Pub Date : 2015-10-02DOI: 10.1027/2151-2604/A000218
C. Leibrock, Michael Hierlmeier, U. Lang, F. Lang
Abstract. The present study explored the impact of Akt1 and Akt3 on behavior. Akt1 (akt1-/-) and Akt3 (akt3-/-) knockout mice were compared to wild type (wt) mice. The akt1-/- mice, akt3-/- mice, and wt mice were similar in most parameters of the open-field test. However, the distance traveled in the center area was slightly but significantly less in akt3-/- mice than in wt mice. In the light/dark transition test akt1-/- mice had significantly lower values than wt mice and akt3-/- mice for distance traveled, number of rearings, rearing time in the light area, as well as time spent and distance traveled in the entrance area. They were significantly different from akt3-/- mice in the distance traveled, visits, number of rearings, rearing time in the light area, as well as time spent, distance traveled, number of rearings, and rearing time in the entrance area. In the O-maze the time spent, and the visits to open arms, as well as the number of protected and unprotected headdips were significantly less in akt...
{"title":"Subtle Impact of Akt1 and Akt3 on Exploratory Behavior in Gene Targeted Mice","authors":"C. Leibrock, Michael Hierlmeier, U. Lang, F. Lang","doi":"10.1027/2151-2604/A000218","DOIUrl":"https://doi.org/10.1027/2151-2604/A000218","url":null,"abstract":"Abstract. The present study explored the impact of Akt1 and Akt3 on behavior. Akt1 (akt1-/-) and Akt3 (akt3-/-) knockout mice were compared to wild type (wt) mice. The akt1-/- mice, akt3-/- mice, and wt mice were similar in most parameters of the open-field test. However, the distance traveled in the center area was slightly but significantly less in akt3-/- mice than in wt mice. In the light/dark transition test akt1-/- mice had significantly lower values than wt mice and akt3-/- mice for distance traveled, number of rearings, rearing time in the light area, as well as time spent and distance traveled in the entrance area. They were significantly different from akt3-/- mice in the distance traveled, visits, number of rearings, rearing time in the light area, as well as time spent, distance traveled, number of rearings, and rearing time in the entrance area. In the O-maze the time spent, and the visits to open arms, as well as the number of protected and unprotected headdips were significantly less in akt...","PeriodicalId":47289,"journal":{"name":"Zeitschrift Fur Psychologie-Journal of Psychology","volume":"34 Suppl 1 1","pages":"173-180"},"PeriodicalIF":1.8,"publicationDate":"2015-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83622319","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-03-06DOI: 10.1027/2151-2604/A000195
M. Förster, O. Zlatkin‐Troitschanskaia, S. Brückner, R. Happ, R. Hambleton, W. Walstad, Tadayoshi Asano, Michio Yamaoka
Cross-national assessment of students’ competences in higher education is becoming increasingly important in many disciplines including economics but there are few available instruments that meet psychological standards for assessing students’ economic competence in higher education (HE). One of them is the internationally valid Test of Understanding in College Economics (TUCE), which has been adapted and employed successfully in HE systems in various countries, but the test results have seldom been used for international comparisons of students’ Economic Content Knowledge (ECK). Here, we compare the German and the Japanese test adaptations of the TUCE with reference to the American original in order to determine their suitability for comparative analyses of ECK in HE among these countries. Having critically examined the two test adaptations, we present a comparative analysis of students’ test scores in Germany and Japan and evaluate potential differences with regard to students’ acquisition of ECK while ...
