Measuring executive function skills in young children in Kenya

Interest in measuring executive function skills in young children in low- and middle-income country contexts has been stymied by the lack of assessments that are both easy to deploy and scalable. This study reports on an initial effort to develop a tablet-based battery of executive function tasks, which were designed and extensively studied in the United States, for use in Kenya. Participants were 193 children, aged 3–6 years old, who attended early childhood development and education centers. The rates of individual task completion were high (65–100%), and 85% of children completed three or more tasks. Assessors indicated that 90% of all task administrations were of acceptable quality. An executive function composite score was approximately normally distributed, despite higher-than-expected floor and ceiling effects on inhibitory control tasks. Children’s simple reaction time (β = –0.20, p = .004), attention-related behaviors during testing (β = 0.24, p = .0005), and age (β = –0.24, p = .0009) were all uniquely related to performance on the executive function composite. Results are discussed as they inform efforts to develop valid and reliable measures of executive function skills among young children in developing country contexts.     

Latent Structure of the Davis Interpersonal Reactivity Index in Methadone Maintenance Patients

The latent structure of Davis's 28-item Interpersonal Reactivity Index (IRI) measure of empathy was examined in 241 methadone maintenance (MM) patients using factor analytic procedures and the divergent and convergent reliability of the derived structure was determined. Contrary to the four-factor structure determined for the IRI previously, three factors, comprised of 18 items, were found to best represent the construct of empathy in MM patients—an Empathy factor (nine items) combining the Empathic Concern and Perspective Taking factors originally described by Davis, and Fantasy (four items) and Personal Distress (five) factors. Canonical correlation analysis undertaken to determine concurrent validity of the IRI's revealed latent structure supported the validity of the derived Empathy factor as a measure of empathy, but indicated that Personal Distress appeared to be associated with neuroticism. These findings are consistent with more recent factor analytic and validity findings for the IRI.     

Relationship between self‐worrying and self‐critical messages in clients with generalised anxiety engaging in emotion‐focused worry dialogues

Emotion‐focused therapy (EFT) has recently been adapted as a treatment for generalised anxiety disorder (GAD). One intervention used in this adaptation is a worry dialogue, in which the client enacts worry in one chair (“worrier”) and is facilitated to experience the impact of this worry in another chair (“experiencer”). Although not formally studied, anecdotal observations from therapists in the EFT for GAD treatment development study suggested that within worry dialogues there might be a link between client's self‐worrying and self‐critical messages. This study used data from 47 worry dialogues from fourteen study clients who received EFT for GAD. An observation based qualitative analysis of clients' self‐directed messages as present in in‐session worry dialogues was conducted using video/audio recordings of relevant sessions. Results indicate a relationship between self‐worrying and self‐critical messages. A total of 90 paired self‐worry and self‐critic messages across the 47 worry dialogues were logged. Six recurring clusters of themes/relationships were observed: (a) I need to be prepared for future negative events because… I'm weak and a failure; (b) I need to stop worrying… I'm flawed for being a worrier; (c) People will negatively judge me if I engage with them… because I'm not good enough; (d) If I don't worry, there will be negative consequences… and I will be responsible and will be unable to bear it; (e) I worry/ruminate that I cause(d) some damage… because I'm incompetent; and, (f) I must always be prepared against others taking advantage of me… because I'm weak. Given the observed close link between self‐critical and worry processes, it is important that therapists differentiate between these processes and remember to address both in therapy for GAD.     

Book Club Groups to Aid Relational Connection and Trust among Addicted Trauma Survivors

This is a secondary analysis of qualitative data from a literacy study, which examines Book Clubs as a creative approach to engage female addicted trauma survivors in developing psychologically safe, trusting therapeutic relationships. This approach is respectful of the participants’ experiences of relational trauma and diverse cultural contexts, in part because book clubs are ‘normal’ experiences in which the client is better able to have control over the level of vulnerability she engages in within the therapeutic milieu. Themes indicating increasing levels of vulnerability and psychological safety include use of book club discussions to identify with text, plot, or characters; to discuss escape coping and aggressive coping; and to discuss self as a victim and as a survivor.     

