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: Does Exercise Improve Cognitive Performance? A Conservative Message from Lord's Paradox.; Although extant meta-analyses support the notion that exercise results in cognitive performance enhancement, methodology shortcomings are noted among primary evidence. The present study examined relevant randomized controlled trials (RCTs) published in the past 20 years (1996-2015) for methodological concerns arise from Lord's paradox. Our analysis revealed that RCTs supporting the positive effect of exercise on cognition are likely to include Type I Error(s). This result can be attributed to the use of gain score analysis on pretest-posttest data as well as the presence of control group superiority over the exercise group on baseline cognitive measures. To improve accuracy of causal inferences in this area, analysis of covariance on pretest-posttest data is recommended under the assumption of group equivalence. Important experimental procedures are discussed to maintain group equivalence., Keywords: ANCOVA, Cognition, Exercise intervention, Experimental group equivalence, False positive error, Gain score analysis, Review, Publication Note: This NIH-funded author manuscript originally appeared in PubMed Central at https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4954852.

: Dysfunctional career thoughts, interest profile elevation, and RIASEC skills of career counseling clients; Eighty-six individuals seeking counseling at a university career center completed the Career Thoughts Inventory and the Self-Directed Search, 5th Edition, agreeing to participate in the present study exploring relationships among dysfunctional career thoughts (DCTs), profile elevation, and RIASEC skills. Multiple regression analyses indicated that DCTs captured 16% of variance in profile elevation and 16% of variance in RIASEC skills. Seven percent of the variance in DCTs were predicted by RIASEC skills and profile elevation. A discussion includes examination of results and limitations, as well as implications for theory, research, and practice., Dysfunctional career thinking, Cognitive information processing theory, Self-Directed Search, RIASEC skills, Profile elevation, This is the pre-peer reviewed version of the following article: Kronholz, J., & Osborn, D. S. (2022). Dysfunctional career thoughts, interest profile elevation, and RIASEC skills of career counseling clients. Journal of Employment Counseling, 59(2), 52-63. https://doi.org/10.1002/joec.12178, which has been published in final form at https://doi.org/10.1002/joec.12178. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions.

: Early Experiences and School Readiness; The Opportunity-Propensity Model (OPM) specifies that antecedents (demographics that predict opportunities and propensities occurring before formal schooling), opportunities (exposure to experiences afforded in the home, community, and school), and propensities (pre-existing skills that help children take advantage of opportunities) work in concert to explain individual differences in achievement. Recent work has also pointed towards transactional relations of academic and domain-general skills (working memory), which shares some overlap with the OPM. However, OPM has not been used to explain these transactions. Additionally, researchers have not used the OPM to predict between- versus within-person differences over time, though this might help provide insights on developmental patterns and educational practice. In this study, we use the Early Childhood Longitudinal Study – 2010-2011 to examine the extent to which the OPM accounts for the transaction between mathematics and working memory., Early Childhood, Education

: Effect of Brief Staff-Assisted Career Service Delivery on Drop-In Clients; Summary: Briefstaffassisted career counseling services based on Cognitive Information Processing theory were evaluated via 138 dropin clients who completed prepost interventions on selfreport measures of knowledge about next steps, confidence in making next steps, and feelings of anxiety about their career concern. Significant changes occurred in each dimension, and were significantly associated with the quality of career advisor interaction. Participants rated the experience as highly positive. Decreases in anxiety were unrelated to the intervention. Implications include that a briefservice delivery model yields positive outcomes for many, but require adjustments in organizational culture, the physical environment, practitioner approaches, and client expectations. Future research should examine relational variables related to decreased anxiety with a brief service delivery model, the degree to which this approach works with specific career needs, and client attributes leading to successful versus nonsuccessful outcomes with this model., Keywords: Career counseling, Dropin services, Program evaluation, Cognitive information processing theory, Career services, Publication Note: This is the peer reviewed version of the following article: Osborn, D. S., Hayden, S. W., Peterson, G. W. and Sampson, J. P. (2016), Effect of Brief Staff-Assisted Career Service Delivery on Drop-In Clients. The Career Development Quarterly, 64: 181–187. doi: 10.1002/cdq.12050. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving: http://olabout.wiley.com/WileyCDA/Section/id-820227.html#terms., Preferred Citation: Osborn, D. S., Hayden, S. W., Peterson, G. W. and Sampson, J. P. (2016), Effect of Brief Staff-Assisted Career Service Delivery on Drop-In Clients. The Career Development Quarterly, 64: 181–187. doi: 10.1002/cdq.12050

: Effect of a Résumé-Writing Workshop on Résumé-Writing Skills; What is the best way to teach someone how to write an effective résumé? A workshop format was used to teach college students the skills needed to write a successful résumé. Archival data consisting of student résumés and rubric score sheets were used to determine the effectiveness of a résumé-writing workshop by using a pre–post design evaluating student résumés. The authors used a rubric to produce quantitative data for comparison purposes. Participants’ post workshop résumé rubric scores were significantly higher than their scores were before attending the workshop. The authors offer possible explanations for the results and make suggestions for future research.

