Mathematical Abilities in Elementary School Children with Autism Spectrum Disorder

Although clinical practitioners often express concerns about the mathematical functioning of children with autism spectrum disorder (ASD), the field of mathematics remains a relatively unexplored topic in individuals with ASD. Moreover, research findings are fragmentary and hold inconclusive results. The present study aimed to examine whether grade 1 (aged 6–7 years) to 4 (aged 9–10 years) elementary school children with ASD scored significantly different from age‐adequate norms on mathematics. To this end, a multi‐componential approach of mathematics was used. Four domains of mathematics were assessed in 121 children with ASD: procedural calculation, number fact retrieval, word/language problems, and time‐related competences. All children attended general education classrooms, following the standard curriculum, and were coached by integrated educational services. Children with ASD showed a strength in word/language problems in second and fourth grade. There was evidence of a weakness for procedural calculation in first grade and for time‐related competences in first and third grade. In all other cases, average scores were shown. As such, results revealed a profile of strengths, average abilities, and weaknesses in mathematics and highlighted the importance of focusing on different domains of mathematics. Because a high variability in mathematical performance could be observed, we recommend an individual assessment when considering the mathematical trajectory of children with ASD. Copyright © 2015 John Wiley & Sons, Ltd.     

Automatic motor activation by mere instruction

Previous behavioral studies have shown that instructions about stimulus–response (S-R) mappings can influence task performance even when these instructions are irrelevant for the current task. In the present study, we tested whether automatic effects of S–R instructions occur because the instructed stimuli automatically activate their corresponding responses. We registered the lateralized readiness potentials (LRPs) that were evoked by the instructed stimuli while participants were performing a task for which those mappings were irrelevant. Instructed S–R mappings clearly affected task performance in electrophysiological and behavioral measures. The LRP was found to deflect in the direction of the response tendency that corresponded with the instructed S–R mapping. Early activation of the instructed response was observed but occurred predominantly on slow trials. In contrast, response conflict evoked by instructed S–R mappings did not modulate the N2 amplitude. The results strongly suggest that, like experienced S–R mappings, instructed S–R mappings can lead to automatic response activation, but possibly via a different route.     

The Religious Context of Welfare Attitudes

This article examines the influence of three dimensions of religion—belonging (faith tradition membership), behaving (frequency of service attendance), and context (one's relationship to aggregate population characteristics)—on attitudes toward multiple forms of state‐provided social protection, or welfare attitudes. To do so, this article uses data from 17 countries surveyed in the 2006 “Role of Government” wave of the International Social Survey Program (ISSP). Results from mixed effects regression show that contextual effects are highly predictive of welfare attitudes. Nations that are more religiously heterogeneous are less supportive of state protection, while nations that are more homogeneous, particularly Catholic nations, are more supportive. Results hold net of fractionalization, political institutional measures, and economic characteristics. At the individual level, all three dimensions of religiosity are predictive of welfare attitudes. These patterns suggest that in rich Western democracies, religion continues to play an important role in structuring the moral economies.     

Co-Authoring “We-ness” and Stories of Intimacy

Drawing from narrative ideas and practices, we consider how individuals, couples, and couples with therapists co-author and co-edit stories of “we-ness,” a kind of relational consciousness, and intimacy in the context of research interviews. Adapting the “small story” narrative approach of Michael Bamberg, and recognizing researcher reflexivity, we present details from two separate studies into: (1) how cohabitating couples co-authored stories of “we-ness” in and beyond a research interview; and (2) how young married couples co-authored stories of “we-ness” by describing how they made significant decisions together through difficult yet successful conversations. Inviting such stories of “we-ness” can talk this intimacy into being. We relate the processes and outcomes of these studies to using a narrative approach to help individuals and couples with concerns about intimacy within the context of therapy.     