ADHD and Judgments of Impulsivity in Rule Violations

Abstract

Participants with ADHD (n?=?45) and participants without ADHD (n?=?130, total n?=?175) judged hypothetical moral and conventional rule violations that varied the impulsivity of the act, the ADHD diagnosis, and the gender of the actor in order to examine (1) social reasoning about impulsiveness and (2) whether participants infer impulsiveness from the characteristics of the actor, including gender and ADHD-status. Moral violations were judged more negatively than conventional violations, even when they were impulsive. The characteristics of the actor influenced judgments in that participants judged boys’ behavior as more acceptable, as having less control, and as deserving of less punishment compared to girls. In addition, actors who were described as having ADHD were judged overall more positively. Participants with ADHD judged that all actors should receive similar punishment, regardless of the actor’s ADHD diagnosis, while participants without ADHD judged actors with ADHD should receive less punishment than those without.     

Vocabulary and automatic attention: The relation between novel words and gaze dynamics in noun generalization

Words direct visual attention in infants, children, and adults, presumably by activating representations of referents that then direct attention to matching stimuli in the visual scene. Novel, unknown, words have also been shown to direct attention, likely via the activation of more general representations of naming events. To examine the critical issue of how novel words and visual attention interact to support word learning we coded frame-by-frame the gaze of 17- to 31-month-old children (n = 66, 38 females) while generalizing novel nouns. We replicate prior findings of more attention to shape when generalizing novel nouns, and a relation to vocabulary development. However, we also find that following a naming event, children who produce fewer nouns take longer to look at the objects they eventually select and make more transitions between objects before making a generalization decision. Children who produce more nouns look to the objects they eventually select more quickly following the naming event and make fewer looking transitions. We discuss these findings in the context of prior proposals regarding children's few-shot category learning, and a developmental cascade of multiple perceptual, cognitive, and word-learning processes that may operate in cases of both typical development and language delay.

Research Highlights

• Examined how novel words guide visual attention by coding frame-by-frame where children look when asked to generalize novel names.
• Gaze patterns differed with vocabulary size: children with smaller vocabularies attended to generalization targets more slowly and did more comparison than those with larger vocabularies.
• Demonstrates a relationship between vocabulary size and attention to object properties during naming.
• This work has implications for looking-based tests of early cognition, and our understanding of children's few-shot category learning.

     

Developing an Occupation-Centred Framework for Trauma Intervention

Abstract

Experiencing work-related trauma can negatively impact coping abilities and daily life participation. Occupational therapists (OTs) often provide health services to workers who have experienced trauma, including military members, veterans, and public safety personnel. The Occupational Therapy Trauma Intervention Framework (OTTIF) is a novel clinical reasoning framework that matches a client’s level of readiness to engage with a spectrum of evidence-based OT approaches. Using surveys at two time points, evaluation of therapist experiences of using the OTTIF elicited positive feedback that suggests the OTTIF provides a useful occupation-centred framework for evidence-informed occupational therapy practice with clients who have experienced trauma.     

A Trauma-Informed Call to Action: Culturally-Informed,Multidisciplinary Theoretical and Applied Approaches to Prevention and Healing

ABSTRACT

The prevalence of trauma and its negative impact on humankind has created a burgeoning awareness of the need for systems that are trauma-informed across the lifespan. A collaborative project with the National Partnership to End Interpersonal Violence (NPEIV) sought out research as a call-to-action to mitigate the impact of trauma. The following is an introduction to a special double-issue focused on theoretical and applied approaches to using trauma-informed care in multi-disciplinary, mental and physical health, criminal justice, school-based, and community settings. Consideration is given to essential issues such as resilience, self-care, and cultural awareness.