Attitude-behavior congruity, mindfulness, and self-focused attention: A behavior-analytic reconstruction

PubMed Central

Street, Warren R.

1994-01-01

Social psychologists have responded to research reporting low agreement between attitude measures and related behavior with attempts to explain the incongruities and enhance agreement. This article examines attitude-behavior incongruity from a behavior-analytic point of view. Traditional and behavior-analytic views of attitudes and behaviors are compared. In the behavior-analytic view, answering an attitude scale should be considered as behavior displayed by a person under rather unusual social conditions, not as a reflection of an enduring personal disposition. Reasons why questionnaire-answering behavior will not resemble behavior in other functionally different social conditions are reviewed. Special attention is extended to two representative lines of attitude-behavior research: mindfulness and self-focused attention. Discriminative stimuli in both areas of study have produced more predictable agreement between questionnaire-answering behavior and behavior in other settings. PMID:22478180

Attention regulates anger and fear to predict changes in adolescent risk-taking behaviors

PubMed Central

Kim-Spoon, Jungmeen; Holmes, Christopher; Deater-Deckard, Kirby

2014-01-01

Background Regulation of negative affect is critical to healthy development in childhood and adolescence. We conducted a longitudinal study examining the moderating role of attention control in the effects of anger and fear on changes in risk-taking behaviors from early to middle adolescence. Method The sample involved participants from the Study of Early Child Care and Youth Development (SECCYD), assessed at 9, 11, and 15 years of age. Composite scores for anger, fear, and attention control were computed using indicators from multiple informants, and risk-taking behaviors were assessed based on adolescents’ self-reports. Results Latent difference score analysis indicated significant moderating effects of attention control showing that increased anger between 9 and 11 years was related to increases in risk-taking behaviors between 11 and 15 years only for adolescents with low attention control but not for adolescents with high attention control. In contrast, significant moderating effects of attention control for the link between fear and risk-taking behaviors suggested increased fear between 9 and 11 years tended to be associated with decreases in risk-taking behaviors between 11 and 15 years only for adolescents with high attention control but not for adolescents with low attention control. Conclusions Attention control regulates the connections between negative affect such as anger and fear with changes in adolescent risk-taking behaviors. Our data suggest the protective role of strong attention control against the development of risk-taking behaviors in adolescence as it demotes the effects of anger and promotes the effects of fear. PMID:25280179

An evaluation of the types of attention that maintain problem behavior.

PubMed

Kodak, Tiffany; Northup, John; Kelley, Michael E

2007-01-01

Although previous research indicates that certain types of attention (i.e., statements related to behavior, tickles) may be differentially reinforcing, only one or two forms of attention are typically provided contingent on problem behavior during the attention condition in experimental functional analyses. In the present investigation, various forms of attention were provided contingent on problem behavior to identify the influence of each form of attention. Results indicated that the attention forms affected problem behavior differently; these outcomes are discussed in terms of their implications for assessment and treatment.

An Evaluation of The Types of Attention That Maintain Problem Behavior

PubMed Central

Kodak, Tiffany; Northup, John; Kelley, Michael E

2007-01-01

Although previous research indicates that certain types of attention (i.e., statements related to behavior, tickles) may be differentially reinforcing, only one or two forms of attention are typically provided contingent on problem behavior during the attention condition in experimental functional analyses. In the present investigation, various forms of attention were provided contingent on problem behavior to identify the influence of each form of attention. Results indicated that the attention forms affected problem behavior differently; these outcomes are discussed in terms of their implications for assessment and treatment. PMID:17471800

Attentional Bias in Anxiety: A Behavioral and ERP Study

ERIC Educational Resources Information Center

Bar-Haim, Yair; Lamy, Dominique; Glickman, Shlomit

2005-01-01

Accumulating evidence suggests the existence of a processing bias in favor of threat-related stimulation in anxious individuals. Using behavioral and ERP measures, the present study investigated the deployment of attention to face stimuli with different emotion expressions in high-anxious and low-anxious participants. An attention-shifting…

Group rhythmic synchrony and attention in children

PubMed Central

Khalil, Alexander K.; Minces, Victor; McLoughlin, Grainne; Chiba, Andrea

2013-01-01

Synchrony, or the coordinated processing of time, is an often-overlooked yet critical context for human interaction. This study tests the relationship between the ability to synchronize rhythmically in a group setting with the ability to attend in 102 elementary schoolchildren. Impairments in temporal processing have frequently been shown to exist in clinical populations with learning disorders, particularly those with Attention Deficit Hyperactivity Disorder (ADHD). Based on this evidence, we hypothesized that the ability to synchronize rhythmically in a group setting—an instance of the type of temporal processing necessary for successful interaction and learning—would be correlated with the ability to attend across the continuum of the population. A music class is an ideal setting for the study of interpersonal timing. In order to measure synchrony in this context, we constructed instruments that allowed the recording and measurement of individual rhythmic performance. The SWAN teacher questionnaire was used as a measurement of attentional behavior. We find that the ability to synchronize with others in a group music class can predict a child's attentional behavior. PMID:24032021

Neurophysiological correlates of attention behavior in early infancy: Implications for emotion regulation during early childhood

PubMed Central

Perry, Nicole B.; Swingler, Margaret M.; Calkins, Susan D.; Bell, Martha Ann

2015-01-01

Current theoretical conceptualizations of regulatory development suggest that attention processes and emotion regulation processes share common neurophysiological underpinnings and behavioral antecedents such that emotion regulation abilities may build upon early attentional skills. To further elucidate this proposed relationship, we tested whether early neurophysiological processes measured during an attention task in infancy predicted in-task attention behavior, and whether infant's attention behavior was subsequently associated with their ability to regulate emotion in early childhood (N=388). Results indicated that, greater EEG power change (from baseline to task) at medial frontal locations (F3 and F4) during an attention task at 10 months were associated with concurrent observed behavioral attention. Specifically, greater change in EEG power at the right frontal location (F4) was associated with more attention, and greater EEG power at the left frontal location (F3) was associated with less attention, indicating a potential right hemisphere specialization for attention processes already present in the first year of life. In addition, after controlling for 5-month attention behavior, increased behavioral attention at 10-months was negatively associated with children's observed frustration to emotional challenge at age 3. Finally, the indirect effects from 10-month EEG power change at F3 and F4 to 3-year emotion regulation via infants' 10-month behavioral attention were significant, suggesting that infant's attention behavior is one mechanism through which early neurophysiological activity is related to emotion regulation abilities in childhood. PMID:26381926

Eight-Year Latent Class Trajectories of Academic and Social Functioning in Children with Attention-Deficit/Hyperactivity Disorder.

PubMed

DuPaul, George J; Morgan, Paul L; Farkas, George; Hillemeier, Marianne M; Maczuga, Steve

2017-09-15

We examined trajectories of academic and social functioning in children with attention-deficit/hyperactivity disorder (ADHD) to identify those who might be at risk for especially severe levels of academic and social impairment over time. We estimated a series of growth mixture models using data from two subsamples of children participating in the NIMH Collaborative Multisite Multimodal Treatment Study of Children with ADHD (MTA) including those with at least baseline and 96-month data for reading and mathematics achievement (n = 392; 77.3% male; M age = 7.7; SD = 0.8) or social skills ratings from teachers (n = 259; 74.9% male; M age = 7.6; SD = 0.8). We compared latent trajectories for children with ADHD to mean observed trajectories obtained from a local normative (i.e., non-ADHD) comparison group (n = 289; 80.6% male; M age = 9.9; SD = 1.1). Results indicated six latent trajectory classes for reading and mathematics and four classes for teacher social skills ratings. There was not only a relationship between trajectories of inattention symptoms and academic impairment, but also a similarly strong association between trajectory classes of hyperactive-impulsive symptoms and achievement. Trajectory class membership correlated with socio-demographic and diagnostic characteristics, inattention and hyperactive-impulsive symptom trajectories, externalizing behavior in school, and treatment receipt and dosage. Although children with ADHD display substantial heterogeneity in their reading, math, and social skills growth trajectories, those with behavioral and socio-demographic disadvantages are especially likely to display severe levels of academic and social impairment over time. Evidence-based early screening and intervention that directly address academic and social impairments in elementary school-aged children with ADHD are warranted. The ClinicalTrials.gov identifier is NCT00000388.

Maternal Behavior Predicts Infant Neurophysiological and Behavioral Attention Processes in the First Year

ERIC Educational Resources Information Center

Swingler, Margaret M.; Perry, Nicole B.; Calkins, Susan D.; Bell, Martha Ann

2017-01-01

We apply a biopsychosocial conceptualization to attention development in the 1st year and examine the role of neurophysiological and social processes on the development of early attention processes. We tested whether maternal behavior measured during 2 mother-child interaction tasks when infants (N = 388) were 5 months predicted infant medial…

Using Stimulus Equivalence-Based Instruction to Teach Graduate Students in Applied Behavior Analysis to Interpret Operant Functions of Behavior

ERIC Educational Resources Information Center

Albright, Leif; Schnell, Lauren; Reeve, Kenneth F.; Sidener, Tina M.

2016-01-01

Stimulus equivalence-based instruction (EBI) was used to teach four, 4-member classes representing functions of behavior to ten graduate students. The classes represented behavior maintained by attention (Class 1), escape (Class 2), access to tangibles (Class 3), and automatic reinforcement (Class 4). Stimuli within each class consisted of a…

Neurophysiological correlates of attention behavior in early infancy: Implications for emotion regulation during early childhood.

PubMed

Perry, Nicole B; Swingler, Margaret M; Calkins, Susan D; Bell, Martha Ann

2016-02-01

Current theoretical conceptualizations of regulatory development suggest that attention processes and emotion regulation processes share common neurophysiological underpinnings and behavioral antecedents such that emotion regulation abilities may build on early attentional skills. To further elucidate this proposed relationship, we tested whether early neurophysiological processes measured during an attention task in infancy predicted in-task attention behavior and whether infants' attention behavior was subsequently associated with their ability to regulate emotion during early childhood (N=388). Results indicated that greater electroencephalogram (EEG) power change (from baseline to task) at medial frontal locations (F3 and F4) during an attention task at 10months of age was associated with concurrent observed behavioral attention. Specifically, greater change in EEG power at the right frontal location (F4) was associated with more attention and greater EEG power at the left frontal location (F3) was associated with less attention, indicating a potential right hemisphere specialization for attention processes already present during the first year of life. In addition, after controlling for 5-month attention behavior, increased behavioral attention at 10months was negatively associated with children's observed frustration to emotional challenge at 3years of age. Finally, the indirect effects from 10-month EEG power change at F3 and F4 to 3-year emotion regulation via infants' 10-month behavioral attention were significant, suggesting that infants' attention behavior is one mechanism through which early neurophysiological activity is related to emotion regulation abilities during childhood. Copyright © 2015 Elsevier Inc. All rights reserved.

Assisting children with attention deficit hyperactivity disorder to reduce the hyperactive behavior of arbitrary standing in class with a Nintendo Wii remote controller through an active reminder and preferred reward stimulation.

PubMed

Shih, Ching-Hsiang; Wang, Shu-Hui; Wang, Yun-Ting

2014-09-01

Recent studies in the field of special education have shown that in combination with software technology, high-tech commercial products can be applied as useful assistive technology devices to help people with disabilities. This study extended this concept to turn a Nintendo Wii Remote Controller into a high-performance limb action detector, in order to evaluate whether two students with Attention Deficit Hyperactivity Disorder (ADHD) could reduce their hyperactive behavior through an active reminder and stimulation in the form of the participants' preferred rewards. This study focused on one particular hyperactive behavior common to both students: standing up arbitrarily during class. The active reminder was in the form of vibration feedback provided via the built-in function of the Wii Remote Controller, which was controlled and triggered by a control system to remind participants when they were engaging in standing behavior. This study was performed according to a multiple baseline design across participants. The results showed that both participants significantly improved their control over their hyperactive behavior during the intervention phase, and retained this effective performance in the maintenance phase. The practical and developmental implications of the findings are discussed. Copyright © 2014 Elsevier Ltd. All rights reserved.

Sensory Gain Outperforms Efficient Readout Mechanisms in Predicting Attention-Related Improvements in Behavior

PubMed Central

Ester, Edward F.; Deering, Sean

2014-01-01

Spatial attention has been postulated to facilitate perceptual processing via several different mechanisms. For instance, attention can amplify neural responses in sensory areas (sensory gain), mediate neural variability (noise modulation), or alter the manner in which sensory signals are selectively read out by postsensory decision mechanisms (efficient readout). Even in the context of simple behavioral tasks, it is unclear how well each of these mechanisms can account for the relationship between attention-modulated changes in behavior and neural activity because few studies have systematically mapped changes between stimulus intensity, attentional focus, neural activity, and behavioral performance. Here, we used a combination of psychophysics, event-related potentials (ERPs), and quantitative modeling to explicitly link attention-related changes in perceptual sensitivity with changes in the ERP amplitudes recorded from human observers. Spatial attention led to a multiplicative increase in the amplitude of an early sensory ERP component (the P1, peaking ∼80–130 ms poststimulus) and in the amplitude of the late positive deflection component (peaking ∼230–330 ms poststimulus). A simple model based on signal detection theory demonstrates that these multiplicative gain changes were sufficient to account for attention-related improvements in perceptual sensitivity, without a need to invoke noise modulation. Moreover, combining the observed multiplicative gain with a postsensory readout mechanism resulted in a significantly poorer description of the observed behavioral data. We conclude that, at least in the context of relatively simple visual discrimination tasks, spatial attention modulates perceptual sensitivity primarily by modulating the gain of neural responses during early sensory processing PMID:25274817

Visual attention: Linking prefrontal sources to neuronal and behavioral correlates.

PubMed

Clark, Kelsey; Squire, Ryan Fox; Merrikhi, Yaser; Noudoost, Behrad

2015-09-01

Attention is a means of flexibly selecting and enhancing a subset of sensory input based on the current behavioral goals. Numerous signatures of attention have been identified throughout the brain, and now experimenters are seeking to determine which of these signatures are causally related to the behavioral benefits of attention, and the source of these modulations within the brain. Here, we review the neural signatures of attention throughout the brain, their theoretical benefits for visual processing, and their experimental correlations with behavioral performance. We discuss the importance of measuring cue benefits as a way to distinguish between impairments on an attention task, which may instead be visual or motor impairments, and true attentional deficits. We examine evidence for various areas proposed as sources of attentional modulation within the brain, with a focus on the prefrontal cortex. Lastly, we look at studies that aim to link sources of attention to its neuronal signatures elsewhere in the brain. Copyright © 2015. Published by Elsevier Ltd.

Exogenous attention to fear: Differential behavioral and neural responses to snakes and spiders.

PubMed

Soares, Sandra C; Kessel, Dominique; Hernández-Lorca, María; García-Rubio, María J; Rodrigues, Paulo; Gomes, Nuno; Carretié, Luis

2017-05-01

Research has consistently shown that threat stimuli automatically attract attention in order to activate the defensive response systems. Recent findings have provided evidence that snakes tuned the visual system of evolving primates for their astute detection, particularly under challenging perceptual conditions. The goal of the present study was to measure behavioral and electrophysiological indices of exogenous attention to snakes, compared with spiders - matched for rated fear levels but for which sources of natural selection are less well grounded, and to innocuous animals (birds), which were presented as distracters, while participants were engaged in a letter discrimination task. Duration of stimuli, consisting in a letter string and a concurrent distracter, was either presented for 180 or 360ms to explore if the stimulus duration was a modulating effect of snakes in capturing attention. Results showed a specific early (P1) exogenous attention-related brain potential with maximal amplitude to snakes in both durations, which was followed by an enhanced late attention-related potential (LPP) showing enhanced amplitudes to spiders, particularly under the longer exposure durations. These results suggest that exogenous attention to different classes of threat stimuli follows a gradual process, with the most evolutionary-driven stimulus, i.e., snakes, being more efficient at attracting early exogenous attention, thus more dependent on bottom-up processes. Copyright © 2017 Elsevier Ltd. All rights reserved.

Imagining class: A study into material social class position, subjective identification, and voting behavior across Europe.

PubMed

D'Hooge, Lorenzo; Achterberg, Peter; Reeskens, Tim

2018-02-01

The traditional approach to class voting has largely ignored the question whether material class positions coincide with subjective class identification. Following Sosnaud et al. (2013), this study evaluates party preferences when Europeans' material and subjective social class do not coincide. Seminal studies on voting behavior have suggested that members of lower classes are more likely to vote for the economic left and cultural right and that higher classes demonstrate the opposite pattern. Yet, these studies have on the one hand overlooked the possibility that there is a mismatch between the material class people can be classified in and the class they think they are part of, and on the other hand the consequences of this discordant class identification on voting behavior. Analyzing the 2009 wave of the European Elections Study, we find that the majority of the Europeans discordantly identify with the middle class, whereas only a minority of the lower and higher classes concordantly identify with their material social class. Further, material class only seems to predict economic voting behavior when it coincides with subjective class; for instance, individuals who have an inflated class identification are more likely to vote for the economic left, even when they materially can be classified as middle or high class. We conclude this paper with a discussion on scholarly debates concerning class and politics. Copyright © 2017 Elsevier Inc. All rights reserved.

Effect of Training Different Classes of Verbal Behavior to Decrease Aberrant Verbal Behavior

PubMed Central

Vandbakk, Monica; Arntzen, Erik; Gisnaas, Arnt; Antonsen, Vidar; Gundhus, Terje

2012-01-01

Inappropriate verbal behavior that is labeled “psychotic” is often described as insensitive to environmental contingencies. The purpose of the current study was to establish different classes of rational or appropriate verbal behavior in a woman with developmental disabilities and evaluate the effects on her psychotic or aberrant vocal verbal behavior. Similar to a previous study (Arntzen, Ro Tonnessen, & Brouwer, 2006), the results of the current study suggested that the procedure helped to establish a repertoire of appropriate functional vocal verbal behavior in the participant. Overall, the results suggested the effectiveness of an intervention based on training various classes of verbal behavior in decreasing aberrant verbal behavior. PMID:22754112

Effect of training different classes of verbal behavior to decrease aberrant verbal behavior.

PubMed

Vandbakk, Monica; Arntzen, Erik; Gisnaas, Arnt; Antonsen, Vidar; Gundhus, Terje

2012-01-01

Inappropriate verbal behavior that is labeled "psychotic" is often described as insensitive to environmental contingencies. The purpose of the current study was to establish different classes of rational or appropriate verbal behavior in a woman with developmental disabilities and evaluate the effects on her psychotic or aberrant vocal verbal behavior. Similar to a previous study (Arntzen, Ro Tonnessen, & Brouwer, 2006), the results of the current study suggested that the procedure helped to establish a repertoire of appropriate functional vocal verbal behavior in the participant. Overall, the results suggested the effectiveness of an intervention based on training various classes of verbal behavior in decreasing aberrant verbal behavior.

Interparental aggression, attention skills, and early childhood behavior problems

PubMed Central

TOWE-GOODMAN, NISSA R.; STIFTER, CYNTHIA A.; COCCIA, MICHAEL A.; COX, MARTHA J.

2014-01-01

The current study explored longitudinal associations between interparental aggression, the development of child attention skills, and early childhood behavior problems in a diverse sample of 636 families living in predominately low-income, nonmetropolitan communities. The results of latent-variable, cross-lagged longitudinal models revealed that maternal-reported interparental aggression in infancy predicted reduced observed attention skills in toddlerhood; no association was observed, however, between attention in infancy and interparental aggression during the toddler years. Further, reduced toddler attention and high interparental aggression were both associated with increased risk for attention-deficit/hyperactivity disorder symptoms and conduct problems at 3 years of age. Processes largely operated in similar ways regardless of child gender or low-income status, although a few differences were observed. Overall, the results suggest that interparental aggression undermines attention development, putting children’s early behavioral adjustment at risk. PMID:23786696

Which Behavioral and Personality Characteristics Are Associated with Difficulties in Selective Attention?

ERIC Educational Resources Information Center

Avisar, Alon

2011-01-01

Objective: The present study investigated the behavioral and personality profile associated with difficulties in selective attention. Method: A group of participants with ADHD were assessed for ADHD behaviors. Adults with ADHD (n = 22) and without ADHD (n = 84) were tested on the conjunctive visual-search task for selective attention and…

Using latent class analysis to identify academic and behavioral risk status in elementary students.

PubMed

King, Kathleen R; Lembke, Erica S; Reinke, Wendy M

2016-03-01

Identifying classes of children on the basis of academic and behavior risk may have important implications for the allocation of intervention resources within Response to Intervention (RTI) and Multi-Tiered System of Support (MTSS) models. Latent class analysis (LCA) was conducted with a sample of 517 third grade students. Fall screening scores in the areas of reading, mathematics, and behavior were used as indicators of success on an end of year statewide achievement test. Results identified 3 subclasses of children, including a class with minimal academic and behavioral concerns (Tier 1; 32% of the sample), a class at-risk for academic problems and somewhat at-risk for behavior problems (Tier 2; 37% of the sample), and a class with significant academic and behavior problems (Tier 3; 31%). Each class was predictive of end of year performance on the statewide achievement test, with the Tier 1 class performing significantly higher on the test than the Tier 2 class, which in turn scored significantly higher than the Tier 3 class. The results of this study indicated that distinct classes of children can be determined through brief screening measures and are predictive of later academic success. Further implications are discussed for prevention and intervention for students at risk for academic failure and behavior problems. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Academic and Social Functioning Associated with Attention-Deficit/Hyperactivity Disorder: Latent Class Analyses of Trajectories from Kindergarten to Fifth Grade.

