Reducing Palilalia by Presenting Tact Corrections to Young Children with Autism

Palilalia, the delayed repetition of words or phrases, occurs frequently among individuals with autism and developmental disabilities. The current study used a combined multiple baseline and reversal design to investigate the effectiveness of presenting tacts as corrections for palilalia. During baseline, five preschoolers with autism emitted high rates of palilalia and low rates of mands and tacts during play and instructional activities. During treatment, when experimenters presented opportunities to echoically tact actions and objects following the emission of palilalia, its frequency decreased to low and stable levels and mands and tacts increased. Functional relationships between the tact corrections and emissions of palilalia, mands, and tacts were established during reversals to baseline and treatment conditions. Similar trends in responding were found for frequency of palilalia, mands, and tacts in non-treatment settings.     

Biomarker classification derived from finite growth mixture modeling with a time-varying covariate: an example with phosphorus and glomerular filtration rate

Finite growth mixture modeling may prove extremely useful for identifying initial pharmacotherapeutic targets for clinical intervention purposes in chronic kidney disease. The primary goal of this research is to demonstrate and describe the process of identifying a longitudinal classification scheme to guide timing and dose of treatment in future randomized clinical trials. After discussing the statistical architecture, we describe the model selection and fit criteria in detail before choosing and selecting our final 4-class solution (BIC = 1612.577, BLRT of p < .001). The first class (highly elevated group) had an average starting point of 3.969?mg/dl of phosphorus at Visit 1, and increased 0.143 every two years until Visit 4. The second, elevated class had an average starting point of 3.460?mg/dl of phosphorus at Visit 1, and increased 0.101 every two years until Visit 4. The normative class had an average starting point of 3.019?mg/dl of phosphorus at Visit 1, and increased 0.099 every two years until Visit 4. Lastly, the low class had an average starting point of 2.525?mg/dl of phosphorus at Visit 1, and increased 0.158 every two years until Visit 4. We hope that this example will spur future applications in biomedical sciences in order to refine therapeutic targets and/or construct long-term risk categories.     

Exploring the Bidirectionality of Emotion Understanding and Classroom Behavior with Spanish‐ and English‐speaking Preschoolers Attending Head Start

The present study investigated time‐dependent relationships between emotion understanding and the behavioral adjustment of preschoolers over a single school year using a latent variable structural equation modeling framework. Teacher reports of child behavior (hyperactivity, emotion symptoms, conduct problems, peer problems, and prosocial behavior) and performance assessments of emotion understanding were obtained twice at a 6‐month interval for a sample of 281 preschoolers (159 boys and 122 girls, with mean age = 52.40 months) from English‐ (N = 158) and Spanish‐speaking (N = 123) backgrounds. Emotion understanding and behavior were stable over time, and cross‐sectional associations between them were in expected directions. Cross‐lagged paths revealed that the behavior variables significantly associated with emotion understanding across time were hyperactivity, emotion symptoms, and peer problems, and that behavior variables were generally better predictors of emotion understanding than vice versa. Differences across gender and language groups suggest a stronger and more complex bidirectional relationship between emotion understanding and behavior for girls and for Spanish‐speaking children compared wth boys and English‐speaking children. Results are discussed with respect to the value of exploring cross‐lagged relationships and the potential importance of gender and culture as determinants of those relationships.     

Multiple exemplar instruction and the emergence of generative production of suffixes as autoclitic frames

We report 2 experiments that tested the effects of multiple exemplar instruction (MEI) across training sets on the emergence of productive autoclitic frames (suffixes) for 6 preschoolers with and without language-based disabilities. We implemented multiple exemplar tact instruction with subsets of stimuli whose "names" contained the suffix "-er" denoting the comparative form of adjectives. Subsets of stimuli included regular, irregular, and contrived tacts containing the target relational autoclitic frame in order to determine if our MEI procedure would induce the abstraction of the frame across all stimulus sets. In the second experiment, additional tasks were introduced to the participants to control for a possible sequence effect. A nonconcurrent multiple probe design was used to evaluate the functional relation between MEI and emergence of untaught tact responses containing the comparative adjective "-er." The results of both experiments showed relations between MEI and novel, untaught tact responses containing the target autoclitic frame; the second experiment showing a functional relation. The results are discussed in terms of environmental sources for productive verbal behavior.     

