The Role of Perspective Taking and Self-Control in a Preventive Intervention Targeting Childhood Disruptive Behavior

Prevention studies typically focus on outcome variables such as reductions in problem behavior, rather than targeted factors (e.g., cognitions), or the relation between change in targeted factors and outcomes. Therefore, the current study examined the effect of a targeted prevention program for childhood disruptive behavior on targeted factors (i.e., perspective taking and self-control) and associations between change in targeted factors and outcomes (i.e., aspects of disruptive behavior). The sample consisted of 173 children (Mage?=?10.2 years) who were randomly assigned to an intervention condition (n?=?70) or waitlist control condition (n?=?103). Assessment took place at pre-, post- and follow-up measurements. For ethical considerations, follow-up data was not available for children on the waitlist. Findings revealed a direct intervention effect on self-control. From pre-test to follow-up, children who received the intervention improved in perspective taking and self-control. Moreover, improvements in self-control were associated with and predicted reductions in teacher-reported symptoms of oppositional defiant disorder. No associations were found between changes in perspective taking and disruptive behavior. These findings suggest that self-control may be an important target factor in reducing childhood disruptive behavior in targeted prevention.

     

On-line trajectory modifications of planar,goal-directed arm movements

Sometimes a goal-directed arm movement has to be modified en route due to an unforeseen perturbation such as a target displacement or a hand displacement by an external force. In this paper several aspects of that modification process are addressed. Subjects had to perform a point-to-point movement task on a computer screen using a mouse-coupled pointer as the representation of the hand position. Trajectory modifications were imposed by unexpectedly changing the position of the target or by changing the relation between mouse and screen pointer.In the first series of experiments, we examined how often a trajectory is updated. Here, trajectory modifications were imposed by unexpectedly changing the normal relation between mouse and pointer to a shear-like relation, where a percentage of the forward/backward position of the hand was added to the pointer position in the left/right direction. Withdrawal of visual feedback during the movement revealed that trajectories were updated at interval times shorter than 200 ms. From the similarity with experiments where the original relation between mouse and pointer was restored during the movements, we conclude that motor plans are updated on-line to move the hand from its current perceived position to the target.In a second series of experiments, we studied whether a continuous change in target position yields similar trajectory modifications as a continuous hand displacement. To mimic the latter perturbation, we used the above-mentioned distortion of the mouse-pointer relation. We found that the resulting hand paths did not differ for the two visual perturbations and conclude that the perturbed, goal-directed movements are modified in a consistent way, irrespective of whether the position of the target or hand was perturbed. Simulations of the experimental data with a kinematic reaching model support this conclusion.     

Using a Videogame Intervention to Reduce Anxiety and Externalizing Problems among Youths in Residential Care: an Initial Randomized Controlled Trial

Residential care is among the most intensive forms of treatment in youth care. It serves youths with severe behavioral problems and is primarily focused on targeting externalizing problems. Despite best efforts, effect sizes remain moderate, which may be due to the disregarding of internalizing symptoms – in particular anxiety - and to limitations regarding the delivery model of interventions. This initial randomized controlled trial (n?=?37) aimed to examine the effectiveness of a biofeedback videogame intervention (Dojo) as an addition to treatment as usual for youths with and without intellectual disability (ID) in residential care with clinical levels of anxiety and externalizing problems. Dojo targets both anxiety and externalizing problems, and incorporates the principles of conventional treatment, while addressing its limitations. Youths were randomly assigned to play Dojo (eight 30-min gameplay sessions) or to treatment as usual (TAU). Measurements of anxiety and externalizing problems were conducted at baseline, posttreatment, and 4-months follow-up through youths’ self-report and mentor-report. Completers-only analyses revealed decreases in self-reported anxiety and externalizing problems, and mentor-reported anxiety at posttreatment for participants in the Dojo condition compared to the control condition. Only mentor-reported anxiety was maintained at follow-up. No effect was found for mentor-reported externalizing problems. These findings provided preliminary evidence that Dojo is a promising, innovative intervention that engages high-risk youths. Practical implications are discussed.