Selective deficits in episodic feeling of knowing in ageing: A novel use of the general knowledge task

Failure to recall an item from memory can be accompanied by the subjective experience that the item is known but currently unavailable for report. The feeling of knowing (FOK) task allows measurement of the predictive accuracy of this reflective judgement. Young and older adults were asked to provide answers to general knowledge questions both prior to and after learning, thus measuring both semantic and episodic memory for the items. FOK judgements were made at each stage for all unrecalled responses, providing a measure of predictive accuracy for semantic and episodic knowledge. Results demonstrated a selective effect of age on episodic FOK resolution, with older adults found to have impaired episodic FOK accuracy while semantic FOK accuracy remained intact. Although recall and recognition measures of episodic memory are equivalent between the two age groups, older adults may have been unable to access contextual details on which to base their FOK judgements. The results suggest that older adults are not able to accurately predict future recognition of unrecalled episodic information, and consequently may have difficulties in monitoring recently encoded memories.     

Validity of the Personality Assessment Screener in Veterans Referred for Psychological Testing

Screening for psychopathology is desirable in many settings where routine administration of full assessment batteries is not practical or cost efficient. The Personality Assessment Screener (PAS) is a 22-item self-report subset of Personality Assessment Inventory (PAI) items that was designed to screen for respondents who would be likely to achieve a clinically significant PAI profile. In this study, the PAS demonstrated classification rates in a sample of veterans referred for psychological evaluations that were similar to those described in initial validation studies. In addition, the three-item Negative Affect element of the PAS demonstrated impressive reliability and sensitivity given its brevity. These results support the use of the PAS as a screening tool to indicate clinically significant PAI profiles among veterans.     

Teachers’, LGBTQ Students’, and Student Allies’ Perceptions of Bullying of Sexually-Diverse Youth

In this study, educators, LGBTQ (gay, lesbian, bisexual, transgender, or questioning their sexuality) students, and their allies in a southwestern Pennsylvania sample reported their perceptions of bullying of LGBTQ youth and school climate and awareness of anti-bullying laws and policies within their school systems. Results indicate differences in students’ and educators’ perceptions of the frequency of bullying of LGBTQ students and support for LGBTQ students. LGBTQ students report significantly more bullying of LGBTQ students than their straight allies as well as educators for all forms of bullying assessed. Additionally, educators perceive higher levels of support for students from school personnel and students than reported by students. The importance of educator understanding and intervention in the bullying experiences of LGBTQ students is discussed.     

Teaching Joint Attention to Children with Autism Through A Sibling‐Mediated Behavioral Intervention

Joint attention is pivotal to the development of complex social skills and language, and many individuals with Autism Spectrum Disorders display deficits in this domain. Behavioral interventions targeting joint attention are evidenced to be effective in teaching these skills to young children with autism, but these treatments have traditionally been implemented by adults in structured settings. Concerns regarding the generalizability of skills acquired under such conditions have been raised. Four typically developing children were trained to implement a joint attention intervention to their siblings with autism in the home. Joint attention was measured pre‐treatment and post‐treatment during play sessions and during a structured, adult‐mediated assessment to evaluate maintenance and generalization. Gains in responding to joint attention were observed for all four participants; gains in initiations were observed in three participants. Rates of imitation and behavioral requests also increased in structured and naturalistic settings. This study supports the efficacy of siblings as interventionists to target complex social skills in the natural environment. The implications of these findings for treatments targeting joint attention and for siblings as interventionists are discussed. Copyright © 2011 John Wiley & Sons, Ltd.     

Parent‐implemented brief functional analysis and treatment with coaching via telehealth

We evaluated the use of parent‐implemented brief functional analyses in the home with coaching delivered via telehealth. Parents of 7 children with autism conducted functional analyses of their child's challenging behavior. For 4 participants, the brief functional analysis provided information regarding the function of the child's challenging behavior. A full functional analysis indicated a social function for 1 participant. The brief functional analysis yielded false positive results and subsequent assessment indicated an automatic function for another participant. The final participant did not engage in sufficient rates of challenging behavior to provide information regarding the function of the child's challenging behavior. Treatment evaluations occurred with 4 participants; these evaluations provided support for the results of the functional analysis. Together with previous research, the results indicate that parent‐implemented brief functional analyses, followed by additional assessment as needed, may be an effective method for assessing and treating challenging behavior via telehealth.     

Benefits of Including Siblings in the Treatment of Autism Spectrum Disorders

Having a brother or sister with an autism spectrum disorder (ASD) can significantly impact the life of a typically developing sibling. These relationships are generally characterized by less frequent and nurturing interactions than are evident in sibling constellations with neurotypical children or children with other developmental disabilities. One way to address this issue is to teach typically developing siblings skills to participate in a brother or sister's treatment. Including siblings in behavioral interventions is documented to be beneficial to both children, and is associated with generalization of skills for the sibling with ASD. Here we review this body of literature, present case examples from clinical practice, and make treatment recommendations for utilizing sibling-mediated behavioral approaches.     

Effects of driver cell-phone use on driver aggression

Using 2 field procedures, the authors assessed impacts of cell-phone use on mild forms of driver aggression. Participants were 135 drivers traveling within a city of approximately 17,000 people in an otherwise little-populated region of western North Dakota. The authors videotaped the participants while a confederate driver in a low-status vehicle frustrated them. In Experiment 1, the confederate was traveling well under the posted speed limit. In Experiment 2, the confederate remained motionless at a stoplight that had turned green. When the confederate visibly talked on a hand-held cell phone (n = 67), male drivers exhibited their frustration by honking their horn more quickly and frequently than did drivers in no-cell-phone trials, and female drivers were more angry according to blind judgments of videotaped facial expressions that were compared with those of drivers in no-cell-phone trials (n = 68). The present results suggested that driver cell-phone use contributes to the growing crisis of roadway aggression.     

Predicting the Completion of an Integrative and Intensive Outpatient Chronic Pain Treatment With the Personality Assessment Inventory

The X-zero distinction has been used as the operational definition of MMPI item subtlety in previous research. A consistent finding has been that the X items, which are obvious in terms of pathological content, can be faked whereas the more subtle zero items cannot be faked. The present study examined the relationship between instructional sets and endorsement patterns, using a more refined, comprehensive measure of item subtlety. Sixty (30 male, 30 female) subjects completed two MMPI protocols, one under a standard instructional set and the other under either a fake-good or fake-bad response set. Order of administration and sex were counterbalanced. In general, the findings for the subtle-obvious dimension paralleled the previous findings with the X-zero distinction. Endorsement of obvious items was a direct function of instructional set, whereas endorsement of subtle items was inversely related to instructional set. Because subtle items did not appear to measure the constructs for which they had been originally intended, other uses for subtle items were discussed.     

Incremental validity principles in test construction

The authors articulate 5 basic principles for enhancing incremental validity, both among elements within a test and between tests, during test construction: (a) careful, precise articulation of each element or facet within the content domain; (b) reliable measurement of each facet through use of multiple, alternate-form items; (c) examination of incremental validity at the facet level rather than the broad construct level; (d) use of items that represent single facets rather than combinations of facets; and (e) empirical examination of whether there is a broad construct or a combination of separate constructs. Using these principles, the authors offer specific suggestions for modifications in 3 classic test construction approaches; (a) criterion keying, (b) inductive test construction, and (c) deductive test construction. Implementation of these suggestions is likely to provide theoretical clarification and improved prediction.