The Emergence of the Listener to Speaker Component of Naming in Children as a Function of Multiple Exemplar Instruction

We tested the effect of multiple exemplar instruction on the transfer of stimulus function for unfamiliar pictures across listener responses (i.e., matching and pointing) and speaker responses (i.e., pure tacts and impure tacts). Three preschool students, who were 3- and 4-year-old males and did not have the listener to speaker component of the naming repertoire, participated in the experiment. The dependent variable was numbers of correct responses to probe trials of both untaught listener responses (“point to__”) and speaker responses (tact and impure tacts) following mastery of matching responses for two sets of five unfamiliar pictures (Set 1 and Set 3). After each participant mastered matching (e.g., “match Labrador”) for Set 1 pictures they were probed on the three untaught responses to Set 1 words. That is, they were asked to point to Labrador, tact the picture of Labrador, and respond to the picture of a Labrador and the question “What is this?” Next, the participants were taught mastery of all four types of responses using MEI for a second set of five pictures (Set 2) and probed again on the 3 untaught Set 1 responses. Finally, matching responses were taught to mastery for a novel set of pictures (Set 3) and then probed on the three untaught responses. The results showed that untaught speaker responses emerged at 60% to 85% for two participants, and 40%–70% for one participant. We discuss the role of instructional history in the development of the listener to speaker component of naming.     

Between trust and distrust in research with participants in conflict context

Trust is often treated as a binary where research participants either trust researchers or not, whereas in reality trust is multi-layered. Drawing on 10 months of fieldwork working with internally displaced persons and their non-displaced neighbours in rural Colombia, this article provides a more nuanced discussion of trust in research. It identifies ways in which participants are vulnerable, provides fieldwork strategies to address these vulnerabilities, and questions the assumption that extended time spent in the field necessarily results in greater trust. It argues that such beliefs underestimate the complexity of conflict and post-conflict research contexts where political and social relations are often unstable. Demonstrating that trust may be compartmentalised, and that trust and distrust can coexist, it proposes that the question researchers should ask themselves is not whether participants trust us or not but rather in what capacity and to what degree they (dis)trust us and what influences their level of trust.     

An example of a two-part latent growth curve model for semicontinuous outcomes in the health sciences

A new method of modeling coronary artery calcium (CAC) is needed in order to properly understand the probability of onset and growth of CAC. CAC remains a controversial indicator of cardiovascular disease (CVD) risk, but this may be due to ill-equipped methods of specifying CAC during the analysis phase of studies reporting an analysis where CAC is the primary outcome. The modern method of two-part latent growth modeling may represent a strong alternative to the myriad of existing methods for modeling CAC. We provide a brief overview of existing methods of analysis used for CAC before introducing the general latent growth curve model, how it extends into a two-part (semicontinuous) growth model, and how the ubiquitous problem of missing data can be effectively handled. We then present an example of how to model CAC using this framework. We demonstrate that utilizing this type of modeling strategy can result in traditional predictors of CAC (e.g. age, gender, and high-density lipoprotein cholesterol), exerting a different impact on the two different, yet simultaneous, operationalizations of CAC. This method of analyzing CAC could inform future analyses of CAC and inform subsequent discussions about the nature of its potential to inform long-term CVD risk and heart events.     

Measurement and structural invariance of the US version of the Birth Satisfaction Scale-Revised (BSS-R) in a large sample

Background

The 10-item Birth Satisfaction Scale-Revised (BSS-R) is being increasingly used internationally. The use of the measure and the concept has gathered traction in the United States following the development of a US version of the tool. A limitation of previous studies of the measurement characteristics of the BSS-R is modest sample size. Unplanned pregnancy is recognised as being associated with a range of negative birth outcomes, but the relationship to birth satisfaction has received little attention, despite the importance of birth satisfaction to a range of postnatal outcomes.