PubMed

DuPaul, George J; Morgan, Paul L; Farkas, George; Hillemeier, Marianne M; Maczuga, Steve

2016-10-01

Children with attention-deficit/hyperactivity disorder (ADHD) are known to exhibit significantly lower academic and social functioning than other children. Yet the field currently lacks knowledge about specific impairment trajectories experienced by children with ADHD, which may constrain early screening and intervention effectiveness. Data were analyzed from a nationally representative U.S. cohort in the Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999 (ECLS-K) for 590 children (72.7 % male) whose parents reported a formal diagnosis of ADHD. Children's math, reading, and interpersonal skills were assessed at 5 time points between kindergarten and fifth grade. Growth mixture model analyses indicated 4 latent trajectory classes for reading, 8 classes for math, and 4 classes for interpersonal skills. Membership in reading and math trajectory classes was strongly related; overlaps with interpersonal skills classes were weaker. Trajectory class membership was correlated with demographic characteristics and behavioral functioning. Children with ADHD display substantial heterogeneity in their reading, math, and interpersonal growth trajectories, with some groups of children especially likely to display relatively severe levels of academic and social impairment over time. Early screening and intervention to address impairment, particularly reading difficulties, among kindergarten students with ADHD is warranted.

Higher social class predicts increased unethical behavior

PubMed Central

Piff, Paul K.; Stancato, Daniel M.; Côté, Stéphane; Mendoza-Denton, Rodolfo; Keltner, Dacher

2012-01-01

Seven studies using experimental and naturalistic methods reveal that upper-class individuals behave more unethically than lower-class individuals. In studies 1 and 2, upper-class individuals were more likely to break the law while driving, relative to lower-class individuals. In follow-up laboratory studies, upper-class individuals were more likely to exhibit unethical decision-making tendencies (study 3), take valued goods from others (study 4), lie in a negotiation (study 5), cheat to increase their chances of winning a prize (study 6), and endorse unethical behavior at work (study 7) than were lower-class individuals. Mediator and moderator data demonstrated that upper-class individuals’ unethical tendencies are accounted for, in part, by their more favorable attitudes toward greed. PMID:22371585

Higher social class predicts increased unethical behavior.

PubMed

Piff, Paul K; Stancato, Daniel M; Côté, Stéphane; Mendoza-Denton, Rodolfo; Keltner, Dacher

2012-03-13

Seven studies using experimental and naturalistic methods reveal that upper-class individuals behave more unethically than lower-class individuals. In studies 1 and 2, upper-class individuals were more likely to break the law while driving, relative to lower-class individuals. In follow-up laboratory studies, upper-class individuals were more likely to exhibit unethical decision-making tendencies (study 3), take valued goods from others (study 4), lie in a negotiation (study 5), cheat to increase their chances of winning a prize (study 6), and endorse unethical behavior at work (study 7) than were lower-class individuals. Mediator and moderator data demonstrated that upper-class individuals' unethical tendencies are accounted for, in part, by their more favorable attitudes toward greed.

Latent Class Subtyping of Attention-Deficit/Hyperactivity Disorder and Comorbid Conditions

ERIC Educational Resources Information Center

Acosta, Maria T.; Castellanos, F. Xavier; Bolton, Kelly L.; Balog, Joan Z.; Eagen, Patricia; Nee, Linda; Jones, Janet; Palacio, Luis; Sarampote, Christopher; Russell, Heather F.; Berg, Kate; Arcos-Burgos, Mauricio; Muenke, Maximilian

2008-01-01

The study attempts to carry out latent class analysis (LCA) in a sample of 1010 individuals, some with Attention-Deficit/Hyperactivity disorder (ADHD) and others normal. Results indicate that LCA can feasibly allow the combination of externalizing and internalizing symptoms for future tests regarding specific genetic risk factors.

The relationship between attentional bias toward safety and driving behavior.

PubMed

Zheng, Tingting; Qu, Weina; Zhang, Kan; Ge, Yan

2016-11-01

As implicit cognitive processes garner more and more importance, studies in the fields of healthy psychology and organizational safety research have focused on attentional bias, a kind of selective allocation of attentional resources in the early stage of cognitive processing. However, few studies have explored the role of attentional bias on driving behavior. This study assessed drivers' attentional bias towards safety-related words (ABS) using the dot-probe paradigm and self-reported daily driving behaviors. The results revealed significant negative correlations between attentional bias scores and several indicators of dangerous driving. Drivers with fewer dangerous driving behaviors showed greater ABS. We also built a significant linear regression model between ABS and the total DDDI score, as well as ABS and the number of accidents. Finally, we discussed the possible mechanism underlying these associations and several limitations of our study. This study opens up a new topic for the exploration of implicit processes in driving safety research. Copyright © 2016 Elsevier Ltd. All rights reserved.

Essential considerations in developing attention control groups in behavioral research.

PubMed

Aycock, Dawn M; Hayat, Matthew J; Helvig, Ashley; Dunbar, Sandra B; Clark, Patricia C

2018-06-01

Attention control groups strengthen randomized controlled trials of behavioral interventions, but researchers need to give careful consideration to the attention control activities. A comparative effectiveness research framework provides an ideal opportunity for an attention control group as a supplement to standard care, so participants potentially receive benefit regardless of group assignment. The anticipated benefit of the control condition must be independent of the study outcome. Resources needed for attention control activities need to be carefully considered and ethical considerations carefully weighed. In this paper we address nine considerations for the design and implementation of attention control groups: (1) ensure attention control activities are not associated with the outcome; (2) avoid contamination of the intervention or control group; (3) design comparable control and intervention activities; (4) ensure researcher training to adequately administer both treatment arms; (5) design control activities to be interesting and acceptable to participants; (6) evaluate attention control activities; (7) consider additional resources needed to implement attention control activities; (8) quantifying the effects of attention control and intervention groups; and (9) ethical considerations with attention control groups. Examples from the literature and ongoing research are presented. Careful planning for the attention control group is as important as for the intervention group. Researchers can use the considerations presented here to assist in planning for the best attention control group for their study. © 2018 Wiley Periodicals, Inc.

Behavioral and neural correlates of disrupted orienting attention in posttraumatic stress disorder.

PubMed

Russman Block, Stefanie; King, Anthony P; Sripada, Rebecca K; Weissman, Daniel H; Welsh, Robert; Liberzon, Israel

2017-04-01

Prior work has revealed that posttraumatic stress disorder (PTSD) is associated with altered (a) attentional performance and (b) resting-state functional connectivity (rsFC) in brain networks linked to attention. Here, we sought to characterize and link these behavioral and brain-based alterations in the context of Posner and Peterson's tripartite model of attention. Male military veterans with PTSD (N = 49; all deployed to Iraq or Afghanistan) and healthy age-and-gender-matched community controls (N = 26) completed the Attention Network Task. A subset of these individuals (36 PTSD and 21 controls) also underwent functional magnetic resonance imaging (fMRI) to assess rsFC. The behavioral measures revealed that the PTSD group was impaired at disengaging spatial attention, relative to the control group. FMRI measures further revealed that, relative to the control group, the PTSD group exhibited greater rsFC between the salience network and (a) the default mode network, (b) the dorsal attention network, and (c) the ventral attention network. Moreover, problems with disengaging spatial attention increased the rsFC between the networks above in the control group, but not in the PTSD group. The present findings link PTSD to both altered orienting of spatial attention and altered relationships between spatial orienting and functional connectivity involving the salience network. Interventions that target orienting and disengaging spatial attention may be a new avenue for PTSD research.

Classes of Physical Activity and Sedentary Behavior in 5th Grade Children

PubMed Central

Dowda, Marsha; Dishman, Rod K; Pate, Russell R.

2016-01-01

Objectives To identify classes of physical activity (PA) and sedentary behaviors (SB) in 5th grade children, associated factors, and trajectories of change into 7th grade. Methods This study included n=495 children (221 boys, 274 girls) who participated in the Transitions and Activity Changes in Kids (TRACK) Study. PA was assessed objectively and via self-report. Children, parents, and school administrators completed surveys to assess related factors. Latent class analysis, growth modeling, and adjusted multinomial logistic regression procedures were used to classify children based on self-reported PA and SB and examine associated factors. Results Three classes of behavior were identified: Class 1: Low PA/Low SB, Class 2: Moderate PA/High SB, and Class 3: High PA/High SB (boys) or Class 3: High PA (girls). Class 3 children had higher levels of self-efficacy (boys), and enjoyment, parental support, and physical activity equipment at home (girls). Class 2 boys and Class 3 girls did not experience decline in PA (accelerometer) over time. Conclusions Self-efficacy (boys) and home environment (girls) may play a role in shaping patterns of PA in children. Findings may help to inform future interventions to encourage children to meet national PA guidelines. PMID:27103414

[Reliability and Validity of the Behavioral Check List for Preschool Children to Measure Attention Deficit Hyperactivity Behaviors].

PubMed

Tsuno, Kanami; Yoshimasu, Kouichi; Hayashi, Takashi; Tatsuta, Nozomi; Ito, Yuki; Kamijima, Michihiro; Nakai, Kunihiko

2018-01-01

Nowadays, attention deficit hyperactivity (ADH) problems are observed commonly among school-age children. However, questionnaires specific to ADH behaviors among preschool children are very few. The aim of this study was to investigate the reliability and validity of the 25-item Behavioral Check List (BCL), which was developed from interviews of parents with children who were diagnosed as having Attention-deficit/hyperactivity disorder (ADHD) and measures ADH behaviors in preschool age. We recruited 22 teachers from 10 nurseries/kindergartens in Miyagi Prefecture, Japan. A total of 138 preschool children were assessed using the BCL. To investigate inter-rater reliability, two teachers from each facility assess seven to twenty children in their class, and intraclass correlation coefficients (ICCs) were calculated. The teachers additionally answered questions in the 1/5-5 Caregiver-Teacher Report Form (C-TRF) to investigate the criterion validity of the BCL. To investigate structural validity, exploratory factor analysis with promax rotation and confirmatory factor analysis were performed. The internal consistency reliability of the BCL was good (α = 0.92) and correlation analyses also confirmed its excellent criterion validity. Although exploratory factor analysis for the BCL yielded a five-factor model that consisted of a factor structure different from that of the original one, the results were similar to the original six factors. The ICCs of the BCL were 0.38-0.99 and it was not high enough for inter-rater reliability in some facilities. However, there is a possibility to improve it by giving raters adequate explanations when using BCL. The present study showed acceptable levels of reliability and validity of the BCL among Japanese preschool children.

Anxiety, attention problems, hyperactivity, and the Aberrant Behavior Checklist in fragile X syndrome.

PubMed

Wheeler, Anne; Raspa, Melissa; Bann, Carla; Bishop, Ellen; Hessl, David; Sacco, Pat; Bailey, Donald B

2014-01-01

Behavior problems are a common challenge for individuals with fragile X syndrome (FXS) and constitute the primary clinical outcome domain in trials testing new FXS medications. However, little is known about the relationship between caregiver-reported behavior problems and co-occurring conditions such as anxiety and attention problems. In this study, 350 caregivers, each with at least one son or daughter with full-mutation FXS, rated one of their children with FXS using the Aberrant Behavior Checklist-Community Version (ABC-C); the Anxiety subscale of the Anxiety, Depression, and Mood Scale; and the Attention/Hyperactivity Items from the Symptom Inventories. In addition to examining family consequences of these behaviors, this study also sought to replicate psychometric findings for the ABC-C in FXS, to provide greater confidence for its use in clinical trials with this population. Psychometric properties and baseline ratings of problem behavior were consistent with other recent studies, further establishing the profile of problem behavior in FXS. Cross-sectional analyses suggest that selected dimensions of problem behavior, anxiety, and hyperactivity are age related; thus, age should serve as an important control in any studies of problem behavior in FXS. Measures of anxiety, attention, and hyperactivity were highly associated with behavior problems, suggesting that these factors at least coincide with problem behavior. However, these problems generally did not add substantially to variance in caregiver burden predicted by elevated behavior problems. The results provide further evidence of the incidence of problem behaviors and co-occurring conditions in FXS and the impact of these behaviors on the family. © 2013 Wiley Periodicals, Inc.

Growth and change in attention problems, disruptive behavior, and achievement from kindergarten to fifth grade.

PubMed

Claessens, Amy; Dowsett, Chantelle

2014-12-01

Despite widespread interest in children's adjustment problems, existing research does not provide conclusive evidence regarding the direction of the associations of achievement with classroom attention problems and disruptive behavior over the course of elementary school. Using a nationally representative sample of 16,260 kindergarteners, this study examined the temporal sequence of achievement, classroom attention problems, and disruptive behavior, focusing on how changes in skills and problems unfold across key periods between kindergarten and fifth grade. Results indicate that improvements in attention during the earliest years of schooling predict achievement gains through third grade. However, changes in disruptive behavior do not predict subsequent changes in achievement. Evidence linking changes in achievement to changes in classroom attention problems and disruptive behavior was less consistent. These findings point to the need to develop and examine early interventions that can improve attention skills as a mechanism for improving children's academic trajectories in elementary school. © The Author(s) 2014.

Application of Latent Class Analysis to Identify Behavioral Patterns of Response to Behavioral Lifestyle Interventions in Overweight and Obese Adults

PubMed Central

Fitzpatrick, Stephanie L.; Coughlin, Janelle W.; Appel, Lawrence J.; Tyson, Crystal; Stevens, Victor J.; Jerome, Gerald J.; Dalcin, Arlene; Brantley, Phillip J.; Hill-Briggs, Felicia

2016-01-01

Background Examining responders and non-responders to behavioral lifestyle interventions among overweight/obese adults with additional comorbidities may aid in refining and tailoring obesity treatment. Purpose The purpose of this study is to demonstrate the use of latent class analysis to identify patterns of response to behavioral lifestyle interventions based on adherence to diet and exercise recommendations. Method Repeated measures latent class analysis was applied to two clinical trial datasets, combination of two active interventions in the PREMIER Trial (n=501) and phase 1 of the Weight Loss Maintenance Trial (WLM; n=1685), to identify patterns of response to behavioral lifestyle interventions. Treatment response was based on adherence to daily recommendations for fruit/vegetable, fat, saturated fat, sodium, and exercise at baseline and 6 months. Results In PREMIER, three distinct latent classes emerged: responders (45.9 %), non-responders (23.6 %), and early adherers (30.5 %). Responders and Early Adherers had greater weight loss at 6 and 18 months and were more likely to meet behavioral recommendations at 18 months than Non-responders. For WLM, there were four latent classes: partial responders (16 %), non-responders (40 %), early adherers (2 %), and fruit/veggie only responders (41 %). Non-responders in WLM had significantly less weight loss at 6 months compared to that of the other three latent classes. Conclusion Latent class analysis is a useful method to apply to clinical trial data to identify distinct patterns of response to behavioral interventions. Overweight/ obese participants who respond to behavioral lifestyle treatment (i.e., meet behavioral recommendations) have significantly greater weight loss than that of participants who do not make behavioral changes. PMID:25331853

Application of Latent Class Analysis to Identify Behavioral Patterns of Response to Behavioral Lifestyle Interventions in Overweight and Obese Adults.

PubMed

Fitzpatrick, Stephanie L; Coughlin, Janelle W; Appel, Lawrence J; Tyson, Crystal; Stevens, Victor J; Jerome, Gerald J; Dalcin, Arlene; Brantley, Phillip J; Hill-Briggs, Felicia

2015-08-01

Examining responders and non-responders to behavioral lifestyle interventions among overweight/obese adults with additional comorbidities may aid in refining and tailoring obesity treatment. The purpose of this study is to demonstrate the use of latent class analysis to identify patterns of response to behavioral lifestyle interventions based on adherence to diet and exercise recommendations. Repeated measures latent class analysis was applied to two clinical trial datasets, combination of two active interventions in the PREMIER Trial (n = 501) and phase 1 of the Weight Loss Maintenance Trial (WLM; n = 1685), to identify patterns of response to behavioral lifestyle interventions. Treatment response was based on adherence to daily recommendations for fruit/vegetable, fat, saturated fat, sodium, and exercise at baseline and 6 months. In PREMIER, three distinct latent classes emerged: responders (45.9%), non-responders (23.6%), and early adherers (30.5%). Responders and Early Adherers had greater weight loss at 6 and 18 months and were more likely to meet behavioral recommendations at 18 months than Non-responders. For WLM, there were four latent classes: partial responders (16%), non-responders (40%), early adherers (2%), and fruit/veggie only responders (41%). Non-responders in WLM had significantly less weight loss at 6 months compared to that of the other three latent classes. Latent class analysis is a useful method to apply to clinical trial data to identify distinct patterns of response to behavioral interventions. Overweight/ obese participants who respond to behavioral lifestyle treatment (i.e., meet behavioral recommendations) have significantly greater weight loss than that of participants who do not make behavioral changes.

Relations Among Student Attention Behaviors, Teacher Practices, and Beginning Word Reading Skill

PubMed Central

Sáez, Leilani; Folsom, Jessica Sidler; Al Otaiba, Stephanie; Schatschneider, Christopher

2011-01-01

The role of student attention for predicting kindergarten word reading was investigated among 432 students. Using SWAN behavior rating scores, we conducted an exploratory factor analysis, which yielded three distinct factors that reflected selective attention. In this study, we focused on the role of one of these factors, which we labeled attention-memory behaviors, for predicting reading performance. Teacher ratings of attention predicted word reading above and beyond the contribution of phonological awareness and vocabulary knowledge. In addition, the relations between four teacher practices and attention ratings for predicting reading performance were examined. Using HLM, significant interactions between student attention and teacher practices observed during literacy instruction were found. In general, as ratings of attention improved, better kindergarten word reading performance was associated with high levels of classroom behavior management. However, by mid-year, better word reading performance was not associated with high levels of teacher task- orienting. A significant three-way interaction was also found among attention, individualized instruction, and teacher task re-directions. The role of regulating kindergarten student attention to support beginning word reading skill development is discussed. PMID:22207616

Family matters: Intergenerational and interpersonal processes of executive function and attentive behavior

PubMed Central

Deater-Deckard, Kirby

2014-01-01

Individual differences in self-regulation include executive function (EF) components that serve self-regulation of attentive behavior by modulating reactive responses to the environment. These factors “run in families”. The purpose of this review is to summarize a program of research that addresses familial inter-generational transmission and inter-personal processes in development. Self-regulation of attentive behavior involves inter-related aspects of executive function (EF) including attention, inhibitory control, and working memory. Individual differences in EF skills develop in systematic ways over childhood, resulting in moderately stable differences between people by early adolescence. Through complex gene-environment transactions, EF is transmitted across generations within parent-child relationships that provide powerful socialization and experiential contexts in which EF and related attentive behavior are forged and practiced. Families matter as parents regulate home environments and themselves as best they can while also supporting cognitive self-regulation of attentive behavior in their children. PMID:25197171

Aversive emotional interference impacts behavior and prefronto-striatal activity during increasing attentional control.

PubMed

Papazacharias, Apostolos; Taurisano, Paolo; Fazio, Leonardo; Gelao, Barbara; Di Giorgio, Annabella; Lo Bianco, Luciana; Quarto, Tiziana; Mancini, Marina; Porcelli, Annamaria; Romano, Raffaella; Caforio, Grazia; Todarello, Orlando; Popolizio, Teresa; Blasi, Giuseppe; Bertolino, Alessandro

2015-01-01

Earlier studies have demonstrated that emotional stimulation modulates attentional processing during goal-directed behavior and related activity of a brain network including the inferior frontal gyrus (IFG) and the caudate nucleus. However, it is not clear how emotional interference modulates behavior and brain physiology during variation in attentional control, a relevant question for everyday life situations in which both emotional stimuli and cognitive load vary. The aim of this study was to investigate the impact of negative emotions on behavior and activity in IFG and caudate nucleus during increasing levels of attentional control. Twenty two healthy subjects underwent event-related functional magnetic resonance imaging while performing a task in which neutral or fearful facial expressions were displayed before stimuli eliciting increasing levels of attentional control processing. Results indicated slower reaction time (RT) and greater right IFG activity when fearful compared with neutral facial expressions preceded the low level of attentional control. On the other hand, fearful facial expressions preceding the intermediate level of attentional control elicited faster behavioral responses and greater activity in the right and left sides of the caudate. Finally, correlation analysis indicated a relationship between behavioral correlates of attentional control after emotional interference and right IFG activity. All together, these results suggest that the impact of negative emotions on attentional processing is differentially elicited at the behavioral and physiological levels as a function of cognitive load.

