Phenomenology of Early Childhood Onset Obsessive Compulsive Disorder

This paper describes the phenomenological features of early childhood onset obsessive compulsive disorder (OCD; defined as children meeting DSM-IV criteria for OCD with age of onset <8 years). Fifty-eight children (ages 4–8) were included in the sample. OCD and comorbid diagnoses were determined by structured interview, and OCD severity was measured using the Children’s Yale-Brown Obsessive Compulsive Scale (CY-BOCS). Mean age of OCD onset was almost five, and mean age of presentation was between 6 and 7. Mean symptom severity was in the moderately severe range. Comorbidity and family history of OCD were common. Contamination and aggressive/catastrophic obsessions and washing and checking compulsions were endorsed most frequently. Results indicate that early childhood onset OCD may have a lower boy to girl ratio and lower rates of depressive disorders, but may be similar to later childhood onset OCD in terms of OCD symptom presentation and severity.     

Parent Perception of Retarded Child's Intelligence

A dual evaluation technique exposed measurable and identifiable discrepancies between a retarded child's functioning as measured by standardized tests and the parental perception of that functioning. The sample consisted of 25 mothers and their children ranging in age from 3½ years to 15½ years. The Revised Stanford-Binet was employed for both parent and child. The examiner preceded the administration of the Binet to the mother with an explanation that she was to answer the questions and perform the required tasks in the exact manner she thought her child would respond. The test was administered and scored according to standardized procedures. Although the difference between the two sets of IQ scores was statistically significant, and the hypothesis that mothers would tend to over-estimate their children's intelligence scores was confirmed, the difference was not as great as might be expected from results of previous studies.     

A Meta-Analysis of the Association Between Birth Weight and Attention Deficit Hyperactivity Disorder

A large body of work has investigated the association between birth weight and ADHD and has resulted in mixed findings with regard to the direction and magnitude of this association. Despite the vast amount of research on this topic, a comprehensive and systematic quantification of the association between birth weight and ADHD has yet to be undertaken. A meta-analysis of 88 unique studies (N?=?4,645,482) was conducted to quantify the overall effect size of birth weight on ADHD symptoms. Several variables were examined as moderators that may contribute to systematic variation in effect sizes. Overall, birth weight was found to have a small, but significant, association with ADHD symptoms such that individuals born at lower birth weights manifested greater symptoms of ADHD (r?=??0.15). Sample type, mean birth weight of the sample, geographic region, the informant of ADHD symptoms, ADHD symptom measurement method, and race were all found to contribute significantly to heterogeneity in effect sizes. Notably, several early life risk factors previously found to be associated with both ADHD and birth weight, gestational age and prenatal smoking exposure, were not found to contribute to heterogeneity in effect sizes. The findings of the current analyses align with the growing recognition that early life adversity contributes to neurodevelopmental difficulties, and the findings highlight the importance of a better understanding of the mechanisms underlying the association between early life risk factors and adverse neurodevelopmental sequela, such as that observed in ADHD.     

Sex-specific cognitive–behavioural profiles emerging from individual variation in numerosity discrimination in <Emphasis Type="Italic">Gambusia affinis</Emphasis>

The relationship between an individual’s cognitive abilities and other behavioural attributes is complex, yet critical to understanding how individual differences in cognition arise. Here we use western mosquitofish, Gambusia affinis, to investigate the relationship between individual associative learning performance in numerical discrimination tests and independent measures of activity, exploration, anxiety and sociability. We found extensive and highly repeatable inter-individual variation in learning performance (r = 0.89; ICC = 0.89). Males and females exhibited similar learning performance, yet differed in sociability, activity and their relationship between learning and anxiety/exploration tendencies. Sex-specific multivariate behaviour scores successfully predicted variation in individual learning performance, whereas combined sex analyses did not. Female multivariate behaviour scores significantly predict learning performance across females (ρ = 0.80, p = 0.005) with high-performing female learners differentiated from female non-learners and low-performing learners by significant contributions of activity and sociability measures. Meanwhile, males of different learning performance levels (high-, low- and non-learners) were distinguished from each other by unique behavioural loadings of sociability, activity and anxiety/exploration scores, respectively. Our data suggest that despite convergence on learning performance, the sexes diverge in cognitive–behavioural relationships that are likely products of different sexual selection pressures.     

A Brilliant but Frosty Solution: Frozen® as an Allegory for the Central Relational Paradox

This article contains a review of Frozen, the animated Disney film about a princess who later becomes a queen, with magical powers that allow her to create ice and snow. The author demonstrates how the film clearly illustrates several important principles from the perspective of relational-cultural theory (RCT), namely connection, disconnection, and the central relational paradox. Elsa’s character development is explored through the RCT lens, particularly the dilemma she faces with regard to how to remain authentic to her unique identity while also maintaining relationships. Implications and suggestions are offered to counselors and counselor educators for how to use these examples in clinical and educational settings.     

