A novel integrative method for analyzing eye and hand behaviour during reaching and grasping in an MRI environment

The development of noninvasive neuroimaging techniques, such as fMRI, has rapidly advanced our understanding of the neural systems underlying the integration of visual and motor information. However, the fMRI experimental design is restricted by several environmental elements, such as the presence of the magnetic field and the restricted view of the participant, making it difficult to monitor and measure behaviour. The present article describes a novel, specialized software package developed in our laboratory called Biometric Integration Recording and Analysis (BIRA). BIRA integrates video with kinematic data derived from the hand and eye, acquired using MRI-compatible equipment. The present article demonstrates the acquisition and analysis of eye and hand data using BIRA in a mock (0 Tesla) scanner. A method for collecting and integrating gaze and kinematic data in fMRI studies on visuomotor behaviour has several advantages: Specifically, it will allow for more sophisticated, behaviourally driven analyses and eliminate potential confounds of gaze or kinematic data.     

Pediatric Feeding Disorders: A Quantitative Synthesis of Treatment Outcomes

A systematic review of the literature regarding treatment of pediatric feeding disorders was conducted. Articles in peer-reviewed scientific journals (1970–2010) evaluating treatment of severe food refusal or selectivity were identified. Studies demonstrating strict experimental control were selected and analyzed. Forty-eight single-case research studies reporting outcomes for 96 participants were included in the review. Most children presented with complex medical and developmental concerns and were treated at multidisciplinary feeding disorders programs. All studies involved behavioral intervention; no well-controlled studies evaluating feeding interventions by other theoretical perspectives or clinical disciplines met inclusion criteria. Results indicated that behavioral intervention was associated with significant improvements in feeding behavior. Clinical and research implications are discussed, including movement toward the identification of key behavioral antecedents and consequences that promote appropriate mealtime performance, as well as the need to better document outcomes beyond behavioral improvements, such as changes in anthropometric parameters, generalization of treatment gains to caregivers, and improvements in nutritional status.     

Enhancing Parenting Skills Among Nonresident African American Fathers as a Strategy for Preventing Youth Risky Behaviors

This study evaluated the effectiveness of a theoretically based, culturally specific family intervention designed to prevent youth risky behaviors by influencing the parenting attitudes and behaviors of nonresident African American fathers and the parent–child interactions, intentions to avoid violence, and aggressive behaviors of their preadolescent sons. A sample of 158 intervention and 129 comparison group families participated. ANCOVA results indicated that the intervention was promising for enhancing parental monitoring, communication about sex, intentions to communicate, race-related socialization practices, and parenting skills satisfaction among fathers. The intervention was also beneficial for sons who reported more monitoring by their fathers, improved communication about sex, and increased intentions to avoid violence. The intervention was not effective in reducing aggressive behaviors among sons. Findings are discussed from a family support perspective, including the need to involve nonresident African American fathers in youth risky behavior prevention efforts.     

A Randomized Trial of Two Promising Computer-Based Interventions for Students with Attention Difficulties

Few studies have examined whether attention can be improved with training, even though attention difficulties adversely affect academic achievement. The present study was a randomized-controlled trial evaluating the impact of Computerized Attention Training (CAT) and Computer Assisted Instruction (CAI) on attention and academic performance in 77 inattentive first graders. Students receiving either intervention were more likely than controls to show a moderate decline in teacher rated attention problems in first grade. Students receiving CAI also showed gains in reading fluency and in teacher ratings of academic performance. Intervention effects for attention were absent by second grade largely because attention problems declined in all groups. However, post hoc analyses indicated potential longer-term benefits for children with 6 or more inattentive symptoms at baseline. Persistent attention problems were associated with poorer academic performance in multiple domains. Results provide initial evidence that CAT and CAI can improve children’s attention in the classroom - and support additional studies to determine whether more clinically significant benefits are attainable.     