Aversive emotional interference impacts behavior and prefronto-striatal activity during increasing attentional control

PubMed Central

Papazacharias, Apostolos; Taurisano, Paolo; Fazio, Leonardo; Gelao, Barbara; Di Giorgio, Annabella; Lo Bianco, Luciana; Quarto, Tiziana; Mancini, Marina; Porcelli, Annamaria; Romano, Raffaella; Caforio, Grazia; Todarello, Orlando; Popolizio, Teresa; Blasi, Giuseppe; Bertolino, Alessandro

2015-01-01

Earlier studies have demonstrated that emotional stimulation modulates attentional processing during goal-directed behavior and related activity of a brain network including the inferior frontal gyrus (IFG) and the caudate nucleus. However, it is not clear how emotional interference modulates behavior and brain physiology during variation in attentional control, a relevant question for everyday life situations in which both emotional stimuli and cognitive load vary. The aim of this study was to investigate the impact of negative emotions on behavior and activity in IFG and caudate nucleus during increasing levels of attentional control. Twenty two healthy subjects underwent event-related functional magnetic resonance imaging while performing a task in which neutral or fearful facial expressions were displayed before stimuli eliciting increasing levels of attentional control processing. Results indicated slower reaction time (RT) and greater right IFG activity when fearful compared with neutral facial expressions preceded the low level of attentional control. On the other hand, fearful facial expressions preceding the intermediate level of attentional control elicited faster behavioral responses and greater activity in the right and left sides of the caudate. Finally, correlation analysis indicated a relationship between behavioral correlates of attentional control after emotional interference and right IFG activity. All together, these results suggest that the impact of negative emotions on attentional processing is differentially elicited at the behavioral and physiological levels as a function of cognitive load. PMID:25954172

From behavior to neural dynamics: An integrated theory of attention

PubMed Central

Buschman, Timothy J.; Kastner, Sabine

2015-01-01

The brain has a limited capacity and therefore needs mechanisms to selectively enhance the information most relevant to one’s current behavior. We refer to these mechanisms as ‘attention’. Attention acts by increasing the strength of selected neural representations and preferentially routing them through the brain’s large-scale network. This is a critical component of cognition and therefore has been a central topic in cognitive neuroscience. Here we review a diverse literature that has studied attention at the level of behavior, networks, circuits and neurons. We then integrate these disparate results into a unified theory of attention. PMID:26447577

Attention Alters Neural Responses to Evocative Faces in Behaviorally Inhibited Adolescents

PubMed Central

Pérez-Edgar, Koraly; Roberson-Nay, Roxann; Hardin, Michael G.; Poeth, Kaitlin; Guyer, Amanda E.; Nelson, Eric E.; McClure, Erin B.; Henderson, Heather A.; Fox, Nathan A.; Pine, Daniel S.; Ernst, Monique

2007-01-01

Behavioral inhibition (BI) is a risk factor for anxiety disorders. While the two constructs bear behavioral similarities, previous work has not extended these parallels to the neural level. This study examined amygdala reactivity during a task previously used with clinically anxious adolescents. Adolescents were selected for enduring patterns of BI or non-inhibition (BN). We examined amygdala response to evocative emotion faces in BI (N=10, mean 12.8 years) and BN (N=17, mean 12.5 years) adolescents while systematically manipulating attention. Analyses focused on amygdala response during subjective ratings of internal fear (constrained attention) and passive viewing (unconstrained attention) during the presentation of emotion faces (Happy, Angry, Fearful, and Neutral). BI adolescents, relative to BN adolescents, showed exaggerated amygdala response during subjective fear ratings and deactivation during passive viewing, across all emotion faces. In addition, the BI group showed an abnormally high amygdala response to a task condition marked by novelty and uncertainty (i.e., rating fear state to a Happy face). Perturbations in amygdala function are evident in adolescents temperamentally at risk for anxiety. Attention state alters the underlying pattern of neural processing, potentially mediating the observed behavioral patterns across development. BI adolescents also show a heightened sensitivity to novelty and uncertainty, which has been linked to anxiety. These patterns of reactivity may help sustain early temperamental biases over time and contribute to the observed relation between BI and anxiety. PMID:17376704

Complex Living Conditions Impair Behavioral Inhibition but Improve Attention in Rats

PubMed Central

van der Veen, Rixt; Kentrop, Jiska; van der Tas, Liza; Loi, Manila; van IJzendoorn, Marinus H.; Bakermans-Kranenburg, Marian J.; Joëls, Marian

2015-01-01

Rapid adaptation to changes, while maintaining a certain level of behavioral inhibition is an important feature in every day functioning. How environmental context and challenges in life can impact on the development of this quality is still unknown. In the present study, we examined the effect of a complex rearing environment during adolescence on attention and behavioral inhibition in adult male rats. We also tested whether these effects were affected by an adverse early life challenge, maternal deprivation (MD). We found that animals that were raised in large, two floor MarlauTM cages, together with 10 conspecifics, showed improved attention, but impaired behavioral inhibition in the 5-choice serial reaction time task. The early life challenge of 24 h MD on postnatal day 3 led to a decline in bodyweight during adolescence, but did not by itself influence responses in the 5-choice task in adulthood, nor did it moderate the effects of complex housing. Our data suggest that a complex rearing environment leads to a faster adaptation to changes in the environment, but at the cost of lower behavioral inhibition. PMID:26733839

Relations among student attention behaviors, teacher practices, and beginning word reading skill.

PubMed

Sáez, Leilani; Folsom, Jessica Sidler; Al Otaiba, Stephanie; Schatschneider, Christopher

2012-01-01

The role of student attention for predicting kindergarten word reading was investigated among 432 students. Using Strengths and Weaknesses of ADHD Symptoms and Normal Behavior Rating Scale behavior rating scores, the authors conducted an exploratory factor analysis, which yielded three distinct factors that reflected selective attention. In this study, the authors focused on the role of one of these factors, which they labeled attention-memory, for predicting reading performance. Teacher ratings of attention-memory predicted word reading above and beyond the contribution of phonological awareness and vocabulary knowledge. In addition, the relations between four teacher practices and attention ratings for predicting reading performance were examined. Using hierarchical linear modeling, the authors found significant interactions between student attention and teacher practices observed during literacy instruction. In general, as ratings of attention improved, better kindergarten word reading performance was associated with high levels of classroom behavior management. However, better word reading performance was not associated with high levels of teacher task orienting. A significant three-way interaction was also found among attention, individualized instruction, and teacher task redirections. The role of regulating kindergarten student attention to support beginning word reading skill development is discussed.

Prevalence and characteristics of addictive behaviors in a community sample: A latent class analysis.

PubMed

Deleuze, Jory; Rochat, Lucien; Romo, Lucia; Van der Linden, Martial; Achab, Sophia; Thorens, Gabriel; Khazaal, Yasser; Zullino, Daniele; Maurage, Pierre; Rothen, Stéphane; Billieux, Joël

2015-06-01

While addictions to substances such as alcohol, tobacco, and other drugs have been extensively investigated, interest has been growing in potential non-substance-related addictive behaviors (e.g., excessive gambling, buying or playing video games). In the current study, we sought to determine the prevalence and characteristics of a wide range of addictive behaviors in a general population sample and to identify reliable subgroups of individuals displaying addictive behaviors. Seven hundred seventy participants completed an online survey. The survey screened for the presence and characteristics of the main recognized substance and behavioral addictions (alcohol, tobacco, cannabis, other drugs, gambling, compulsive shopping, intensive exercise, Internet and mobile phone overuse, intensive work involvement, and overeating) in a three-month period. Key aspects of addiction were measured for each reported behavior, including negative outcomes, emotional triggers (positive and negative emotional contexts), search for stimulation or pleasure, loss of control, and cognitive salience. Latent class analysis allowed us to identify three theoretically and clinically relevant subgroups of individuals. The first class groups problematic users, i.e., addiction-prone individuals. The second class groups at-risk users who frequently engage in potentially addictive behaviors to regulate emotional states (especially overinvolvement in common behaviors such as eating, working, or buying). The third class groups individuals who are not prone to addictive behaviors. The existence of different groups in the population sheds new light on the distinction between problematic and non-problematic addiction-like behaviors.

The Severe 5%: A Latent Class Analysis of the Externalizing Behavior Spectrum in the United States

PubMed Central

Vaughn, Michael G.; DeLisi, Matt; Gunterbh, Tracy; Fu, Qiang; Beaver, Kevin M.; Perron, Brian E.; Howard, Matthew O.

2012-01-01

Objective Criminological research consistently demonstrates that approximately 5% of study populations are comprised of pathological offenders who account for a preponderance of antisocial behavior and violent crime. Unfortunately, there have been no nationally representative epidemiological studies characterizing the severe 5% group. Materials and Methods Data from the 2001–2002 National Epidemiologic Survey on Alcohol and Related Conditions (NESARC), a nationally representative sample of 43,093 non-institutionalized U.S. residents aged 18 years and older were analyzed using latent class analysis to assess sociodemographic, psychiatric, and behavioral characteristics. Results Four-classes of respondents were identified vis-à-vis lifetime externalizing behaviors. A normative class (66.1% of respondents) demonstrated little involvement in antisocial conduct. A low substance use/high antisocial behavior class (20.7% of respondents) and high substance use/moderate antisocial behavior (8.0% of respondents) class evinced diverse externalizing and psychiatric symptoms. Finally, a severe class (5.3% of respondents) was characterized by pathological involvement in more varied and intensive forms of antisocial and externalizing behaviors and extensive psychiatric disturbance. Conclusions The current study is the first nationally representative epidemiological study of criminal careers/externalizing behavior spectrum in the United States and validates the existence of the 5% pathological group demonstrated by prior research. PMID:22942480

Naming, the formation of stimulus classes, and applied behavior analysis.

PubMed

Stromer, R; Mackay, H A; Remington, B

1996-01-01

The methods used in Sidman's original studies on equivalence classes provide a framework for analyzing functional verbal behavior. Sidman and others have shown how teaching receptive, name-referent matching may produce rudimentary oral reading and word comprehension skills. Eikeseth and Smith (1992) have extended these findings by showing that children with autism may acquire equivalence classes after learning to supply a common oral name to each stimulus in a potential class. A stimulus class analysis suggests ways to examine (a) the problem of programming generalization from teaching situations to other environments, (b) the expansion of the repertoires that occur in those settings, and (c) the use of naming to facilitate these forms of generalization. Such research will help to clarify and extend Horne and Lowe's recent (1996) account of the role of verbal behavior in the formation of stimulus classes.

Naming, the formation of stimulus classes, and applied behavior analysis.

PubMed Central

Stromer, R; Mackay, H A; Remington, B

1996-01-01

The methods used in Sidman's original studies on equivalence classes provide a framework for analyzing functional verbal behavior. Sidman and others have shown how teaching receptive, name-referent matching may produce rudimentary oral reading and word comprehension skills. Eikeseth and Smith (1992) have extended these findings by showing that children with autism may acquire equivalence classes after learning to supply a common oral name to each stimulus in a potential class. A stimulus class analysis suggests ways to examine (a) the problem of programming generalization from teaching situations to other environments, (b) the expansion of the repertoires that occur in those settings, and (c) the use of naming to facilitate these forms of generalization. Such research will help to clarify and extend Horne and Lowe's recent (1996) account of the role of verbal behavior in the formation of stimulus classes. PMID:8810064

Attention biases to threat and behavioral inhibition in early childhood shape adolescent social withdrawal.

PubMed

Pérez-Edgar, Koraly; Bar-Haim, Yair; McDermott, Jennifer Martin; Chronis-Tuscano, Andrea; Pine, Daniel S; Fox, Nathan A

2010-06-01

Behavioral inhibition (BI) is a temperament characterized in young children by a heightened sensitivity to novelty, social withdrawal, and anxious behaviors. For many children, these social difficulties dissipate over time. For others, patterns of social withdrawal continue into adolescence. Over time, attention biases to threat may influence the stability of BI and its association with social withdrawal, ultimately modulating the risk for anxiety disorders in BI children. However, we know relatively little about the cognitive processes that accompany BI and shape later socio-emotional functioning. We examined the relations among BI in childhood, attention biases to threat in adolescence, and adolescent social withdrawal in a longitudinal study (N = 126, Mean age = 15 years). As has been reported in anxious adults, adolescents who were behaviorally inhibited as toddlers and young children showed heightened attention bias to threat. In addition, attention bias to threat moderated the relation between childhood BI and adolescent social withdrawal.

Focus-of-attention behavioral experiment: an examination of a therapeutic procedure to reduce social anxiety.

PubMed

Renner, Kerry A; Valentiner, David P; Holzman, Jacob B

2017-01-01

A clinical protocol based on contemporary cognitive behavioral treatment for social anxiety was developed and examined. Previously published instructions for conducting a focus-of-attention behavioral experiment targeting self-focused attention and safety behaviors during exposure were used to create a structured protocol. Individuals (n = 45) with high levels of social anxiety and public-speaking anxiety were randomly assigned to either a focus-of-attention behavioral experiment (FABE) or an Exposure-Only Control (EOC) condition. During four exposure trials, those in the FABE condition (n = 24) were alternately instructed to engage in self-focused attention vs. externally focused attention and to eliminate safety behaviors. Those in the EOC condition (n = 21) were not so instructed. At post-intervention, individuals in the FABE condition showed significantly less self-focused attention and anxiety, and better observed performance as rated by audience members. Focus-of-attention statistically mediated the effect of condition on anxiety. For those in the FABE condition, the degree of association between focus-of-attention and anxiety during the intervention predicted less self-focused attention post-intervention. The FABE appears to be a useful procedure for implementing part of the contemporary cognitive behavioral treatment model.

A Case Study of Leadership Pedagogy in an Organizational Behavior Class

ERIC Educational Resources Information Center

Ingerson, Kati; Bruce, Jackie

2015-01-01

The purpose of this study was to understand if selected leadership pedagogy (hands on activities) utilized in an organizational behavior classroom contributed to the development of workplace readiness skills. Since successful organizational behavior classes and hands on learning can lead to successful graduates, the importance of leadership…

The character strengths of class clowns.

PubMed

Ruch, Willibald; Platt, Tracey; Hofmann, Jennifer

2014-01-01

Class clowns traditionally were studied as a type concept and identified via sociometric procedures. In the present study a variable-centered approach was favored and class clown behaviors were studied in the context of character strengths, orientations to happiness and satisfaction with life. A sample of 672 Swiss children and adolescents filled in an 18 item self-report instrument depicting class clown behaviors. A hierarchical model of class clown behaviors was developed distinguishing a general factor and the four positively correlated dimensions of "identified as a class clown," "comic talent," "disruptive rule-breaker," and "subversive joker." Analysis of the general factor showed that class clowns were primarily male, and tended to be seen as class clowns by the teacher. Analyses of the 24 character strengths of the VIA-Youth (Park and Peterson, 2006) showed that class clowns were high in humor and leadership, and low in strengths like prudence, self-regulation, modesty, honesty, fairness, perseverance, and love of learning. An inspection of signature strengths revealed that 75% of class clowns had humor as a signature strength. Furthermore, class clown behaviors were generally shown by students indulging in a life of pleasure, but low life of engagement. The four dimensions yielded different character strengths profiles. While all dimensions of class clowns behaviors were low in temperance strengths, the factors "identified as the class clown" and "comic talent" were correlated with leadership strengths and the two negative factors ("disruptive rule-breaker," "subversive joker") were low in other directed strengths. The disruptive rule breaking class clown was additionally low in intellectual strengths. While humor predicted life satisfaction, class clowning tended to go along with diminished satisfaction with life. It is concluded that different types of class clowns need to be kept apart and need different attention by teachers.

The character strengths of class clowns

PubMed Central

Ruch, Willibald; Platt, Tracey; Hofmann, Jennifer

2014-01-01

Class clowns traditionally were studied as a type concept and identified via sociometric procedures. In the present study a variable-centered approach was favored and class clown behaviors were studied in the context of character strengths, orientations to happiness and satisfaction with life. A sample of 672 Swiss children and adolescents filled in an 18 item self-report instrument depicting class clown behaviors. A hierarchical model of class clown behaviors was developed distinguishing a general factor and the four positively correlated dimensions of “identified as a class clown,” “comic talent,” “disruptive rule-breaker,” and “subversive joker.” Analysis of the general factor showed that class clowns were primarily male, and tended to be seen as class clowns by the teacher. Analyses of the 24 character strengths of the VIA-Youth (Park and Peterson, 2006) showed that class clowns were high in humor and leadership, and low in strengths like prudence, self-regulation, modesty, honesty, fairness, perseverance, and love of learning. An inspection of signature strengths revealed that 75% of class clowns had humor as a signature strength. Furthermore, class clown behaviors were generally shown by students indulging in a life of pleasure, but low life of engagement. The four dimensions yielded different character strengths profiles. While all dimensions of class clowns behaviors were low in temperance strengths, the factors “identified as the class clown” and “comic talent” were correlated with leadership strengths and the two negative factors (“disruptive rule-breaker,” “subversive joker”) were low in other directed strengths. The disruptive rule breaking class clown was additionally low in intellectual strengths. While humor predicted life satisfaction, class clowning tended to go along with diminished satisfaction with life. It is concluded that different types of class clowns need to be kept apart and need different attention by

Mothers' Attributions for Behavior in Nonproblem Boys, Boys with Attention Deficit Hyperactivity Disorder, and Boys with Attention Deficit Hyperactivity Disorder and Oppositional Defiant Behavior

ERIC Educational Resources Information Center

Johnston, Charlotte; Chen, Mandy; Ohan, Jeneva

2006-01-01

This study compared attributions for child behavior among mothers of 38 nonproblem boys, 26 boys with attention deficit hyperactivity disorder (ADHD), and 25 boys with ADHD and oppositional defiant (OD) behavior. Boys ranged from 7 to 10 years of age. To capture different aspects of mothers' attributions, 2 assessment methods were employed: (a)…

Rethinking College Students' Self-Regulation and Sustained Attention: Does Text Messaging during Class Influence Cognitive Learning?

ERIC Educational Resources Information Center

Wei, Fang-Yi Flora; Wang, Y. Ken; Klausner, Michael

2012-01-01

This study investigated whether texting during class influences students' cognitive learning. A theoretical model was proposed to study the relationships among college students' self-regulation, texting during class, sustained attention to classroom learning, and cognitive learning (i.e., grade-oriented academic performance and experience-oriented…

The Relationship between Attention Levels and Class Participation of First-Year Students in Classroom Teaching Departments

ERIC Educational Resources Information Center

Sezer, Adem; Inel, Yusuf; Seçkin, Ahmet Çagdas; Uluçinar, Ufuk

2017-01-01

This study aimed to detect any relationship that may exist between classroom teacher candidates' class participation and their attention levels. The research method was a convergent parallel design, mixing quantitative and qualitative research techniques, and the study group was composed of 21 freshmen studying in the Classroom Teaching Department…

Predicting behavior problems in deaf and hearing children: The influences of language, attention, and parent–child communication

PubMed Central

Barker, David H.; Quittner, Alexandra L.; Fink, Nancy E.; Eisenberg, Laurie S.; Tobey, Emily A.; Niparko, John K.

2009-01-01

The development of language and communication may play an important role in the emergence of behavioral problems in young children, but they are rarely included in predictive models of behavioral development. In this study, cross-sectional relationships between language, attention, and behavior problems were examined using parent report, videotaped observations, and performance measures in a sample of 116 severely and profoundly deaf and 69 normally hearing children ages 1.5 to 5 years. Secondary analyses were performed on data collected as part of the Childhood Development After Cochlear Implantation Study, funded by the National Institutes of Health. Hearing-impaired children showed more language, attention, and behavioral difficulties, and spent less time communicating with their parents than normally hearing children. Structural equation modeling indicated there were significant relationships between language, attention, and child behavior problems. Language was associated with behavior problems both directly and indirectly through effects on attention. Amount of parent–child communication was not related to behavior problems. PMID:19338689

Predicting behavior problems in deaf and hearing children: the influences of language, attention, and parent-child communication.

PubMed

Barker, David H; Quittner, Alexandra L; Fink, Nancy E; Eisenberg, Laurie S; Tobey, Emily A; Niparko, John K

2009-01-01

The development of language and communication may play an important role in the emergence of behavioral problems in young children, but they are rarely included in predictive models of behavioral development. In this study, cross-sectional relationships between language, attention, and behavior problems were examined using parent report, videotaped observations, and performance measures in a sample of 116 severely and profoundly deaf and 69 normally hearing children ages 1.5 to 5 years. Secondary analyses were performed on data collected as part of the Childhood Development After Cochlear Implantation Study, funded by the National Institutes of Health. Hearing-impaired children showed more language, attention, and behavioral difficulties, and spent less time communicating with their parents than normally hearing children. Structural equation modeling indicated there were significant relationships between language, attention, and child behavior problems. Language was associated with behavior problems both directly and indirectly through effects on attention. Amount of parent-child communication was not related to behavior problems.

The Association Between Suicidal Behavior, Attentional Control, and Frontal Asymmetry

PubMed Central

Thompson, Catherine; Ong, Elsie Li Chen

2018-01-01

It can be difficult to identify those at risk of suicide because suicidal thoughts are often internalized and not shared with others. Yet to prevent suicide attempts it is crucial to identify suicidal thoughts and actions at an early stage. Past studies have suggested that deficits in attentional control are associated with suicide, with the argument that individuals are unable to inhibit negative thoughts and direct resources away from negative information. The current study aimed to investigate the association of suicidal behavior with neurological and behavioral markers, measuring attentional bias and inhibition in two Stroop tasks. Fifty-four participants responded to the color of color words in a standard Stroop task and the color of positive, negative, and neutral words in an emotional Stroop task. Electroencephalographic (EEG) activity was recorded from frontal areas during each task and at resting. Participants were separated into a low-risk and high-risk group according to their self-reported suicidal behavior. Participants in the high-risk group showed slower response times in the color Stroop and reduced accuracy to incongruent trials, but faster response times in the emotional Stroop task. Response times to the word “suicide” were significantly slower for the high-risk group. This indicates an attentional bias toward specific negative stimuli and difficulties inhibiting information for those with high levels of suicidal behavior. In the emotional Stroop task the high-risk group showed reduced activity in leftward frontal areas, suggesting limitations in the ability to regulate emotional processing via the left frontal regions. The findings support the argument that deficits in attentional control are related to suicidal behavior. The research also suggests that under certain conditions frontal asymmetry may be associated with suicidal behavior. PMID:29593586

Managerial Attention Patterns: A Micro-Behavioral Analysis.

ERIC Educational Resources Information Center

Sproull, Lee S.

This paper describes a study of managerial behavior in educational organizations that focused on managerial attention as an organizational coupling mechanism. Structured observation was used to collect minute-by-minute time allocation protocols for five first-line education program managers over 20 working days, and these protocols were analyzed…

A Large Scale Test of the Effect of Social Class on Prosocial Behavior.