: Effects Of Using Mobile Devices On Student Achievement In Language Learning; The use of mobile technologies has recently received great attention in language learning. Most research evaluates the effects of employing mobile devices in language learning and explores the design of mobile-learning interventions that can maximize the benefits of new technologies. However, it is still unclear whether the use of mobile devices in language learning is more effective than other instructional approaches. It is also not clear whether the effects of mobile-device use vary in different settings. Our meta-analysis will explore these questions about mobile technology use in language learning. Based on the specific inclusion and exclusion criteria, 22 d-type effect sizes from 20 studies were calculated for the meta-analysis. We adopted the random-effects model, and the estimated average effect was 0.51 (se = 0.10). This is a moderate positive overall effect of using mobile devices on language acquisition and language-learning achievement. Moderator analyses under the mixed-effects model examined six features; effects varied significantly only by test type and source of the study. The overall effect and the effects of these moderators of mobile-device use on achievement in language learning are discussed., Keywords: performance, system, trends, achievement, skills, support, meta-analysis, platform, efl students, instructional approaches, japan, language learning, m-learning, mobile technologies, mobile device, phones, publication, Publication Note: The publisher’s version of record is available at https://doi.org/10.3390/educsci8030000

: Effects of a Supportive Audience on a Handgrip Squeezing Task in Adults.; The role of social facilitation by way of audience effect in select exercise-related variables during an isometric handgrip task was assessed using a mixed design. Fifty three moderately active participants (M= 21.76 ± 5.27) were recruited from the Midwestern United States. Participants were randomly assigned to one of two groups: supportive audience or control. Audience members provided positive verbal encouragement to participants in the experimental condition throughout the task performance. Participants in the control group performed the task in the absence of an audience and did not receive any verbal encouragement. Participants provided anxiety ratings pre- and post-task using the State-trait anxiety inventory for adults (STAI). Participants' ratings of perceived exertion (RPE) and heart rate (HR) were monitored and assessed at 30-second intervals. Upon task completion, sustained effort in the form of time on task was recorded in seconds. A repeated measures analysis of variance (RM ANOVA) revealed that there was a time effect within groups of HR = ( F(2.64, 131.85) = 189.3, p <0.001) and within groups of RPE = (F(2.97, 139.42) = 2189.43 p <0.001). An independent sample T-test revealed significant differences in HR at 0, 30 and 60 seconds between the groups. An independent sample T-test revealed no significant differences in anxiety and RPE between the groups. These results partially support the notion of social facilitation and may have implications for research and practice., Keywords: RPE, Social facilitation, Anxiety, Endurance, Interactive others, Publication Note: This NIH-funded author manuscript originally appeared in PubMed Central at https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5786263.

: Efficacy of the POMDP-RTI Approach for Early Reading Intervention; A POMDP is a tool for planning: selecting a policy that will lead to an optimal outcome. Response to intervention (RTI)is an approach to instruction, where teachers craft individual plans for students based on the results of progress monitoring tests. Current practice assigns students into tiers of instruction at each time point based on cutscores on the most recent test. This paper explores whether a tier assignment policy determined by a POMDP model in a RTI setting offer advantages over the current practice. Simulated data sets were used to compare the two approaches; the model had a single latent reading construct and two observed reading measures: Phoneme Segmentation Fluency (PSF) for phonological awareness and Nonsense Word Fluency (NWF) for phonological decoding. The two simulation studies compared how the students were placed into instructional groups using the two approaches, POMDP-RTI and RTI. This paper explored the efficacy of using a POMDP to select and apply appropriate instruction., Publication Note: Publisher's version also available at http://ceur-ws.org/Vol-1663/bmaw2016_paper_6.pdf, Preferred Citation: Tokac, U., & Almond, R. G. The Efficacy of the POMDP-RTI Approach for Early Reading Intervention.

