Jeggan Tiego  Mark A. Bellgrove  Sarah Whittle  Christos Pantelis  Renee Testa 《Developmental science》2020,23(3)

Executive Function (EF) and Effortful Control (EC) have traditionally been viewed as distinct constructs related to cognition and temperament during development. More recently, EF and EC have been implicated in top‐down self‐regulation ‐ the goal‐directed control of cognition, emotion, and behavior. We propose that executive attention, a limited‐capacity attentional resource subserving goal‐directed cognition and behavior, is the common cognitive mechanism underlying the self‐regulatory capacities captured by EF and EC. We addressed three related questions: (a) Do behavioral ratings of EF and EC represent the same self‐regulation construct? (b) Is this self‐regulation construct explained by a common executive attention factor as measured by performance on cognitive tasks? and (c) Does the executive attention factor explain additional variance in attention deficit hyperactivity disorder (ADHD) problems to behavioral ratings of self‐regulation? Measures of performance on complex span, general intelligence, and response inhibition tasks were obtained from 136 preadolescent children (M = 11 years, 10 months, SD = 8 months), along with self‐ and parent‐reported EC, and parent‐reported EF, and ADHD problems. Results from structural equation modeling demonstrated that behavioral ratings of EF and EC measured the same self‐regulation construct. Cognitive tasks measured a common executive attention factor that significantly explained 30% of the variance in behavioral ratings of self‐regulation. Executive attention failed to significantly explain additional variance in ADHD problems beyond that explained by behavioral ratings of self‐regulation. These findings raise questions about the utility of task‐based cognitive measures in research and clinical assessment of self‐regulation and psychopathology in developmental samples.  相似文献   

    

Azure J. Pellegrino  Florence D. DiGennaro Reed 《Journal of applied behavior analysis》2020,53(3):1276-1289

Telehealth uses electronic information and telecommunication technologies to deliver long-distance clinical services. It has successfully been used by clinical professionals to teach family and staff members to provide evidence-based assessment and treatment procedures. There is no research to date, however, evaluating the use of telehealth to directly teach individuals with intellectual and developmental disabilities (IDD). Thus, we evaluated the efficacy of a telehealth intervention using total task chaining with least-to-most prompting delivered via videoconference to 2 adults with IDD. Both participants demonstrated low independent responding during baseline with enhanced written instructions present. During intervention, which included vocal and model prompting, both participants met the mastery criterion for each skill in fewer than 15 sessions, which maintained after 2 weeks. Finally, both participants expressed satisfaction with the goals, procedures, and effects of the intervention. We discuss the broader scope of the intervention for individuals with disabilities when face-to-face services may not be feasible.  相似文献   

    

John Michael Falligant  Sacha T. Pence 《Journal of applied behavior analysis》2020,53(3):1316-1320

Although prevalence rates vary, 6% to 28% of individuals with intellectual or developmental disabilities (IDDs) engage in inappropriate sexual behavior (ISB), ranging from public masturbation to sexually aggressive behavior. Along with increased risk for contacting the criminal justice system, people with IDDs who display ISB may encounter negative social consequences, restricted community access and barriers to independence, and a variety of counter-therapeutic outcomes. The purpose of the present review is to highlight recent, efficacious behavior-analytic treatments for ISB in individuals with IDDs. Ethical considerations and areas for future research will be discussed.  相似文献   

    

Tyler Hatchel  Katherine M. Ingram  Yuanhong Huang  Dorothy L. Espelage 《Aggressive behavior》2020,46(5):370-379

There is a paucity of research on developmental trajectories of bias-based aggression. We examined homophobic bullying victimization trajectories among high school students (N = 3,064; M age = 13.67; Girls = 50.2%) and how these developmental pathways vary as a function of factors like homophobic bullying perpetration, sex assigned at birth, and sexuality. Using data from a 3-wave longitudinal investigation over a 2-year period, we utilized latent growth mixture modeling to explore the aforementioned trajectories. Findings suggested that there were three distinct classes characterized by high initial rates and declines over time, low initial rates, and increases over time, and low, stable, rate across time. Furthermore, results indicated that homophobic bullying perpetration, sex assigned at birth, and sexuality all predicted class membership.  相似文献   

    