PubMed

Korndörfer, Martin; Egloff, Boris; Schmukle, Stefan C

2015-01-01

Does being from a higher social class lead a person to engage in more or less prosocial behavior? Psychological research has recently provided support for a negative effect of social class on prosocial behavior. However, research outside the field of psychology has mainly found evidence for positive or u-shaped relations. In the present research, we therefore thoroughly examined the effect of social class on prosocial behavior. Moreover, we analyzed whether this effect was moderated by the kind of observed prosocial behavior, the observed country, and the measure of social class. Across eight studies with large and representative international samples, we predominantly found positive effects of social class on prosociality: Higher class individuals were more likely to make a charitable donation and contribute a higher percentage of their family income to charity (32,090 ≥ N ≥ 3,957; Studies 1-3), were more likely to volunteer (37,136 ≥N ≥ 3,964; Studies 4-6), were more helpful (N = 3,902; Study 7), and were more trusting and trustworthy in an economic game when interacting with a stranger (N = 1,421; Study 8) than lower social class individuals. Although the effects of social class varied somewhat across the kinds of prosocial behavior, countries, and measures of social class, under no condition did we find the negative effect that would have been expected on the basis of previous results reported in the psychological literature. Possible explanations for this divergence and implications are discussed.

Attention Biases to Threat Link Behavioral Inhibition to Social Withdrawal over Time in Very Young Children

PubMed Central

Reeb-Sutherland, Bethany C.; McDermott, Jennifer Martin; White, Lauren K.; Henderson, Heather A.; Degnan, Kathryn A.; Hane, Amie A.; Pine, Daniel S.; Fox, Nathan A.

2013-01-01

Behaviorally inhibited children display a temperamental profile characterized by social withdrawal and anxious behaviors. Previous research, focused largely on adolescents, suggests that attention biases to threat may sustain high levels of behavioral inhibition (BI) over time, helping link early temperament to social outcomes. However, no prior studies examine the association between attention bias and BI before adolescence. The current study examined the interrelations among BI, attention biases to threat, and social withdrawal already manifest in early childhood. Children (N=187, 83 Male, Mage=61.96 months) were characterized for BI in toddlerhood (24 & 36 months). At 5 years, they completed an attention bias task and concurrent social withdrawal was measured. As expected, BI in toddlerhood predicted high levels of social withdrawal in early childhood. However, this relation was moderated by attention bias. The BI-withdrawal association was only evident for children who displayed an attention bias toward threat. The data provide further support for models associating attention with socioemotional development and the later emergence of clinical anxiety. PMID:21318555

Attention biases to threat link behavioral inhibition to social withdrawal over time in very young children.

PubMed

Pérez-Edgar, Koraly; Reeb-Sutherland, Bethany C; McDermott, Jennifer Martin; White, Lauren K; Henderson, Heather A; Degnan, Kathryn A; Hane, Amie A; Pine, Daniel S; Fox, Nathan A

2011-08-01

Behaviorally inhibited children display a temperamental profile characterized by social withdrawal and anxious behaviors. Previous research, focused largely on adolescents, suggests that attention biases to threat may sustain high levels of behavioral inhibition (BI) over time, helping link early temperament to social outcomes. However, no prior studies examine the association between attention bias and BI before adolescence. The current study examined the interrelations among BI, attention biases to threat, and social withdrawal already manifest in early childhood. Children (N=187, 83 Male, M (age)=61.96 months) were characterized for BI in toddlerhood (24 & 36 months). At 5 years, they completed an attention bias task and concurrent social withdrawal was measured. As expected, BI in toddlerhood predicted high levels of social withdrawal in early childhood. However, this relation was moderated by attention bias. The BI-withdrawal association was only evident for children who displayed an attention bias toward threat. The data provide further support for models associating attention with socioemotional development and the later emergence of clinical anxiety.

Effect of Training Different Classes of Verbal Behavior to Decrease Aberrant Verbal Behavior

ERIC Educational Resources Information Center

Vandbakk, Monica; Arntzen, Erik; Gisnaas, Arnt; Antonsen, Vidar; Gundhus, Terje

2012-01-01

Inappropriate verbal behavior that is labeled "psychotic" is often described as insensitive to environmental contingencies. The purpose of the current study was to establish different classes of rational or appropriate verbal behavior in a woman with developmental disabilities and evaluate the effects on her psychotic or aberrant vocal verbal…

Working Memory and Parent-Rated Components of Attention in Middle Childhood: A Behavioral Genetic Study

PubMed Central

Deater-Deckard, Kirby; Cutting, Laurie; Thompson, Lee A.; Petrill, Stephen A.

2012-01-01

The purpose of the current study was to investigate potential genetic and environmental correlations between working memory and three behavioral aspects of the attention network (i.e., executive, alerting, and orienting) using a twin design. Data were from 90 monozygotic (39% male) and 112 same-sex dizygotic (41% male) twins. Individual differences in working memory performance (digit span) and parent-rated measures of executive, alerting, and orienting attention included modest to moderate genetic variance, modest shared environmental variance, and modest to moderate nonshared environmental variance. As hypothesized, working memory performance was correlated with executive and alerting attention, but not orienting attention. The correlation between working memory, executive attention, and alerting attention was completely accounted for by overlapping genetic covariance, suggesting a common genetic mechanism or mechanisms underlying the links between working memory and certain parent-rated indicators of attentive behavior. PMID:21948215

The influence of risperidone on attentional functions in children and adolescents with attention-deficit/hyperactivity disorder and co-morbid disruptive behavior disorder.

PubMed

Günther, Thomas; Herpertz-Dahlmann, Beate; Jolles, Jellemer; Konrad, Kerstin

2006-12-01

This study aims to examine the influence of risperidone on various attentional functions, including intensity and selectivity aspects of attention plus inhibitory control in children with attention deficit/hyperactivity disorder (ADHD) with co-morbid Disruptive Behavior Disorders (DBD) and normal IQ. Children with ADHD and DBD, aged 8-15 years, were treated with risperidone (mean daily dose: 1.5 mg; n = 23) and examined with three attentional paradigms before and after a 4-week treatment period. Age- and IQ-matched normal controls (n = 23) were also tested without medication on the same two occasions. No influence of the medication could be detected for any neuropsychological variable, neither as a positive enhancement nor as adverse side effects. However, clinical symptoms of ADHD and DBD assessed on the IOWA Conners Scale significantly improved after the 4-week treatment period. Divergent behavioral and cognitive effects of risperidone on ADHD symptoms were observed, with a significant reduction in behavioral symptoms, whereas no positive treatment effects were found on laboratory tasks of impulsivity. Thus, the cognitive effects of risperidone seem to differ from the cognitive effects of stimulant treatments in children with ADHD + DBD. However, no negative impact of risperidone was observed on attentional functions either, i.e., there was no slowing of cognitive speed.

How 'core' are motor timing difficulties in ADHD? A latent class comparison of pure and comorbid ADHD classes.

PubMed

van der Meer, Jolanda M J; Hartman, Catharina A; Thissen, Andrieke J A M; Oerlemans, Anoek M; Luman, Marjolein; Buitelaar, Jan K; Rommelse, Nanda N J

2016-04-01

Children with attention-deficit/hyperactivity disorder (ADHD) have motor timing difficulties. This study examined whether affected motor timing accuracy and variability are specific for ADHD, or that comorbidity with autism spectrum disorders (ASD) contributes to these motor timing difficulties. An 80-trial motor timing task measuring accuracy (μ), variability (σ) and infrequent long response times (τ) in estimating a 1-s interval was administered to 283 children and adolescents (8-17 years) from both a clinic and population based sample. They were divided into four latent classes based on the SCQ and L data. These classes were: without behavioral problems 'Normal-class' (n = 154), with only ADHD symptoms 'ADHD-class' (n = 49), and two classes with both ASD and ADHD symptoms; ADHD(+ASD)-class (n = 39) and ASD(+ADHD)-class (n = 41). The pure ADHD-class did not deviate from the Normal class on any of the motor timing measures (mean RTs 916 and 925 ms, respectively). The comorbid ADHD(+ASD) and ASD(+ADHD) classes were significantly less accurate (more time underestimations) compared to the Normal class (mean RTs 847 and 870 ms, respectively). Variability in motor timing was reduced in the younger children in the ADHD(+ASD) class, which may reflect a tendency to rush the tedious task. Only patients with more severe behavioral symptoms show motor timing deficiencies. This cannot merely be explained by high ADHD severity with ASD playing no role, as ADHD symptom severity in the pure ADHD-class and the ASD(+ADHD) class was highly similar, with the former class showing no motor timing deficits.

Social network cohesion in school classes promotes prosocial behavior

PubMed Central

Crone, Eveline A.; Meuwese, Rosa; Güroğlu, Berna

2018-01-01

Adolescence is a key period of social development at the end of which individuals are expected to take on adult social roles. The school class, as the most salient peer group, becomes the prime environment that impacts social development during adolescence. Using social network analyses, we investigated how individual and group level features are related to prosocial behavior and social capital (generalized trust). We mapped the social networks within 22 classrooms of adolescents aged between 12 and 18 years (N = 611), and collected data on social behaviors towards peers. Our results indicate that individuals with high centrality show both higher levels of prosocial behavior and relational aggression. Importantly, greater social cohesion in the classroom was associated with (1) reduced levels of antisocial behavior towards peers and (2) increased generalized trust. These results provide novel insights in the relationship between social structure and social behavior, and stress the importance of the school environment in the development of not only intellectual but also social capital. PMID:29617405

Social network cohesion in school classes promotes prosocial behavior.

PubMed

van den Bos, Wouter; Crone, Eveline A; Meuwese, Rosa; Güroğlu, Berna

2018-01-01

Adolescence is a key period of social development at the end of which individuals are expected to take on adult social roles. The school class, as the most salient peer group, becomes the prime environment that impacts social development during adolescence. Using social network analyses, we investigated how individual and group level features are related to prosocial behavior and social capital (generalized trust). We mapped the social networks within 22 classrooms of adolescents aged between 12 and 18 years (N = 611), and collected data on social behaviors towards peers. Our results indicate that individuals with high centrality show both higher levels of prosocial behavior and relational aggression. Importantly, greater social cohesion in the classroom was associated with (1) reduced levels of antisocial behavior towards peers and (2) increased generalized trust. These results provide novel insights in the relationship between social structure and social behavior, and stress the importance of the school environment in the development of not only intellectual but also social capital.

Latent class analysis of lifestyle characteristics and health risk behaviors among college youth.

PubMed

Laska, Melissa Nelson; Pasch, Keryn E; Lust, Katherine; Story, Mary; Ehlinger, Ed

2009-12-01

Few studies have examined the context of a wide range of risk behaviors among emerging adults (ages 18-25 years), approximately half of whom in the USA enroll in post-secondary educational institutions. The objective of this research was to examine behavioral patterning in weight behaviors (diet and physical activity), substance use, sexual behavior, stress, and sleep among undergraduate students. Health survey data were collected among undergraduates attending a large, public US university (n = 2,026). Latent class analysis was used to identify homogeneous, mutually exclusive "classes" (patterns) of ten leading risk behaviors. Resulting classes differed for males and females. Female classes were defined as: (1) poor lifestyle (diet, physical activity, sleep), yet low-risk behaviors (e.g., smoking, binge drinking, sexual risk, drunk driving; 40.0% of females), (2) high risk (high substance use, intoxicated sex, drunk driving, poor diet, inadequate sleep) (24.3%), (3) moderate lifestyle, few risk behaviors (20.4%), (4) "health conscious" (favorable diet/physical activity with some unhealthy weight control; 15.4%). Male classes were: (1) poor lifestyle, low risk (with notably high stress, insufficient sleep, 9.2% of males), (2) high risk (33.6% of males, similar to class 2 in females), (3) moderate lifestyle, low risk (51.0%), and (4) "classic jocks" (high physical activity, binge drinking, 6.2%). To our knowledge, this is among the first research to examine complex lifestyle patterning among college youth, particularly with emphasis on the role of weight-related behaviors. These findings have important implications for targeting much needed health promotion strategies among emerging adults and college youth.

A Large Scale Test of the Effect of Social Class on Prosocial Behavior

PubMed Central

Korndörfer, Martin; Egloff, Boris; Schmukle, Stefan C.

2015-01-01

Does being from a higher social class lead a person to engage in more or less prosocial behavior? Psychological research has recently provided support for a negative effect of social class on prosocial behavior. However, research outside the field of psychology has mainly found evidence for positive or u-shaped relations. In the present research, we therefore thoroughly examined the effect of social class on prosocial behavior. Moreover, we analyzed whether this effect was moderated by the kind of observed prosocial behavior, the observed country, and the measure of social class. Across eight studies with large and representative international samples, we predominantly found positive effects of social class on prosociality: Higher class individuals were more likely to make a charitable donation and contribute a higher percentage of their family income to charity (32,090 ≥ N ≥ 3,957; Studies 1–3), were more likely to volunteer (37,136 ≥N ≥ 3,964; Studies 4–6), were more helpful (N = 3,902; Study 7), and were more trusting and trustworthy in an economic game when interacting with a stranger (N = 1,421; Study 8) than lower social class individuals. Although the effects of social class varied somewhat across the kinds of prosocial behavior, countries, and measures of social class, under no condition did we find the negative effect that would have been expected on the basis of previous results reported in the psychological literature. Possible explanations for this divergence and implications are discussed. PMID:26193099

Distinct electrocortical and behavioral evidence for increased attention to threat in generalized anxiety disorder.

PubMed

MacNamara, Annmarie; Hajcak, Greg

2010-03-01

Neural activity is increasingly used in addition to behavioral measures to study anxiety and attentional biases toward threatening stimuli. Event-related potentials (ERPs) might be particularly useful because of their excellent temporal resolution. In particular, the late positive potential (LPP) reflects increased attention to emotional stimuli-and was recently found to be larger with increasing state anxiety. This study sought to examine the LPP among individuals with generalized anxiety disorder (GAD). Fifteen individuals with GAD and 15 healthy controls (HCs) viewed briefly presented pairs of aversive and neutral pictures that were presented to the left and right of, as well as above and below, fixation on each trial; ERP and behavioral measures were recorded as participants indicated whether the horizontal or vertical image pairs were the same or different. Aversive pictures presented in unattended locations were associated with more errors overall, and this effect was larger in GAD than HC participants. Moreover, aversive targets elicited larger LPPs across all participants; this difference was larger in GAD than HC participants when distracters were neutral. Threatening stimuli presented in both target and distracting spatial locations have a greater impact on GAD than HC participants. Behavioral and ERP measures provide complimentary indices of attention toward threat in GAD. In terms of attentional control theory, behavioral interference indexes impaired processing effectiveness, whereas the LPP might index reduced processing efficiency in GAD. Both measures may provide unique windows onto how increased stimulus-driven attention to threat impacts and characterizes GAD. (c) 2010 Wiley-Liss, Inc.

Variation in Latent Classes of Adult Attention-Deficit Hyperactivity Disorder by Sex and Environmental Adversity.

PubMed

Ebejer, Jane L; Medland, Sarah E; van der Werf, Julius; Lynskey, Michael; Martin, Nicholas G; Duffy, David L

2016-11-01

The findings of genetic, imaging and neuropsychological studies of attention-deficit hyperactivity disorder (ADHD) are mixed. To understand why this might be the case we use both dimensional and categorical symptom measurement to provide alternate and detailed perspectives of symptom expression. Interviewers collected ADHD, conduct problems (CP) and sociodemographic data from 3793 twins and their siblings aged 22 to 49 (M = 32.6). We estimate linear weighting of symptoms across ADHD and CP items. Latent class analyses and regression describe associations between measured variables, environmental risk factors and subsequent disadvantage. Additionally, the clinical relevance of each class was estimated. Five classes were found for women and men; few symptoms, hyperactive-impulsive, CP, inattentive, combined symptoms with CP. Women within the inattentive class reported more symptoms and reduced emotional health when compared to men and to women within other latent classes. Women and men with combined ADHD symptoms reported comorbid conduct problems but those with either inattention or hyperactivity-impulsivity only did not. The dual perspective of dimensional and categorical measurement of ADHD provides important detail about symptom variation across sex and with environmental covariates. © The Author(s) 2013.

Pharmacologic behavior management of pediatric dental patients diagnosed with attention deficit disorder/attention deficit hyperactivity disorder.

PubMed

Kerins, Carolyn A; McWhorter, Alton G; Seale, N Sue

2007-01-01

The purpose of this study was to conduct a survey of Texas pediatric dentists to determine: (1) the percentage of patients they treat with attention deficit disorder (ADD)/attention deficit hyperactivity disorder (ADHD); (2) the behavior management techniques that are utilized to treat their patients who suffer from ADD/ADHD; and (3) the relative success rates of these techniques in their practices. A 17-question, single-answer, multiple choice survey was mailed to 343 Texas pediatric dentists. The mailing list was obtained from American Academy of Pediatric Dentistry and Texas Academy of Pediatric Dentistry member rosters. One mailing was sent, including a self-addressed stomped envelope, for returned responses. A 54% response rate (186 surveys) revealed that nitrous oxide was the most frequently used pharmacologic behavior management technique; however, demerol/promethazine/nitrous oxide was rated as effective most often for treating ADD/ADHD patients. Practitioners believe the incidence of attention deficit disorder/attention deficit hyperactivity disorder is increasing, and they are familiar with the medications used to treat the conditions. Texas pediatric dentists are using a variety of sedation techniques and are interested in developing guidelines for sedation of these patients.

Attentional bias modification for addictive behaviors: clinical implications.

PubMed

Cox, W Miles; Fadardi, Javad S; Intriligator, James M; Klinger, Eric

2014-06-01

When a person has a goal of drinking alcohol or using another addictive substance, the person appears to be automatically distracted by stimuli related to the goal. Because the attentional bias might propel the person to use the substance, an intervention might help modify it. In this article, we discuss techniques that have been developed to help people overcome their attentional bias for alcohol, smoking-related stimuli, drugs, or unhealthy food. We also discuss how these techniques are being adapted for use on mobile devices. The latter would allow people with an addictive behavior to use the attentional training in privacy and as frequently as needed. The attentional training techniques discussed here appear to have several advantages. They are inexpensive, can be fun to use, and have flexibility in when, where, and how often they are used. The evidence so far also suggests that they are effective.

Hyperactivity in Attention-Deficit/Hyperactivity Disorder (ADHD): Impairing Deficit or Compensatory Behavior?

PubMed

Sarver, Dustin E; Rapport, Mark D; Kofler, Michael J; Raiker, Joseph S; Friedman, Lauren M

2015-10-01

Excess gross motor activity (hyperactivity) is considered a core diagnostic feature of childhood ADHD that impedes learning. This view has been challenged, however, by recent models that conceptualize excess motor activity as a compensatory mechanism that facilitates neurocognitive functioning in children with ADHD. The current study investigated competing model predictions regarding activity level's relation with working memory (WM) performance and attention in boys aged 8-12 years (M = 9.64, SD = 1.26) with ADHD (n = 29) and typically developing children (TD; n = 23). Children's phonological WM and attentive behavior were objectively assessed during four counterbalanced WM tasks administered across four separate sessions. These data were then sequenced hierarchically based on behavioral observations of each child's gross motor activity during each task. Analysis of the relations among intra-individual changes in observed activity level, attention, and performance revealed that higher rates of activity level predicted significantly better, but not normalized WM performance for children with ADHD. Conversely, higher rates of activity level predicted somewhat lower WM performance for TD children. Variations in movement did not predict changes in attention for either group. At the individual level, children with ADHD and TD children were more likely to be classified as reliably Improved and Deteriorated, respectively, when comparing their WM performance at their highest versus lowest observed activity level. These findings appear most consistent with models ascribing a functional role to hyperactivity in ADHD, with implications for selecting behavioral treatment targets to avoid overcorrecting gross motor activity during academic tasks that rely on phonological WM.

Abolishing and establishing operation analyses of social attention as positive reinforcement for problem behavior.

PubMed

McGinnis, Molly A; Houchins-Juárez, Nealetta; McDaniel, Jill L; Kennedy, Craig H

2010-03-01

Three participants whose problem behavior was maintained by contingent attention were exposed to 45-min presessions in which attention was withheld, provided on a fixed-time (FT) 15-s schedule, or provided on an FT 120-s schedule. Following each presession, participants were then tested in a 15-min session similar to the social attention condition of an analogue functional analysis. The results showed establishing operation conditions increased problem behavior during tests and that abolishing operation conditions decreased problem behavior during tests.

An observation tool for instructor and student behaviors to measure in-class learner engagement: a validation study

PubMed Central

Alimoglu, Mustafa K.; Sarac, Didar B.; Alparslan, Derya; Karakas, Ayse A.; Altintas, Levent

2014-01-01

Background Efforts are made to enhance in-class learner engagement because it stimulates and enhances learning. However, it is not easy to quantify learner engagement. This study aimed to develop and validate an observation tool for instructor and student behaviors to determine and compare in-class learner engagement levels in four different class types delivered by the same instructor. Methods Observer pairs observed instructor and student behaviors during lectures in large class (LLC, n=2) with third-year medical students, lectures in small class (LSC, n=6) and case-based teaching sessions (CBT, n=4) with fifth-year students, and problem-based learning (PBL) sessions (~7 hours) with second-year students. The observation tool was a revised form of STROBE, an instrument for recording behaviors of an instructor and four randomly selected students as snapshots for 5-min cycles. Instructor and student behaviors were scored 1–5 on this tool named ‘in-class engagement measure (IEM)’. The IEM scores were parallel to the degree of behavior's contribution to active student engagement, so higher scores were associated with more in-class learner engagement. Additionally, the number of questions asked by the instructor and students were recorded. A total of 203 5-min observations were performed (LLC 20, LSC 85, CBT 50, and PBL 48). Results Interobserver agreement on instructor and student behaviors was 93.7% (κ=0.87) and 80.6% (κ=0.71), respectively. Higher median IEM scores were found in student-centered and problem-oriented methods such as CBT and PBL. A moderate correlation was found between instructor and student behaviors (r=0.689). Conclusions This study provides some evidence for validity of the IEM scores as a measure of student engagement in different class types. PMID:25308966

Attentional and Contextual Priors in Sound Perception.