: Engaging, Explicit, and Elaborated; Children from backgrounds of poverty often lag behind more advantaged peers in early language skills, including breadth and depth of vocabulary knowledge. We report the results of a pilot study of an explicit and elaborated vocabulary intervention in preschool classrooms serving children from lower-income backgrounds. The intervention used multimodal instruction, including segments from public television children’s programs and interactive games, to build children’s knowledge of and semantic connections for 128 words across 18 weeks of daily lessons. Within 39 classrooms representing childcare, Head Start, and public prekindergarten settings, 192 preschool age children (M = 52.10 months) participated in structured lessons and extension activities delivered by teachers and aides. Within-child comparisons of growth for taught target words versus matched untaught words revealed that children grew on all words but demonstrated significantly greater growth for taught words. Results support the value of elaborated and explicit vocabulary instruction and the role of visual media as contexts for preschooler’s word learning., Instruction, Media, Preschool, Vocabulary, R305A080476 AND HD052120

: Essential Counseling Knowledge and Skills to Prepare Student Affairs Staff to Promote Emotional Wellbeing and Intervene With Students in Distress.; The focus on helping students transform their lives has emerged as part of the mission of many colleges and universities. Campus-based student affairs personnel contribute to this endeavor through their efforts to create a campus ecology conducive to supporting and promoting wellbeing and by their engagement with students in their time of need. These two types of involvement with students necessitate that graduate studies programs in student affairs educate future student affairs professionals in the knowledge base, and at times, the skill base essential to being effective in both population-focused and individual assistance. This article delineates several aspects of the counseling and health promotion knowledge base and related competencies students should acquire during their graduate program in student affairs. It divides the knowledge and skill base into activities that are primarily growth and prevention oriented and those that are focused on helping students resolve existing challenges commonly encountered during enrollment in college., Student affairs, Training, Counseling skills, College student, Population-oriented prevention, Martin A. Swanbrow Becker, Department of Educational Psychology and Learning Systems, Florida State University; David J. Drum, Department of Educational Psychology, The University of Texas at Austin. Correspondence concerning this article should be addressed to Martin A. Swanbrow Becker, Department of Educational Psychology and Learning Systems, Florida State University, Tallahassee, FL 32306. Email: mswanbrowbecker@fsu.edu

: Ethical Issues Associated with Information and Communication Technology in Counseling and Guidance; For more than 50 years, literature on the use of information and communication technology in counseling and guidance has presented ethical issues related to the development and use of technologies in practice. This paper reviews the ethical issues raised, organizing them into three categories: Social equity, resources, and services. Career professionals' efforts to address these ethical issues are introduced via a discussion of ethical, credentialing, and accreditation standards. The article concludes with a call for additional standards development, training resources, and research to shape the use of rapidly changing technologies in ways that ethically and effectively enhance client services., Keywords: technology, counseling and career guidance, ethical issues, professional standards, Note: The final publication is available at Springer via http://dx.doi.org/[10.1007/s10775-013-9258-7, Citation: Sampson, J. P., & Makela, J. P. (2014). Ethical issues associated with information and communication technology in counseling and guidance. International Journal for Educational and Vocational Guidance, 14(1), 135-148. doi:http://dx.doi.org/10.1007/s10775-013-9258-7

: Evaluating the Impact of Guessing and Its Interactions With Other Test Characteristics on Confidence Interval Procedures for Coefficient Alpha.; The effect of guessing on the point estimate of coefficient alpha has been studied in the literature, but the impact of guessing and its interactions with other test characteristics on the interval estimators for coefficient alpha has not been fully investigated. This study examined the impact of guessing and its interactions with other test characteristics on four confidence interval (CI) procedures for coefficient alpha in terms of coverage rate (CR), length, and the degree of asymmetry of CI estimates. In addition, interval estimates of coefficient alpha when data follow the essentially tau-equivalent condition were investigated as a supplement to the case of dichotomous data with examinee guessing. For dichotomous data with guessing, the results did not reveal salient negative effects of guessing and its interactions with other test characteristics (sample size, test length, coefficient alpha levels) on CR and the degree of asymmetry, but the effect of guessing was salient as a main effect and an interaction effect with sample size on the length of the CI estimates, making longer CI estimates as guessing increases, especially when combined with a small sample size. Other important effects (e.g., CI procedures on CR) are also discussed., Keywords: Bootstrap confidence intervals for coefficient alpha, Confidence intervals for coefficient alpha, Guessing, Reliability, Publication Note: This NIH-funded author manuscript originally appeared in PubMed Central at https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5965582.

