Validating Regulatory Sensory Processing Disorders Using the Sensory Profile and Child Behavior Checklist (CBCL 1?–5)

The objective was to validate Regulatory Sensory Processing Disorders’ criteria (DC:0-3R, 2005) using empirical data on the presence and severity of sensory modulation deficits and specific psychiatric symptoms in clinical samples. Sixty toddlers who attended a child mental health unit were diagnosed by a clinical team. The following two groups were created: toddlers with RSPD (N?=?14) and those with “other diagnoses in Axis I/II of the DC:0-3R″(OD3R) (N?=?46). Independently of the clinical process, parents completed the Infant Toddler Sensory Profile (as a checklist for sensory symptoms) and the Achenbach Behavior Checklist for ages 1?–5 (CBCL 1?–5). The scores from the two groups were compared. The results showed the following for the RSPD group: a higher number of affected sensory areas and patterns than in the OD3R group; a higher percentage of sensory deficits in specific sensory categories; and a higher severity of behavioral symptoms such as withdrawal, inattention, other externalizing problems and pervasive developmental problems in CBCL 1?–5. The results confirmed our hypotheses by indicating a higher severity of sensory symptoms and identifying specific behavioral problems in children with RSPD. The results revealed convergent validity between the instruments and the diagnostic criteria for RSPD and supported the validity of RSPD as a unique diagnosis. The findings also suggested the importance of identifying sensory modulation deficits in order to develop an early intervention to enhance the sensory capacities of children who do not fully satisfy the criteria for some DSM-IV-TR disorders.     

Acoustic markers associated with impairment in language processing in Alzheimer's Disease

This study broaches in a novel way the analysis of cognitive impairment characteristic of the early stages of Alzheimer's Disease (AD). Specifically, we attempt to determine the acoustic speech parameters that are sensitive to the onset of the disease, and their association with the language deficit characteristic of AD. Speech analysis was carried out on 21 elderly patients with AD using Praat software, which analyzes the acoustic components of speech. The data obtained were subjected to stepwise regression, using the overall scores obtained in the test as the criterion variable, and the scores on the frequency, amplitude and periodicity variables as predictors of performance. We found that the percentage of voiceless segments explains a significant portion of the variance in the overall scores obtained in the neuropsychological test. This component seems to be related mainly to the patient's ability in phonological fluency. This finding could permit the creation of a diagnostic test for AD through analysis of the acoustic speech parameters at very low cost in terms of both time and resources.     

Lesbian, Gay, and Bisexual Identity Scale (LGBIS): construct validation, sensitivity analyses and other psychometric properties

According to Mohr and Fassinger (2006), identity is seen as both self-identification and collective identification with values, beliefs, traits or behaviours and attachments. Their Lesbian, Gay, and Bisexual (LGB) multidimensional identity model accounts for important variables regarding the constitution of identities. This model not only accesses numerous dimensions of the lives of LGB individuals, but is also based on a body of research that recognizes how LGB difficulties are caused by societal intolerance and marginalization (Mohr & Fassinger, 2000). The Lesbian, Gay, and Bisexual Identity Scale (LGBIS; Kendra & Mohr, 2008) constitutes an operationalization of this multidimensional model, and the aim of this article is to present its construct validity by analysing its factor structure using a sample of Portuguese lesbian, gay and bisexual participants. Results from exploratory and confirmatory factor analyses, as well as from factor invariance analysis across sub-samples are presented. In a general way, the factor structure obtained in this study follows the original proposal of Kendra and Mohr's (2008) LGBIS. Moreover, scale sensitivity analyses are presented in order to check for eventual differences in the factor structure and/or factor intercorrelations regarding participant gender and sexual orientation. These results are then discussed in the light of LGB identity models.     

Anxiety, depression and coping: CDI, MASC and CRI-Y for screening purposes in schools

This study used depression (CDI - Kovacs, 1981), anxiety (MASC - March, 1997) and coping strategy (CRI-Y - Moos, 1993) scales and studied the fitness and discriminant validity of reduced versions. The sample consisted of 916 Portuguese pupils, 54.3% feminine, aged 10 to 21 years old. The participants were selected from a set of public schools nation-wide. Two classes were chosen from the 5th to the 12th grades. A set of principal component analyses was carried out in a randomly chosen sample (n = 394) and all the three reduced measures were found to be strongly correlated with the previous. Confirmatory factor analyses (CFA) using the other part of the sample (n = 522) revealed adjustment indexes suggesting a good fit for both the whole model and gender and age groups separately. All scales revealed a good internal consistency. Globally, girls were more anxious and developed more coping strategies than boys. Older students tended to be less depressed, while younger adolescents present higher scores in depression and anxiety and less coping strategies. Reduced scales are sensitive to gender and age differences and can be used in school settings in order to establish a baseline and roadmaps for both universal and selective mental health school based programs.     