{"title":"Validating test score interpretations by cross-national comparison: Comparing the results of students from Japan and Germany on an American test of economic knowledge in higher education.","authors":"M. Förster, O. Zlatkin‐Troitschanskaia, S. Brückner, R. Happ, R. Hambleton, W. Walstad, Tadayoshi Asano, Michio Yamaoka","doi":"10.1027/2151-2604/A000195","DOIUrl":"https://doi.org/10.1027/2151-2604/A000195","url":null,"abstract":"Cross-national assessment of students’ competences in higher education is becoming increasingly important in many disciplines including economics but there are few available instruments that meet psychological standards for assessing students’ economic competence in higher education (HE). One of them is the internationally valid Test of Understanding in College Economics (TUCE), which has been adapted and employed successfully in HE systems in various countries, but the test results have seldom been used for international comparisons of students’ Economic Content Knowledge (ECK). Here, we compare the German and the Japanese test adaptations of the TUCE with reference to the American original in order to determine their suitability for comparative analyses of ECK in HE among these countries. Having critically examined the two test adaptations, we present a comparative analysis of students’ test scores in Germany and Japan and evaluate potential differences with regard to students’ acquisition of ECK while ...","PeriodicalId":47289,"journal":{"name":"Zeitschrift Fur Psychologie-Journal of Psychology","volume":"19 3 1","pages":"14-23"},"PeriodicalIF":1.8,"publicationDate":"2015-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89062153","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-03-06DOI: 10.1027/2151-2604/A000201
Barbara Schober, Julia Klug, Gregor Jöstl, C. Spiel, M. Dresel, G. Steuer, B. Schmitz, A. Ziegler
Self-regulated learning (SRL) is a major issue in current educational research. A comprehensive body of evidence points to the relevance of SRL for creating lasting learning success in many learning contexts (Zimmerman & Schunk, 2011). SRL competences are of particular importance for success in higher education because students have to deal with rather unstructured contexts and diverse learning challenges (Peverly, Brobst, Graham, & Shaw, 2003). Despite SRL’s undeniable relevance and the large body of research attesting to this (Winne, 2005), some core issues – especially regarding learning at universities – have not been solved yet. We still do not know which components of SRL in which combination are crucial for success at university. Which aspects of SRL are relevant in which learning phases in which contexts? How do situational and personal factors interact? How do these competences actually develop under different institutional conditions? Why do we still find substantial knowledge deficits in this intensively researched field? A closer look makes it obvious that research often concerns very specific details of the complex SRL construct, such as the interrelations among specific SRL components, teachers’ effects on specific students’ SRL strategies, or the effects of very specific contexts (e.g., Eccles & Wigfield, 2002). Furthermore, a variety of research approaches are used, based on different models, measures, and study designs. Consequently, results are often inconsistent. Approaches and results therefore remain rather unconnected, and no comprehensive picture is able to emerge. However, if we want to create instructional designs that promote SRL at universities, we need a deeper comprehensive understanding of SRL competences and their development. To reach more coherence and advance in research on SRL competencies in complex learning settings like universities, we suggest an integrative approach in terms of theory and measurement in this opinion paper.
{"title":"Gaining Substantial New Insights Into University Students' Self-Regulated Learning Competencies How Can We Succeed?","authors":"Barbara Schober, Julia Klug, Gregor Jöstl, C. Spiel, M. Dresel, G. Steuer, B. Schmitz, A. Ziegler","doi":"10.1027/2151-2604/A000201","DOIUrl":"https://doi.org/10.1027/2151-2604/A000201","url":null,"abstract":"Self-regulated learning (SRL) is a major issue in current educational research. A comprehensive body of evidence points to the relevance of SRL for creating lasting learning success in many learning contexts (Zimmerman & Schunk, 2011). SRL competences are of particular importance for success in higher education because students have to deal with rather unstructured contexts and diverse learning challenges (Peverly, Brobst, Graham, & Shaw, 2003). Despite SRL’s undeniable relevance and the large body of research attesting to this (Winne, 2005), some core issues – especially regarding learning at universities – have not been solved yet. We still do not know which components of SRL in which combination are crucial for success at university. Which aspects of SRL are relevant in which learning phases in which contexts? How do situational and personal factors interact? How do these competences actually develop under different institutional conditions? Why do we still find substantial knowledge deficits in this intensively researched field? A closer look makes it obvious that research often concerns very specific details of the complex SRL construct, such as the interrelations among specific SRL components, teachers’ effects on specific students’ SRL strategies, or the effects of very specific contexts (e.g., Eccles & Wigfield, 2002). Furthermore, a variety of research approaches are used, based on different models, measures, and study designs. Consequently, results are often inconsistent. Approaches and results therefore remain rather unconnected, and no comprehensive picture is able to emerge. However, if we want to create instructional designs that promote SRL at universities, we need a deeper comprehensive understanding of SRL competences and their development. To reach more coherence and advance in research on SRL competencies in complex learning settings like universities, we suggest an integrative approach in terms of theory and measurement in this opinion paper.","PeriodicalId":47289,"journal":{"name":"Zeitschrift Fur Psychologie-Journal of Psychology","volume":"1 1","pages":"64-65"},"PeriodicalIF":1.8,"publicationDate":"2015-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88983145","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-02-26DOI: 10.1027/0044-3409.217.1.27
F. Fidler, G. Loftus
Null-hypothesis significance testing (NHST) is the primary means by which data are analyzed and conclusions made, partic- ularly in the social sciences, but in other sciences as well (notably ecology and economics). Despite this supremacy however, numerous problems exist with NHST as a means of interpreting and understanding data. These problems have been articulated by various observers over the years, but are being taken seriously by researchers only slowly, if at all, as evidenced by the continuing emphasis on NHST in statistics classes, statistics textbooks, editorial policies and, of course, the day-to-day practices reported in empirical articles themselves (Cumming et al., 2007). Over the past several decades, observers have suggested a simpler approach - plotting the data with appropriate confidence intervals (CIs) around relevant sample statistics - to supplement or take the place of hypothesis testing. This article addresses these issues.
