Raymond Witte

Self-Management and Peer-Monitoring within a group contingency to decrease uncontrolled verbalizations of children with Attention-Deficit/hyperactivity disorder

This study examines the efficacy of an intervention designed to improve the classroom behavior of children identified with Attention-Deficit/Hyperactivity Disorder (ADHD). The intervention entailed training a class of third-grade students, including four students diagnosed with ADHD, to use self-management and peer-monitoring strategies embedded within a group contingency to decrease inappropriate verbalizations during class time. Findings indicated that the self-monitoring/group contingency intervention substantially decreased inappropriate talking-out behavior in all four subjects along with their matched controls. Implications as well as limitations within the study are discussed.

Job Satisfaction of College Graduates with Learning Disabilities

Job satisfaction, as assessed via five scales that posed questions concerning colleagues, work, supervision, pay, and promotion, as well as overall total job satisfaction, was examined for 55 self-identified college graduates with learning disabilities (LD) and 55 control graduates matched by gender, major, degree, and graduation year. All participants graduated from a competitive midwestern university from 1987 to 1994 and represented advantaged groups when compared to both LD and non-LD populations. The graduates with LD required significantly more time to complete their degrees and showed significantly lower GPAs. Data analysis indicated that the graduates with LD perceived themselves as receiving significantly less pay and promotion opportunities, and reported less total job satisfaction, than graduates without LD. However, no significant salary differences between the groups were found. The implications of these findings are examined.

Development and Psychometric Assessment of the Healthcare Provider Cultural Competence Instrument

This study presents the measurement properties of 5 scales used in the Healthcare Provider Cultural Competence Instrument (HPCCI). The HPCCI measures a health care provider’s cultural competence along 5 primary dimensions: (1) awareness/sensitivity, (2) behaviors, (3) patient-centered communication, (4) practice orientation, and (5) self-assessment. Exploratory factor analysis demonstrated that the 5 scales were distinct, and within each scale items loaded as expected. Reliability statistics indicated a high level of internal consistency within each scale. The results indicate that the HPCCI effectively measures the cultural competence of health care providers and can provide useful professional feedback for practitioners and organizations seeking to increase a practitioner’s cultural competence.

Meet Bob, a Student with Traumatic Brain Injury.

Bobs Head Injury Bob, at age 7, struck a tree while riding his bicycle. He was not wearing a helmet at the time of the accident. The right side of his head made contact with the tree. In addition, internal damage and bleeding occurred in the left abdominal region. The head impact point occurred in the right temporal area just above the ear. Doctors found a contusion the size of a quarter. Bob experienced a closed head injury (CHI); his skull was not penetrated. Bobs skull was cracked along several suture lines, predominantly the posterior parietal region, but the cranium was left intact. Doctors observed considerable swelling. and Bob experienced grand mal seizure activity soon after the impact. He lapsed into a coma and was airlifted to a hospital. Shortly after Bobs arrival. doc-