Variables associated with the nature of sexual abuse to minors

This study analyzes the prevalence and characteristics of childhood and adolescence sexual abuse suffered by a sample of university students, as well as the variables associated with the nature of abuse. Participants anonymously completed the Questionnaire on Child Sexual Abuse, in order to obtain information about experience of sexual abuse. Of a total of 2,375 students, 289 (12.2%) declared having suffered sexual abuse before the age of 18. The invasiveness, continuity, and severity of abuse was related to the location where the abuse took place (the more severe cases were committed in the homes of the victim and perpetrator) and to the circumstances of abuse (relationships with partners/at a party or while caring for a child predicted more severe abuse). The age of the victim (preschool) and an intrafamilial relationship between victim and perpetrator were also related to more invasive, continuous, and severe sexual abuse. The knowledge of characteristics of perpetrator and victim and the context in which sexual abuse occurs can help to better comprehend the nature and correlates of sexual abuse. The results of the present study may contribute to the design of programs for the prevention of sexual abuse to minors.     

Morningness-eveningness and health-related quality of life among adolescents

Accumulating evidence suggests that evening-type adolescents are exposed to a number of determinants that might have a negative impact on their health condition. Given that few studies have investigated the association between chronotype and quality of life measures in large samples of adolescents, the aim of this study was to assess the relationship between morningness-eveningness and health-related quality of life among 1600 adolescents (aged 12-16 years). Adolescents completed the Ve?u et Santé Per?ue de L'adolescent (VSP-A) and the Morningness-Eveningness Scale for Children (MESC). Girls and older adolescents reported worse health indicators and were more evening oriented. Evening-type adolescents obtained lower scores on vitality, physical and psychological well-being, body image, relations with parents, relations with teachers, school work and global health scale.     

Screening utility of the social anxiety screening scale in Spanish speaking adolescents

The aim of this study was to analyse the screening utility of the Social Anxiety Screening Scale (SASS/EDAS) in a sample of 227 adolescents with social anxiety disorder and 156 Without it (14-17 years). Results showed that the EDAS subscales (Avoidance, Distress and Interference) scores were reliable in terms of internal consistency (alpha > .80). All the subscales discriminated between adolescents with and without the disorder. They also showed a positive and significant correlation with other empirically validated measures of social anxiety. The three subscales indicated relevant sensitivity (69.16-84.14%), specificity (63.46-66.03%) and areas under the curve (.74-.81%). Binary logistic regression analyses indicated the adequate predictive utility of EDAS subscales, with the Distress subscale as the best diagnostic predictor. The data provide empirical evidence of the usefulness of EDAS as a screener for adolescent social anxiety disorder in terms of reliability, convergent and discriminant validity, diagnostic accuracy and clinical usefulness.     

Social factors in the development of early executive functioning: a closer look at the caregiving environment

This study investigated prospective links between quality of the early caregiving environment and children's subsequent executive functioning (EF). Sixty-two families were met on five occasions, allowing for assessment of maternal interactive behavior, paternal interactive behavior, and child attachment security between 1 and 2 years of age, and child EF at 2 and 3 years. The results suggested that composite scores of parental behavior and child attachment were related to child performance on EF tasks entailing strong working memory and cognitive flexibility components (conflict-EF). In particular, child attachment security was related to conflict-EF performance at 3 years above and beyond what was explained by a combination of all other social antecedents of child EF identified thus far: child verbal ability and prior EF, family SES, and parenting behavior. Attachment security may thus play a meaningful role in young children's development of executive control.     

Box for interaction with objects (BIO): A new device to synchronize the presentation of objects with electrophysiological recordings

Brain event-related potentials are a useful tool for investigating visual processing and action planning. This technique requires extremely accurate synchronization of stimulus delivery with recordings. The precision of the onset time of visual stimulus delivery is a major challenge when attempting to use real, three-dimensional objects as stimuli. Here, we present an innovative device, the “box for interaction with objects” (BIO), that is designed to synchronize the presentation of objects with electroencephalographic (EEG) recordings. To reach the required resolution of stimulus-onset timing, the BIO system features an interface with reflective glass and light-emitting diodes (LEDs). When the LEDs inside the BIO are turned on, the object inside becomes visible, and a synchronizing pulse is sent to the recording systems. The BIO was tested in a motivational study that focused on visual and motor event-related potentials. EEG signals were recorded during the presentation of an emotion-laden object that could be grasped and brought close to the participant’s chest. BIO successfully synchronized the appearance of a three-dimensional object with EEG recordings, which would allow for an analysis of visual and motor event-related potentials in the same experiment. The BIO device, through a high-quality psychophysiological approach, offers a new perspective for the study of the motivational factors that drive actions toward relevant stimuli.     

One first? Acquisition of the cardinal and ordinal uses of numbers in preschoolers

We studied the acquisition of the ordinal meaning of number words and examined its development relative to the acquisition of the cardinal meaning. Three groups of 3-, 4-, and 5-year-old children were tested in two tasks requiring the use of number words in both cardinal and ordinal contexts. Understanding of the counting principles was also measured by asking the children to assess the correctness of a cartoon character's counting in both contexts. In general, the children performed cardinal tasks significantly better than ordinal ones. Tasks requiring the production of the number for a given quantity or position were solved more accurately than those testing the ability to select a set of n objects or the object in the nth position. Different profiles were obtained for the principles; those principles shared by the two contexts were mastered earlier in the cardinal context. Regarding order (ir)relevance, older children adhered to rigid ways of counting, producing better results in the ordinal context and incorrect rejections in the cardinal trials. Altogether, our data indicate that the acquisitions of cardinal and ordinal meanings of numbers are related, and cardinality precedes the development of ordinality.