Patient utilization of cognitive-behavioral therapy for OCD

The current study examined utilization of cognitive-behavioral therapy (CBT) by individuals receiving treatment for obsessive-compulsive disorder (OCD). Participants were 202 adults with primary DSM-IV OCD who enrolled in a longitudinal, observational study of the course of OCD and completed 2 years of annual follow-up interviews using the Longitudinal Interval Follow-Up Evaluation. One hundred twenty participants reported that a mental health professional recommended CBT for their OCD symptoms at some point during the 2-year follow-up period. One quarter (n = 31) of these participants did not initiate CBT despite receiving a treatment recommendation. Thirty-one percent of the 89 participants who entered CBT endorsed dropping out of CBT prematurely and less than one third received an adequate “dose” of CBT sessions. Self-reported CBT drop-out rates were significantly greater than attrition rates reported in clinical trials using intensive schedules of exposure and ritual prevention (EX/RP). Perceived environmental barriers and fears regarding treatment participation were the most frequently endorsed reasons for not participating or dropping out of CBT. Despite its efficacy for OCD, many individuals with clinically significant symptoms fail to initiate CBT when recommended by a mental health professional, receive treatments that are less intensive than those used in clinical trials, or drop out of treatment prematurely. Financial costs of CBT, difficulty attending sessions, and fears regarding treatment are significant barriers to initiating and completing therapy.     

The professionalization of psychologists as court personnel: Consequences of the first institutional commitment law for the “feebleminded”

The first law providing for the permanent, involuntary institutionalization of “feeble‐minded” individuals was passed in Illinois in 1915. This bill represented the first eugenic commitment law in the United States. Focusing on the consequences of this 1915 commitment law within the context of intelligence testing, eugenics, and the progressive movement, this paper will argue that the then newly devised Binet–Simon intelligence test facilitated the definition and classification of feeble‐mindedness that validated feeble‐mindedness theory, enabled the state to legitimize the eugenic diagnosis and institutionalization of feeble‐minded individuals, and especially empowered psychologists to carve out a niche for themselves in the courtroom as “experts” when testifying as to the feeble‐mindedness of individuals.     

A preliminary study of self-esteem,stigma, and disclosure in adolescents who stutter

This study examined the self-esteem, perceived stigma, and disclosure practices of 48 adolescents who stutter divided into two age cohorts: younger (13, 14, and 15 years) and older (16, 17, and 18 years) adolescents. Results revealed that 41 (85%) of the participants scored within 1 S.D. from the mean on a standardized measure of self-esteem, indicative of positive self-esteem. Results also showed that stuttering did not present a stigmatizing condition for the majority (65%) of adolescents who stutter. However, 60% of participants indicated that they "rarely" or "never" discussed their stuttering. The younger adolescents perceived stuttering as a more negative and stigmatizing condition than older adolescents. Implications for understanding stuttering in adolescents are discussed. EDUCATIONAL OBJECTIVES: Readers will learn about and understand (a) the role of stigma, disclosure, and self-esteem in stuttering; (b) the methods used to evaluate stigma, disclosure, and self-esteem in adolescents; and (c) the similarities between adolescents who stutter and normative data on self-esteem and stigma scales.     

Accuracy, completeness, and consistency of emotional memories

Judges and lawyers often consider inconsistent testimonies to be inaccurate. We addressed this assumption by asking undergraduate students on 2 occasions to write detailed accounts of violent movie fragments they had seen. These accounts were evaluated in terms of accuracy, completeness, and consistency. Experiment 1 showed that accounts tended to be accurate. Moreover, first accounts were marginally more complete than second accounts. The number of inconsistencies between the 2 accounts was not significantly related to their accuracy. Experiment 2 sought to replicate these findings using a more emotionally upsetting movie fragment. Results were highly similar to those of Experiment 1 in that accounts tended to be accurate but incomplete. Inconsistencies were not significantly related to the accuracy of participants' accounts. In line with previous research, we found that accounts of emotional events can be highly accurate but tend to be incomplete. More importantly, inconsistencies cannot be seen as valid predictors of testimonial inaccuracy.     

Perceptual grouping in change detection

Detection of an item's changing of its location from one instance to another is typically unaffected by changes in the shape or color of contextual items. However, we demonstrate here that such location change detection is severely impaired if the elongated axes of contextual items change orientation, even though individual locations remain constant and even though the orientation was irrelevant to the task. Changing the orientations of the elongated stimuli altered the perceptual organization of the display, which had an important influence on change detection. In detecting location changes, subjects were unable to ignore changes in orientation unless additional, invariant grouping cues were provided or unless the items changing orientation could be actively ignored using feature-based attention (color cues). Our results suggest that some relational grouping cues are represented in change detection even when they are task irrelevant.     

Visual short-term memory is not improved by training

A critical question in visual working or short-term memory (VSTM) research is whether the ability to remember briefly presented visual stimuli can be increased. Here we test whether VSTM for locations and shapes is improved by training that allows one to utilize another memory system, visual longterm memory (VLTM). Training was done by repeatedly presenting a subset of memory displays, creating long-term memory traces for these displays. Surprisingly, VSTM performance for repeated displays was not higher than for nonrepeated ones, even though participants recognized repeated displays on a forced-choice test given at the end of the experiment. We suggest that the fidelity of information held by VLTM is inferior to that of information held by VSTM and thus provides no additional benefit over what is extracted on the fly by VSTM.     

A comparison of intervention for problematic speech using reinforcement with and without preferred topics

Previous research has shown that responding to the appropriate and problematic speech of individuals diagnosed with developmental disabilities with interested and uninterested listener responses, respectively, can promote more appropriate conversational engagement. However, Fisher et al. (2013) also responded to appropriate speech with access to preferred conversational topics. This study examined the influence of listener interest on the problematic speech of 8 participants and tested the additive effects of (Study 1) and participant preference for (Study 2) delivering preferred topics as reinforcement for appropriate speech. Interventions were equally effective with or without arranging access to preferred topics, but a majority of participants demonstrated a preference for intervention with contingent access to preferred topics. Caregivers and speech‐language pathologists rated the intervention procedures as acceptable and changes in participants' speech satisfactory.