Body Size Stereotyping and Internalization of the Thin Ideal in Preschool Girls

Despite the multitude of negative outcomes associated with thin-ideal internalization for girls and women living in westernized societies, we know very little about how early in development thin-ideal internalization occurs or how it might manifest in very young children. This cross-sectional investigation assessed body size stereotyping and thin-ideal internalization in 55 preschool girls (ages 3–5 years) from the Southwestern U.S. using a new method of assessment that is more sensitive to the cognitive developmental stage of this age group. Results suggest that girls as young as 3 years old are already emotionally invested in the thin ideal. Discussion considers moving beyond the demonstration of fat stigmatization per se to measure how personally invested preschool children may be in beauty ideals.     

Attachment,emotional loneliness,and bullying behaviour: A study of adult and young offenders

This research addresses the question of whether or not offenders who bully others and/or are victimised themselves can be distinguished by their attachment styles and the level of emotional loneliness that they report. Adult and young male offenders (n = 220) were required to complete a self‐report behavioural checklist (DIPC: Direct and Indirect Prisoner behaviour Checklist: Ireland, 1999a) that addressed the level of bullying behaviour at their present institution. Offenders were also required to complete a measure of attachment, namely the Three Attachment Style Measure [Hazan and Shaver, 1987] exploring secure, avoidant and anxious/ambivalent styles, and a measure of emotional loneliness, namely the revised UCLA Loneliness scale [Russell, Peplaw and Cutrona, 1980]. Young offenders were more likely than adult offenders to report behaviours indicative of ‘bullying others’ and of ‘being bullied.’ With regards to attachment style and bullying behaviour, significant differences were restricted to avoidant attachment; bully/victims reported higher avoidant scores than the other bully‐categories, with pure bullies and those not‐involved reporting lower avoidant scores. Finally, when considering emotional loneliness and bullying behaviour, bully/victims reported higher scores on emotional loneliness than the other bully‐categories, with the not‐involved group reporting significantly lower scores. Aggr. Behav. 30:298–312, 2004. © 2004 Wiley‐Liss, Inc.     

Anger management therapy with young male offenders: An evaluation of treatment outcome

The aim of the present study was to assess the effectiveness of a brief group‐based anger management intervention with young male offenders. Eighty‐seven prisoners were assessed as suitable for the intervention. Fifty of these made up the experimental group and 37 the control. Prior to intervention prisoners completed a self‐report anger questionnaire (Anger Management Assessment questionnaire: AMA). Prisoners were also assessed by officers on a checklist addressing angry behaviour (Wing Behaviour Checklist: WBC). Both measures were completed approximately two weeks before the date of the intervention and eight weeks after the intervention (and while the control group remained on the waiting list). It was predicted that the experimental group would show significant improvements in both measures following intervention and that no such change would be observed in the control group. This hypothesis was supported, with significant improvements observed in the experimental group and no change observed in the control. Aggr. Behav. 30:174–185, 2004. © 2004 Wiley‐Liss, Inc.     

Links between attachment theory and systemic practice: some proposals

This paper considers some of the current thinking in relation to attachment theory and systemic theory in understanding the development of adult couple relationships in terms of their attachment to each other and of their adaptations as a family. There is an increasing interest in adults' attachments to their own parental (attachment) figures, how these have an impact on the attachment relationship they have with their own children, and to the idea that adult partners can become attachment figures for each other with the potential for development being lifelong. Discussion focuses on attachment issues within the family group and the relevance of these to systemic practice.     

Gender Stereotypes in Educational Software for Young Children

Children are increasingly being exposed to educational technology at school. In response to this, the International Society for Technology in Education (ISTE) drafted a set of technology standards for teachers (ISTE, 2002) that specifically states that teachers should empower all students and support diversity. This content analysis of educational software for preschoolers was designed to look at gender representations and stereotyping. The results demonstrated significantly more male characters than female characters in preschool educational software, which makes it difficult for teachers to address gender diversity and suggests that girls are not as valued as boys are. Male characters were also more likely than female characters to exhibit several masculine-stereotypical traits. In addition, female characters more than male characters exhibited counterstereotypical behaviors, yet were more gender stereotyped in appearance.