PubMed

Wolmetz, Michael; Elhilali, Mounya

2016-01-01

Behavioral and neural studies of selective attention have consistently demonstrated that explicit attentional cues to particular perceptual features profoundly alter perception and performance. The statistics of the sensory environment can also provide cues about what perceptual features to expect, but the extent to which these more implicit contextual cues impact perception and performance, as well as their relationship to explicit attentional cues, is not well understood. In this study, the explicit cues, or attentional prior probabilities, and the implicit cues, or contextual prior probabilities, associated with different acoustic frequencies in a detection task were simultaneously manipulated. Both attentional and contextual priors had similarly large but independent impacts on sound detectability, with evidence that listeners tracked and used contextual priors for a variety of sound classes (pure tones, harmonic complexes, and vowels). Further analyses showed that listeners updated their contextual priors rapidly and optimally, given the changing acoustic frequency statistics inherent in the paradigm. A Bayesian Observer model accounted for both attentional and contextual adaptations found with listeners. These results bolster the interpretation of perception as Bayesian inference, and suggest that some effects attributed to selective attention may be a special case of contextual prior integration along a feature axis.

Combined Patterns of Risk for Problem and Obesogenic Behaviors in Adolescents: A Latent Class Analysis Approach

ERIC Educational Resources Information Center

Fleary, Sasha A.

2017-01-01

Background: Several studies have used latent class analyses to explore obesogenic behaviors and substance use in adolescents independently. We explored a variety of health risks jointly to identify distinct patterns of risk behaviors among adolescents. Methods: Latent class models were estimated using Youth Risk Behavior Surveillance System…

Infant Sleep Predicts Attention Regulation and Behavior Problems at 3-4 Years of Age.

PubMed

Sadeh, Avi; De Marcas, Gali; Guri, Yael; Berger, Andrea; Tikotzky, Liat; Bar-Haim, Yair

2015-01-01

This longitudinal study assessed the role of early sleep patterns in predicting attention regulation and behavior problems. Sleep of 43 infants was assessed using actigraphy at 12 months of age and then reassessed when the children were 3-4 years old. During this follow-up, their attention regulation and behavior problems were also assessed using a computerized test and parental reports. Lower quality of sleep in infancy significantly predicted compromised attention regulation and behavior problems. These findings underscore the need to identify and treat early sleep problems.

ABOLISHING AND ESTABLISHING OPERATION ANALYSES OF SOCIAL ATTENTION AS POSITIVE REINFORCEMENT FOR PROBLEM BEHAVIOR

PubMed Central

McGinnis, Molly A; Houchins-Juárez, Nealetta; McDaniel, Jill L; Kennedy, Craig H

2010-01-01

Three participants whose problem behavior was maintained by contingent attention were exposed to 45-min presessions in which attention was withheld, provided on a fixed-time (FT) 15-s schedule, or provided on an FT 120-s schedule. Following each presession, participants were then tested in a 15-min session similar to the social attention condition of an analogue functional analysis. The results showed establishing operation conditions increased problem behavior during tests and that abolishing operation conditions decreased problem behavior during tests. PMID:20808502

Owners' direct gazes increase dogs' attention-getting behaviors.

PubMed

Ohkita, Midori; Nagasawa, Miho; Kazutaka, Mogi; Kikusui, Takefumi

2016-04-01

This study examined whether dogs gain information about human's attention via their gazes and whether they change their attention-getting behaviors (i.e., whining and whimpering, looking at their owners' faces, pawing, and approaching their owners) in response to their owners' direct gazes. The results showed that when the owners gazed at their dogs, the durations of whining and whimpering and looking at the owners' faces were longer than when the owners averted their gazes. In contrast, there were no differences in duration of pawing and likelihood of approaching the owners between the direct and averted gaze conditions. Therefore, owners' direct gazes increased the behaviors that acted as distant signals and did not necessarily involve touching the owners. We suggest that dogs are sensitive to human gazes, and this sensitivity may act as attachment signals to humans, and may contribute to close relationships between humans and dogs. Copyright © 2016 Elsevier B.V. All rights reserved.

Mental training enhances attentional stability: Neural and behavioral evidence

PubMed Central

Lutz, Antoine; Slagter, Heleen A.; Rawlings, Nancy B.; Francis, Andrew D.; Greischar, Lawrence L.; Davidson, Richard J.

2009-01-01

The capacity to stabilize the content of attention over time varies among individuals and its impairment is a hallmark of several mental illnesses. Impairments in sustained attention in patients with attention disorders have been associated with increased trial-to-trial variability in reaction time and event-related potential (ERP) deficits during attention tasks. At present, it is unclear whether the ability to sustain attention and its underlying brain circuitry are transformable through training. Here, we show, with dichotic listening task performance and electroencephalography (EEG), that training attention, as cultivated by meditation, can improve the ability to sustain attention. Three months of intensive meditation training reduced variability in attentional processing of target tones, as indicated by both enhanced theta-band phase consistency of oscillatory neural responses over anterior brain areas and reduced reaction time variability. Furthermore, those individuals who showed the greatest increase in neural response consistency showed the largest decrease in behavioral response variability. Notably, we also observed reduced variability in neural processing, in particular in low-frequency bands, regardless of whether the deviant tone was attended or unattended. Focused attention meditation may thus affect both distracter and target processing, perhaps by enhancing entrainment of neuronal oscillations to sensory input rhythms; a mechanism important for controlling the content of attention. These novel findings highlight the mechanisms underlying focused attention meditation, and support the notion that mental training can significantly affect attention and brain function. PMID:19846729

[Suicidal Behavior and Attention Decifit Hyperactivity Disorder in Adolescents of Medellin (Colombia), 2011-2012].

PubMed

Restrepo-Bernal, Diana; Bonfante-Olivares, Laura; Torres de Galvis, Yolanda; Berbesi-Fernández, Dedsy; Sierra-Hincapié, Gloria

2014-01-01

Suicide is a public health problem. In Colombia, teenagers are considered a group at high risk for suicidal behavior. To explore the possible association between suicidal behavior and attention deficit hyperactivity disorder in adolescents of Medellin. Observational, cross-sectional, analytical study. The Composite International Diagnostic Interview was applied to a total of 447 adolescents and the sociodemographic, clinical, familiar, and life event variables of interest were analyzed. The descriptive analysis of qualitative variables are presented as absolute values and frequencies, and the age was described with median [interquartile range]. A logistic regression model was constructed with explanatory variables that showed statistical association. Data were analyzed with SPSS® software version 21.0. Of the total, 59.1% were female, and the median age was 16 [14-18] years. Suicidal behavior was presented in 31% of females and 23% of males. Attention deficit was present in 6.3% of adolescents. The logistic regression analysis showed that the variables that best explained the suicidal behavior of adolescents were: female sex, post-traumatic stress disorder, panic disorder, and cocaine use. The diagnosis and early intervention of attention deficit hyperactivity disorder in children may be a useful strategy in the prevention of suicidal behavior in adolescents. Copyright © 2014 Asociación Colombiana de Psiquiatría. Publicado por Elsevier España. All rights reserved.

The Developmental Trajectories of Attention Focusing, Attentional and Behavioral Persistence, and Externalizing Problems during School-Age Years

ERIC Educational Resources Information Center

Zhou, Qing; Hofer, Claire; Eisenberg, Nancy; Reiser, Mark; Spinrad, Tracy L.; Fabes, Richard A.

2007-01-01

The developmental trajectories of attention focusing (by parents' and teachers' reports) and attentional and behavioral persistence (observed during a laboratory task)--2 indexes of effortful control--and externalizing problems from ages 5 to 10 years were examined for 356 children combined from a pair of 3-wave (2 years apart) longitudinal…

Intelligence, Attention, and Behavioral Outcomes in Internationally Adopted Girls with a History of Institutionalization.

PubMed

Petranovich, Christine L; Walz, Nicolay Chertkoff; Staat, Mary Allen; Chiu, Chung-Yiu Peter; Wade, Shari L

2015-01-01

The aim of this study was to investigate the association of neurocognitive functioning with internalizing and externalizing problems and school and social competence in children adopted internationally. Participants included girls between the ages of 6-12 years who were internationally adopted from China (n = 32) or Eastern Europe (n = 25) and a control group of never-adopted girls (n = 25). Children completed the Vocabulary and Matrix Reasoning subtests from the Wechsler Abbreviated Scale of Intelligence and the Score! and Sky Search subtests from the Test of Everyday Attention for Children. Parents completed the Child Behavior Checklist and the Home and Community Social Behavior Scales. Compared to the controls, the Eastern European group evidenced significantly more problems with externalizing behaviors and school and social competence and poorer performance on measures of verbal intelligence, perceptual reasoning, and auditory attention. More internalizing problems were reported in the Chinese group compared to the controls. Using generalized linear regression, interaction terms were examined to determine whether the associations of neurocognitive functioning with behavior varied across groups. Eastern European group status was associated with more externalizing problems and poorer school and social competence, irrespective of neurocognitive test performance. In the Chinese group, poorer auditory attention was associated with more problems with social competence. Neurocognitive functioning may be related to behavior in children adopted internationally. Knowledge about neurocognitive functioning may further our understanding of the impact of early institutionalization on post-adoption behavior.

Attention deficit hyperactivity symptoms and risky sexual behavior in young adult women.

PubMed

Hosain, G M Monawar; Berenson, Abbey B; Tennen, Howard; Bauer, Lance O; Wu, Z Helen

2012-04-01

This study was undertaken to assess the association between adult attention deficit/hyperactivity disorder (ADHD) symptoms and high-risk sexual behavior. This cross-sectional study interviewed 462 low-income women aged 18-30 years. We used the 18-item Adult ADHD Self-Report Scale (ASRS-v1.1) Symptom Checklist to assess ADHD symptoms. Risky sexual behaviors included sex before 15 years of age, risky sex partners in lifetime, number of sex partners in the last 12 months, condom use in the last 12 months, alcohol use before sex in the last 12 months, traded sex in lifetime, and diagnosed with sexually transmitted infection (STI) in lifetime. Mean ADHD symptom score was 19.8 (SD±12.9), and summary index of all risky sexual behavior was 1.77 (SD±1.37). Using unadjusted odds ratios (OR), women who endorsed more ADHD symptoms reported engaging in more risky sexual behaviors of all types. However, when multivariable logistic regression was applied adjusting for various sociodemographic covariates, the adjusted ORs remained significant for having risky sex partners and having ≥3 sex partners in the prior 12 months. We observed some differences in risky sexual behavior between two domains of ADHD. The ADHD symptom score appears to be associated with some risky sexual behaviors and deserves further attention. A brief ADHD screening can identify this high-risk group for timely evaluation and safe sex counseling.

Auditory-Motor Control of Vocal Production during Divided Attention: Behavioral and ERP Correlates.

PubMed

Liu, Ying; Fan, Hao; Li, Jingting; Jones, Jeffery A; Liu, Peng; Zhang, Baofeng; Liu, Hanjun

2018-01-01

When people hear unexpected perturbations in auditory feedback, they produce rapid compensatory adjustments of their vocal behavior. Recent evidence has shown enhanced vocal compensations and cortical event-related potentials (ERPs) in response to attended pitch feedback perturbations, suggesting that this reflex-like behavior is influenced by selective attention. Less is known, however, about auditory-motor integration for voice control during divided attention. The present cross-modal study investigated the behavioral and ERP correlates of auditory feedback control of vocal pitch production during divided attention. During the production of sustained vowels, 32 young adults were instructed to simultaneously attend to both pitch feedback perturbations they heard and flashing red lights they saw. The presentation rate of the visual stimuli was varied to produce a low, intermediate, and high attentional load. The behavioral results showed that the low-load condition elicited significantly smaller vocal compensations for pitch perturbations than the intermediate-load and high-load conditions. As well, the cortical processing of vocal pitch feedback was also modulated as a function of divided attention. When compared to the low-load and intermediate-load conditions, the high-load condition elicited significantly larger N1 responses and smaller P2 responses to pitch perturbations. These findings provide the first neurobehavioral evidence that divided attention can modulate auditory feedback control of vocal pitch production.

Sexual Behavior Latent Classes Among Men Who Have Sex With Men: Associations With Sexually Transmitted Infections.

PubMed

Rice, Cara E; Norris Turner, Abigail; Lanza, Stephanie T

2017-01-01

Men who have sex with men (MSM) are at disproportionate risk of acquisition of sexually transmitted infections (STIs). We used latent class analysis (LCA) to examine patterns of sexual behavior among MSM and how those patterns are related to STIs. We examined patterns of sexual behavior using behavioral and clinical data from a cross-sectional study of 235 MSM who presented to an urban sexual health clinic for STI testing. Analyzed data were collected using a combination of interviewer- and self-administered surveys and electronic health records. We used LCA to identify underlying subgroups of men based on their sexual behavior, described the demographics of the latent classes, and examined the association between the latent classes and STI status. We identified three latent classes of sexual behavior: Unprotected Anal Intercourse (UAI) Only (67%), Partner Seekers (14%), and Multiple Behaviors (19%). Men in the Multiple Behaviors class had a 67% probability of being STI positive, followed by men in the UAI Only class (27%) and men in the Partner Seekers class (22%). Examining the intersection of a variety of sexual practices indicates particular subgroups of MSM have the highest probability of being STI positive.

The Effects of the CW-FIT Group Contingency on Class-Wide and Individual Behavior in an Urban First Grade Classroom

ERIC Educational Resources Information Center

Naylor, Anna Schmidt; Kamps, Debra; Wills, Howard

2018-01-01

The current study examined the effects of the Class-wide Function-related Intervention Teams (CW-FIT), a class-wide group contingency, on the on-task behavior of all students in a first grade class and the on-task and disruptive behavior of three target students within that class who were nominated by their teacher through a behavioral screening.…

Patterns of adolescent sexual behavior predicting young adult sexually transmitted infections: a latent class analysis approach.

PubMed

Vasilenko, Sara A; Kugler, Kari C; Butera, Nicole M; Lanza, Stephanie T

2015-04-01

Adolescent sexual behavior is multidimensional, yet most studies of the topic use variable-oriented methods that reduce behaviors to a single dimension. In this study, we used a person-oriented approach to model adolescent sexual behavior comprehensively, using data from the National Longitudinal Study of Adolescent Health. We identified five latent classes of adolescent sexual behavior: Abstinent (39%), Oral Sex (10%), Low-Risk (25%), Multi-Partner Normative (12%), and Multi-Partner Early (13%). Membership in riskier classes of sexual behavior was predicted by substance use and depressive symptoms. Class membership was also associated with young adult STI outcomes although these associations differed by gender. Male adolescents' STI rates increased with membership in classes with more risky behaviors whereas females' rates were consistent among all sexually active classes. These findings demonstrate the advantages of examining adolescent sexuality in a way that emphasizes its complexity.

Latent Class Analysis of Lifestyle Characteristics and Health Risk Behaviors among College Youth

PubMed Central

Pasch, Keryn E.; Lust, Katherine; Story, Mary; Ehlinger, Ed

2010-01-01

Few studies have examined the context of a wide range of risk behaviors among emerging adults (ages 18–25 years), approximately half of whom in the USA enroll in post-secondary educational institutions. The objective of this research was to examine behavioral patterning in weight behaviors (diet and physical activity), substance use, sexual behavior, stress, and sleep among undergraduate students. Health survey data were collected among undergraduates attending a large, public US university (n=2,026). Latent class analysis was used to identify homogeneous, mutually exclusive “classes” (patterns) of ten leading risk behaviors. Resulting classes differed for males and females. Female classes were defined as: (1) poor lifestyle (diet, physical activity, sleep), yet low-risk behaviors (e.g., smoking, binge drinking, sexual risk, drunk driving; 40.0% of females), (2) high risk (high substance use, intoxicated sex, drunk driving, poor diet, inadequate sleep) (24.3%), (3) moderate lifestyle, few risk behaviors (20.4%), (4) “health conscious” (favorable diet/physical activity with some unhealthy weight control; 15.4%). Male classes were: (1) poor lifestyle, low risk (with notably high stress, insufficient sleep, 9.2% of males), (2) high risk (33.6% of males, similar to class 2 in females), (3) moderate lifestyle, low risk (51.0%), and (4) “classic jocks” (high physical activity, binge drinking, 6.2%). To our knowledge, this is among the first research to examine complex lifestyle patterning among college youth, particularly with emphasis on the role of weight-related behaviors. These findings have important implications for targeting much needed health promotion strategies among emerging adults and college youth. PMID:19499339

Voluntary physical exercise alters attentional orienting and social behavior in a rat model of attention-deficit/hyperactivity disorder.

PubMed

Hopkins, Michael E; Sharma, Mita; Evans, Gretchen C; Bucci, David J

2009-06-01

The effects of voluntary physical exercise on attentional function and social behavior were examined in male and female spontaneously hypertensive rats (SHR), a commonly used animal model of attention-deficit/hyperactivity disorder (ADHD). Rats in the exercise groups had free access to a running wheel for 2 weeks and then all rats received nonreinforced presentations of a visual stimulus (light) during the 1st training session, followed by daily sessions in which the light was paired with food. Nonexercising male and female SHR rats exhibited more unconditioned orienting behavior than Wistar-Kyoto rats. SHRs also exhibited impaired conditioning when the light was paired with food. Exercise reduced orienting in female SHRs but not in male SHRs. In the social interaction task, nonexercising male and female SHRs interacted more with an unfamiliar rat than Wistar-Kyoto rats. Exercise reduced the number of social interactions in female SHRs but not male SHRs. There were no differences in general locomotor activity observed between the nonexercising and exercising SHRs. These data indicate that exercise may preferentially benefit female SHRs, and has implications for using exercise as an intervention for ADHD and for understanding sex differences in the effects of exercise on behavior. Copyright (c) 2009 APA, all rights reserved.

Behavioral and neural stability of attention bias to threat in healthy adolescents

PubMed Central

Britton, Jennifer C.; Sequeira, Stefanie; Ronkin, Emily G.; Chen, Gang; Bar-Haim, Yair; Shechner, Tomer; Ernst, Monique; Fox, Nathan A.; Leibenluft, Ellen; Pine, Daniel S.

2016-01-01

Considerable translational research on anxiety examines attention bias to threat and the efficacy of attention training in reducing symptoms. Imaging research on the stability of brain functions engaged by attention bias tasks could inform such research. Perturbed fronto-amygdala function consistently arises in attention bias research on adolescent anxiety. The current report examines the stability of the activation and functional connectivity of these regions on the dot-probe task. Functional magnetic resonance imaging (fMRI) activation and connectivity data were acquired with the dot-probe task in 39 healthy youth (f =18, Mean Age = 13.71 years, SD = 2.31) at two time points, separated by approximately nine weeks. Intraclass-correlations demonstrate good reliability in both neural activation for the ventrolateral PFC and task-specific connectivity for fronto-amygdala circuitry. Behavioral measures showed generally poor test-retest reliability. These findings suggest potential avenues for future brain imaging work by highlighting brain circuitry manifesting stable functioning on the dot-probe attention bias task. PMID:27129757

Neuropsychological function and suicidal behavior: attention control, memory and executive dysfunction in suicide attempt.

PubMed

Keilp, J G; Gorlyn, M; Russell, M; Oquendo, M A; Burke, A K; Harkavy-Friedman, J; Mann, J J

2013-03-01

Executive dysfunction, distinct from other cognitive deficits in depression, has been associated with suicidal behavior. However, this dysfunction is not found consistently across samples. Medication-free subjects with DSM-IV major depressive episode (major depressive disorder and bipolar type I disorder) and a past history of suicidal behavior (n = 72) were compared to medication-free depressed subjects with no history of suicidal behavior (n = 80) and healthy volunteers (n = 56) on a battery of tests assessing neuropsychological functions typically affected by depression (motor and psychomotor speed, attention, memory) and executive functions reportedly impaired in suicide attempters (abstract/contingent learning, working memory, language fluency, impulse control). All of the depressed subjects performed worse than healthy volunteers on motor, psychomotor and language fluency tasks. Past suicide attempters, in turn, performed worse than depressed non-attempters on attention and memory/working memory tasks [a computerized Stroop task, the Buschke Selective Reminding Task (SRT), the Benton Visual Retention Test (VRT) and an N-back task] but not on other executive function measures, including a task associated with ventral prefrontal function (Object Alternation). Deficits were not accounted for by current suicidal ideation or the lethality of past attempts. A small subsample of those using a violent method in their most lethal attempt showed a pattern of poor executive performance. Deficits in specific components of attention control, memory and working memory were associated with suicidal behavior in a sample where non-violent attempt predominated. Broader executive dysfunction in depression may be associated with specific forms of suicidal behavior, rather than suicidal behavior per se.

Individual differences in infant fixation duration relate to attention and behavioral control in childhood.

PubMed

Papageorgiou, Kostas A; Smith, Tim J; Wu, Rachel; Johnson, Mark H; Kirkham, Natasha Z; Ronald, Angelica

2014-07-01

Individual differences in fixation duration are considered a reliable measure of attentional control in adults. However, the degree to which individual differences in fixation duration in infancy (0-12 months) relate to temperament and behavior in childhood is largely unknown. In the present study, data were examined from 120 infants (mean age = 7.69 months, SD = 1.90) who previously participated in an eye-tracking study. At follow-up, parents completed age-appropriate questionnaires about their child's temperament and behavior (mean age of children = 41.59 months, SD = 9.83). Mean fixation duration in infancy was positively associated with effortful control (β = 0.20, R (2) = .02, p = .04) and negatively with surgency (β = -0.37, R (2) = .07, p = .003) and hyperactivity-inattention (β = -0.35, R (2) = .06, p = .005) in childhood. These findings suggest that individual differences in mean fixation duration in infancy are linked to attentional and behavioral control in childhood. © The Author(s) 2014.