: Examining Bridges in Mathematics and Differential Effects Among English Language Learners; Determining the effectiveness of core mathematics curricula is foundational to evidence-based practice. Examining effectiveness heterogeneity is also crucial to better understanding mathematics achievement among English language learners (ELLs). In this study, we used a quasi-experimental design (difference-in-differences) to examine the impact of a standards-based elementary mathematics curriculum (Bridges in Mathematics) on fifth graders’ annual gains in mathematics achievement in a large midwestern school district compared to the district’s prior curriculum (Investigations). We also investigated whether the effect of Bridges varied across English language proficiency (ELP) levels of English language learners (ELLs). Students in schools that implemented Bridges (n = 1,839) showed significantly greater mathematics gains compared to those receiving the prior curriculum (n = 3,354; g = 0.25 in change score standard deviations). This effect did not vary significantly across ELP levels. Limitations of this study as well as implications for research and practice with core curricula are discussed., Elementary School, Mathematics, English Language Learners, Differences-in-Differences, R305B150003

: Examining Links Between Parental Monitoring and School Engagement Among Middle School Students with and without Elevated Behavior Ratings; The purpose of this study was to examine whether seventh grade positive peer affiliation and conduct problems mediated the relationship between sixth grade parental monitoring of behavior and eighth grade school participation and grades among students with elevated behavior ratings (EBR; n = 821) and students with unelevated behavior ratings (UBR; n = 3,779). Conduct problems and peer affiliation mediated the relationship between parental monitoring and school participation as well as grades in the overall sample (n = 4,600). A multiple-group mediation model suggested that these effects did not significantly differ across students with EBR and UBR, though the mediation estimates were smaller in magnitude and not statistically significant among students with EBR. Implications for the role of parental monitoring as an intervention target within a multi-tiered system of support for social and behavioral skills in middle school, as well as limitations and future directions are discussed., R324A090111; R305B150003

: Examining The Status Of Supervision Education In Rehabilitation Counsellor Training; Supervision is a widely recognised component of counsellor training, yet little is known about the clinical supervision training of rehabilitation counsellor educators during their doctoral education. Using syllabi from doctoral rehabilitation counselling programmes, this article discusses the state of clinical supervision in doctoral-level training, and its teaching and clinical implications. 16 of the 25 Ph.D. programmes in rehabilitation responded to contact, and 11 programmes reported offering a course in supervision. Eight of these programmes shared the syllabus for their doctoral-level supervision course(s). The syllabi were analysed to find common themes related to content, learning objectives, assignments and readings. These themes are discussed, and are followed by five recommendations on the manner in which clinical supervision should be provided in rehabilitation doctoral programmes., Keywords: clinical supervision, counsellor supervision, doctoral training, rehabilitation counselling, rehabilitation education, Publication Note: The publisher's version of record is available at https://doi.org/10.1017/jrc.2016.2

: Examining impacts of mindfulness in requesting job accommodations for individuals with disabilities; This study aimed to examine the relationship between mindfulness and the request for job accommodations among individuals with disabilities. One hundred fifty individuals with disabilities who needed a job accommodation completed a survey assessing the cognitive, affective, and mindfulness factors involved with requesting job accommodations. Pearson correlations were calculated between scales and subscales measuring mindfulness, positive affect, self-efficacy, outcome expectations, and intentions to request accommodations. The results showed significant correlations between mindfulness and all other scales. In addition, multiple regression and logistic regression analyses were conducted to examine the impacts of cognitive, affective, and mindfulness factors on an individual’s intention and decision to request or withhold a request for an accommodation. Mindfulness was not found significant in predicting the intention to request accommodations; however, positive affect, self-efficacy, and outcome expectations accounted for 35% of the variance in intention to request. The interaction between mindfulness and intention to request, along with self-efficacy, was found significant in predicting request behavior. Mindfulness and the interaction between mindfulness and intention to request contributed an additional 8% of the variance in requesting behavior. The results of this study indicate the need for more research into the relationship of mindfulness and the decision to request accommodations., accommodation request, mindfulness, self-efficacy, disability

