Evidence for clinical smoking cessation for adolescents.

OBJECTIVE: This report reviews the evidence that informs the role of health and mental health care providers in addressing youth smoking cessation. DESIGN: Qualitative literature review. RESULTS: Physicians do not consistently screen adolescents for tobacco use and fail to provide recommended cessation advice. Challenges to addressing smoking cessation include the need for procedures to ensure confidentiality and the existence of competing demands to provide other services. Few published studies have specifically addressed the effectiveness of clinical interventions. Interventions that require return visits or follow-up phone contacts are technically difficult to implement in this population. Successful interventions may require resources not available in nonresearch settings. Most studies have used brief clinical intervention as a control condition, making it impossible to evaluate its effectiveness. CONCLUSION: There is little evidence that supports current clinical smoking cessation guidelines for adolescents. More research is needed to develop inexpensive, efficient clinical interventions that can provide youths access to smoking cessation help. Future challenges include reorganizing clinical systems to offer greater counseling by support staff or in electronic formats and to provide effective booster messages and follow-up care in a population that is difficult to track.     

The WISC-III: A reality check

Although the Wechsler Intelligence Scale for Children-Third Edition (WISC-III) is arguably the best instrument currently available for assessing students' intelligence, its use will present practitioners, especially school psychologists, with some unique challenges. Recent research suggests that significant reductions in special education students' WISC-III Verbal, Performance, and Full Scale IQ scores will be found, compared with their previous WISC-R results. This finding will have a profound impact on special education placement decisions. Specifically, students who were previously found eligible for learning disability programs may now no longer evidence the significant discrepancies necessary in order to receive continued services. Conversely, students earlier identified as “slow learners” may now be eligible to receive services for those classified under the category of educably mentally handicapped. In addition, the notion that the WISC-III may underestimate the ability of certain populations of students requires further exploration. This article will address these issues as well as implications for practitioners presently administering the WISC-III.     

Virtual Reality One-Session Treatment of Child-Specific Phobia of Dogs: A Controlled,Multiple Baseline Case Series

Specific phobia (SP) typically onsets in childhood and frequently predicts other mental health disorders later in life. Fortunately, childhood SP can be effectively treated with cognitive behavior therapy (CBT), including the exposure-based one-session treatment (OST) approach. Despite empirical support for CBT and OST, clinicians, for various reasons, frequently fail to implement exposure-based therapy in routine clinical practice, including perceived difficulties in implementing exposure. Virtual reality (VR) exposure therapy may overcome some of these challenges and provides an alternative modality of therapy. This preliminary study examined the efficacy of VR OST for 8 children with a SP of dogs (aged 8–12 years) (M = age 10.25; SD = 2.11) using a multiple-baseline controlled case series. Following a stable baseline period of either 2, 3, or 4 weeks, it was expected that specific phobia severity would significantly decline after VR OST and remain improved over the 3-week maintenance phase. Assessments were conducted posttreatment and at 1-month follow up (study end-point). It was found that phobia symptoms remained relatively stable across the baselines, with significant reductions from pretreatment to posttreatment and to follow-up on clinician severity ratings (pre- to post- g = 1.12; pre- to follow-up g = 2.40), target symptom ratings (g = 1.14; 1.29), and behavioral avoidance (g = -1.27; -1.96). The treatment was also associated with clinically significant outcomes, whereby at one-month follow up, 75% of children were considered “recovered” and 88% completed the BAT (interacted with their feared stimuli). This study provides support for the effectiveness of VR OST.     

Operant-contingency-based preparation of children for functional magnetic resonance imaging

Functional magnetic resonance imaging (fMRI) is used to study brain function during behavioral tasks. The participation of pediatric subjects is problematic because reliable task performance and control of head movement are simultaneously required. Differential reinforcement decreased head motion and improved vigilance task performance in 4 children (2 with behavioral disorders) undergoing simulated fMRI scans. Results show that behavior analysis techniques can improve child cooperation during fMRI procedures.     