Attention Demands Influence 10- and 12-Month-Old Infants' Perseverative Behavior

ERIC Educational Resources Information Center

Watanabe, Hama; Forssman, Linda; Green, Dorota; Bohlin, Gunilla; von Hofsten, Claes

2012-01-01

The present study examined the role of attentional demand on infants' perseverative behavior in a noncommunicative looking version of an A-not-B task. The research aimed at clarifying age-related improvements in the attention process that presumably underlies the development of cognitive control. In a between-subjects design, forty 10-month-olds…

Connectivity supporting attention in children with attention deficit hyperactivity disorder

PubMed Central

Barber, Anita D.; Jacobson, Lisa A.; Wexler, Joanna L.; Nebel, Mary Beth; Caffo, Brian S.; Pekar, James J.; Mostofsky, Stewart H.

2014-01-01

Intra-subject variability (ISV) is the most consistent behavioral deficit in Attention Deficit Hyperactivity Disorder (ADHD). ISV may be associated with networks involved in sustaining task control (cingulo-opercular network: CON) and self-reflective lapses of attention (default mode network: DMN). The current study examined whether connectivity supporting attentional control is atypical in children with ADHD. Group differences in full-brain connection strength and brain–behavior associations with attentional control measures were examined for the late-developing CON and DMN in 50 children with ADHD and 50 typically-developing (TD) controls (ages 8–12 years). Children with ADHD had hyper-connectivity both within the CON and within the DMN. Full-brain behavioral associations were found for a number of between-network connections. Across both groups, more anti-correlation between DMN and occipital cortex supported better attentional control. However, in the TD group, this brain–behavior association was stronger and occurred for a more extensive set of DMN–occipital connections. Differential support for attentional control between the two groups occurred with a number of CON–DMN connections. For all CON–DMN connections identified, increased between-network anti-correlation was associated with better attentional control for the ADHD group, but worse attentional control in the TD group. A number of between-network connections with the medial frontal cortex, in particular, showed this relationship. Follow-up analyses revealed that these associations were specific to attentional control and were not due to individual differences in working memory, IQ, motor control, age, or scan motion. While CON–DMN anti-correlation is associated with improved attention in ADHD, other circuitry supports improved attention in TD children. Greater CON–DMN anti-correlation supported better attentional control in children with ADHD, but worse attentional control in TD

Connectivity supporting attention in children with attention deficit hyperactivity disorder.

PubMed

Barber, Anita D; Jacobson, Lisa A; Wexler, Joanna L; Nebel, Mary Beth; Caffo, Brian S; Pekar, James J; Mostofsky, Stewart H

2015-01-01

Intra-subject variability (ISV) is the most consistent behavioral deficit in Attention Deficit Hyperactivity Disorder (ADHD). ISV may be associated with networks involved in sustaining task control (cingulo-opercular network: CON) and self-reflective lapses of attention (default mode network: DMN). The current study examined whether connectivity supporting attentional control is atypical in children with ADHD. Group differences in full-brain connection strength and brain-behavior associations with attentional control measures were examined for the late-developing CON and DMN in 50 children with ADHD and 50 typically-developing (TD) controls (ages 8-12 years). Children with ADHD had hyper-connectivity both within the CON and within the DMN. Full-brain behavioral associations were found for a number of between-network connections. Across both groups, more anti-correlation between DMN and occipital cortex supported better attentional control. However, in the TD group, this brain-behavior association was stronger and occurred for a more extensive set of DMN-occipital connections. Differential support for attentional control between the two groups occurred with a number of CON-DMN connections. For all CON-DMN connections identified, increased between-network anti-correlation was associated with better attentional control for the ADHD group, but worse attentional control in the TD group. A number of between-network connections with the medial frontal cortex, in particular, showed this relationship. Follow-up analyses revealed that these associations were specific to attentional control and were not due to individual differences in working memory, IQ, motor control, age, or scan motion. While CON-DMN anti-correlation is associated with improved attention in ADHD, other circuitry supports improved attention in TD children. Greater CON-DMN anti-correlation supported better attentional control in children with ADHD, but worse attentional control in TD children. On the other

Patterns of Adolescent Sexual Behavior Predicting Young Adult Sexually Transmitted Infections: A Latent Class Analysis Approach

PubMed Central

Vasilenko, Sara A.; Kugler, Kari C.; Butera, Nicole M.; Lanza, Stephanie T.

2014-01-01

Adolescent sexual behavior is multidimensional, yet most studies of the topic use variable-oriented methods that reduce behaviors to a single dimension. In this study, we used a person-oriented approach to model adolescent sexual behavior comprehensively, using data from the National Longitudinal Study of Adolescent Health. We identified five latent classes of adolescent sexual behavior: Abstinent (39%), Oral Sex (10%), Low-Risk (25%), Multi-Partner Normative (12%), and Multi-Partner Early (13%). Membership in riskier classes of sexual behavior was predicted by substance use and depressive symptoms. Class membership was also associated with young adult STI outcomes although these associations differed by gender. Male adolescents' STI rates increased with membership in classes with more risky behaviors whereas females' rates were consistent among all sexually active classes. These findings demonstrate the advantages of examining adolescent sexuality in a way that emphasizes its complexity. PMID:24449152

Attentional and Contextual Priors in Sound Perception

PubMed Central

Wolmetz, Michael; Elhilali, Mounya

2016-01-01

Behavioral and neural studies of selective attention have consistently demonstrated that explicit attentional cues to particular perceptual features profoundly alter perception and performance. The statistics of the sensory environment can also provide cues about what perceptual features to expect, but the extent to which these more implicit contextual cues impact perception and performance, as well as their relationship to explicit attentional cues, is not well understood. In this study, the explicit cues, or attentional prior probabilities, and the implicit cues, or contextual prior probabilities, associated with different acoustic frequencies in a detection task were simultaneously manipulated. Both attentional and contextual priors had similarly large but independent impacts on sound detectability, with evidence that listeners tracked and used contextual priors for a variety of sound classes (pure tones, harmonic complexes, and vowels). Further analyses showed that listeners updated their contextual priors rapidly and optimally, given the changing acoustic frequency statistics inherent in the paradigm. A Bayesian Observer model accounted for both attentional and contextual adaptations found with listeners. These results bolster the interpretation of perception as Bayesian inference, and suggest that some effects attributed to selective attention may be a special case of contextual prior integration along a feature axis. PMID:26882228

Effects of a weighted vest on attention to task and self-stimulatory behaviors in preschoolers with pervasive developmental disorders.

PubMed

Fertel-Daly, D; Bedell, G; Hinojosa, J

2001-01-01

This study examined the effectiveness of using a weighted vest for increasing attention to a fine motor task and decreasing self-stimulatory behaviors in preschool children with pervasive developmental disorders (PDD). Using an ABA single-subject design, the duration of attention to task and self-stimulatory behaviors and the number of distractions were measured in five preschool children with PDD over a period of 6 weeks. During the intervention phase, all participants displayed a decrease in the number of distractions and an increase in the duration of focused attention while wearing the weighted vest. All but 1 participant demonstrated a decrease in the duration of self-stimulatory behaviors while wearing a weighted vest; however, the type of self-stimulatory behaviors changed and became less self-abusive for this child while she wore the vest. During the intervention withdrawal phase, 3 participants experienced an increase in the duration of self-stimulatory behaviors, and all participants experienced an increase in the number of distractions and a decrease in the duration of focused attention. The increase or decrease, however, never returned to baseline levels for these behaviors. The findings suggest that for these 5 children with PDD, the use of a weighted vest resulted in an increase in attention to task and decrease in self-stimulatory behaviors. The most consistent improvement observed was the decreased number of distractions. Additional research is necessary to build consensus about the effectiveness of wearing a weighted vest to increase attention to task and decrease self-stimulatory behaviors for children with PDD.

Latent class analysis of eating and impulsive behavioral symptoms in Taiwanese women with bulimia nervosa.

PubMed

Tseng, Mei-Chih Meg; Hu, Fu-Chang

2012-01-01

The implications of impulsivity in its relationship with binge-eating or purging behaviors remain unclear. This study examined the patterns of eating behaviors and co-morbid impulsive behaviors in individuals with bulimia nervosa n optimally homogeneous classes using latent class analysis (LCA). All participants (n=180) were asked to complete a series of self-reported inventories of impulsive behaviors and other psychological measures. Information regarding the lifetime presence of symptoms of eating disorder was assessed by clinical interviews. LCA was conducted using eating disorder symptoms, impulsive behaviors, and the number of purging methods. Three latent classes of bulimic women were identified. These were women who exhibited relatively higher rates of purging, symptoms of impulsive behavior, and multiple purging methods (17.8%), women who used no more than one purging method with a low occurrence of impulsive behavior (41.7%), and women who showed higher rates of purging behaviors and the use of multiple purging methods with a low rate of impulsive behavior (41.7%). The impulsive sub-group had comparable severity of eating-related measures, frequency of binge-eating, and higher levels of general psychopathology than that of the other two sub-groups. This study provides empirical support for the existence of an impulsive subgroup with distinctive features among a non-Western group of BN patients. This study also suggests that mechanisms other than impulse dysregulation may exist for the development of binge-eating and purging behaviors in bulimia nervosa patients, or the mechanisms contributing to binge-eating and impulsive behaviors may be different. Copyright © 2011 Elsevier Inc. All rights reserved.

Co-occurring risk behaviors among White, Black, and Hispanic US high school adolescents with suicide attempts requiring medical attention, 1999-2007: implications for future prevention initiatives.

PubMed

Pena, Juan B; Matthieu, Monica M; Zayas, Luis H; Masyn, Katherine E; Caine, Eric D

2012-01-01

To identify subtypes of adolescent suicide attempters by examining risk profiles related to substance use, violent behavior, and depressive symptoms. To examine the relationship between these subtypes and having had two or more suicide attempts during the past year. To explore race and gender differences across subtypes of suicide attempters. Data were combined from five nationally representative cohorts of the US Youth Risk Behavior Surveillance System (YRBSS) and focused on a subpopulation of youth who reported a suicide attempt requiring medical attention. Latent class analysis was used to identify subtypes of suicide attempters. Analysis yielded three classes of youth who attempted suicide, distinguishable by their levels of substance use and violent behaviors: low substance use and violent behaviors, high substance use and violent behaviors, and extreme substance use and violent behaviors. All three classes had a high propensity for endorsing depressive symptoms. The proportion of youth with two or more suicide attempts during the past year increased across subgroup of attempters with higher levels of substance use and violent behaviors. Racial and gender differences were found across subtypes of suicide attempters. Preventing and treating the co-occurrence of substance use and violent behaviors may serve as essential strategies for reducing suicide attempts, especially among male youth. The use of public health strategies for suicide prevention should take into account the different needs of youth at risk for suicide.

Differentiation of rodent behavioral phenotypes and methylphenidate action in sustained and flexible attention tasks.

PubMed

Chu, Richard; Shumsky, Jed; Waterhouse, Barry D

2016-06-15

Methyphenidate (MPH) is the primary drug treatment of choice for ADHD. It is also frequently used off-label as a cognitive enhancer by otherwise healthy individuals from all age groups and walks of life. Military personnel, students, and health professionals use MPH illicitly to increase attention and improve workplace performance over extended periods of work activity. Despite the frequency of its use, the efficacy of MPH to enhance cognitive function across individuals and in a variety of circumstances is not well characterized. We sought to better understand MPH׳s cognitive enhancing properties in two different rodent models of attention. We found that MPH could enhance performance in a sustained attention task, but that its effects in this test were subject dependent. More specifically, MPH increased attention in low baseline performing rats but had little to no effect on high performing rats. MPH exerted a similar subject specific effect in a test of flexible attention, i.e. the attention set shifting task. In this test MPH increased behavioral flexibility in animals with poor flexibility but impaired performance in more flexible animals. Overall, our results indicate that the effects of MPH are subject-specific and depend on the baseline level of performance. Furthermore, good performance in in the sustained attention task was correlated with good performance in the flexible attention task; i.e. animals with better vigilance exhibited greater behavioral flexibility. The findings are discussed in terms of potential neurobiological substrates, in particular noradrenergic mechanisms, that might underlie subject specific performance and subject specific responses to MPH. This article is part of a Special Issue entitled SI: Noradrenergic System. Copyright © 2016 Elsevier B.V. All rights reserved.

Types of Noncompliance in Boys with Attention-Deficit/Hyperactivity Disorder with and without Oppositional Behavior

ERIC Educational Resources Information Center

Johnston, Charlotte; Murray, Candice

2007-01-01

This study examined both the frequency and type of noncompliant behavior in 14 boys with co-occurring Attention-Deficit/Hyperactivity Disorder (ADHD) and oppositional defiant (OD) behavior, 24 boys with only ADHD, and 33 nonproblem boys. Mothers rated boys' noncompliant behavior on the Response Style Questionnaire (RSQ) and observers coded…

Self-Efficacy and Outcome Expectancy in Beginning Weight Training Class: Their Relations to Students' Behavioral Intention and Actual Behavior

ERIC Educational Resources Information Center

Gao, Zan; Xiang, Ping; Lee, Amelia M.; Harrison, Louis, Jr.

2008-01-01

This study was an initial attempt to investigate the relationships among self-efficacy, outcome expectancy, behavioral intention, and actual behavior over time in a beginning weight training class. A total of 109 participants completed questionnaires assessing their self-efficacy, outcome expectancy, and intentions for future weight training.…

Self-Management of On-Task Homework Behavior: A Promising Strategy for Adolescents with Attention and Behavior Problems

ERIC Educational Resources Information Center

Axelrod, Michael I.; Zhe, Elizabeth J.; Haugen, Kimberly A.; Klein, Jean A.

2009-01-01

Students with attention and behavior problems oftentimes experience difficulty finishing academic work. On-task behavior is frequently cited as a primary reason for students' failure to complete homework assignments. Researchers have identified self-monitoring and self-management of on-task behavior as effective tools for improving homework…

Behavioral decoding of working memory items inside and outside the focus of attention.

PubMed

Mallett, Remington; Lewis-Peacock, Jarrod A

2018-03-31

How we attend to our thoughts affects how we attend to our environment. Holding information in working memory can automatically bias visual attention toward matching information. By observing attentional biases on reaction times to visual search during a memory delay, it is possible to reconstruct the source of that bias using machine learning techniques and thereby behaviorally decode the content of working memory. Can this be done when more than one item is held in working memory? There is some evidence that multiple items can simultaneously bias attention, but the effects have been inconsistent. One explanation may be that items are stored in different states depending on the current task demands. Recent models propose functionally distinct states of representation for items inside versus outside the focus of attention. Here, we use behavioral decoding to evaluate whether multiple memory items-including temporarily irrelevant items outside the focus of attention-exert biases on visual attention. Only the single item in the focus of attention was decodable. The other item showed a brief attentional bias that dissipated until it returned to the focus of attention. These results support the idea of dynamic, flexible states of working memory across time and priority. © 2018 New York Academy of Sciences.

Laminar Organization of Attentional Modulation in Macaque Visual Area V4.

PubMed

Nandy, Anirvan S; Nassi, Jonathan J; Reynolds, John H

2017-01-04

Attention is critical to perception, serving to select behaviorally relevant information for privileged processing. To understand the neural mechanisms of attention, we must discern how attentional modulation varies by cell type and across cortical layers. Here, we test whether attention acts non-selectively across cortical layers or whether it engages the laminar circuit in specific and selective ways. We find layer- and cell-class-specific differences in several different forms of attentional modulation in area V4. Broad-spiking neurons in the superficial layers exhibit attention-mediated increases in firing rate and decreases in variability. Spike count correlations are highest in the input layer and attention serves to reduce these correlations. Superficial and input layer neurons exhibit attention-dependent decreases in low-frequency (<10 Hz) coherence, but deep layer neurons exhibit increases in coherence in the beta and gamma frequency ranges. Our study provides a template for attention-mediated laminar information processing that might be applicable across sensory modalities. Copyright © 2017 Elsevier Inc. All rights reserved.

Pathological and non-pathological variants of restrictive eating behaviors in middle childhood: A latent class analysis.

PubMed

Schmidt, Ricarda; Vogel, Mandy; Hiemisch, Andreas; Kiess, Wieland; Hilbert, Anja

2018-08-01

Although restrictive eating behaviors are very common during early childhood, their precise nature and clinical correlates remain unclear. Especially, there is little evidence on restrictive eating behaviors in older children and their associations with children's shape concern. The present population-based study sought to delineate subgroups of restrictive eating patterns in N = 799 7-14 year old children. Using Latent Class Analysis, children were classified based on six restrictive eating behaviors (for example, picky eating, food neophobia, and eating-related anxiety) and shape concern, separately in three age groups. For cluster validation, sociodemographic and objective anthropometric data, parental feeding practices, and general and eating disorder psychopathology were used. The results showed a 3-cluster solution across all age groups: an asymptomatic class (Cluster 1), a class with restrictive eating behaviors without shape concern (Cluster 2), and a class showing restrictive eating behaviors with prominent shape concern (Cluster 3). The clusters differed in all variables used for validation. Particularly, the proportion of children with symptoms of avoidant/restrictive food intake disorder was greater in Cluster 2 than Clusters 1 and 3. The study underlined the importance of considering shape concern to distinguish between different phenotypes of children's restrictive eating patterns. Longitudinal data are needed to evaluate the clusters' predictive effects on children's growth and development of clinical eating disorders. Copyright © 2018 Elsevier Ltd. All rights reserved.

Aggression, emotional self-regulation, attentional bias, and cognitive inhibition predict risky driving behavior.

PubMed

Sani, Susan Raouf Hadadi; Tabibi, Zahra; Fadardi, Javad Salehi; Stavrinos, Despina

2017-12-01

The present study explored whether aggression, emotional regulation, cognitive inhibition, and attentional bias towards emotional stimuli were related to risky driving behavior (driving errors, and driving violations). A total of 117 applicants for taxi driver positions (89% male, M age=36.59years, SD=9.39, age range 24-62years) participated in the study. Measures included the Ahwaz Aggression Inventory, the Difficulties in emotion regulation Questionnaire, the emotional Stroop task, the Go/No-go task, and the Driving Behavior Questionnaire. Correlation and regression analyses showed that aggression and emotional regulation predicted risky driving behavior. Difficulties in emotion regulation, the obstinacy and revengeful component of aggression, attentional bias toward emotional stimuli, and cognitive inhibition predicted driving errors. Aggression was the only significant predictive factor for driving violations. In conclusion, aggression and difficulties in regulating emotions may exacerbate risky driving behaviors. Deficits in cognitive inhibition and attentional bias toward negative emotional stimuli can increase driving errors. Predisposition to aggression has strong effect on making one vulnerable to violation of traffic rules and crashes. Copyright © 2017 Elsevier Ltd. All rights reserved.

Physical Education Classes, Physical Activity, and Sedentary Behavior in Children.

PubMed

Silva, Diego Augusto Santos; Chaput, Jean-Philippe; Katzmarzyk, Peter T; Fogelholm, Mikael; Hu, Gang; Maher, Carol; Olds, Timothy; Onywera, Vincent; Sarmiento, Olga L; Standage, Martyn; Tudor-Locke, Catrine; Tremblay, Mark S

2018-05-01

This study aimed to examine the associations between participation frequency in physical education (PE) classes and objective measures of physical activity (PA) and sedentary behavior (SB) in children from 12 countries at different levels of development. This multinational, cross-sectional study included 5874 children 9-11 yr old from sites in Australia, Brazil, Canada, China, Colombia, Finland, India, Kenya, Portugal, South Africa, the United Kingdom, and the United States. PA and SB were monitored for seven consecutive days using a waist-worn accelerometer. PA and SB data were presented for weekdays (times in and out of school) and weekend days. Participation frequency in PE classes was determined by questionnaire. Multilevel modeling analyses stratified by sex were used. Overall, 24.8% of children self-reported participation in PE classes ≥3 times per week (25.3% in high-income countries [HIC] and 24.3% in low- and middle-income countries [LMIC]). After adjusting for age, sex, parental education, and body mass index z-score, results showed that children from low- and middle-income countries who took PE classes one to two times per week were more likely to present better indicators of PA and shorter time in SB in and out of school. In HIC, boys that participated in PE classes were more likely to meet the moderate-to-vigorous PA recommendations and to present better indicators of PA (in school) and shorter time in SB in and out of school. For girls in HIC, attending PE classes increased the likelihood of spending more time in moderate-to-vigorous PA, especially if they attended ≥3 times per week. Attending PE classes is associated with a higher level of PA and a lower level of SB in and out of school during weekdays in children from countries at various levels of development.

A Meta-Analysis of Behavioral Parent Training for Children with Attention Deficit Hyperactivity Disorder

ERIC Educational Resources Information Center

Lee, Pei-chin; Niew, Wern-ing; Yang, Hao-jan; Chen, Vincent Chin-hung; Lin, Keh-chung

2012-01-01

This meta-analysis examined the effect of behavioral parent training on child and parental outcomes for children with attention deficit hyperactivity disorder. Meta-analytic procedures were used to estimate the effect of behavioral parent training on children with attention deficit hyperactivity disorder. Variables moderating the intervention…

Individual Differences in Newborn Visual Attention Associate with Temperament and Behavioral Difficulties in Later Childhood.

