Daniel S Kirschenbaum
Biographic Data
| ID | 4230435 |
|---|---|
| NAME | Daniel S Kirschenbaum |
| GIVEN NAMES | Daniel S |
| FAMILY NAME | Kirschenbaum |
| SIGNATURE | KIRSCHENBAUM D S |
| AFFILIATIONS | Northwestern University |
| ORCID | 0000-0002-0609-8788 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 11 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1979 |
| LATEST PUBLICATION YEAR | 2010 |
| H-INDEX | 2 |
Weight loss and changes in generic and weight-specific quality of life in obese adolescents
An experimental evaluation of a school-based program for children at risk
This article describes the nature and effectiveness of Wisconsin Early Intervention (WEI), a social development program for rural elementary school children. Incorporating a social learning formulation of child and family dysfunction, program services included social skill groups and parent/teacher consultation for referred kindergarten through 4th-grade students at two schools. Services were evaluated experimentally with random assignment of 78 …
Transformation of nonbehavioral early intervention programs into behavioral programs
Four “principles of transformation” are suggested that may facilitate the process of introducing behavioral approaches into nonbehavioral early intervention programs. The use of these principles in a three-year-long attempt to transform a nonbehavioral program into a more behavioral one is described. This work is discussed as an exploratory effort aimed at developing a technology of behavioral transformation in community psychology.
Affect and adult self-regulation
Specificity of planning and choice applied to adult self-control
Self-regulatory failure
Specificity of planning in adult self-control
Multimodal evaluation of therapy versus consultation components in a large inner‐city early intervention program
Cincinnati's Social Skills Development Program (SSDP) used a social competence model to direct its interventions for children. Systematic screening identified 15-25% of the primary grade children who showed behavioral problems and deficits in social skills at seven elementary schools. Multimodal evaluations comparing therapy and consultation interventions included three types of assessments over a 1 year period. Tests of social skills revealed th…
Volunteer paraprofessional mental health workers' participation in an inner city early intervention program
Specification of the personal impact of participating as a paraprofessional in mental health programs has become increasingly important. The present study compared seven paraprofessional participants in a school-based program with seven matched controls, pre and post participation. Paraprofessionals, relative to controls, became significantly: (a) warmer, (b) more positive in attitudes about mental health and children, and (c) less optimistic abo…
Factors Affecting Generalized Suppression of Overt Behavior during Resistance to Temptation
A “forbidden toy” paradigm was employed to study the effects of three variables on children's overt behavior during effective resistance to temptation. A 2 (mild versus severe admonishment not to play with the forbidden toy) × 2 (“priest” versus “student” or high versus low status of the threatening agent) × 2 (threatening agent present or absent during temptation period) design was used in randomly assigning 96 boys to one of eight groups. Durin…
Affect and adult self-regulation
Specificity of planning in adult self-control
Specificity of planning and choice applied to adult self-control
Multimodal evaluation of therapy versus consultation components in a large inner‐city early intervention program
Cincinnati's Social Skills Development Program (SSDP) used a social competence model to direct its interventions for children. Systematic screening identified 15-25% of the primary grade children who showed behavioral problems and deficits in social skills at seven elementary schools. Multimodal evaluations comparing therapy and consultation interventions included three types of assessments over a 1 year period. Tests of social skills revealed th…
Self-regulatory failure
Factors Affecting Generalized Suppression of Overt Behavior during Resistance to Temptation
A “forbidden toy” paradigm was employed to study the effects of three variables on children's overt behavior during effective resistance to temptation. A 2 (mild versus severe admonishment not to play with the forbidden toy) × 2 (“priest” versus “student” or high versus low status of the threatening agent) × 2 (threatening agent present or absent during temptation period) design was used in randomly assigning 96 boys to one of eight groups. Durin…
Multimodal evaluation of therapy versus consultation components in a large inner‐city early intervention program
Cincinnati's Social Skills Development Program (SSDP) used a social competence model to direct its interventions for children. Systematic screening identified 15-25% of the primary grade children who showed behavioral problems and deficits in social skills at seven elementary schools. Multimodal evaluations comparing therapy and consultation interventions included three types of assessments over a 1 year period. Tests of social skills revealed th…
Volunteer paraprofessional mental health workers' participation in an inner city early intervention program
Specification of the personal impact of participating as a paraprofessional in mental health programs has become increasingly important. The present study compared seven paraprofessional participants in a school-based program with seven matched controls, pre and post participation. Paraprofessionals, relative to controls, became significantly: (a) warmer, (b) more positive in attitudes about mental health and children, and (c) less optimistic abo…
Specificity of planning in adult self-control
Specificity of planning and choice applied to adult self-control
Self-regulatory failure
Affect and adult self-regulation
Transformation of nonbehavioral early intervention programs into behavioral programs
Four “principles of transformation” are suggested that may facilitate the process of introducing behavioral approaches into nonbehavioral early intervention programs. The use of these principles in a three-year-long attempt to transform a nonbehavioral program into a more behavioral one is described. This work is discussed as an exploratory effort aimed at developing a technology of behavioral transformation in community psychology.
An experimental evaluation of a school-based program for children at risk
This article describes the nature and effectiveness of Wisconsin Early Intervention (WEI), a social development program for rural elementary school children. Incorporating a social learning formulation of child and family dysfunction, program services included social skill groups and parent/teacher consultation for referred kindergarten through 4th-grade students at two schools. Services were evaluated experimentally with random assignment of 78 …
Weight loss and changes in generic and weight-specific quality of life in obese adolescents
Psychology (9 works) · Child and Adolescent Psychosocial and Emotional Development (7 works) · Behavioral and Psychological Studies (5 works) · Developmental psychology (5 works) · Social Psychology (5 works) · Social Psychology (5 works) · Intervention (counseling) (4 works) · Medicine (4 works) · Computer Science (3 works) · Early Childhood Education and Development (3 works)