{"title":"Why Figures with Error Bars Should Replace p Values Some Conceptual Arguments and Empirical Demonstrations","authors":"F. Fidler, G. Loftus","doi":"10.1027/0044-3409.217.1.27","DOIUrl":"https://doi.org/10.1027/0044-3409.217.1.27","url":null,"abstract":"Null-hypothesis significance testing (NHST) is the primary means by which data are analyzed and conclusions made, partic- ularly in the social sciences, but in other sciences as well (notably ecology and economics). Despite this supremacy however, numerous problems exist with NHST as a means of interpreting and understanding data. These problems have been articulated by various observers over the years, but are being taken seriously by researchers only slowly, if at all, as evidenced by the continuing emphasis on NHST in statistics classes, statistics textbooks, editorial policies and, of course, the day-to-day practices reported in empirical articles themselves (Cumming et al., 2007). Over the past several decades, observers have suggested a simpler approach - plotting the data with appropriate confidence intervals (CIs) around relevant sample statistics - to supplement or take the place of hypothesis testing. This article addresses these issues.","PeriodicalId":47289,"journal":{"name":"Zeitschrift Fur Psychologie-Journal of Psychology","volume":"36 1","pages":"27-37"},"PeriodicalIF":1.8,"publicationDate":"2015-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86142077","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-02-26DOI: 10.1027/0044-3409/A000031
Maria Strobel, A. Tumasjan, I. Welpe
The ability to attract highly qualified employees constitutes a significant competitive advantage, and is ultimately linked to an organization’s economic success. Creating and maintaining organizational attractiveness is therefore crucial to organizations. While previous research has demonstrated that an organization’s ethical conduct (e.g., corporate social responsibility) enhances its attractiveness for potential employees, there is no empirical evidence on whether the ethical behavior of an organization’s leaders can also affect organizational attractiveness. Using both experimental and correlational data we investigate the influence of leader ethical behavior on organizational attractiveness and examine the underlying mechanisms behind this relationship. In line with our hypotheses, ethical leader behavior leads to significantly higher ethical leadership ratings and to significantly higher ratings of organizational attractiveness. Furthermore, higher ethical leadership ratings were associated with str...
{"title":"Do Business Ethics Pay Off","authors":"Maria Strobel, A. Tumasjan, I. Welpe","doi":"10.1027/0044-3409/A000031","DOIUrl":"https://doi.org/10.1027/0044-3409/A000031","url":null,"abstract":"The ability to attract highly qualified employees constitutes a significant competitive advantage, and is ultimately linked to an organization’s economic success. Creating and maintaining organizational attractiveness is therefore crucial to organizations. While previous research has demonstrated that an organization’s ethical conduct (e.g., corporate social responsibility) enhances its attractiveness for potential employees, there is no empirical evidence on whether the ethical behavior of an organization’s leaders can also affect organizational attractiveness. Using both experimental and correlational data we investigate the influence of leader ethical behavior on organizational attractiveness and examine the underlying mechanisms behind this relationship. In line with our hypotheses, ethical leader behavior leads to significantly higher ethical leadership ratings and to significantly higher ratings of organizational attractiveness. Furthermore, higher ethical leadership ratings were associated with str...","PeriodicalId":47289,"journal":{"name":"Zeitschrift Fur Psychologie-Journal of Psychology","volume":"47 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2015-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82081896","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2014-01-01DOI: 10.1027/2151-2604/A000169
Deryn Strange, Jennifer E. Dysart, E. Loftus
Laypeople, police, and prosecutors tend to believe that a suspect’s alibi, if truthful, should remain consistent over time (see Burke, Turtle, & Olson, 2007; Culhane & Hosch 2012; Dysart & Strange, 2012). However, there is no empirical evidence to support this assumption. We investigated (a) whether some features of an alibi – such as what was happening, who with, where, and for how long – are more likely to produce errors than others; and (b) whether consistency in alibi stories is correlated with particular phenomenological characteristics of the alibi such as a person’s confidence and sense of reliving the event. We asked participants to imagine they were suspected of a crime and to provide their truthful alibi for an afternoon 3 weeks prior and to complete questions regarding the phenomenological characteristics of their memory. We also asked participants to locate evidence of their actual whereabouts for the critical period. Participants returned a week later, presented their evidence, re-told their alibi, and re-rated the phenomenological characteristics of the alibi. Our results revealed that participants were largely inconsistent across all aspects of their alibi, but there was variability across the different features. In addition, those who were inconsistent were less confident, recollected the time period in less detail and less vividly, and were less likely to claim to remember the time period. We conclude that inconsistencies are a normal byproduct of an imperfect memory system and thus should not necessarily arouse suspicion that a suspect is lying.