PubMed

Papageorgiou, Kostas A; Farroni, Teresa; Johnson, Mark H; Smith, Tim J; Ronald, Angelica

2015-06-25

Recently it was shown that individual differences in attention style in infants are associated with childhood effortful control, surgency, and hyperactivity-inattention. Here we investigated whether effortful control, surgency and behavioral problems in childhood can be predicted even earlier, from individual differences in newborns' average duration of gaze to stimuli. Eighty newborns participated in visual preference and habituation studies. Parents completed questionnaires at follow up (mean age = 7.5 years, SD = 1.0 year). Newborns' average dwell time was negatively associated with childhood surgency (β = -.25, R(2) = .04, p = .02) and total behavioral difficulties (β = -.28, R(2) = .05, p = .04) but not with effortful control (β = .03, R(2) = .001, p = .76). Individual differences in newborn visual attention significantly associated with individual variation in childhood surgency and behavioral problems, showing that some of the factors responsible for this variation are present at birth.

Individual Differences in Newborn Visual Attention Associate with Temperament and Behavioral Difficulties in Later Childhood

PubMed Central

Papageorgiou, Kostas A.; Farroni, Teresa; Johnson, Mark H.; Smith, Tim J.; Ronald, Angelica

2015-01-01

Recently it was shown that individual differences in attention style in infants are associated with childhood effortful control, surgency, and hyperactivity-inattention. Here we investigated whether effortful control, surgency and behavioral problems in childhood can be predicted even earlier, from individual differences in newborns’ average duration of gaze to stimuli. Eighty newborns participated in visual preference and habituation studies. Parents completed questionnaires at follow up (mean age = 7.5 years, SD = 1.0 year). Newborns’ average dwell time was negatively associated with childhood surgency (β = −.25, R2 = .04, p = .02) and total behavioral difficulties (β = −.28, R2 = .05, p = .04) but not with effortful control (β = .03, R2 = .001, p = .76). Individual differences in newborn visual attention significantly associated with individual variation in childhood surgency and behavioral problems, showing that some of the factors responsible for this variation are present at birth. PMID:26110979

Intrauterine cannabis exposure leads to more aggressive behavior and attention problems in 18-month-old girls.

PubMed

El Marroun, Hanan; Hudziak, James J; Tiemeier, Henning; Creemers, Hanneke; Steegers, Eric A P; Jaddoe, Vincent W V; Hofman, Albert; Verhulst, Frank C; van den Brink, Wim; Huizink, Anja C

2011-11-01

The development of the fetal endocannabinoid receptor system may be vulnerable to maternal cannabis use during pregnancy and may produce long-term consequences in children. In this study, we aimed to determine the relationship between gestational cannabis use and childhood attention problems and aggressive behavior. Using a large general population birth cohort, we examined the associations between parental prenatal cannabis and tobacco use and childhood behavior problems at 18 months measured using the Child Behavior Checklist in N=4077 children. Substance use was measured in early pregnancy. Linear regression analyses demonstrated that gestational exposure to cannabis is associated with behavioral problems in early childhood but only in girls and only in the area of increased aggressive behavior (B=2.02; 95% CI: 0.30-3.73; p=0.02) and attention problems (B=1.04; 95% CI: 0.46-1.62; p<0.001). Furthermore, this study showed that long-term (but not short term) tobacco exposure was associated with behavioral problems in girls (B=1.16; 95% CI: 0.20-2.12; p=0.02). There was no association between cannabis use of the father and child behavior problems. Our results suggest that intrauterine exposure to cannabis is associated with an increased risk for aggressive behavior and attention problems as early as 18 months of age in girls, but not boys. Further research is needed to explore the association between prenatal cannabis exposure and child behavior at later ages. Our data support educating future mothers about the risk to their babies should they smoke cannabis during pregnancy. Copyright © 2011 Elsevier Ireland Ltd. All rights reserved.

Rational-emotive behavior therapy and the formation of stimulus equivalence classes.

PubMed

Plaud, J J; Gaither, G A; Weller, L A; Bigwood, S J; Barth, J; von Duvillard, S P

1998-08-01

Stimulus equivalence is a behavioral approach to analyzing the "meaning" of stimulus sets and has an implication for clinical psychology. The formation of three-member (A --> B --> C) stimulus equivalence classes was used to investigate the effects of three different sets of sample and comparison stimuli on emergent behavior. The three stimulus sets were composed of Rational-Emotive Behavior Therapy (REBT)-related words, non-REBT emotionally charged words, and a third category of neutral words composed of flower labels. Sixty-two women and men participated in a modified matching-to-sample experiment. Using a mixed cross-over design, and controlling for serial order effects, participants received conditional training and emergent relationship training in the three stimulus set conditions. Results revealed a significant interaction between the formation of stimulus equivalence classes and stimulus meaning, indicating consistently biased responding in favor of reaching criterion responding more slowly for REBT-related and non-REBT emotionally charged words. Results were examined in the context of an analysis of the importance of stimulus meaning on behavior and the relation of stimulus meaning to behavioral and cognitive theories, with special appraisal given to the influence of fear-related discriminative stimuli on behavior.

Dance Class Structure Affects Youth Physical Activity and Sedentary Behavior: A Study of Seven Dance Types.

PubMed

Lopez Castillo, Maria A; Carlson, Jordan A; Cain, Kelli L; Bonilla, Edith A; Chuang, Emmeline; Elder, John P; Sallis, James F

2015-01-01

The study aims were to determine: (a) how class structure varies by dance type, (b) how moderate-to-vigorous physical activity (MVPA) and sedentary behavior vary by dance class segments, and (c) how class structure relates to total MVPA in dance classes. Participants were 291 boys and girls ages 5 to 18 years old enrolled in 58 dance classes at 21 dance studios in Southern California. MVPA and sedentary behavior were assessed with accelerometry, with data aggregated to 15-s epochs. Percent and minutes of MVPA and sedentary behavior during dance class segments and percent of class time and minutes spent in each segment were calculated using Freedson age-specific cut points. Differences in MVPA (Freedson 3 Metabolic Equivalents of Tasks age-specific cut points) and sedentary behavior ( < 100 counts/min) were examined using mixed-effects linear regression. The length of each class segment was fairly consistent across dance types, with the exception that in ballet, more time was spent in technique as compared with private jazz/hip-hop classes and Latin-flamenco and less time was spent in routine/practice as compared with Latin-salsa/ballet folklorico. Segment type accounted for 17% of the variance in the proportion of the segment spent in MVPA. The proportion of the segment in MVPA was higher for routine/practice (44.2%) than for technique (34.7%). The proportion of the segment in sedentary behavior was lowest for routine/practice (22.8%). The structure of dance lessons can impact youths' physical activity. Working with instructors to increase time in routine/practice during dance classes could contribute to physical activity promotion in youth.

Sedentary behavior during school-time: Sociodemographic, weight status, physical education class, and school performance correlates in Brazilian schoolchildren.

PubMed

da Costa, Bruno G G; da Silva, Kelly S; George, Amanda M; de Assis, Maria Alice A

2017-01-01

To investigate whether sedentary behavior during school-time is associated with gender, age, mother's education, having physical education classes, weight status, and academic performance. Cross-sectional study. A sample of 571 children (7-12 years old) from five elementary schools in Florianopolis, South Brazil had their height and weight measured, and wore accelerometers during class time. Teachers completed a form to evaluate children's reading and writing skills. Parents provided sociodemographic and educational information. Data was analyzed using multilevel linear regression analyses. Children spent an average of 132min in sedentary behavior during school-time (64% of total school-time). Girls (137.5min), obese children (138.1min), older children (144.2min), and those who did not have physical education classes (140.2min) spent more time engaged in sedentary activities than their peers. Academic performance and mother's education were not associated with sedentary behaviors. Children spent most of their school-time in sedentary activities, with girls, older students, and obese students being even more sedentary than their peers. Physical education classes were a protective factor against excessive sedentary behavior in school. Interventions for reducing sedentary behavior during school-time could employ additional strategies to benefit the at risk groups. In addition, encouraging student's participation in physical education classes could minimize the time spent in sedentary behavior during school hours. Copyright © 2016 Sports Medicine Australia. Published by Elsevier Ltd. All rights reserved.

Sex steroids, sexual behavior, and selection attention for erotic stimuli in women using oral contraceptives.

PubMed

Alexander, G M; Sherwin, B B

1993-01-01

The relationship between sex steroids and sexual behavior was examined in 19 oral contraceptive users. Retrospective assessment of sexual attitudes were obtained and women completed daily ratings of sexual behavior and well-being for 28 days. Plasma levels of free testosterone (T), estradiol, and progesterone were measured at weekly intervals. In addition, women performed a novel selective attention task designed to measure the strength of the tendency to be distracted by sexual stimuli. Multiple regression analyses using average sexual behavior variables as dependent variables, and hormone levels sexual attitudes and well-being as predictor variables, showed that free T was strongly and positively associated with sexual desire, sexual thoughts, and anticipation of sexual activity. A role for T in attention to sexual stimuli was also supported by the positive correlation between free T and the bias for sexual stimuli in a subgroup of women. These results are consistent with the hypothesis that T may enhance cognitive aspects of women's sexual behavior.

A Meta-Analysis of Class-Wide Interventions for Supporting Student Behavior

ERIC Educational Resources Information Center

Chaffee, Ruth K.; Briesch, Amy M.; Johnson, Austin H.; Volpe, Robert J.

2017-01-01

Off-task and disruptive classroom behavior impedes the learning of the children emitting these behaviors as well as the delivery of instruction to the entire class, which may lead to decreased academic achievement and more severe behavior problems. A meta-analysis of the single-case literature was conducted to understand the effectiveness of…

Differences in Weight-Related Behavioral Profiles by Sexual Orientation Among College Men: A Latent Class Analysis.

PubMed

VanKim, Nicole A; Erickson, Darin J; Eisenberg, Marla E; Lust, Katherine; Rosser, B R Simon; Laska, Melissa N

2016-11-01

To identify and describe homogenous classes of male college students based on their weight-related behaviors (e.g., eating habits, physical activity, and unhealthy weight control) and to examine differences by sexual orientation. Study design was a cross-sectional sample of 2- and 4-year college students. Study setting was forty-six 2- and 4-year colleges in Minnesota. Study subjects comprised 10,406 college males. Measures were five categories of sexual orientation derived from self-reported sexual identity and behavior (heterosexual, discordant heterosexual [identifies as heterosexual and engages in same-sex sexual behavior], gay, bisexual, and unsure) and nine weight-related behaviors (including measures for eating habits, physical activity, and unhealthy weight control). Latent class models were fit for each of the five sexual orientation groups, using the nine weight-related behaviors. Overall, four classes were identified: "healthier eating habits" (prevalence range, 39.4%-77.3%), "moderate eating habits" (12.0%-30.2%), "unhealthy weight control" (2.6%-30.4%), and "healthier eating habits, more physically active" (35.8%). Heterosexual males exhibited all four patterns, gay and unsure males exhibited four patterns that included variations on the overall classes identified, discordant heterosexual males exhibited two patterns ("healthier eating habits" and "unhealthy weight control"), and bisexual males exhibited three patterns ("healthier eating habits," "moderate eating habits," and "unhealthy weight control"). Findings highlight the need for multibehavioral interventions for discordant heterosexual, gay, bisexual, and unsure college males, particularly around encouraging physical activity and reducing unhealthy weight control behaviors. © 2016 by American Journal of Health Promotion, Inc.

Four minutes of in-class high-intensity interval activity improves selective attention in 9- to 11-year olds.

PubMed

Ma, Jasmin K; Le Mare, Lucy; Gurd, Brendon J

2015-03-01

The amount of time allocated to physical activity in schools is declining. Time-efficient physical activity solutions that demonstrate their impact on academic achievement-related outcomes are needed to prioritize physical activity within the school curricula. "FUNtervals" are 4-min, high-intensity interval activities that use whole-body actions to complement a storyline. The purpose of this study was to (i) explore whether FUNtervals can improve selective attention, an executive function posited to be essential for learning and academic success; and (ii) examine whether this relationship is predicted by students' classroom off-task behaviour. Seven grade 3-5 classes (n = 88) were exposed to a single-group, repeated cross-over design where each student's selective attention was compared between no-activity and FUNtervals days. In week 1, students were familiarized with the d2 test of attention and FUNterval activities, and baseline off-task behaviour was observed. In both weeks 2 and 3 students completed the d2 test of attention following either a FUNterval break or a no-activity break. The order of these breaks was randomized and counterbalanced between weeks. Neither motor nor passive off-task behaviour predicted changes in selective attention following FUNtervals; however, a weak relationship was observed for verbal off-task behaviour and improvements in d2 test performance. More importantly, students made fewer errors during the d2 test following FUNtervals. In supporting the priority of physical activity inclusion within schools, FUNtervals, a time efficient and easily implemented physical activity break, can improve selective attention in 9- to 11-year olds.

Behavioral and neurophysiological study of attentional and inhibitory processes in ADHD-combined and control children.

PubMed

Baijot, S; Deconinck, N; Slama, H; Massat, I; Colin, C

2013-12-01

This study compares behavioral and electrophysiological (P300) responses recorded in a cued continuous performance task (CPT-AX) performed by children with attention deficit hyperactivity disorder-combined subtype (ADHD-com) and age-matched healthy controls. P300 cognitive-evoked potentials and behavioral data were recorded in eight children with ADHD (without comorbidity) and nine control children aged 8-12 years while performing a CPT-AX task. Such task enables to examine several kinds of false alarms and three different kinds of P300 responses: the "Cue P300", the "Go P300" and the "NoGo P300", respectively, associated with preparatory processing/attentional orienting, motor/response execution and motor/response inhibition. Whereas hit rates were about 95% in each group, ADHD children made significantly more false alarm responses (inattention- and inhibition-related) than control children. ADHD children had a marginally smaller Cue P300 than the control children. Behavioral and electrophysiological findings both highlighted inhibition and attention deficits in ADHD-com children in the CPT-AX task. A rarely studied kind of false alarm, the "Other" FA, seems to be a sensitive FA to take into account, even if its interpretation remains unclear.

Latent classes of childhood poly-victimization and associations with suicidal behavior among adult trauma victims: Moderating role of anger.

PubMed

Charak, Ruby; Byllesby, Brianna M; Roley, Michelle E; Claycomb, Meredith A; Durham, Tory A; Ross, Jana; Armour, Cherie; Elhai, Jon D

2016-12-01

The aims of the present study were first to identify discrete patterns of childhood victimization experiences including crime, child maltreatment, peer/sibling victimization, sexual violence, and witnessing violence among adult trauma victims using latent class analysis; second, to examine the association between class-membership and suicidal behavior, and third to investigate the differential role of dispositional anger on the association between class-membership and suicidal behavior. We hypothesized that those classes with accumulating exposure to different types of childhood victimization (e.g., poly-victimization) would endorse higher suicidal behavior, than the other less severe classes, and those in the most severe class with higher anger trait would have stronger association with suicidal behavior. Respondents were 346 adults (N=346; M age =35.0years; 55.9% female) who had experienced a lifetime traumatic event. Sixty four percent had experienced poly-victimization (four or more victimization experiences) and 38.8% met the cut-off score for suicidal behavior. Three distinct classes emerged namely, the Least victimization (Class 1), the Predominantly crime and sibling/peer victimization (Class 2), and the Poly-victimization (Class 3) classes. Regression analysis controlling for age and gender indicated that only the main effect of anger was significantly associated with suicidal behavior. The interaction term suggested that those in the Poly-victimization class were higher on suicidal behavior as a result of a stronger association between anger and suicidal behavior in contrast to the association found in Class 2. Clinical implications of findings entail imparting anger management skills to facilitate wellbeing among adult with childhood poly-victimization experiences. Copyright © 2016 Elsevier Ltd. All rights reserved.

Behavioral and Neural Sustained Attention Deficits in Disruptive Mood Dysregulation Disorder and Attention-Deficit/Hyperactivity Disorder.

PubMed

Pagliaccio, David; Wiggins, Jillian Lee; Adleman, Nancy E; Curhan, Alexa; Zhang, Susan; Towbin, Kenneth E; Brotman, Melissa A; Pine, Daniel S; Leibenluft, Ellen

2017-05-01

Disruptive mood dysregulation disorder (DMDD), characterized by severe irritability, and attention-deficit/hyperactivity disorder (ADHD) are highly comorbid. This is the first study to characterize neural and behavioral similarities and differences in attentional functioning across these disorders. Twenty-seven healthy volunteers, 31 patients with DMDD, and 25 patients with ADHD (8 to 18 years old) completed a functional magnetic resonance imaging attention task. Group differences in intra-subject variability in reaction time (RT) were examined. The present functional magnetic resonance imaging analytic approach precisely quantified trial-wise associations between RT and brain activity. Group differences manifested in the relation between RT and brain activity (all regions: p < .01, F > 2.54, partial eta-squared [η p 2 ] > 0.06). Patients with DMDD showed specific alterations in the right paracentral lobule, superior parietal lobule, fusiform gyrus, and cerebellar culmen. In contrast, patients with DMDD and those with ADHD exhibited blunted compensatory increases in activity on long RT trials. In addition, youth with DMDD exhibited increased activity in the postcentral gyrus, medial frontal gyrus, and cerebellar tonsil and declive (all regions: p < .05, F > 2.46, η p 2 > 0.06). Groups in the imaging sample did not differ significantly in intra-subject variability in RT (F 2,79  = 2.664, p = .076, η p 2  = 0.063), although intra-subject variability in RT was significantly increased in youth with DMDD and ADHD when including those not meeting strict motion and accuracy criteria for imaging analysis (F 2,96  = 4.283, p = .017, η p 2  = 0.083). Patients with DMDD exhibited specific alterations in the relation between pre-stimulus brain activity and RT. Patients with DMDD and those with ADHD exhibited similar blunting of compensatory neural activity in frontal, parietal, and other regions. In addition, patients with DMDD showed increased RT variability

Behavioral and Neural Sustained Attention Deficits in Disruptive Mood Dysregulation Disorder and Attention-Deficit/Hyperactivity Disorder

PubMed Central

Pagliaccio, David; Wiggins, Jillian Lee; Adleman, Nancy E.; Curhan, Alexa; Zhang, Susan; Towbin, Kenneth E.; Brotman, Melissa A.; Pine, Daniel S.; Leibenluft, Ellen

2017-01-01

Objective Disruptive mood dysregulation disorder (DMDD), characterized by severe irritability, and attention-deficit/hyperactivity disorder (ADHD) are highly comorbid. This is the first study to characterize neural and behavioral similarities and differences in attentional functioning across these disorders. Method Twenty-seven healthy volunteers, 31 patients with DMDD, and 25 patients with ADHD (8–18-year-olds) completed a functional magnetic resonance imaging (fMRI) attention task. Group differences in intra-subject variability in reaction time (ISVRT) were examined. The current fMRI analytic approach precisely quantified trial-wise associations between reaction time and brain activity. Results Group differences manifested in the relationship between reaction time and brain activity (all regions: p<.01, F>2.54, ηp2>0.06). Patients with DMDD showed specific alterations in the right paracentral lobule, superior parietal lobule, fusiform gyrus, and cerebellar culmen. In contrast, both patients with DMDD and ADHD exhibited blunted compensatory increases in activity on long reaction time trials. Additionally, youth with DMDD exhibited increased activity in the postcentral gyrus, medial frontal gyrus, and cerebellar tonsil and declive (all regions: p<.05, F>2.46, ηp2>0.06). The groups in the imaging sample did not differ significantly in ISVRT (F[2,79]=2.664, p=.076, ηp2=0.063), though ISVRT was significantly elevated among youth with DMDD and ADHD when including those not meeting strict motion and accuracy criteria for the imaging analysis (F[2,96]=4.283, p=.017, ηp2=0.083). Conclusion Patients with DMDD exhibited specific alterations in the relationship between pre-stimulus brain activity and reaction time. Both patients with DMDD and ADHD exhibited similar blunting of compensatory neural activity in frontal, parietal, and other regions. Additionally, patients with DMDD demonstrated elevated reaction time variability relative to healthy youth. This work is the

Tracing the Attention of Moving Citizens

PubMed Central

Wu, Lingfei; Wang, Cheng-Jun

2016-01-01

With the widespread use of mobile computing devices in contemporary society, our trajectories in the physical space and virtual world are increasingly closely connected. Using the anonymous smartphone data of 1 × 105 users in a major city of China, we study the interplay between online and offline human behaviors by constructing the mobility network (offline) and the attention network (online). Using the network renormalization technique, we find that they belong to two different classes: the mobility network is small-world, whereas the attention network is fractal. We then divide the city into different areas based on the features of the mobility network discovered under renormalization. Interestingly, this spatial division manifests the location-based online behaviors, for example shopping, dating, and taxi-requesting. Finally, we offer a geometric network model to help us understand the relationship between small-world and fractal networks. PMID:27608929

Tracing the Attention of Moving Citizens

NASA Astrophysics Data System (ADS)

Wu, Lingfei; Wang, Cheng-Jun

2016-09-01

With the widespread use of mobile computing devices in contemporary society, our trajectories in the physical space and virtual world are increasingly closely connected. Using the anonymous smartphone data of 1 × 105 users in a major city of China, we study the interplay between online and offline human behaviors by constructing the mobility network (offline) and the attention network (online). Using the network renormalization technique, we find that they belong to two different classes: the mobility network is small-world, whereas the attention network is fractal. We then divide the city into different areas based on the features of the mobility network discovered under renormalization. Interestingly, this spatial division manifests the location-based online behaviors, for example shopping, dating, and taxi-requesting. Finally, we offer a geometric network model to help us understand the relationship between small-world and fractal networks.

