The majority of smokers - regardless of race - wish to quit. Quitting tobacco use is a top national priority to improve the quality of life for all people. There is a wide range of effective tobacco addiction treatment strategies. Telephone counseling services or Tobacco Quit Lines (TQL) is one of the effective smoking cessation aids available to all people in the U.S. free of charge. This is a cross sectional analysis of data from Georgia Tobacco Quit Line (TQL). The study examined the differences in the utilization rates of the Georgia TQL by different smoking population. Analysis revealed that 2.9 per 1000 male smokers in Georgia called the TQL compared to 5.0 per 1000 females. Also, the rate of calling among black was significantly higher than that among white smokers. Television commercials promoting the use of the TQL were successful in reaching the Black smokers.

Students with emotional and behavioral disorders (E/BD) display severe social and academic deficits that can adversely affect their academic performance in mathematics and result in higher rates of failure throughout their schooling compared to other students with disabilities (U.S. Department of Education, 2005; Webber & Plotts, 2008). Furthermore, students with E/BD are at a greater risk of being served in more exclusionary and restrictive settings compared to their peers as a result of their poor social skills and chronic disruptive behaviors (Gagnon & Leone, 2005; Furney, Hasazi, Clark-Keefe, & Hartnett, 2003; U.S. Department of Education, 2005; Whorton, Siders, Fowler, & Naylor, 2000). This is of great concern as students with E/BD often receive lower grades, fail more classes, have higher drop-out rates, have fewer employment opportunities, and have increased involvement in the legal system (Bullock & Gable, 2006; Cullinan & Sabornie, 2004; Jolivette, Stichter, Nelson, Scott, & Liaupsin, 2000; Kauffman, 2001). The purpose of this study was to analyze the effect of the equal additions algorithm on subtraction with regrouping on the subtraction performance of fourth-grade students with E/BD and mathematics difficulties. The equal additions algorithm was taught using a direct instruction technique. This study investigated 3 participants at the fourth grade level in a residential treatment facility which serves students with E/BD. A multiprobe multiple baseline across participants design was used for this study. Assessments used for this study included (a) Woodcock Johnson III (WJIII), (b) the ENRIGHT, (c) a student questionnaire, (d) baseline probes, and (e) an error analysis student profile. Data was analyzed by visual analysis. The results suggest that when the equal additions algorithm was systematically implemented students were able to successfully complete subtraction with regrouping problems and errors dramatically decreased. Limitations and future for research directions are discussed.

The majority of smokers - regardless of race - wish to quit. Quitting tobacco use is a top national priority to improve the quality of life for all people. There is a wide range of effective tobacco addiction treatment strategies. Telephone counseling services or Tobacco Quit Lines (TQL) is one of the effective smoking cessation aids available to all people in the U.S. free of charge. This is a cross sectional analysis of data from Georgia Tobacco Quit Line (TQL). The study examined the differences in the utilization rates of the Georgia TQL by different smoking population. Analysis revealed that 2.9 per 1000 male smokers in Georgia called the TQL compared to 5.0 per 1000 females. Also, the rate of calling among black was significantly higher than that among white smokers. Television commercials promoting the use of the TQL were successful in reaching the Black smokers.

Students with emotional and behavioral disorders (E/BD) display severe social and academic deficits that can adversely affect their academic performance in mathematics and result in higher rates of failure throughout their schooling compared to other students with disabilities (U.S. Department of Education, 2005; Webber & Plotts, 2008). Furthermore, students with E/BD are at a greater risk of being served in more exclusionary and restrictive settings compared to their peers as a result of their poor social skills and chronic disruptive behaviors (Gagnon & Leone, 2005; Furney, Hasazi, Clark-Keefe, & Hartnett, 2003; U.S. Department of Education, 2005; Whorton, Siders, Fowler, & Naylor, 2000). This is of great concern as students with E/BD often receive lower grades, fail more classes, have higher drop-out rates, have fewer employment opportunities, and have increased involvement in the legal system (Bullock & Gable, 2006; Cullinan & Sabornie, 2004; Jolivette, Stichter, Nelson, Scott, & Liaupsin, 2000; Kauffman, 2001). The purpose of this study was to analyze the effect of the equal additions algorithm on subtraction with regrouping on the subtraction performance of fourth-grade students with E/BD and mathematics difficulties. The equal additions algorithm was taught using a direct instruction technique. This study investigated 3 participants at the fourth grade level in a residential treatment facility which serves students with E/BD. A multiprobe multiple baseline across participants design was used for this study. Assessments used for this study included (a) Woodcock Johnson III (WJIII), (b) the ENRIGHT, (c) a student questionnaire, (d) baseline probes, and (e) an error analysis student profile. Data was analyzed by visual analysis. The results suggest that when the equal additions algorithm was systematically implemented students were able to successfully complete subtraction with regrouping problems and errors dramatically decreased. Limitations and future for research directions are discussed.

There is little research on the coping strategies of direct support professional caregivers working with the intellectually disabled (ID) and developmentally disabled (DD). The study was guided by Lazarus and Folkman's (1984) theory of the transactional model of stress and coping. The purpose of this study was to assess whether there is a correlation among the independent variables of coping and personality characteristics with stress as the dependent variable. A convenience sample of 69 professional caregivers was used. Data were collected using the Ways of Coping Questionnaire, Perceived Stress Scale, NEO-FFI-3, and a demographic questionnaire. A correlational analysis was conducted to assess the variables. Findings revealed a moderate correlation between confrontive coping and stress while the coping styles of distancing, self-controlling, and seeking social support were weakly correlated with stress. Additional results were a strong correlation between neuroticism and stress and a moderate correlation between conscientiousness and stress. Furthermore, a multiple regression analysis was conducted to determine if neuroticism, conscientiousness, and extroversion could predict stress. The analysis indicated that the variance in stress was predicted by neuroticism. Recommendations for future research include using a larger sample size, controlling for selection bias, and examining which coping styles are more useful in coping with stressful situations. A longitudinal design to examine cause and effect is also recommended. This study provides insight into the way professional caregivers cope with stress and the results can be used to develop a screening tool.