Detection of dissimulation with the new generation of objective personality measures

This study investigated the effectiveness of two recently developed measures of psychopathology—the Basic Personality Inventory (BPI) and the Millon Clinical Multiaxial (Inventory-II) (MCMI-II) in detecting dissimulation (i.e., faking good and faking bad). Both personality measures have developed special ‘validity scales’ to discern dissimulating responses. Ninety-one undergraduate students completed the two personality scales under one of three instructional sets: fake good, fake bad, and honest. In general, the results indicated that both scales were effective in distinguishing the groups from one another. The MCMI-II was better at detecting fake bad responding, while the BPI appeared to be more effective in detecting fake good responding. These differences in identifying fake good and fake bad response styles can be attributed to the method in which the scales were constructed.     

Profile of perceptual-cognitive traits and personality style of possible relevance to creative productivity.

The amount of illusory movement perceived on the autokinetic test, manifestations of primary process expression on the Rorschach, and creative productivity as measured by the Torrance Tests of Creative Thinking, were collected from 47 volunteer college students. Those individuals who expressed primary process thinking as blatant affect and the fusion of images, and elaborated on a stimulus pictorially, had extensive movement on the autokinetic test (P less than .05). We further delineated certain personality characteristics of these individuals employing a 26-item bipolar questionnaire. They are among other things, active, striving, assertive, in touch with and free to express emotion, rebellious, incautious, self-determing, productive, motivated to influence others, and excelling in producing objects or ideas which are unique.     

The use of mixed modeling to evaluate the impact of treatment integrity on learning

Treatment integrity, or the degree to which an intervention is implemented as intended, is a critical feature of skill acquisition tasks. Single‐case design consistently demonstrates that low treatment integrity slows or inhibits learning, but the relative impact of different types of instructional errors, or the presence of multiple errors, is less clear. The present study utilized a multilevel modeling approach to evaluate the impact of type of error (omission versus omission and commission) and error component (reinforcer delivery versus feedback) on learning. Findings revealed that learning outcomes worsened based on the type of error and as the complexity of errors increased; more specifically, participants performed better when only a single type of error occurred and when only a single error component was manipulated. Additionally, individual characteristics contributed to learning outcomes, highlighting the use of multilevel modeling as a helpful tool to supplement single‐case design. The differential impact of integrity errors on learning may be due to timing of errors (i.e., commission errors more likely to occur early in learning) or how errors affect reinforcement schedule versus discriminative control.     

Attention deficit disorder in reading-disabled twins: Evidence for a genetic etiology

In order to assess the genetic etiology of attention deficit hyperactivity disorder (ADHD), the basic regression model for the analysis of selected twin data (DeFries & Fulker, 1985, 1988) was fitted to questionnaire data (DICA: Diagnostic Interview for Children and Adolescents; Herjanic, Campbell, & Reich, 1982) for 37 identical and 37 fraternal twin pairs tested in the Colorado Reading Project. Results of this analysis suggest that ADHD is highly heritable. Moreover, adjusting DICA scores for either IQ or reading performance differences did not substantially change parameter estimates. In future analyses of larger data sets, distinguishing between possible subtypes of attentional problems (e.g., ADD with or without hyperactivity) may facilitate tests of more searching etiological questions.This work was supported in part by program project and center grants from NICHD (HD-11681 and HD-27802) to J. C. DeFries. This report was prepared while J. Gillis was supported by NIMH training grant MH-16880, and J. Gilger was supported by a Fellowship in Developmental Psychobiology through the University of Colorado (MH-15442). B. Pennington was also supported by NIMH grants MH-38820 and MH-45916. The invaluable contributions of staff members and families who participated in the Colorado Reading Project are gratefully acknowledged. We also acknowledge the expert editorial assistance of the late Rebecca G. Miles.     

Validity of the M Test: simulation-design and natural-group approaches

The utility of the M Test (Beaber, Marston, Michelli, & Mills, (1985) as a screening measure for malingering was assessed using simulation-design (subjects asked to fake mental illness) and natural-group (forensic assessment cases suspected of malingering) approaches. A total of 318 subjects from community, clinical, and correctional settings completed the M Test under instructions to respond honestly or to simulate a major mental disorder. A factor analysis of the M Test items supported the original rationally based scale assignment, and the scales were found to have adequate internal reliability. To examine the predictive validity of the M Test, results revealed that sensitivity using the cutting scores suggested by Beaber et al. (1985) was much higher for simulating subjects (79.8%) than for the suspected malingerers (40.0%). The findings emphasize the danger of exclusive reliance on simulation studies for validating measures of malingering. It was concluded that, in its present form, the M Test does not constitute a good screening measure for assessing malingering.     

The use of “failure models”: An application of social comparison theory to changing maladaptive attitudes

Journal of Contemporary Psychotherapy -     

The Treatment of Social Phobia in a Young Boy With Asperger's Disorder

Anxiety disorders, including social phobia, occur often in children with autism spectrum disorders (ASD; Gillott, Furniss, & Walter, 2001; Leyfer et al., 2006; Simonoff et al., 2008); however, little is known about the conceptualization and treatment of social phobia in this population. The current study presents the case of “James,” a 6-year-old male with comorbid Asperger's disorder and social phobia. A cognitive-behavioral treatment (CBT) package, including parent training, psychoeducation, graduated exposure, and reinforced practice, was implemented to decrease avoidance behaviors in social settings. Results showed that James's avoidance behaviors were reduced significantly following intervention, suggesting that a CBT approach may be effective in treating social phobia in children with ASD. The significant influence of CBT on decreasing avoidance behavior in comorbid social phobia and ASD highlights the need for continued investigation of adapting CBT for use with children with ASD.     

A Brief Group Intervention Using Video Games to Teach Sportsmanship Skills to Children With Autism Spectrum Disorders

Impaired social skills represent a fundamental deficit for children with Autism Spectrum Disorders (ASD). Despite the potential importance of “good sportsmanship,” this social skill has received relatively little attention in the literature. The current study utilized a Behavioral Skills Training (BST) approach to teach three sportsmanship skills (i.e., complimenting, turn taking, and being a good sport) during video game play (Wii Sports). Six children with ASD completed this study. Findings suggest BST can be used effectively to teach sportsmanship skills to children with ASD. The use of video-game technology as part of social skills intervention programs is also discussed.