The effectiveness of behavioral interventions for the treatment of young children with autism has been well documented in professional literature. The success of these procedures, however, depends on the fidelity of implementation and proper training of the therapist. The purpose of this study was to evaluate a 125-skill, comprehensive staff training package that involved a graduated sequence of teaching. In addition to changes in skills, social validity and training time were also assessed. Results indicate that correct demonstration of skills increased following training, incorrect implementation decreased, teachers rated the procedures favorably, and the total training took between 20 and 32.5 hours for over 120 skills to reach mastery criteria. A discussion of the results as well as implications for future research is also provided. thank Jesus Rosales-Ruiz, Rick Smith, and Nicole Zeug for their amazing feedback and generosity in agreeing to be on my thesis defense committee. Your contribution and feedback was truly appreciated. An additional thank you to Nicole Zeug for providing extensive support and assistance throughout the entire process. I would also like to thank Murray Sidman for his kind and encouraging comments in the earliest stages of this project. I will be forever grateful to the friends I have made at UNT and their support throughout the last three years; the friendships we have formed are ones I will never cease to value. Of all of my classmates, Claire Anderson has been especially supportive. Through your assistance in the tedious task of scoring videotapes and ongoing support of the entire process, I will be forever grateful. We started and ended this phase of our lives together and our friendship is one that will not be forgotten.Finally I would like to thank the trainees that participated in the study, including Donna Ludlum, Mona Alhaddad, Donna Townley-Cochran, and Megan Thompson. I appreciate your willingness and excitement throughout the training process. Smith, Jahr, & Eldevik, 2002;Howard, Sparkman, Cohen, Green, & Stanislaw, 2005;Lovaas, 1987). It has also been documented that outcomes can be maintained over long periods of time (Eikeseth, Smith, Jahr, & Eldevik, 2007;McEachin, Smith, & Lovaas, 1993). ivThe success of these procedures, however, depends on the fidelity of implementation (Bibby, Eikeseth, Martin, Mudford, & Reeves, 2002). There is evidence that children learn better when interventionists are appropriately trained (e.g., Ala'iRosales, Thorisdottir, & Etzel, 2003;Downs, Downs, & Rau, 2008).Therefore, the effectiveness of treatment for children with autism appears to rely heavily on the need to have adequate training for persons responsible for implementing these techniques (Jahr, 1998;McGee & Morrier, 2005; National Research Council, 2001; Shook, Ala'iRosales, & Glenn, 2002). Table 1 provides an overview of reviews and empirical literature illustrating the importance of training for change agents.Early research has shown that it is possible, and necessary, to empiri...

We conducted correlational and performance discrepancy analyses on exam and achievement data taken from students in three psychology courses. Across courses, the same findings emerged. First, only a small fraction of students consistently performed more strongly on one type of assessment (e.g., multiple-choice) than on another (e.g., short answer). Second, students' multiple-choice performance, above and beyond their short answer performance, accounted for variation in students' standing on achievement measures unrelated to psychology (including high school class standing, American College Test score, and college grade point average). In contrast, students' short answer performance, above and beyond their multiplechoice performance, did not account for variation in students' standing on those achievement measures. Our findings support the continued use of multiple-choice items to assess student learning.

Past research implicates adaptations in women to assess men's willingness to invest in offspring (La Cerra, 1995). In two new studies, women's evaluations of an opposite-sex target as a long-term partner and short-term sex partner were negatively impacted by viewing that target ignore a baby in distress; this effect occurred for men in Study 1 only. Men's short-term sexual attraction to a female target was not affected by context. In Study 2, women responded similarly to a man vacuuming and to a man interacting with a happy baby. Neither sociosexual orientation nor sex-role beliefs moderated participants' sensitivity to targets' behavior. Women more than men appear to display a general sensitivity to an opposite-sex target's good character.Keywords: human mating, parental investment, human sex differences. ¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯¯ Women More Than Men Attend to Indicators of Good CharacterEvolutionary Psychology -ISSN 1474-7049 -Volume 4. 2006.-249-exposed men and women to pictures of same-sex and opposite-sex models in a variety of conditions. She found support for a domain-specific capacity in women to assess and respond positively to indicators of a man's willingness to invest in offspring. First, La Cerra demonstrated that women responded more positively to a man interacting with a happy baby than to a man standing alone, and more negatively to a man ignoring an unhappy baby than to a man standing alone. Further, La Cerra demonstrated that (1) the effects were unique to women's ratings of men (they did not replicate with men's ratings of women); (2) the effects were specific to the mating domain (they did not appear when evaluating an opposite-sex person as a friend or neighbor, nor did they appear in evaluations of same-sex individuals as a friend or neighbor); (3) the positive effect of seeing a man interact with a baby was not a product of a general preference for "domesticity" (women rated a man vacuuming as even less attractive than a man standing alone); and (4) the positive effect of seeing a man interact with a baby was not a product of a more general sensitivity to demonstrations of compassion (women rated a man interacting with the baby as more attractive than they rated a man engaged in caretaking of an elderly person). La Cerra's (1995) findings were never published in a peer-reviewed outlet; thus, although well-known among evolutionary researchers, her findings on the domain-specific nature of evaluations of parental investment cues beg replication and extension. In fact, in two recent studies, Brase (2006) found substantially less support than she did for a domain-specific capacity in women to assess men's willingness to invest. Although women in Brase's studies responded positively to pictures of men interacting with a baby, their positive reaction was not limited to the mating context (it occurred when they evaluated men as potential friends and neighbors, as well); moreover, the women responded just as positively to pictures of men showing compa...

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