustained attention and its development, (b) provide an empirical paradigm within which to study this process, and (c) begin to characterize basic features of this process, namely its development and its relative dependence on top-down and bottom-up influences on attention.

Efforts to Overcome Learning Problems through Eclective Counseling with Attending Behavior

Difficulties in student learning are indicated by the existence of certain obstacles to achieving learning outcomes and can be psychological, sociological, or physiological so that in the end it can cause the achievement of learning that is achieved under the proper level. Student learning difficulties include broad terms, including: (a) learning disorder; (b) learning dysfunction; (c) underachiever; (d) slow learner, and (e) learning disabilities. The problems examined in this study are in the form of counseling guidance services with elective therapy on attending behavior to overcome the learning problems of class IX-C students at SMP Negeri 108 Jakarta. The objectives of this study are: (a) To find out the effectiveness of the applied effective counseling model with attending behavior to overcome the learning problems of Class IX-C students at SMP Negeri 108 Jakarta, b) To find out the steps teachers must take in overcoming student learning problems through an effective counseling model with attending behavior, c) To find out the factors that cause problems that arise in class IX-C students' learning at SMP Negeri 108 Jakarta. This study uses a counseling guidance research service, carried out consisting of five stages namely case identification, problem identification, diagnosis, prognosis, and remedial or referral. The study period was three months from August to October 2018. The research subjects were Class IX-C students in 108 State Junior High School Jakarta 2018-2019 Academic Year on the subject of learning problems, in the odd semester with 5 students. The data obtained in the form of case investigations. Based on the results of the study, it can be concluded that by using an effective therapeutic technique with attending behavior in class IX-C students of SMP Negeri 108 Jakarta there are significant changes in efforts to overcome the learning problems that arise that are traumatic, extraordinary anxiety, unstable soul, and emotional, with categories of values A and B.

The Effectiveness of Behavior-Focused Alternative Middle Schools for Students With Disabilities

Behavior-focused alternative schools serve students who are identified by school personnel as exhibiting behavior difficulties, often coupled with low academic achievement. Students can be referred to behavior-focused alternative schools as an alternative to expulsion. In this study, we examined the demographic characteristics of students who attended behavior-focused alternative middle schools, as well as the effectiveness of these schools on two outcomes: (a) standardized state reading assessment scores and (b) number of suspensions received. Using a retrospective cohort design study, we investigated whether students attending behavior-focused alternative middle schools experienced significantly different reading and suspension outcomes compared with a matched sample of students attending traditional middle schools. The majority of students in behavior-focused alternative middle schools were male, Black, and receiving special education services. Results showed that students attending behavior-focused alternative middle schools performed significantly lower on standardized assessments of reading in the eighth grade. No significant differences were noted for the number of suspensions experienced.

Effects of Covert Audio Coaching on the Attending Behavior of Children With Autism Spectrum Disorder

The effects of covert audio coaching, a form of performance feedback delivered remotely through a two-way radio and earbud speaker, was examined on the classroom attending behavior of children with autism spectrum disorder (ASD). Four elementary-aged students with ASD participated. This study was conducted in a private, separate day school for students with ASD. Baseline data showed that participants emitted low levels of attending behavior with a degree of variability. During intervention, all participants increased their level of attending behavior and these data were stable. Follow-up data revealed higher levels of attending compared with baseline; however, these data were more variable than what was observed during intervention. These results and implications for future research and practice are discussed.

Predicting Game-Attending Behavior in Amateur Athletes: The Moderating Role of Intention Stability

The theory of planned behavior is a well-established theory in predicting human behavior. However, there is evidence of an inconsistent relationship between intention and behavior. Therefore, the purpose of the current study is to further investigate the gap between intention and behavior. The study proposes intention stability as the moderator. Participants ( N=154, M age = 23 yr., SD = 6.7) were recruited from Internet volleyball forums and local volleyball courts in Taiwan. Multiple hierarchical regression was used to analyze the data. The results indicated that perceived behavioral control significantly predicted game-attending behavior through intention. However, attitude and subjective norms did not significantly predict behavioral intention. In addition, intention stability moderated the relationship between intention and behavior and indicated the relationship between intention and behavior was strong when intention stability was high. On the contrary, when intention stability was low, the relationship between intention and behavior was weak. Implications and applications are discussed.

The Benefits of Sound Field Amplification in Classrooms of Inuit Students of Nunavik

Purpose: This pilot study investigated the potential benefits of sound field amplification for Inuit first and second language learners in a remote community of Nunavik, Northern Queébec. Hearing screening results showed that 26% of students attending the local school had hearing loss due to otitis media. The study used speech intelligibility and attending behavior measures, as well as interviews, to examine the appropriateness of sound field amplification in the multilingual and multilevel instructional contexts found in the classrooms of Nunavik. Method: Sound field amplification systems were installed in three representative classrooms for a period of 3 months. Speech intelligibility of Inuttitut syllables was compared in amplified versus non-amplified conditions for 10 students with hearing loss and 10 age-matched normal hearing peers. Observations of four categories of attending behaviors for a separate set of seven students were carried out prior to the installation of the systems and with the systems in place. Teacher and student comments were collected during the study and after the study was completed. Results: Results showed significant improvements in speech intelligibility scores for students with hearing impairment and normal hearing in the amplified condition. Total scores for on-task behavior improved for six of the seven students observed; all students demonstrated improvement in at least one category of attending behavior. Teacher and student comments identified numerous advantages of the amplification systems. Implications: Results point to the potential benefits of sound field amplification for multicultural populations that are similarly challenged by high rates of hearing loss, as well as for second language learners.