: Examining impacts of mindfulness in requesting job accommodations for individuals with disabilities; This study aimed to examine the relationship between mindfulness and the request for job accommodations among individuals with disabilities. One hundred fifty individuals with disabilities who needed a job accommodation completed a survey assessing the cognitive, affective, and mindfulness factors involved with requesting job accommodations. Pearson correlations were calculated between scales and subscales measuring mindfulness, positive affect, self-efficacy, outcome expectations, and intentions to request accommodations. The results showed significant correlations between mindfulness and all other scales. In addition, multiple regression and logistic regression analyses were conducted to examine the impacts of cognitive, affective, and mindfulness factors on an individual’s intention and decision to request or withhold a request for an accommodation. Mindfulness was not found significant in predicting the intention to request accommodations; however, positive affect, self-efficacy, and outcome expectations accounted for 35% of the variance in intention to request. The interaction between mindfulness and intention to request, along with self-efficacy, was found significant in predicting request behavior. Mindfulness and the interaction between mindfulness and intention to request contributed an additional 8% of the variance in requesting behavior. The results of this study indicate the need for more research into the relationship of mindfulness and the decision to request accommodations., accommodation request, mindfulness, self-efficacy, disability

: Examining the Relationship between Mindfulness and Multicultural Counseling Competencies in Counselor Trainees; This exploratory study examined the relationship between mindfulness and multicultural counseling competencies(MCC) in counselor trainees. One hundred fifty-seven masters and doctoral students in counseling and therapy-related fields completed a survey containing the Multicultural Counseling Inventory (MCI), Five-Facet Mindfulness Questionnaire (FFMQ), and the Acceptance and Action Questionnaire-II (AAQ-II). Pearson product-moment correlation coefficients were calculated between scales and subscales of the MCC, mindfulness,and acceptance. A hierarchical regression was used to examine the association of mindfulness and mindfulness practices (the total length of mindfulness practice and the duration of mindfulness practice weekly) on MCC along with multicultural training (number of multicultural counseling courses and practica completed) and demographic variables. The results of the study showed that mindfulness and MCC scales were positively and strongly correlated (r= .48,p< .01). Moreover, all mindfulness facets were positively and significantly correlated with MCC and majority of its subscales. In addition, mindfulness and mindfulness practices contributed a significant amount of additional variance on MCC and its subscales above and beyond the multicultural training and demographic variables. The results of this study highlight the potential benefits of utilizing mindfulness techniques when teaching MCC in counselor trainees., Keywords: Mindfulness, Multicultural counseling competency, Mindfulness practice, Training, Publication Note: This is an accepted manuscript in the journal Mindfulnes, the version of record can be found at https://doi.org/10.1007/s12671-017-0746-6 ., Preferred Citation: Campbell, A., Vance, S.R. & Dong, S. Examining the Relationship Between Mindfulness and Multicultural Counseling Competencies in Counselor Trainees. Mindfulness 9, 79–87 (2018). https://doi.org/10.1007/s12671-017-0746-6

: Examining the facilitating role of mindfulness on professional identity development among the counselors-in-training; Professional identity development is crucial for counselors-in-training, as it provides a frame of reference for understanding their chosen field and contributes to a sense of belonging within the professional community. This qualitative study examined the impact of mindfulness on professional identity development among counselors-in-training. Participants reported that mindfulness, along with experiential learning and mentoring, served as a facilitator in completing the transformational tasks in the process of professional identity development. The preliminary results from this qualitative study warrant further research to examine and validate the impact of mindfulness on professional identity development among counselors-in-training., mindfulness, professional identity development, transformational tasks, counselors-in-training, experiential learning

: Examining the relationship between mindfulness and multicultural counseling competencies in counselor trainees; This exploratory study examined the relationship between mindfulness and multicultural counseling competencies (MCC) in counselor trainees. One hundred fifty-seven masters and doctoral students in counseling and therapy-related fields completed a survey containing the Multicultural Counseling Inventory (MCI), Five-Facet Mindfulness Questionnaire (FFMQ), and the Acceptance and Action Questionnaire-II (AAQ-II). Pearson product-moment correlation coefficients were calculated between scales and subscales of the MCC, mindfulness, and acceptance. A hierarchical regression was used to examine the association of mindfulness and mindfulness practices (the total length of mindfulness practice and the duration of weekly mindfulness practice) on MCC along with multicultural training (number of multicultural counseling courses and practica completed) and demographic factors. The results of the study showed that mindfulness and MCC were positively and strongly correlated (r = .48, p < .01). Moreover, all mindfulness facets were positively and significantly correlated with MCC and majority of its subscales. The results suggested that individuals who believed themselves to be more mindful in their daily lives (especially those who reported observing and describing their experiences without automatically reacting) also tended to think of themselves as more multiculturally competent. In addition, mindfulness and mindfulness practices contributed a significant amount of additional variance on MCC and its subscales above and beyond the multicultural training and demographic variables. Study limitations and directions for future research were discussed., Mindfulness . Multicultural counseling competency . Mindfulness practice . Training

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