Assessing moderated mediation in linear models requires fewer confounding assumptions than assessing mediation

It is well known from the mediation analysis literature that the identification of direct and indirect effects relies on strong no unmeasured confounding assumptions of no unmeasured confounding. Even in randomized studies the mediator may still be correlated with unobserved prognostic variables that affect the outcome, in which case the mediator's role in the causal process may not be inferred without bias. In the behavioural and social science literature very little attention has been given so far to the causal assumptions required for moderated mediation analysis. In this paper we focus on the index for moderated mediation, which measures by how much the mediated effect is larger or smaller for varying levels of the moderator. We show that in linear models this index can be estimated without bias in the presence of unmeasured common causes of the moderator, mediator and outcome under certain conditions. Importantly, one can thus use the test for moderated mediation to support evidence for mediation under less stringent confounding conditions. We illustrate our findings with data from a randomized experiment assessing the impact of being primed with social deception upon observer responses to others’ pain, and from an observational study of individuals who ended a romantic relationship assessing the effect of attachment anxiety during the relationship on mental distress 2 years after the break‐up.     

Sleep variability and fatigue in adolescents: Associations with school‐related features

This study aims to evaluate the influences of sleep duration and sleep variability (SleepV), upon adolescents' school‐related situations. The Health Behaviour in School‐Aged Children (HBSC) survey is based on a self‐completed questionnaire. The participants were 3164 pupils (53.7% girls), attending the 8th and 10th grades, 14.9 years old, and were inquired about subjective sleep duration during the week and weekends, SleepV, fatigue, difficulties in sleep initiation, school achievement, feelings towards schools, pressure with school work and skipping classes. Multiple regression models used, as dependent variables: (a) school achievement, (b) disliking school, (c) pressure with school work and (d) skipping classes, using as independent variables, each of the remaining school‐related variables, fatigue, total sleep duration and difficulties in sleep initiation. The average sleep duration in the week and during weekdays was lower than recommended for these age groups, and almost half of students had high SleepV between weekdays and weekends. A logistic model revealed that the absence of SleepV was associated with lower perception of school work pressure, less frequent skipping classes, more infrequent fatigue and more infrequent difficulties in sleep initiation. Poor sleep quality, SleepV and insufficient sleep duration affected negatively school‐related variables.     

The effects of intertrial interval and instructional format on skill acquisition and maintenance for children with autism spectrum disorders

We replicated and extended the study by Koegel, Dunlap, and Dyer (1980) by examining the effects of 3 intertrial‐interval (ITI) durations on skill acquisition in 2 children with autism spectrum disorders. Specifically, we compared the effect of short (2 s), progressive (2 s to 20 s), and long (20 s) ITIs on participants’ mastery of tacts or intraverbals presented in massed‐trial and varied‐trial instructional formats. We also measured (a) stereotypic and problem behavior during the ITI, (b) maintenance of skills, and (c) responding to novel adults and settings. Results showed that short ITIs in a varied‐trial format produced the most efficient acquisition of skills; however, most ITI durations produced more efficient skill acquisition in a varied format compared to a massed format. The trial format and ITI duration associated with the lowest levels of stereotypic and problem behavior during the ITI and responding during maintenance and novel adult and setting probes differed across participants.     

Developing critical awareness: the consequences of action and reflection for perceptions of group injustices

Individuals often cannot address (objective) group injustices until they develop a (subjective) critical awareness of them. In three studies, we tested two potential psychological pathways toward critical awareness: Reflection (deductive, knowledge driven) and action (inductive, action driven) mindsets. Across studies, participants were exposed to an objectively unjust event, enacted by the experimenter. Based on a pilot study (N = 31) and first experiment (N = 28), we developed the hypothesis that action (vs. reflection) mindsets increase group entitativity (due to their reliance on expectancy effects), but not necessarily (subjective) critical awareness of (objective) group injustice. Study 2 (N = 121) confirmed this hypothesis. We discuss the difficulties of developing (subjective) critical awareness of (objective) group injustices.