《Journal of research in personality》2019

We studied how people “cross the Rubicon” when making personal goal selections. In Studies 1 and 2 participants rated the self-concordance of four candidate goals, two with intrinsic and two with extrinsic content, before selecting two goals to actually pursue. Intrinsic goal content predicted higher self-concordance, as did matching between goal content and participant values and motives. Self-concordance in turn explained participants’ actual goal-selections. In longitudinal Study 2, intrinsic goal selection predicted increased well-being. In experimental Study 3, participants randomly assigned to rate candidate goals prior to selection made more intrinsic selections on average, compared to those not afforded this opportunity. We conclude that considering one’s motivations for various candidate goals prior to selecting among them can improve one’s goal choices.  相似文献   

    

Xiao Pan Ding  Alison M. O'Connor  Mengxing Weng  Quan Tang  Genyue Fu  Angela D. Evans 《The British journal of developmental psychology》2019,37(3):323-335

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JoLynn V. Carney  Hyunhee Kim  Kevin Duquette  Xiuyan Guo  Richard J. Hazler 《Journal of counseling and development : JCD》2019,97(4):376-386

This study investigated hope as a mediator between children’s bullying involvement and emotional difficulties in a sample of 1,060 school‐age children (Grades 3–6). Results from structural equation modeling suggested that victimization leads to emotional difficulties both directly and indirectly through hope. Perpetration was indirectly associated with emotional difficulties. Findings highlight the role of children’s cognitive‐motivational process for emotional well‐being in response to bullying involvement. Implications for counseling interventions are discussed.  相似文献   

    

Stéphanie Bellocchi  Delphine Massendari  Jonathan Grainger  Stéphanie Ducrot 《Child neuropsychology》2019,25(4):482-506

The present study investigated the impact of inter-character spacing on saccade programming in beginning readers and dyslexic children. In two experiments, eye movements were recorded while dyslexic children, reading-age, and chronological-age controls, performed an oculomotor lateralized bisection task on words and strings of hashes presented either with default inter-character spacing or with extra spacing between the characters. The results of Experiment 1 showed that (1) only proficient readers had already developed highly automatized procedures for programming both left- and rightward saccades, depending on the discreteness of the stimuli and (2) children of all groups were disrupted (i.e., had trouble to land close to the beginning of the stimuli) by extra spacing between the characters of the stimuli, and particularly for stimuli presented in the left visual field. Experiment 2 was designed to disentangle the role of inter-character spacing and spatial width. Stimuli were made the same physical length in the default and extra-spacing conditions by having more characters in the default spacing condition. Our results showed that inter-letter spacing still influenced saccade programming when controlling for spatial width, thus confirming the detrimental effect of extra spacing for saccade programming. We conclude that the beneficial effect of increased inter-letter spacing on reading can be better explained in terms of decreased visual crowding than improved saccade targeting.  相似文献   

    

Blake D. Hansen  Christian V. Sabey  Megan Rich  Dallin Marr  Noah Robins  Steven Barnett 《Behavioral Interventions》2019,34(3):366-376

Functional analyses were conducted for problem behavior of three girls with intellectual and developmental disabilities. Analyses conducted under analog conditions measured rate and latency. Latency‐based functional analyses were conducted in a classroom setting in multielement and reversal designs. Correspondence was identified between the standard functional analysis and the two latency analyses for one participant. Partial correspondence was found with the other two participants. These results are discussed in light of research on adaptions for functional analysis in classroom settings.  相似文献   

    

Tatiana Tikhomirova  Yulia Kuzmina  Irina Lysenkova  Sergey Malykh 《Developmental science》2019,22(4)

In recent years, there has been growing interest among researchers in exploring approximate number sense (ANS)—the ability to estimate and discriminate quantities without the use of symbols. Despite the growing number of studies on ANS, there have been no cross‐cultural longitudinal studies to estimate both the development of ANS and the cross‐cultural differences in ANS growth trajectories. In this study, we aimed to estimate the developmental trajectories of ANS from the beginning of formal education to the end of elementary school in two countries, Russia and Kyrgyzstan, which have similar organization of their educational systems but differences in socioeconomic status (SES) and in the results of large‐scale educational assessments. To assess the developmental trajectories of ANS, we used a four‐wave longitudinal study with 416 participants from two countries and applied the mixed effect growth approach and the latent class growth approach. Our analysis revealed that the rate of growth in ANS accuracy was higher for the Russian sample than for the Kyrgyz sample and that this difference remained significant even after controlling for fluid intelligence. We identified two latent classes of growth trajectories: the first class had a significant growth in ANS, whereas the second class had no growth. Comparing the distribution of latent classes within the two countries revealed that there was a significantly larger proportion of schoolchildren from the second class in Kyrgyzstan than in Russia.  相似文献