The influence of parent conflict style on children

Families constantly manage tension between autonomy from and connection to family members (T. C. Sabourin, 2003). Family conflict is an important maintenance behavior where this tension often plays out. Specifically, we hypothesized that the negotiation of family conflict between parents and children will be an important factor in the willingness of a young adult child to identify with family. Using a sample of young adults from 2 U.S. locations, regression analysis indicated that conflict styles mediated the association between family communication patterns and shared family identity. Specifically, the level of conformity orientation within the family emerged as moderator of the pattern of mediation. Additionally, findings suggested the avoiding conflict style may be particularly detrimental to shared family identity.     

Acceptability of positive and reductive behavioral interventions: Factors that influence teachers'' decisions

Treatment acceptability refers to individuals' judgments as to whether psychological treatment procedures are appropriate, fair, and reasonable for a given problem. In the present two-experiment study, experienced teachers' ratings of acceptability for positive (i.e., praise, home-based reinforcement, and token economy) and reductive (i.e., ignoring, response-cost lottery, and seclusion time-out) behavioral interventions were investigated. Using the Intervention Rating Profile (IRP) and a case study methodology to manipulate variables of intervention complexity and problem behavior severity, it was established that (a) teachers' acceptability ratings of both positive and reductive interventions varied with the severity of a target behavior, (b) the complexity of an intervention influenced teachers' ratings of acceptability, less complex or time-consuming interventions being rated generally more acceptable, and (c) mean acceptability ratings were significantly more favorable for positive than reductive treatments. These findings are discussed in the context of previous acceptability research and future investigations.     

Sequenced neurocognitive and behavioral parent training for the treatment of ADHD in school-age children

The present study examines the potential of sequencing a neurocognitive intervention with behavioral parent training (BPT) to improve executive functions (EFs), psychiatric symptoms, and multiple indices of functional impairment in school-age children aged 7 to 11 years who have been diagnosed with attention-deficit/hyperactivity disorder (ADHD). Specifically, in a randomized controlled trial design, 85 children were assigned to either Cogmed Working Memory Training (CWMT) followed by an empirically supported, manualized BPT intervention, or to a placebo version of CWMT followed by the same BPT intervention. Working memory maintenance (i.e., attention control/short-term memory), working memory processing and manipulation, ADHD and oppositional defiant disorder (ODD) symptoms, impairment in parent–child dynamics, familial impairment, and overall functional compromise were evaluated as outcomes. The results suggest specific effects of the combined CWMT and BPT program on verbal and nonverbal working memory storage and nonverbal working memory processing and manipulation but no incremental benefits in regard to ADHD symptoms, ODD symptoms, and functional outcomes. The present findings do not support the hypothesis regarding the complementary and augmentative benefits of sequenced neurocognitive and BPT interventions for the treatment of ADHD. These results, the study’s limitations, and future directions for research are further discussed.     

Mothers' and fathers' differential expectancies and behaviors: parent x child gender effects

In 3 studies using 6 subscales, the authors investigated (a) others' parenting expectancies for mothers and fathers and (b) parents' reports of the frequency of their parenting behaviors with their 3- to 6-year-old sons and daughters. Mothers rated higher for physical care and emotional support than did fathers, and mothers reported engaging in the parenting behaviors assessed more frequently than did fathers across subscales. In each study, the authors obtained Parent x Child Gender interactions only for personal-interaction parenting (e.g., hugging their child) and found the lowest scores for fathers with daughters. These findings and the relations between parents' ratings of appropriateness and of their own behaviors support the view that gender-based expectancies prescribe gender differences in parenting.     

Adolescent vulnerability: A framework for behavioral interventions

A general framework is offered for characterizing behavioral risks in a way that might help coordinate behavioral interventions. It is demonstrated in terms of adolescents' vulnerability, arising from the life situations confronting teens, from teens' understanding of those situations, and from the beliefs of those entrusted with helping them (parents, educators, psychologists, etc.). The framework provides a rationale for identifying opportunities to reduce adolescent vulnerability, based on research regarding the genesis and control of risks. It provides a common language for characterizing alternative theoretical approachs to these issues and a systematic way to integrate their results. It is illustrated with results from research on the role of information in determining adolescent vulnerability.     

