Dr. Leasha M Barry

Guided notes are an instructional strategy used to help students retain facts, concepts, and skills. Evidence for the effectiveness of guided notes with school-aged children diagnosed with high incidence disabilities is well documented, but research with postsecondary participants has had mixed results, and there has been little to no research on the effects of guided notes in online learning environments. The present study sought to examine the effects of guided notes on the retention of facts in high achieving online graduate students. Results indicate statistical significance (p < .01) in performance with a medium effect size,
and students preferred guided notes to assist with note taking during lectures.

Ingvarsson and Hollobaugh (2011) investigated tact- or echoic-to-intraverbal transfer of stimulus control to “wh” questions for three preschool-aged boys with autism. The current study was a systematic replication of this study with an adolescent girl with Down syndrome. A multielement design was used to compare the effectiveness and efficiency of picture or echoic prompts presented on an iPad or in vivo to teach “wh” questions. All prompt conditions were effective. Conclusions and recommendations for practice are presented.

Among academically talented students, SES and racial group membership predict both college expectations and matriculation, and youth less often attend and complete postsecondary education if their parents did not go to college. For successful adjustment to college, significant adults during high school matter more than they might imagine. Talking to teachers and counselors had strong relationships with social and academic adjustment as well as with positive attitudes for all students. Interestingly, the more participants talked to teachers in high school, the more academically competent they felt in college, and this relationship was especially strong for first-generation students. Such findings suggest that "getting ready" experiences may prepare students to more effectively balance the multiple developmental tasks they face as college students on the threshold of adulthood. This preparation may be especially important for persistence among vulnerable populations, including firstgeneration students, who spend the least time of any group talking to teachers outside class. Students in low-income, urban communities may be in reasonable proximity to a community, vocational, or 4-year college; students in rural schools may more often see relatively few opportunities for higher education. An academically oriented high school peer group also may prepare students to become socially engaged on the college campus. These preliminary findings are a strong argument for policies and practices that bring all new college students together in personalized social interactions as quickly as possible rather than focusing on groups perceived to be "at risk."

Disclosure of stressful life experiences is described here as a potential means of stress reduction and as a potential indicator of available support. This study compared reports of the disclosure of college experiences by college freshmen (N = 1,539). Using a student survey conducted at four universities across the country, disclosure by first-generation student status was compared. The targets of students' disclosure, including family, friends from home, friends at school, and professionals at school also were examined. Differences by first-generation status were found in disclosure and the targets of disclosure. Implications include first-generation college students' need for increased opportunities to disclose stressful college-related experiences to others.

This study sought to contribute to the identification of effective interventions in the area of male adolescent aggressive behavior. Existing research includes both group- and single-case studies implementing treatments which typically include an anger-management component and its attendant relaxation and stress-reduction techniques. The design of this study was single-subject with multiple baselines across 6 subjects on 2 behavioral measures. The setting was a residential juvenile justice program for male adolescents, and the treatment was a relaxation breathing exercise. The results of the study were mixed, with improvement on both behavioral measures in 2 of the 6 participants.

The authors examined students' reports of their college choice process to understand the influence of a set of psychological, personal, and institutional factors. The authors also examined potential moderating influences of generational status, gender, race, and SES on our variables of interest. A diverse sample of college freshmen (N = 1,339), including 42% who were the first in their families to attend college, responded to a self-reporting, Web-based survey. Findings indicate that psychosocial factors and academic quality of the college were most influential for first-generation students as compared to their nonfirst-generation peers in the college choice process. However, gender, race, and SES moderated these influences in complex ways. For example, females rated the psychological variables higher than males; Asian American and African American first-generation students rated higher than their parents' preferences for which college to attend as compared to nonfirst-generation peers. First-generation females, African American in particular, considered academic quality more important than other groups. Our findings should be of value to counselors and other personnel who facilitate students' college choice process as well as college recruitment, retention, and diversity enhancement programs.

A disproportionate number of individuals with ADHD are represented in the population of incarcerated youth and adults. Although the predictive relationship between ADHD diagnoses and later delinquency is well established, very little information is available on the outcome of youth in terms of delinquency who received various interventions for ADHD. As such it is relatively unknown, but often assumed, that intervention for ADHD symptoms also prevents later criminal activity and thus incarceration and recidivism. The purpose of this paper was to examine the relevant literature in the areas of ADHD and delinquency intervention, illuminating this potentially important gap, and to provide possible future research directions to help clarify the issue.

This paper reviews and discusses the application of applied behavior analysis principles to the juvenile justice system providing a modified view of the system as it endeavors to achieve behavioral change for the youth it serves. It shows how such efforts can be formulated from a management role to a coaching role. The authors also present their arguments for behavioral coaching having much to offer in the treatment of adolescent offenders. The basic elements of such an approach are presented and explained along with implications for public policy in the area of juvenile justice and related efforts for juvenile offenders.

Three theoretical models of ADHD are reviewed and interpreted in light of educational and behavioral research findings specifically in respect to interventions using self-management to address a deficit in rule-governed behavior. The perspectives considered in this paper are (a) the unified theory of behavioral inhibition, sustained attention, and EF (Barkley, 1997), (b) the cognitive-energetic model (Sergeant, Oosterlaan, & van der Meere, 1999), and (c) the dynamic developmental theory (Sagvolden, Johansen, Aase, & Russell, 2005). The perspectives are discussed in terms of the continued development of increasingly comprehensive models and the need to pursue theoretically driven behavioral and educational interventions in the future.

In this paper, self-control strategies are conceptualized as existing on two intersecting continuums of more or less individual control and increasing complexity depending on individual need. Behavioral self-control strategies for young children require external supports to assist children in learning the skills necessary to practice and implement the strategy. Therefore, self-control strategies for young children will tend to be more complex with increased external supports to encourage behavioral change. The component parts of behavioral self-control strategies are described and illustrated through examples.