{"title":"Why Errors in Alibis are Not Necessarily Evidence of Guilt","authors":"Deryn Strange, Jennifer E. Dysart, E. Loftus","doi":"10.1027/2151-2604/A000169","DOIUrl":"https://doi.org/10.1027/2151-2604/A000169","url":null,"abstract":"Laypeople, police, and prosecutors tend to believe that a suspect’s alibi, if truthful, should remain consistent over time (see Burke, Turtle, & Olson, 2007; Culhane & Hosch 2012; Dysart & Strange, 2012). However, there is no empirical evidence to support this assumption. We investigated (a) whether some features of an alibi – such as what was happening, who with, where, and for how long – are more likely to produce errors than others; and (b) whether consistency in alibi stories is correlated with particular phenomenological characteristics of the alibi such as a person’s confidence and sense of reliving the event. We asked participants to imagine they were suspected of a crime and to provide their truthful alibi for an afternoon 3 weeks prior and to complete questions regarding the phenomenological characteristics of their memory. We also asked participants to locate evidence of their actual whereabouts for the critical period. Participants returned a week later, presented their evidence, re-told their alibi, and re-rated the phenomenological characteristics of the alibi. Our results revealed that participants were largely inconsistent across all aspects of their alibi, but there was variability across the different features. In addition, those who were inconsistent were less confident, recollected the time period in less detail and less vividly, and were less likely to claim to remember the time period. We conclude that inconsistencies are a normal byproduct of an imperfect memory system and thus should not necessarily arouse suspicion that a suspect is lying.","PeriodicalId":47289,"journal":{"name":"Zeitschrift Fur Psychologie-Journal of Psychology","volume":"14 1","pages":"82-89"},"PeriodicalIF":1.8,"publicationDate":"2014-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79172691","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2014-01-01DOI: 10.1027/2151-2604/a000177
Luana Colloca, Wayne B Jonas, John Killen, Franklin G Miller, David Shurtleff
Recent findings on placebo research corroborate the evidence that the placebo effect represents a promising model to shed new light on the brain-mind-body interactions. In particular, this research has partially elucidated the role of how patients' expectations and the quality of physician-patient communication can influence the efficacy of interventions and overall clinical outcomes. Accordingly, the study of the placebo effect should be incorporated in the core clinical practice curriculum of all health practitioners. While the growing knowledge of the placebo effect points to it as an irreducible primary reality of the medical sciences, an ethical analysis aimed at avoiding the misuse of placebos is needed, while maximizing the opportunity for beneficial placebo effects.