Ciproxifan, an H3 receptor antagonist, alleviates hyperactivity and cognitive deficits in the APP Tg2576 mouse model of Alzheimer's disease

Previous research has indicated that the blockade of H(3)-type histamine receptors may improve attention and memory in normal rodents. The purpose of this study was to determine if ciproxifan, an H(3) receptor antagonist, could alleviate the hyperactivity and cognitive deficits observed in a transgenic mouse model (APP(Tg2576)) of Alzheimer's disease. APP(Tg2576) mice displayed significantly greater locomotor activity than wild-type mice, but APP(Tg2576) mice provided with daily ciproxifan treatment showed activity levels that did not differ from wild-type mice. In the swim maze, APP(Tg2576) mice exhibited significantly longer escape latencies, but the APP(Tg2576) mice treated daily with ciproxifan had latencies that were indistinguishable from controls. In probe trials conducted one hour after the last training trial, ciproxifan-treated APP(Tg2576) mice spent more time near the previous platform location and made more crossings of this area than did saline-treated APP(Tg2576) mice. APP(Tg2576) mice also demonstrated a significant impairment in the object recognition task that was reversed by acute treatment with ciproxifan (3.0mg/kg). These data support the idea that modulation of H(3) receptors represents a novel and viable therapeutic strategy in the treatment of Alzheimer's disease.     

Aging and the visual, haptic, and cross-modal perception of natural object shape

One hundred observers participated in two experiments designed to investigate aging and the perception of natural object shape. In the experiments, younger and older observers performed either a same/different shape discrimination task (experiment 1) or a cross-modal matching task (experiment 2). Quantitative effects of age were found in both experiments. The effect of age in experiment 1 was limited to cross-modal shape discrimination: there was no effect of age upon unimodal (ie within a single perceptual modality) shape discrimination. The effect of age in experiment 2 was eliminated when the older observers were either given an unlimited amount of time to perform the task or when the number of response alternatives was decreased. Overall, the results of the experiments reveal that older observers can effectively perceive 3-D shape from both vision and haptics.     

"Frog, where are you?" Narratives in children with specific language impairment, early focal brain injury, and Williams syndrome

In this cross-population study, we use narratives as a context to investigate language development in children from 4 to 12 years of age from three experimental groups: children with early unilateral focal brain damage (FL; N=52); children with specific language impairment (SLI; N=44); children with Williams syndrome (WMS; N=36), and typically developing controls. We compare the developmental trajectories of these groups in the following domains: morphological errors, use of complex syntax, complexity of narrative structure, and types and frequency of evaluative devices. For the children with early unilateral brain damage, there is initial delay. However, by age 10, they are generally within the normal range of performance for all narrative measures. Interestingly, there are few, if any, side specific differences. Children with SLI, who have no frank neurological damage and show no cognitive impairment demonstrate significantly more delay on all morphosyntactic measures than the FL group. Quantitatively, on morphosyntactic measures, the SLI group clusters with those children with WMS who are moderately retarded. Together these data help us to understand the extent and nature of brain plasticity for language development and those aspects of language and discourse that are dissociable.     

Brief assessment and treatment of pica using differential reinforcement,response interruption and redirection,and competing stimuli

Pica is a life threating form of challenging behavior displayed by individuals with intellectual and developmental disabilities. In most cases, pica is maintained by automatic reinforcement. Common interventions for pica use some combination of response blocking, response interruption and redirection (RIRD), differential reinforcement of alternative behavior (DRA), and noncontingent reinforcement with competing stimuli. However, there is need for additional research regarding DRA procedures that emphasize skills acquisition by teaching alternative behaviors that modify the established behavioral chain of pica responses that occur in the presence of non-edible stimuli. There is also a need to examine the generality of recent advances in competing stimulus assessment (CSA) methodologies—namely, the augmented-CSA (A-CSA)—to pica. Thus, the purpose of the present investigation was to systematically replicate and extend previous research for the assessment and treatment of pica in an individual with IDD. First, we conducted a functional analysis to identify environmental variables associated with pica. Next, taught Patrick a differential response (i.e., discard pica items in trash receptacle) to earn reinforcers in conjunction with a RIRD procedure. Finally, we conducted an A-CSA for pica. Overall, low rates of pica were maintained over time with a combination of these procedures, and treatment was generalized across settings and people.