The impact of child problem behaviors of children with ASD on parent mental health: the mediating role of acceptance and empowerment

Raising a child with an autism spectrum disorder (ASD) has often been associated with higher levels of parenting stress and psychological distress, and a number of studies have examined the role of psychological processes as mediators of the impact of child problem behavior on parent mental health. The current study examined the relations among child problem behavior, parent mental health, psychological acceptance, and parent empowerment. Participants included 228 parents of children diagnosed with ASD, 6-21 years of age. As expected, psychological acceptance and empowerment were negatively related to the severity of parent mental health problems. When acceptance and empowerment were compared with each other through a test of multiple mediation, only psychological acceptance emerged as a significant partial mediator of the path between child problem behavior and parent mental health problems. As child problem behavior increased, parent psychological acceptance decreased, resulting in an increase in parent mental health problems. These findings suggest that for problems that are chronic and difficult to address, psychological acceptance may be an important factor in coping for parents of young people with ASD, in line with the growing literature on positive coping as compared with problem-focused coping.     

The equivalence of the Child Behavior Checklist/1 1/2-5 across parent race/ethnicity, income level, and language

This study examined the equivalence of the Child Behavior Checklist/1 1/2-5 (CBCL/1 1/2-5) in 682 parents of 2- to 4-year-old children stratified by parent race/ethnicity (African American, Latino, and non-Latino White), family income (low vs. middle-upper), and language version (Spanish vs. English). Externalizing Scale means differed by income and child gender. Internalizing Scale means differed by income and parent race/ethnicity. Differential item analyses showed that few items functioned differently by racial/ethnic, language, and income group. A confirmatory factor analysis demonstrated that the Externalizing Scale provided a good fit with the data across racial/ethnic and income groups. However, model fit was improved for the Internalizing Scale when factor weights were allowed to vary. Findings support the equivalence of the CBCL/1 1/2-5 when used with parents of low-income preschool children from African American and Latino backgrounds, although further study of the factor structure for the Internalizing Scale is recommended.     

Collateral effects of behavioral parent training on families of children with developmental disabilities and behavior disorders

We evaluated collateral effects of behavioral parent training (BPT) on families with children who have developmental disabilities and behavior disorders. We compared 18 BPT graduates to 18 similar families waiting for service. The BPT graduates reported significantly less (i) child behavior problems, (ii) disruption to child and family quality of life due to child problem behavior, and (iii) stress related to limits on family opportunities and child physical limitations, up to 5 years after discharge. On a self‐efficacy scale, the graduates reported being more effective child behavior change agents in not only stopping child problem behavior, but also in preventing new occurrences and teaching the child appropriate behavior. These results suggest that BPT has persistent beneficial effects on children and parents. The findings reflect the program's focus on teaching parents how to use functional assessment derived positive teaching strategies to replace child problem behavior. Copyright © 2002 John Wiley & Sons, Ltd.     

The influence of examiner race on the cognitive functioning of urban and rural children of different races

Urban and rural girls enrolled in second grades of a school system in the South were randomly assigned to black and white examiners to be tested on an individually administered intelligence test. The interaction of race of examiner, race of subject, and location of subject's home on test performance was investigated using a factorial design employing analysis of covariance. This interaction was not significant. However, as found in other studies, the white children as a group scored significantly higher than the black children. A discussion of conditions in which an interaction relationship may result is presented.     

Dopamine transporter gene moderates response to behavioral parent training in children with ADHD: a pilot study

There is great variability in the degree to which children with attention deficit/hyperactivity disorder (ADHD) improve through behavioral treatments. This study investigates the influence of the dopamine transporter gene (SCL6A3/DAT1) on outcome of behavioral parent training (BPT). Study subjects were a subsample (n = 50, for whom DAT1 genotypes were available) of a randomized controlled BPT effectiveness study (N = 94) comparing BPT plus ongoing routine clinical care (RCC) versus RCC alone in referred children (4-12 years old) with ADHD. Treatment outcome was based on parent-reported ADHD symptoms and behavioral problems. Presence of 2 versus no or 1 DAT1 10-repeat allele served as moderator variable. Time × Treatment × Genotype effect was analyzed with repeated-measures analysis of variance, controlling for baseline medication status. Results indicate that DAT1 moderated treatment response (p = .009). In children with no or 1 DAT1 10-repeat allele, superior treatment effects of BPT + RCC compared with RCC alone were present (p = .005), which was not the case in children with 2 DAT1 10-repeat alleles (p = .57). Our findings suggest that genetic differences in DAT1 in children with ADHD influence their susceptibility to a behavioral intervention directed at shaping their environment through their parents. The role of the dopamine system in motivation and learning and in the aberrant sensitivity to reinforcement in children with ADHD may explain this moderating effect, given that the management of contingencies is typically addressed in BPT.     

