THE ROLE OF INDEPENDENT VARIABLE INTEGRITY IN THE BEHAVIORAL MANAGEMENT OF TOURETTE SYNDROME

We examined the effects of self-monitoring, dissimilar response practice, and competing response practice on the tics of two preadolescent males with Tourette Syndrome. Tic frequencies were assessed using an alternating treatments design over the course of approximately 1 month. The data indicate that neither of the participants’ tics changed as a result of the interventions. Upon examination of independent variable integrity data, we noticed that the participants were not implementing the treatments as instructed. The results are discussed in the context of improving the research methodology in this area, particularly with respect to independent variable integrity measures.     

The Multidimensional Existential Meaning Scale: A tripartite approach to measuring meaning in life

To address conceptual difficulties and advance research on meaning in life (MIL), it may be useful to adopt a tripartite view of meaning as consisting of comprehension, purpose, and mattering. This paper discusses the development of the Multidimensional Existential Meaning Scale (MEMS), which explicitly assesses these three subconstructs. Results from three samples of undergraduates showed the MEMS to have favorable psychometric properties (e.g. good factor structure and reliability) and demonstrated that it can effectively differentiate the three subconstructs of meaning. Regression and relative importance analyses showed that each MEMS subscale carried predictive power for relevant variables and other meaning measures. Additionally, the MEMS subscales demonstrated theoretically consistent, differential associations with other variables (e.g. dogmatism, behavioral activation, and spirituality). Overall, results suggest that the MEMS may offer more conceptual precision than existing measures, and it may open new avenues of research and facilitate a more nuanced understanding of MIL.     

A Cognitive Tool for Ethical Decision Making: A Case for ACED IT

The present study examined two forms of a cognitive tool (ACED IT map), which is designed to facilitate ethical decision making, along with expressive writing. Results demonstrated that participants completing the original ACED IT were more likely to identify (a) more steps to implementing a solution, (b) more barriers to solution implementation, and (c) more solutions to those barriers than participants who completed the modified ACED IT, those who engaged in expressive writing, and those in the control group. These findings suggest that cognitive tools such as ACED IT may be of considerable value for individuals who are presented with ethical dilemmas.     

Death without God: religious struggle, death concerns, and depression in the terminally ill

ABSTRACT— Religious worldviews often provide comfort near the end of life, but they can cause distress if life circumstances are perceived as evidence of God's disfavor. This study, the first to test terror management theory (TMT) with terminally ill participants, examined the hypothesis that concerns about death mediate the relationship between religious struggle (and religious comfort) and depression in the terminally ill. Ninety-eight patients with end-stage congestive heart failure (CHF) completed measures of religious comfort, religious struggle, belief in an afterlife, concerns about death, and depression. In separate hierarchical linear regression models that controlled for degree of belief in an afterlife, death concerns fully mediated the relationships between religious struggle and depression and between religious comfort and depression. These findings suggest that religious struggle is a breakdown in the terror management system that leaves the individual vulnerable to the terror of death, and that properly functioning religious worldviews offer comfort by buffering the individual against death concerns.     

Peer assessments of normative and individual teacher–student support predict social acceptance and engagement among low-achieving children

This study used hierarchical linear modeling to predict first grade students' peer acceptance, classroom engagement, and sense of school belonging from measures of normative classroom teacher–student support and individual teacher–student support. Participants were 509 (54.4% male) ethnically diverse, first grade children attending one of three Texas School districts (1 urban, 2 small city) who scored below their school district median on a measure of literacy administered at the beginning of first grade. Peer nominations from 5147 classmates were used to assess both normative and individual levels of teacher support. Normative classroom teacher–student support predicted children's peer acceptance and classroom engagement, above the effects of child gender, ethnic minority status, and individual teacher–student support. Results are discussed in terms of implications for teacher preparation and professional development.     

Mindfulness and emotion regulation: promoting well-being during the transition to college

Background and Objectives: Managing stress is very important for first-year college students adjusting to undergraduate life. Aspects of emotion regulation, including mindfulness and the ability to regulate distressing emotion adaptively, often correlate positively with well-being. However, little research has examined overlapping and/or distinct effects of these constructs in predicting changes in adjustment over a stressful transition. Thus, the present study examined the contributions of mindfulness and adaptive emotion regulation abilities in maintaining well-being during the transition to college. We further examined experience with mind–body practices, which may promote mindfulness and positive adjustment.

Design: Online surveys were administered to 158 undergraduates near the beginning and end of their first semester.

Methods: Near semester start and end, students reported levels of mindfulness, adaptive emotion regulation abilities, emotional and spiritual well-being, and experience with mind–body practices.

Results: Compared to mindfulness, adaptive emotion regulation abilities largely demonstrated stronger cross-sectional and longitudinal associations with well-being. However, mindfulness uniquely protected against changes in depression for students with greater emotion regulation difficulties. Over half of participants reported having tried mind–body practices, but just 1% reported current use.

Conclusions: Promoting mindfulness practices and adaptive emotion regulation abilities at the start of college may build resilience in undergraduate students.     

Relative preferences for edible and leisure stimuli in children with autism: A replication in Italy

Several studies have found that edible items tend to displace leisure items in multiple-stimulus preference assessments for individuals with developmental disabilities. One recent study (Conine & Vollmer, 2019) included screen-based technology devices in assessments and found that food items were less likely to displace leisure items and in some cases leisure items totally displaced edible items. The purpose of our study was to conduct a replication of Conine and Vollmer in Italy to evaluate cultural differences in food and leisure preferences. Results of our study were similar: For 44% of participants, at least one leisure item ranked above all edible items and leisure items displaced all edible items for 28% of participants. Participants in the present study showed a higher preference for leisure items or toys that were not screen-based technology devices, suggesting there may be cultural variation in the types of leisure items that are preferred.