{"title":"Reevaluating the placebo effect in medical practice.","authors":"Luana Colloca, Wayne B Jonas, John Killen, Franklin G Miller, David Shurtleff","doi":"10.1027/2151-2604/a000177","DOIUrl":"10.1027/2151-2604/a000177","url":null,"abstract":"<p><p>Recent findings on placebo research corroborate the evidence that the placebo effect represents a promising model to shed new light on the brain-mind-body interactions. In particular, this research has partially elucidated the role of how patients' expectations and the quality of physician-patient communication can influence the efficacy of interventions and overall clinical outcomes. Accordingly, the study of the placebo effect should be incorporated in the core clinical practice curriculum of all health practitioners. While the growing knowledge of the placebo effect points to it as an irreducible primary reality of the medical sciences, an ethical analysis aimed at avoiding the misuse of placebos is needed, while maximizing the opportunity for beneficial placebo effects.</p>","PeriodicalId":47289,"journal":{"name":"Zeitschrift Fur Psychologie-Journal of Psychology","volume":"222 3","pages":"124-127"},"PeriodicalIF":2.0,"publicationDate":"2014-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4211281/pdf/nihms-636453.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"32783369","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2014-01-01DOI: 10.1027/2151-2604/A000171
T. Grundgeiger, P. Sanderson, R. Dismukes
An important cognitive function is the ability to remember to execute future tasks, a capability known as prospective memory (PM). Workers in complex sociotechnical systems such as healthcare and aviation face many PM challenges and forgetting tasks can have severe consequences. Although researchers have made progress in understanding how individuals remember future tasks, system-level support for PM has seldom been addressed. In the present paper, we briefly review PM research in healthcare and aviation, focusing on naturalistic studies using expert workers, and we present the concept of distributed prospective memory, which incorporates the interaction between the environment and the individual when future tasks must be remembered. PM in sociotechnical settings is a complex process involving human and nonhuman agents. Therefore, a systems approach is needed to fully understand PM processes, thus supporting workers and eventually minimizing errors and increasing safety.
{"title":"Prospective Memory in Complex Sociotechnical Systems","authors":"T. Grundgeiger, P. Sanderson, R. Dismukes","doi":"10.1027/2151-2604/A000171","DOIUrl":"https://doi.org/10.1027/2151-2604/A000171","url":null,"abstract":"An important cognitive function is the ability to remember to execute future tasks, a capability known as prospective memory (PM). Workers in complex sociotechnical systems such as healthcare and aviation face many PM challenges and forgetting tasks can have severe consequences. Although researchers have made progress in understanding how individuals remember future tasks, system-level support for PM has seldom been addressed. In the present paper, we briefly review PM research in healthcare and aviation, focusing on naturalistic studies using expert workers, and we present the concept of distributed prospective memory, which incorporates the interaction between the environment and the individual when future tasks must be remembered. PM in sociotechnical settings is a complex process involving human and nonhuman agents. Therefore, a systems approach is needed to fully understand PM processes, thus supporting workers and eventually minimizing errors and increasing safety.","PeriodicalId":47289,"journal":{"name":"Zeitschrift Fur Psychologie-Journal of Psychology","volume":"14 1","pages":"100-109"},"PeriodicalIF":1.8,"publicationDate":"2014-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83027832","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2014-01-01DOI: 10.1027/2151-2604/A000161
P. Goense, L. Boendermaker, T. Yperen, G. Stams, J. V. Laar
This systematic review evaluates the implementation of treatment integrity procedures in outcome studies of youth interventions targeting behavioral problems. The Implementation of Treatment Integrity Procedures Scale (ITIPS), developed by Perepletchikova, Treat, and Kazdin (2007), was adapted (ITIPS-A) and used to evaluate 32 outcome studies of evidence-based interventions for youths with externalizing behavioral problems. Integrity measures were found to be still rare in these studies. Of the studies that took integrity into account, 80% approached adequacy in implementing procedures for treatment integrity. The ITIPS-A is recommended as an instrument to guide development of integrity instruments and the implementation of treatment integrity procedures in youth care.
{"title":"Implementation of treatment integrity procedures","authors":"P. Goense, L. Boendermaker, T. Yperen, G. Stams, J. V. Laar","doi":"10.1027/2151-2604/A000161","DOIUrl":"https://doi.org/10.1027/2151-2604/A000161","url":null,"abstract":"This systematic review evaluates the implementation of treatment integrity procedures in outcome studies of youth interventions targeting behavioral problems. The Implementation of Treatment Integrity Procedures Scale (ITIPS), developed by Perepletchikova, Treat, and Kazdin (2007), was adapted (ITIPS-A) and used to evaluate 32 outcome studies of evidence-based interventions for youths with externalizing behavioral problems. Integrity measures were found to be still rare in these studies. Of the studies that took integrity into account, 80% approached adequacy in implementing procedures for treatment integrity. The ITIPS-A is recommended as an instrument to guide development of integrity instruments and the implementation of treatment integrity procedures in youth care.","PeriodicalId":47289,"journal":{"name":"Zeitschrift Fur Psychologie-Journal of Psychology","volume":"17 1","pages":"12-21"},"PeriodicalIF":1.8,"publicationDate":"2014-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86588117","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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