The influence of facial feedback on race bias

Two studies were conducted to examine whether facial feedback can modulate implicit racial bias as assessed by the Implicit Association Test (IAT). Participants were surreptitiously induced to smile through holding a pencil in their mouth while viewing photographs of unfamiliar Black or White males or performed no somatic configuration while viewing the photographs (Study 1 only). All participants then completed the IAT with no facial manipulation. Results revealed a spreading attitude effect, with significantly less racial bias against Blacks among participants surreptitiously induced to smile during prior viewing of Black faces than among participants surreptitiously induced to smile during prior viewing of White faces.     

The influence of religion on death anxiety and death acceptance

Parishioners (n?=?130) of an Episcopal church in New York City participated in a survey to explore the relationship between the religiosity, death acceptance, and death anxiety. Among the four different types of religiosity measured by the Rohrbaugh and Jessor scale, theological religiosity was the only one to have a significant effect on death acceptance and death anxiety. Belief in God’s existence (r?=??0.27), and belief in the afterlife (r?=??0.25) were both negatively correlated with death anxiety (p?<?0.01), and positively correlated with death acceptance (respectively, r?=?0.21 and r?=?0.22, p?<?0.05). The effects remained significant even after controlling for a number of demographic variables using multiple regression procedures. Being a woman was the only demographic variable that was significantly correlated with greater anxiety about death. On average, women displayed significantly higher levels of death anxiety (M?=?8.1, SD?=?2.8) than men (M?=?6.2, SD?=?2.9).     

On the longevity of behavioral interventions for challenging behavior

The capacity for a treatment to maintain its effects over time may be the most critical component of behavioral interventions for challenging behavior as treatments that fail to persist are likely to be of little value to society. We reviewed the quality and quantity of different types of post-intervention data for the treatment of challenging behavior in studies published over the last 7 years. We found that for the majority of participants at least one measure of maintenance, fading, or follow-up was reported but with limited information regarding the quality of those measures. Reports of secondary variables related to post-intervention data (e.g., latency to measurement) were also uncommon. We discuss possible explanations for the paucity of post-intervention data, barriers to obtaining post-intervention data, strategies for obtaining these data, and implications for the external validity of behavioral interventions for challenging behavior. We provide recommendations for increasing the probability that post-intervention data are included in applied research on challenging behavior.     

The influence of race and ethnicity on psychiatric diagnoses and clinical characteristics of children and adolescents in children's services

This study examined the influence of race and ethnicity on psychiatric diagnoses and clinical characteristics of 1,189 children and adolescents participating in the federally funded Comprehensive Community Mental Health Services for Children and Their Families Program. Results showed that after controlling for age, gender, functional impairment, and socioeconomic status, there were significant race and ethnicity effects on diagnosis and clinical characteristics. Black and Native Hawaiian youth were more likely than White youth to be diagnosed with disruptive behavioral disorders. Hispanic and Native Hawaiian youth were less likely than White youth to be diagnosed with depression or dysthymia. Black, Asian American, and Native Hawaiian youth were rated as exhibiting less internalizing behavior problems than White youth. Implications for research, practice, and policy are discussed.     

The influence of flankers on race categorization of faces

Context affects multiple cognitive and perceptual processes. In the present study, we asked how the context of a set of faces would affect the perception of a target face??s race in two distinct tasks. In Experiments 1 and 2, participants categorized target faces according to perceived racial category (Black or White). In Experiment 1, the target face was presented alone or with Black or White flanker faces. The orientation of flanker faces was also manipulated to investigate how face inversion effect would interact with the influences of flanker faces on the target face. The results showed that participants were more likely to categorize the target face as White when it was surrounded by inverted White faces (an assimilation effect). Experiment 2 further examined how different aspects of the visual context would affect the perception of the target face by manipulating flanker faces?? shape and pigmentation, as well as their orientation. The results showed that flanker faces?? shape and pigmentation affected the perception of the target face differently. While shape elicited a contrast effect, pigmentation appeared to be assimilative. These novel findings suggest that the perceived race of a face is modulated by the appearance of other faces and their distinct shape and pigmentation properties. However, the contrast and assimilation effects elicited by flanker faces?? shape and pigmentation may be specific to race categorization, since the same stimuli used in a delayed matching task (Experiment 3) revealed that flanker pigmentation induced a contrast effect on the perception of target pigmentation.