Personality and job performance: the Big Five revisited

Prior meta-analyses investigating the relation between the Big 5 personality dimensions and job performance have all contained a threat to construct validity, in that much of the data included within these analyses was not derived from actual Big 5 measures. In addition, these reviews did not address the relations between the Big 5 and contextual performance. Therefore, the present study sought to provide a meta-analytic estimate of the criterion-related validity of explicit Big 5 measures for predicting job performance and contextual performance. The results for job performance closely paralleled 2 of the previous meta-analyses, whereas analyses with contextual performance showed more complex relations among the Big 5 and performance. A more critical interpretation of the Big 5-performance relationship is presented, and suggestions for future research aimed at enhancing the validity of personality predictors are provided.     

Bottlenose dolphin (Tursiops truncatus) calves appear to model their signature whistles on the signature whistles of community members

Bottlenose dolphins are unusual among non-human mammals in their ability to learn new sounds. This study investigates the importance of vocal learning in the development of dolphin signature whistles and the influence of social interactions on that process. We used focal animal behavioral follows to observe six calves in Sarasota Bay, Fla., recording their social associations during their first summer, and their signature whistles during their second. The signature whistles of five calves were determined. Using dynamic time warping (DTW) of frequency contours, the calves signature whistles were compared to the signature whistles of several sets of dolphins: their own associates, the other calves associates, Tampa Bay dolphins, and captive dolphins. Whistles were considered similar if their DTW similarity score was greater than those of 95% of the whistle comparisons. Association was defined primarily in terms of time within 50 m of the mother/calf pair. On average, there were six dolphins with signature whistles similar to the signature whistles of each of the calves. These were significantly more likely to be Sarasota Bay resident dolphins than non-Sarasota dolphins, and (though not significantly) more likely to be dolphins that were within 50 m of the mother and calf less than 5% of the time. These results suggest that calves may model their signature whistles on the signature whistles of members of their community, possibly community members with whom they associate only rarely.     

RETR_PWR: An SAS macro for retrospective statistical power analysis

In contrast to prospective power analysis, retrospective power analysis provides an estimate of the statistical power of a hypothesis test after an investigation has been conducted rather than before. In this article, three approaches to obtaining point estimates of power and an interval estimation algorithm are delineated. Previous research on the bias and sampling error of these estimates is briefly reviewed. Finally, an SAS macro that calculates the point and interval estimates is described. The macro was developed to estimate the power of anF test (obtained from analysis of variance, multiple regression analysis, or any of several multivariate analyses), but it may be easily adapted for use with other statistics, such as chi-square tests ort tests.     

Author Index 106, 2001

Authors Index

Author Index 106, 2001     

Understanding the abstract role of speech in communication at 12 months

Adult humans recognize that even unfamiliar speech can communicate information between third parties, demonstrating an ability to separate communicative function from linguistic content. We examined whether 12-month-old infants understand that speech can communicate before they understand the meanings of specific words. Specifically, we test the understanding that speech permits the transfer of information about a Communicator's target object to a Recipient. Initially, the Communicator selectively grasped one of two objects. In test, the Communicator could no longer reach the objects. She then turned to the Recipient and produced speech (a nonsense word) or non-speech (coughing). Infants looked longer when the Recipient selected the non-target than the target object when the Communicator had produced speech but not coughing (Experiment 1). Looking time patterns differed from the speech condition when the Recipient rather than the Communicator produced the speech (Experiment 2), and when the Communicator produced a positive emotional vocalization (Experiment 3), but did not differ when the Recipient had previously received information about the target by watching the Communicator's selective grasping (Experiment 4). Thus infants understand the information-transferring properties of speech and recognize some of the conditions under which others' information states can be updated. These results suggest that infants possess an abstract understanding of the communicative function of speech, providing an important potential mechanism for language and knowledge acquisition.