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Author(s):  
Harry DeAngelo

Abstract An important piece of the capital structure puzzle has been missing, and it is not a contracting friction. It is recognition that managers do not have sufficient knowledge to optimize capital structure with any real precision. The literature critique in this paper i) identifies the conceptual sources of the main empirical failures of the leading models of capital structure and ii) shows how those failures can be repaired by taking into account imperfect managerial knowledge and several other factors. The analysis yields a compact set of principles for thinking about capital structure in an empirically supported way.


Psychotherapy ◽  
2022 ◽  
Author(s):  
Clara E. Hill ◽  
Katherine Morales ◽  
Judith A. Gerstenblith ◽  
Priya Bansal ◽  
Mira An ◽  
...  

2022 ◽  
Author(s):  
Cassandra L. Boness ◽  
Victoria Votaw ◽  
Frank J Schwebel ◽  
David I.K. Moniz-Lewis ◽  
R. Kathryn McHugh ◽  
...  

This document includes a formal evaluation of cognitive behavioral therapy for substance use disorder per the Tolin et al., (2015) criteria.


2022 ◽  
pp. 1-29
Author(s):  
Sina Fazelpour ◽  
Daniel Steel

Abstract Previous simulation models have found positive effects of cognitive diversity on group performance, but have not explored effects of diversity in demographics (e.g., gender, ethnicity). In this paper, we present an agent-based model that captures two empirically supported hypotheses about how demographic diversity can improve group performance. The results of our simulations suggest that, even when social identities are not associated with distinctive task-related cognitive resources, demographic diversity can, in certain circumstances, benefit collective performance by counteracting two types of conformity that can arise in homogeneous groups: those relating to group-based trust and those connected to normative expectations towards in-groups.


2022 ◽  
pp. 541-555
Author(s):  
Karly Cordova

There is a lack of training for parents, school staff, and residential staff aimed at helping persons with intellectual disabilities acquire menstrual self-care skills. This may be due in part to the sensitive nature of this topic, the aversion to performing menstrual care for individuals with a disability, and the lack of empirically supported training protocols. This chapter critically reviews behavior analytic research on menstrual care that has been published in peer reviewed journals. This is followed by a case illustration using behavior analytic methods to teach menstrual self-care skills for a student with autism spectrum disorder in a public school setting. Evaluated using a multiple baseline across behaviors design, it was shown that the student increased her independent performance of selected menstrual self-case skills.


2021 ◽  
pp. 194855062110667
Author(s):  
Richard Rau ◽  
Nicole M. Lawless DesJardins ◽  
Lisa Maria Niemeyer ◽  
Mitja D. Back ◽  
Sanjay Srivastava ◽  
...  

In interpersonal perception, perceivers’ tendencies for judging the average target (perceiver effects) are commonly assumed to reflect generalized stereotypes about “the other.” This is empirically supported by findings of consistent rank-orders of perceiver effects across measurement occasions, but previous studies could not rule out important alternative explanations for consistency. Here, we present a strict test of the generalized stereotype account in two studies ( ns 146 and 295) in which participants provided mutual impressions in distinct, uniquely composed groups. Results reveal that perceiver effects are quite consistent on the level of global evaluation and acquiescence but less consistent on the level of specific trait- or item-content. The finding that perceivers who saw others in globally positive or negative ways in one situation also saw other targets in similar ways in entirely different situations across time, groups, and contexts is strong evidence for the generalized stereotype account and has vital implications.


2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Sarah Cusworth Walker ◽  
Noah Gubner ◽  
Aniyar Iztguttinov ◽  
Felix Rodriguez ◽  
Paul Davis ◽  
...  

Abstract Background The delivery of evidence-supported treatments (EST) in children’s mental health could be a valuable measure for monitoring mental healthcare quality; however, efforts to monitor the use of EST in real world systems are hindered by the lack of pragmatic methods. This mixed methods study examined the implementation and agency response rate of a pragmatic, claims-based measure of EST designed to be applied as a universal quality measure for child psychotherapy encounters in a state Medicaid system. Methods Implementation potential of the EST measure was assessed with healthcare leader rankings of the reporting method’s acceptability, appropriateness and feasibility (n = 53), and post-implementation ratings of EST rate accuracy. Ability of the healthcare system to monitor EST through claims was measured by examining the agency responsivity in using the claims-based measure across 98 Medicaid-contracted community mental health (CMH) agencies in Washington State. Results The analysis found the reporting method had high implementation potential. The method was able to measure the use of an EST for 83% of children covered by Medicaid with 58% CMH agencies reporting > 0 ESTs in one quarter. Qualitative analyses revealed that the most significant barrier to reporting ESTs was the operability of electronic health record systems and agencies’ mixed views regarding the accuracy and benefits of reporting. Conclusions Measurement of child mental health ESTs through Medicaid claims reporting has acceptable implementation potential and promising real world responsiveness from CMH agencies in one state. Variation in reporting by agency site and low to moderate perceived value by agency leaders suggests the need for additional implementation supports for wider uptake.


2021 ◽  
Author(s):  
Richard Rau ◽  
Lisa Maria Niemeyer ◽  
Nicole M. Lawless DesJardins ◽  
Sanjay Srivastava ◽  
Mitja Back ◽  
...  

In interpersonal perception, perceivers’ tendencies for judging the average target (perceiver effects) are commonly assumed to reflect generalized stereotypes about “the other”. This is empirically supported by findings of consistent rank-orders of perceiver effects across measurement occasions, but previous studies could not rule out important alternative explanations for consistency. Here, we present a strict test of the generalized stereotype account in two studies (ns 146 and 295) in which participants provided mutual impressions in distinct, uniquely composed groups. Results reveal that perceiver effects are quite consistent on the level of global evaluation and acquiescence but less consistent on the level of specific trait- or item-content. The finding that perceivers who saw others in globally positive or negative ways in one situation also saw other targets in similar ways in entirely different situations across time, groups, and contexts is strong evidence for the generalized stereotype account and has vital implications.


2021 ◽  
pp. 118-125
Author(s):  
Whitney Freund ◽  
Brenda Coble Lindsey ◽  
Kevin Tan

This chapter discusses how school social workers can apply evidence-based practice to help meet the academic, social, and emotional needs of all children. Evidence-based practice broadly refers to two different approaches: infusing research and data use into school social work and applying empirically supported interventions in practice. The chapter details how school social workers can find and use effective evidence-based interventions. The process of implementing evidence-based interventions includes a cyclical process of assessing students’ needs, selecting the interventions, and monitoring progress by collecting data. Examples of interventions at tiers 1, 2, and 3 are presented, along with case examples that illustrate how school social workers have been successful at implementing these interventions. The chapter concludes with a discussion of the application of evidence-based practice as it relates to contemporary challenges with the COVID-19 pandemic and diversity, inclusion, and equity concerns in educational contexts.


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