Help for the Significant Others of Bulimics

Abstract

A quasi‐experimental design was used to assess the effects of a 5‐week assistance program for the significant others of bulimics. A knowledge test, an attitude survey, and a behavior device were used to evaluate the effects of the program. One or more of the three instruments was administered to an experimental group of significant others before (pretest) and after (posttest) they attended the assistance program. One or more of the three instruments was also administered to a control group of significant others before (pretest) and after (posttest) a 5‐week period. During this period they did not attend the assistance program. No significant difference was found between the pretest and posttest scores of the control group on the three instruments at the .05 probability level. Experimental group posttest scores were significantly higher than their pretest scores on the three instruments at the .05 probability level. An anonymous evaluation conducted following the program also indicated significant others who attended the program found it to be beneficial.

Professional Development in Integrating Technology Into Teaching and Learning: Knowns, Unknowns, and Ways to Pursue Better Questions and Answers

“…With these arguments in mind, a growing body of research from different areas has ventured to adapt Bloom's taxonomy of instructional objectives into a multiconstruct approach to assessment that evaluates not only knowledge but attitude and behavioral change as well (Bruvold, 1990;Byrd-Bredbenner, O'Connell, & Shannon, 1982;Coyle et al, 1999;D. T. Donovan & Singh, 1999;Heppner, Humphrey, Hillenbrand-Gunn, & DeBord, 1995;Kapoor, 1989;Kirby, 1985;Lawless, Brown, & Cartter, 1997;Looker & Shannon, 1984;Miller, Booraem, Flowers, & Iversen, 1990). This approach has more simply become known as the KAB (i.e., knowledge, attitudes, and behaviors) method.…”

The knowledge, attitudes, & behaviors approach how to evaluate performance and learning in complex environments

“…While most of the behavioral data collected have been in some form of self-report surveys or frequency reports (e.g., Donavan & Singh, 1999;Lawless et al, 1997;Schrader, 2003), there are important examples of other measurement strategies. In particular, researchers can use diaries and logs (Byrd-Bredbenner et al, 1982), direct observation (Kapoor, 1989), or participant interviews (Heppner et al, 1995). In addition to these methods, there are other, less frequently used techniques to collect behavioral data.…”

“…However, there are a few vital areas, outlined in Figure 2, where the KAB methodology demands additional attention and rigor. Once the research questions have been identified, KAB research efforts have typically implemented some form of pretest/ post-test research design (Byrd-Bredbenner et al, 1982;Kapoor, 1989). In many cases, researchers collect data at multiple points in time (Coyle et al, 1999;Heppner et al, 1995;Looker & Shannon, 1984).…”

PK-12 Counselors Knowledge, Attitudes, and Behaviors Related to Gender and STEM

“…The survey was administered as a pre and post assessment (Byrd-Bredbenner, O'Connell, & Shannon, 1982;D. T. Campbell & Stanley, 1963;Kapoor, 1989) of a group of counselors from a large Southwest school district who were required to attend a two hour professional development workshop on STEM occupations. Approximately 120 counselors were present for the workshop, but only N=71 are included in this report.…”