Comparison of Technology-Based Presentation Modalities in Multi-Stimulus Job Task Preference Assessments

Community-based instruction (CBI) is often used to teach a myriad of skills across school, home, and community settings for students with disabilities (Fernandez et al., 2018). Despite the effectiveness of CBI interventions for students with intellectual and developmental disabilities (IDD), research in this area remains limited since the last review in 2010 (A. Walker et al., 2010). In the current investigation, we reviewed the literature on CBI programs and interventions for school-age (PreK-age 26) individuals with IDD from 2010-2023 to expand the available literature in this area. Data were collected related to participant demographics (e.g., disability, age, gender), study design elements (e.g., research design, independent and dependent variables), and educational setting and program (e.g., classroom setting, intervention utilized). We evaluated the quality of each study utilizing quality indicators established by the Council for Exceptional Children (2014) for single-case and group design. There were 25 studies that met the search criteria for this review that were coded across the research questions, indicating that the domains of CBI were not addressed equally across different grade spans and domains. Vocational and daily living skills were most often addressed with transition-age students (ages 14 and above in high school or postsecondary settings), often implemented by special educators using video modeling, visual supports, and technology-related intervention packages, and varied widely in the amount of training and support given to preparing students for community experiences. This remains a much-needed area of research for practitioners and scholars alike in several domains of CBI to enhance the outcomes for students with IDD across grade and age spans. Limitations and implications for research and practice also are discussed.

Preference Stability Across Assessment Methods and Stimulus Arrays

Modality and suffix effects in memory for melodic and harmonic musical materials

Self-advocacy includes both individual advocacy in the daily lives of disabled people and civic engagement to advance disability rights. Despite policies emphasizing the importance of self-advocacy, students with disabilities continue to have limited opportunities to develop and apply these skills in school and community settings. The individualized education program (IEP) and transition planning processes offer potential for student leadership and self-advocacy, yet participation remains limited due to persistent barriers. This study used semi-structured interviews with nine transition-aged students with disabilities to examine self-advocacy experiences across school, home, and community contexts. Guided by the Contextual-Behavioral Model of Empowerment, findings highlight factors that empower self-advocacy, such as self-awareness, goal setting, and supportive families and peers, and factors that disempower it, including limited IEP involvement, overreliance on family advocacy, and ableism. Although students reported little civic engagement, they offered recommendations to improve special education. Implications for research and practice are discussed.

Purpose This study investigates how different presentation modalities (text-only, image with text and video with text) influence the perceived accuracy and sharing intentions of climate change-related fake news, examining the mediating role of perceived diagnosticity and the moderating effect of personal involvement. Design/methodology/approach An online experiment was conducted with 456 participants, who were presented with fake climate change news stories in various formats through Facebook posts. The study measured perceived accuracy, sharing intentions, perceived diagnosticity and personal involvement. Findings The experimental outcomes reveal the following: (1) Video with text significantly increased perceived accuracy compared to text-only modality, while the image with text modality had no significant effect; (2) The effect of presentation modality on perceived accuracy is mediated by perceived diagnosticity; (3) Personal involvement moderates these relationships, with highly involved individuals being less influenced by presentation modality and (4) Perceived accuracy positively correlates with sharing intentions across all presentation modalities. Practical implications Media literacy programs should emphasize the critical evaluation of multimedia content, particularly video, to mitigate the influence of fake news. Policymakers and platform developers should implement robust video content verification tools and tailored interventions to support users based on their involvement levels. Originality/value This research offers novel insights into the psychological mechanisms behind the believability of fake news across various presentation modalities. These findings have significant implications for researchers, practitioners and policymakers aiming to improve digital literacy in an increasingly AI-driven media landscape.

Speeches to the nation offer presidents the potential to influence people. In the COVID-19 pandemic, the leaders’ discourses on the nation have been followed by many citizens in different modalities. However, are there differences if the audience watches or listens to the politician in a press conference? This research examines how the modality of presentation (audio or video) influences the perception of attractiveness, persuasiveness, credibility, emotional response, attitude and voting intention. A sample of 360 participants evaluated these variables after watching two videos and listening to two audio segments of the former president of the United States (Trump), the ex-prime minister of the United Kingdom (Johnson) and the president of the Government of Spain (Sanchez) in press conferences about coronavirus. The results showed that modality is an important variable in the participants’ perceptions, emotions and attitudes. Audio was the format in which politicians were perceived as more attractive, persuasive, credible, energetic and dominant. The attitude towards them and the voting intention were also higher in response to the audio version. However, some emotions, such as neutrality, anger and sadness, were better perceived in the video presentations.

Preference assessments identify foods that might be valued by an animal but do not capture differences in the magnitude of value. In combination with demand, the more effort required to acquire the commodity – the more valued and likely it is to function as an effective reinforcer for use in dog training. In the current experiment, two preference assessments' applicability was measured using a combination of choice assessment and effortful runway task. Eight dogs experienced a paired stimulus preference assessment and multiple stimulus without replacement preference assessments combined with a 3-m runway task. The preference assessments identified different most-preferred foods, but the same least-preferred foods. The reinforcer assessment results showed that the dogs moved faster to obtain their most preferred food as identified by the multiple stimulus without replacement assessment compared to the most preferred foods identified in the paired stimulus assessment. The paired- or multiple-stimulus-without-replacement preference assessments identified highly valued foods; however, the applicability of that commodity as a reinforcer was not independent of the assessment method. To ensure accurate reinforcer identification and consistency, a preference assessment should be conducted under similar conditions to that experienced when the reinforcer is used in training. Overall, the multiple stimulus without replacement preference assessment would be more useful to trainers, owners or scientists wanting to identify high-value foods for their animals to function as effective reinforcers for the elicitation of behaviors in a training context.

