Subgroups of autistic children based on social behavior display distinct patterns of brain activity

Two questions were addressed in the present study: (1) Do autistic and normally developing children exhibit regionally specific differences in electroencephalographic (EEG) activity? (2) Do subgroups of autistic children classified according to Wing and Gould's (1979) system which emphasizes degree of social impairment exhibit distinct patterns of EEG activity? Twenty-eight children with autism (5 to 18 years of age) and two groups of normally developing children (one matched on chronological age and the other on receptive language level) participated. EEG was recorded from left and right frontal, temporal, and parietal regions during an alert baseline condition. Compared to normally developing children, autistic children exhibited reduced EEG power in the frontal and temporal regions, but not in the parietal region. Differences were more prominent in the left than the right hemisphere. Furthermore, subgroups of autistic children based on Wing and Gould's system displayed distinct patterns of brain activity. Compared to autistic children classified as “active-but-odd,” “passive” autistic children displayed reduced alpha EEG power in the frontal region.     

Biased attention in childhood Anxiety disorders: A preliminary study

This study provides preliminary tests of two hypotheses: (1) Anxiety-disordered children show an attentional bias toward emotionally threatening stimuli, and (2) normal controls show an attentional bias away from emotionally threatening stimuli. Twelve children, 9 to 14 years of age, with primary diagnoses of anxiety disorder were compared with 12 normal controls matched for age, gender, vocabulary level, and reading ability. Subjects completed a reaction time task that measured visual attention toward threatening versus neutral words. The anxious group showed the predicted attentional bias toward threat words. However, controls did not show the predicted bias away from threat words. These results are the first showing that biased attentional processing occurs among clinically anxious children. The potential role of such an attentional bias in childhood anxiety disorders and future direction for research are discussed.This research was supported by a Seed Grant and a Small Grant to the first author from The Ohio State University. Portions of this paper were presented at the 27th Annual Convention of the Association for the Advancement of Behavior Therapy, Atlanta, November 1993. Thanks are extended to the participants and all those who helped with the project.     

“mother is not holding competely respect”: Making social sense of schizophrenic writing

This paper provides a phenomenological account of the writing of a young woman diagnosed with schizophrenia. The method of interpretation is to put ourselves in the place of the author drawing upon a combination of sympathy, reason, common-sense, experience, and “an intersubjective world, common to us all” (Schutz, 1945: 536). The result is the recognition of the person as also capable of putting herself in the place of others so as to understand their behavior. This “role-taking success” identifies the limits of the current sociological understanding of insanity's significance in social interaction as an instance of “role-taking failure” (Rosenberg, 1992). The very appearance of a piece of writing often permits one to recognize the presence of schizophrenia. The use of space may be quite bizarre. The varying margins betray the writer's changing mood. The letter may start at the bottom or side of the paper or very close to the top .... Capital letters and all letters are employed without any apparent rules, the former even in the middle of a word. (Bleuler, 1950: 159) What we want to understand is not something hidden behind the text, but something disclosed in front of it. (Ricoeur, 1971: 557) Why do we need an art of guessing? Why do we have to “construe” the meaning? Not only — as I tried to say a few years ago — because language is metaphorical and because the double meaning of metaphorical language requires an art of deciphering which tends to unfold the several layers of meaning.... [But also] because [a text] is not a mere sequence of sentences, all on an equal footing and separately understandable. A text is a whole, a totality. (Ricoeur, 1971: 548)     

Attention precuing and Simon effects: A test of the attention-coding account of the Simon effect

Simon effects refer to the finding that choice-response latencies to a nonspatial aspect of a stimulus vary depending on the spatial correspondence between the stimulus position and the position of the correct response alternative. Recently, researchers have proposed an attention-coding account of Simon effects whereby the (irrelevant) stimulus spatial code involved in the generation of the effect is formed in the process of attentional orienting to the stimulus. This account predicts that if attentional orienting is unnecessary at stimulus onset, as when the stimulus appears at an attended location, Simon effects will not be observed. This prediction was tested by measurement of Simon effects in an attention-precuing task in which the stimulus was presented at attended and unattended locations. Significant Simon effects were observed independently of the focus of attention. This result was obtained over a large range of precue-target SOAs, and did not depend on whether central or peripheral precues were used to direct attention or on whether the relevant target dimension was color or form. Significant Simon effects were not observed when the precue-target SOA was 50 ms, irrespective of the other precue and task conditions. The data do not support the prediction of the attention-coding account and thus question the generality of the account in its current form. It is suggested that spatial and temporal uncertainties are important factors that influence the pattern of results, and that these factors must be incorporated into attention-coding models of the Simon effect.     

VICARIOUS TRAUMA The Effects on Female Counselors of Working with Sexual Violence Survivors

The primary purpose of this study was to assess the effects on counselors of working with sexual violence survivors. Members of a women psychologists' organization and a group of sexual violence counselors completed questionnaires regarding the extent of their work with survivors and their psychological functioning. Counselors who had a higher percentage of survivors in their caseload reported more disrupted beliefs, (particularly about the goodness of other people), more symptoms of post-traumatic stress disorder, and more self-reported vicarious trauma. Symptomatology was not related to counselors' own history of victimization. Qualitative data regarding difficult and enjoyable aspects of working with survivors also were gathered, along with data on the strategies used by counselors to cope with work-related stress. implications for counselor training are discussed.     

College Counseling: Union and Intersection

College counseling can best be understood as the intersection of a professional activity and an environment. The specialty has developed from the merging of several movements: vocational guidance, mental health, and student personnel work. These elements are reflected in the diversity of backgrounds and perspectives represented by college counselors and in differing models of counseling services. College counseling will be affected by trends including health care reform, scarcity of resources in higher education, changing student demographics, and complex societal issues.     

Text-contingent color aftereffects: A reexamination

Five experiments reexamined color aftereffects contingent on the semantic properties of text (Allan, Siegel, Collins, & MacQueen, 1989). The influence of different assessment techniques and the effect of eye movements and overlapping contour information on the induction of color aftereffects by word and nonword letter strings were determined. Experiment 1 showed that no aftereffect was found when a traditional method of assessing color aftereffects was used. Experiments 2 and 4 demonstrated color aftereffects forboth words and nonwords, but only when subjects fixated the same locus during induction and testing and only when assessed with the technique described by Allan et al. (1989). If, however, eye movements were made during induction, no color aftereffect was obtained (Experiment 3). Induction to nontext patterns with properties similar to those of text but with fewer overlapping contours resulted in a strong color aftereffect (Experiment 5). These results suggest that the color aftereffect contingent on text is very weak and is not dependent on semantic factors, but that it is a product of induction to local color and orientation information.     

Concordance Between Mothers' and Children's Reports of Somatic and Emotional Symptoms in Patients with Recurrent Abdominal Pain or Emotional Disorders

Mother–child concordance regarding children's somatic and emotional symptoms was assessed in children with recurrent abdominal pain (n = 88), emotional disorders (n = 51), and well children (n = 56). Children between 6 and 18 years of age and their mothers completed questionnaires assessing the children's somatic symptoms, functional disability, and depression. Mothers of children with recurrent abdominal pain reported more child somatic and depressive symptoms than did their children, and mothers of children with emotional disorders reported more child depressive symptoms than did their children. Higher levels of maternal distress were associated with greater mother-child discordance in the direction of mothers reporting more child symptoms than did their children. No significant child age or sex differences were found in concordance patterns.