Goal setting and attainment are critical skills for young people with disabilities as they plan for their postschool lives in areas such as employment, postsecondary education, and community life. This article presents an analysis of the types of goals set by transition-age students with intellectual disability over 3 years while supported by teachers to use an evidence-based practice to promote self-determination, the Self-Determined Learning Model of Instruction (SDLMI). Teachers implemented the SDLMI as part of a statewide effort to enhance the transition to integrated employment for students with intellectual disability exiting high school. Findings reflect students’ desire to plan for multiple aspects of their lives in the adult world and the criticality of examining teacher expectations and how they relate to instruction and supports for students engaging in the goal-setting process. Limitations and implications for research and practice are discussed.

Implementation science examines the process of how programs are put into action to produce outcomes and represents an emerging approach for analyzing the utilization of evidence-based practices (EBPs) in school settings. When EBPs are implemented effectively, they result in positive student outcomes. The Self-Determined Learning Model of Instruction (SDLMI) is an EBP shown to promote positive educational and postschool outcomes for students with disabilities; however, the process of implementing the SDLMI on a large scale poses significant challenges. We describe efforts to implement the SDLMI state-wide with transition-age students with intellectual and developmental disabilities through the lens of implementation science. Key factors and issues that need to be addressed in ongoing research and practice to further advance student outcomes are highlighted.

In 2 experiments, participants were presented with lists of between 2 and 12 words for either immediate free recall (IFR) or immediate serial recall (ISR). Auditory recall advantages at the end of the list (modality effects) and visual recall advantages early in the list (inverse modality effects) were observed in both tasks and the extent and magnitude of these effects were dependent upon list length. Both tasks displayed modality effects with short lists that were large in magnitude but limited to the final serial position, consistent with those observed in the typically short lists used in ISR, and both tasks displayed modality effects with longer lists that were small in magnitude and more extended across multiple end-of-list positions, consistent with those observed in the typically longer lists used in IFR. Inverse modality effects were also observed in both tasks at early list positions on longer lengths. Presentation modality did not affect where recall was initiated, but modality effects were greatest on trials where participants initiated recall with the first item. We argue for a unified account of IFR and ISR. We also assume that the presentation modality affects the encoding of all list items, and that modality effects emerge due to the greater resistance of auditory items to output interference.

Identifying relapse prevention elements during psychological treatment of depression: Development of an observer-based rating instrument

Systematic measurement of simultaneous disordered eating patterns and alcohol consumption enables practitioners to identify harmful behaviors and evaluate behavior change. Despite instruments existing which measure these behaviors, few are tested for gender/ethnicity invariance or against measures for disordered eating behaviors and harmful alcohol consumption, rendering limited empirical support for utility. The College Eating and Drinking Behaviors Scale (CEDBS) is a three-factor, self-report measure. The purpose of this study was to conduct a confirmatory factor analysis, invariance testing, and evaluation of predictive validity. Participants included 583 traditional college students from two Southern universities who reported past 30-day alcohol consumption. Results supported the three-factor structure, and evidence of predictive validity indicates that the CEDBS measures disordered eating and alcohol misuse behaviors within the context of food and alcohol disturbance. Findings suggested the CEDBS performs similarly across genders and some ethnicities.

BackgroundChoosing who should be recruited as a community health worker (CHW) is an important task, for their future performance partly depends on their ability to learn the required knowledge and skills, and their personal attributes. Developing a fair and effective selection process for CHWs is a challenging task, and reports of attempts to do so are rare. This paper describes a five-stage process of development and initial testing of a CHW selection process in two CHW programmes, one in Malawi and one in Ghana, highlighting the lessons learned at each stage and offering recommendations to other CHW programme providers seeking to develop their own selection processes.Case presentationThe five stages of selection process development were as follows: (1) review an existing selection process, (2) conduct a job analysis, (3) elicit stakeholder opinions, (4) co-design the selection process and (5) test the selection process. Good practice in selection process development from the human resource literature and the principles of co-design were considered throughout. Validity, reliability, fairness, acceptability and feasibility—the determinants of selection process utility—were considered as appropriate during stages 1 to 4 and used to guide the testing in stage 5. The selection methods used by each local team were a written test and a short interview.ConclusionsWorking with stakeholders, including CHWs, helped to ensure the acceptability of the selection processes developed. Expectations of intensiveness—in particular the number of interviewers—needed to be managed as resources for selection are limited, and CHWs reported that any form of interview may be stressful. Testing highlighted the importance of piloting with CHWs to ensure clarity of wording of questions, interviewer training to maximise inter-rater reliability and the provision of guidance to applicants in advance of any selection events. Trade-offs between the different components of selection process utility are also likely to be required. Further refinements and evaluation of predictive validity (i.e. a sixth stage of development) would be recommended before roll-out.

The present study tested the effect of stimuli presentation modality on judgments of honesty and attractiveness, and whether the judge's gender and target's nationality and gender affect such judgments. Jordanian judges watched a videotape of Jordanian and US targets and rated their honesty and attractiveness. Results showed a significant effect for presentation modality on judgments of honesty and attractiveness. Audiovisual presentation produced higher ratings of honesty and attractiveness judgments than did audio and video presentations. Results showed also a main effect for target nationality and gender on judgments of honesty, and a main effect for target nationality only on judgments of attractiveness. Jordanian students judged female targets to be more honest than male targets, and judged U.S. targets to be more honest and attractive than Jordanian targets.

‘Girls get going’: Using Game Sense to promote sport participation amongst adolescent girls in rural and regional contexts