The Teacher as Leader: Effect of Teaching Behaviors on Class Community and Agreement

ERIC Educational Resources Information Center

Rubin, Beth; Fernandes, Ronald

2013-01-01

This article examines the effects of teaching behaviors in online university classes, focusing on the agreement among class members. Literature on group leaders' effects on group agreement about workplace climate is reviewed. Hypotheses are generated about the effects that teachers of online courses, as class leaders, have on both the level and…

Perceptions of middle-class mothers of their children with special needs participating in motor and sport programs.

PubMed

Roth, Dana; Rimmerman, Arie

2009-12-01

This exploratory research studied middle-class mother's primary reason for registering their young children, mean age 6.9 years, in adapted motor and sports programs and their perceptions of their children upon entering the program and upon completion. Analyses also examined the possible relationship between mothers' age, education or children's age with their perceived favorable changes in the children's development. Fifty-one mothers participated in the study. The mothers completed a survey examining their perceptions of their children's developmental function along seven domains: understanding direction, communication, general physical functioning, fine motor skills, activities of daily living, vigilance and attention, and social behavior. The children were categorized by primary reason of referral to three categories: attention deficit hyperactivity disorder, motor difficulties, and social/behavioral difficulties. Findings suggest that middle-class mothers showed awareness and understanding of their children's needs by identifying the general physical function as the desirable domain to be addressed by the motor group, vigilance and attention as associated with attention deficit hyperactivity disorder, and understanding directions and communication as the desirable domain by the social/behavioral group. The findings are discussed in terms of the complexity of mother's perception of their children participating in sports and motor programs as relating to the different domains as well as to their perceived needs of their children.

A Votable Concept Mapping Approach to Promoting Students' Attentional Behavior: An Analysis of Sequential Behavioral Patterns and Brainwave Data

ERIC Educational Resources Information Center

Sun, Jerry Chih-Yuan; Hwang, Gwo-Jen; Lin, Yu-Yan; Yu, Shih-Jou; Pan, Liu-Cheng; Chen, Ariel Yu-Zhen

2018-01-01

This study explores the effects of integrated concept maps and classroom polling systems on students' learning performance, attentional behavior, and brainwaves associated with attention. Twenty-nine students from an Educational Research Methodology course were recruited as participants. For data collection, inclass quizzes, attentional behavior…

Using Latent Class Analysis to Identify Academic and Behavioral Risk Status in Elementary Students

ERIC Educational Resources Information Center

King, Kathleen R.; Lembke, Erica S.; Reinke, Wendy M.

2016-01-01

Identifying classes of children on the basis of academic and behavior risk may have important implications for the allocation of intervention resources within Response to Intervention (RTI) and Multi-Tiered System of Support (MTSS) models. Latent class analysis (LCA) was conducted with a sample of 517 third grade students. Fall screening scores in…

Behavior and Attention Problems in Eight-Year-Old Children with Prenatal Opiate and Poly-Substance Exposure: A Longitudinal Study

PubMed Central

Slinning, Kari; Moe, Vibeke; Walhovd, Kristine B.

2016-01-01

Multiple studies have found that children born to mothers with opioid or poly-substance use during pregnancy have more behavior and attention problems and lower cognitive functioning than non-exposed children. The present study aimed to investigate whether behavior and attention problems are more prominent than general cognitive deficits in this risk group and whether the problems wane or increase over time. This prospective longitudinal cross-informant study compared 72 children who were prenatally exposed to heroin and multiple drugs with a group of 58 children without known prenatal risk factors. Group differences in caregivers’ and teachers’ reports of the children’s behavior and attention problems based on the Child Behavior Check List and the ADHD Rating Scale were compared based on group differences in general cognitive functioning at 4 ½ and 8 ½ years of age. Both parent and teacher reports suggest that the exposed group has significantly more problems in several behavioral areas than the comparison group, particularly with regard to attention problems. The preschool teachers had already reported these problems when the children were 4 ½ years old, whereas the caregivers reported these problems mainly when the children were 8 ½ years old. The group differences in behavioral and attentional problems were not significantly greater and some were even significantly smaller than the group differences in general cognitive abilities. These findings suggest that children subject to prenatally drug exposure have increasing problems in multiple areas related to behavior from preschool age to 8 ½ years but that these problems do not seem to be specific; i.e., they are not more severe than the problems with general cognitive abilities found for this group. PMID:27336798

Behavior and Attention Problems in Eight-Year-Old Children with Prenatal Opiate and Poly-Substance Exposure: A Longitudinal Study.

PubMed

Nygaard, Egil; Slinning, Kari; Moe, Vibeke; Walhovd, Kristine B

2016-01-01

Multiple studies have found that children born to mothers with opioid or poly-substance use during pregnancy have more behavior and attention problems and lower cognitive functioning than non-exposed children. The present study aimed to investigate whether behavior and attention problems are more prominent than general cognitive deficits in this risk group and whether the problems wane or increase over time. This prospective longitudinal cross-informant study compared 72 children who were prenatally exposed to heroin and multiple drugs with a group of 58 children without known prenatal risk factors. Group differences in caregivers' and teachers' reports of the children's behavior and attention problems based on the Child Behavior Check List and the ADHD Rating Scale were compared based on group differences in general cognitive functioning at 4 ½ and 8 ½ years of age. Both parent and teacher reports suggest that the exposed group has significantly more problems in several behavioral areas than the comparison group, particularly with regard to attention problems. The preschool teachers had already reported these problems when the children were 4 ½ years old, whereas the caregivers reported these problems mainly when the children were 8 ½ years old. The group differences in behavioral and attentional problems were not significantly greater and some were even significantly smaller than the group differences in general cognitive abilities. These findings suggest that children subject to prenatally drug exposure have increasing problems in multiple areas related to behavior from preschool age to 8 ½ years but that these problems do not seem to be specific; i.e., they are not more severe than the problems with general cognitive abilities found for this group.

Differences in Weight-Related Behavioral Profiles by Sexual Orientation Among College Men: A Latent Class Analysis

PubMed Central

VanKim, Nicole A.; Erickson, Darin J.; Eisenberg, Marla E.; Lust, Katherine; Rosser, B. R. Simon; Laska, Melissa N.

2015-01-01

Purpose To identify and describe homogenous classes of male college students based on their weight-related behaviors (e.g., eating habits, physical activity, and unhealthy weight control) and to examine differences by sexual orientation. Design Study design was a cross-sectional sample of 2- and 4-year college students. Setting Study setting was forty-six 2- and 4-year colleges in Minnesota. Subjects Study subjects comprised 10,406 college males. Measures Measures were five categories of sexual orientation derived from self-reported sexual identity and behavior (heterosexual, discordant heterosexual [identifies as heterosexual and engages in same-sex sexual behavior], gay, bisexual, and unsure) and nine weight-related behaviors (including measures for eating habits, physical activity, and unhealthy weight control). Analysis Latent class models were fit for each of the five sexual orientation groups, using the nine weight-related behaviors. Results Overall, four classes were identified: “healthier eating habits” (prevalence range, 39.4%–77.3%), “moderate eating habits” (12.0%–30.2%), “unhealthy weight control” (2.6%–30.4%), and “healthier eating habits, more physically active” (35.8%). Heterosexual males exhibited all four patterns, gay and unsure males exhibited four patterns that included variations on the overall classes identified, discordant heterosexual males exhibited two patterns (“healthier eating habits” and “unhealthy weight control”), and bisexual males exhibited three patterns (“healthier eating habits,” “moderate eating habits,” and “unhealthy weight control”). Conclusion Findings highlight the need for multibehavioral interventions for discordant heterosexual, gay, bisexual, and unsure college males, particularly around encouraging physical activity and reducing unhealthy weight control behaviors. PMID:26305726

A Latent Class Analysis of Online Sexual Experiences and Offline Sexual Behaviors Among Female Adolescents.

PubMed

Maas, Megan K; Bray, Bethany C; Noll, Jennie G

2017-11-20

This study used latent class analysis to identify patterns (i.e., classes) across a broad range of online sexual experiences among female adolescents (n = 312) and to explore offline sexual behavior and substance use correlates of as well as maltreatment differences in class membership. The following four classes were identified: Online Abstinent, Online Inclusive, Attractors, and Seekers. Maltreated female adolescents were more likely to be members of the Online Inclusive class and less likely to be members of the Online Abstinent class than nonmaltreated female adolescents. Offline sexual behaviors and substance use differentially predicted class membership. These results suggest online sexual experiences vary greatly and should not be aggregated together as a global risk factor for all female adolescents. © 2017 Society for Research on Adolescence.

Symptoms of attention-deficit/hyperactivity disorder (ADHD) moderate suicidal behaviors in college students with depressed mood.

PubMed

Patros, Connor H G; Hudec, Kristen L; Alderson, R Matt; Kasper, Lisa J; Davidson, Collin; Wingate, LaRicka R

2013-09-01

College students with attention-deficit/hyperactivity disorder-related hyperactive/impulsive (HI) and/or inattentive (IA) symptoms may be at greater risk for suicidal behavior due to core and secondary symptoms that increase their potential to engage in behaviors that put them at risk for suicidal behavior. Consequently, the current study examined the moderating effect of combined HI/IA symptoms, in addition to independent HI and IA symptoms on the relationship between depressed mood and suicidal thoughts and behavior. A sample of 1,056 undergraduate students (61.5% female, 96.4% aged 18-24 years) provided self-report ratings of mood, suicidal behavior (thoughts, self-harm, attempts, and need for medical attention), and current HI/IA symptoms. Significant moderation effects were detected, such that greater HI/IA symptoms were associated with a stronger relationship between depressed mood and suicidal ideation and attempts, but not self-harm. Current HI and IA symptoms significantly moderated the relationship between depressed mood and suicidal thoughts and suicide attempts, but did not moderate the relationship between depressed mood and self-harm and need for medical attention. The current findings suggest that the presence of combined HI/IA symptoms conveys increased suicide risk for depressed college students. Additionally, results suggest a complex relationship between independent HI and IA symptoms and severe suicidal outcomes. © 2013 Wiley Periodicals, Inc.

Consumer Behavior in Shopping Streets: The Importance of the Salesperson's Professional Personal Attention

PubMed Central

Medrano, Natalia; Olarte-Pascual, Cristina; Pelegrín-Borondo, Jorge; Sierra-Murillo, Yolanda

2016-01-01

Since the early 2010s, the emergence of a new consumer has begun. In this context, consumer behavior represents one of the greatest interests of marketing scholars and business managers due to their need to adapt their companies' strategies to the new frontier. In order to advance understanding of this new consumer, this article focuses on analyzing consumer behavior in shopping streets. Thus, the aim of this research is to know what customers value in terms of salesperson–customer interaction quality nowadays. To achieve this, the authors conducted two studies. The results of the first study show that customers cite personal attention as the primary factor motivating their preference for small retailers in shopping streets. However, this motivation is not as relevant one for those who prefer malls. This result provides a point on which to research service quality incorporating personal attention in a second study. Using the SERVQUAL-P scale, the authors elaborate three lenses through which the quality of service from the customer's point of view can be analyzed: normative expectations, predictive expectations, and the importance of each attribute. The most striking result is that the dimensions of expectations (normative and predictive) are the same; these results demonstrate that customers are coherent in making assessments of their expectations, evaluating service quality and satisfaction with similar criteria. However, these dimensions are different from the dimensions of importance. Our main contribution lies in the finding that personal attention, when assessed using the scale of attribute importance, is split into two dimensions: (1) courteous attention and (2) personal relationship. Courteous attention is always welcome, but personal relationships are less valued and are often even rejected. The article concludes with a discussion of the implications of these findings for marketing practices and research. PMID:26903927

Consumer Behavior in Shopping Streets: The Importance of the Salesperson's Professional Personal Attention.

PubMed

Medrano, Natalia; Olarte-Pascual, Cristina; Pelegrín-Borondo, Jorge; Sierra-Murillo, Yolanda

2016-01-01

Since the early 2010s, the emergence of a new consumer has begun. In this context, consumer behavior represents one of the greatest interests of marketing scholars and business managers due to their need to adapt their companies' strategies to the new frontier. In order to advance understanding of this new consumer, this article focuses on analyzing consumer behavior in shopping streets. Thus, the aim of this research is to know what customers value in terms of salesperson-customer interaction quality nowadays. To achieve this, the authors conducted two studies. The results of the first study show that customers cite personal attention as the primary factor motivating their preference for small retailers in shopping streets. However, this motivation is not as relevant one for those who prefer malls. This result provides a point on which to research service quality incorporating personal attention in a second study. Using the SERVQUAL-P scale, the authors elaborate three lenses through which the quality of service from the customer's point of view can be analyzed: normative expectations, predictive expectations, and the importance of each attribute. The most striking result is that the dimensions of expectations (normative and predictive) are the same; these results demonstrate that customers are coherent in making assessments of their expectations, evaluating service quality and satisfaction with similar criteria. However, these dimensions are different from the dimensions of importance. Our main contribution lies in the finding that personal attention, when assessed using the scale of attribute importance, is split into two dimensions: (1) courteous attention and (2) personal relationship. Courteous attention is always welcome, but personal relationships are less valued and are often even rejected. The article concludes with a discussion of the implications of these findings for marketing practices and research.

Abolishing and Establishing Operation Analyses of Social Attention as Positive Reinforcement for Problem Behavior

ERIC Educational Resources Information Center

McGinnis, Molly A.; Houchins-Juarez, Nealetta; McDaniel, Jill L.; Kennedy, Craig H.

2010-01-01

Three participants whose problem behavior was maintained by contingent attention were exposed to 45-min presessions in which attention was withheld, provided on a fixed-time (FT) 15-s schedule, or provided on an FT 120-s schedule. Following each presession, participants were then tested in a 15-min session similar to the social attention condition…

Play and Joint Attention of Children with Autism in the Preschool Special Education Classroom

PubMed Central

Kasari, Connie

2014-01-01

The purpose of this study was to examine play and joint attention in children with autism (n=27) as compared to children with other developmental delays (n=28) in public preschool special education classrooms. The participants were observed in their classroom environment for 2 h over 3 separate days. Results show that children with autism spent more of their time unengaged and less time engaged in symbolic play and joint attention behaviors as compared to children with other developmental delays. Additionally, teachers seldom focused directly on symbolic play and joint attention in their teaching. These findings suggest the importance of educating teachers to target play and joint attention skills in their preschool special education classes, specifically for children with autism. PMID:22350340

Attention Biases to Threat Link Behavioral Inhibition to Social Withdrawal over Time in Very Young Children

ERIC Educational Resources Information Center

Perez-Edgar, Koraly; Reeb-Sutherland, Bethany C.; McDermott, Jennifer Martin; White, Lauren K.; Henderson, Heather A.; Degnan, Kathryn A.; Hane, Amie A.; Pine, Daniel S.; Fox, Nathan A.

2011-01-01

Behaviorally inhibited children display a temperamental profile characterized by social withdrawal and anxious behaviors. Previous research, focused largely on adolescents, suggests that attention biases to threat may sustain high levels of behavioral inhibition (BI) over time, helping link early temperament to social outcomes. However, no prior…

The role of top-down spatial attention in contingent attentional capture.

PubMed

Huang, Wanyi; Su, Yuling; Zhen, Yanfen; Qu, Zhe

2016-05-01

It is well known that attentional capture by an irrelevant salient item is contingent on top-down feature selection, but whether attentional capture may be modulated by top-down spatial attention remains unclear. Here, we combined behavioral and ERP measurements to investigate the contribution of top-down spatial attention to attentional capture under modified spatial cueing paradigms. Each target stimulus was preceded by a peripheral circular cue array containing a spatially uninformative color singleton cue. We varied target sets but kept the cue array unchanged among different experimental conditions. When participants' task was to search for a colored letter in the target array that shared the same peripheral locations with the cue array, attentional capture by the peripheral color cue was reflected by both a behavioral spatial cueing effect and a cue-elicited N2pc component. When target arrays were presented more centrally, both the behavioral and N2pc effects were attenuated but still significant. The attenuated cue-elicited N2pc was found even when participants focused their attention on the fixed central location to identify a colored letter among an RSVP letter stream. By contrast, when participants were asked to identify an outlined or larger target, neither the behavioral spatial cueing effect nor the cue-elicited N2pc was observed, regardless of whether the target and cue arrays shared same locations or not. These results add to the evidence that attentional capture by salient stimuli is contingent upon feature-based task sets, and further indicate that top-down spatial attention is important but may not be necessary for contingent attentional capture. © 2016 Society for Psychophysiological Research.

Sustained Attention Performance during Sleep Deprivation Associates with Instability in Behavior and Physiologic Measures at Baseline

PubMed Central

Chua, Eric Chern-Pin; Yeo, Sing-Chen; Lee, Ivan Tian-Guang; Tan, Luuan-Chin; Lau, Pauline; Cai, Shiwei; Zhang, Xiaodong; Puvanendran, Kathiravelu; Gooley, Joshua J.

2014-01-01

Study Objectives: To identify baseline behavioral and physiologic markers that associate with individual differences in sustained attention during sleep deprivation. Design: In a retrospective study, ocular, electrocardiogram, and electroencephalogram (EEG) measures were compared in subjects who were characterized as resilient (n = 15) or vulnerable (n = 15) to the effects of total sleep deprivation on sustained attention. Setting: Chronobiology and Sleep Laboratory, Duke-NUS Graduate Medical School Singapore. Participants: Healthy volunteers aged 22-32 years from the general population. Interventions: Subjects were kept awake for at least 26 hours under constant environmental conditions. Every 2 hours, sustained attention was assessed using a 10-minute psychomotor vigilance task (PVT). Measurements and Results: During baseline sleep and recovery sleep, EEG slow wave activity was similar in resilient versus vulnerable subjects, suggesting that individual differences in vulnerability to sleep loss were not related to differences in homeostatic sleep regulation. Rather, irrespective of time elapsed since wake, subjects who were vulnerable to sleep deprivation exhibited slower and more variable PVT response times, lower and more variable heart rate, and higher and more variable EEG spectral power in the theta frequency band (6.0-7.5 Hz). Conclusions: Performance decrements in sustained attention during sleep deprivation associate with instability in behavioral and physiologic measures at baseline. Small individual differences in sustained attention that are present at baseline are amplified during prolonged wakefulness, thus contributing to large between-subjects differences in performance and sleepiness. Citation: Chua EC; Yeo SC; Lee IT; Tan LC; Lau P; Cai S; Zhang X; Puvanendran K; Gooley JJ. Sustained attention performance during sleep deprivation associates with instability in behavior and physiologic measures at baseline. SLEEP 2014;37(1):27-39. PMID:24470693

Visual attention and autistic behavior in infants with fragile X syndrome

PubMed Central

Roberts, Jane E.; Hatton, Deborah D.; Bailey, Donald; Long, Anna C. J.; Anello, Vittoria; Colombo, John

2013-01-01

Fragile X syndrome (FXS) is the leading known inherited cause of intellectual disability and the most common known biological cause of autism. Approximately 25% to 50% of males with FXS meet full diagnostic criteria for autism. Despite the high comorbidity between FXS and autism and the ability to diagnose FXS prenatally or at birth, no studies have examined indicators of autism in infants with FXS. The current study focused on indices of visual attention, one of the earliest and most robust behavioral indicators of autism in idiopathic (non-FXS) autism. Analyses revealed lower HR variability, shallower HR decelerations, and prolonged look durations in 12-month old infants with FXS that were correlated with severity of autistic behavior but not mental age. PMID:21720726

Relations among Student Attention Behaviors, Teacher Practices, and Beginning Word Reading Skill

ERIC Educational Resources Information Center

Saez, Leilani; Folsom, Jessica Sidler; Al Otaiba, Stephanie; Schatschneider, Christopher

2012-01-01

The role of student attention for predicting kindergarten word reading was investigated among 432 students. Using "Strengths and Weaknesses of ADHD Symptoms and Normal Behavior Rating Scale" behavior rating scores, the authors conducted an exploratory factor analysis, which yielded three distinct factors that reflected selective…

Caregiver Survey of Pharmacotherapy to Treat Attention Deficit/Hyperactivity Disorder in Individuals with Williams Syndrome

ERIC Educational Resources Information Center

Martens, Marilee A.; Seyfer, Daisha L.; Andridge, Rebecca R.; Foster, Jessica E. A.; McClure, Kelsey E.; Coury, Daniel L.

2013-01-01

Williams syndrome (WS) is a genetic condition characterized by a unique neurocognitive and behavioral profile, including increased incidence of attention deficit/hyperactivity disorder (ADHD). The purpose of the present study was to examine the perceived helpfulness and side effects of medications used to treat ADHD (methylphenidate class,…

How Long Can Students Pay Attention in Class? A Study of Student Attention Decline Using Clickers

ERIC Educational Resources Information Center

Bunce, Diane M.; Flens, Elizabeth A.; Neiles, Kelly Y.

2010-01-01

Students enrolled in three levels of general chemistry self-reported their attention decline during both lecture and other teaching approaches via personal response devices (clickers). Students report attention declines of 1 min or less more often than longer attention lapses. The data suggest that student engagement alternates between attention…

The benefits of simply observing: mindful attention modulates the link between motivation and behavior.

PubMed

Papies, Esther K; Pronk, Tila M; Keesman, Mike; Barsalou, Lawrence W

2015-01-01

Mindful attention, a central component of mindfulness meditation, can be conceived as becoming aware of one's thoughts and experiences and being able to observe them as transient mental events. Here, we present a series of studies demonstrating the effects of applying this metacognitive perspective to one's spontaneous reward responses when encountering attractive stimuli. Taking a grounded cognition perspective, we argue that reward simulations in response to attractive stimuli contribute to appetitive behavior and that motivational states and traits enhance these simulations. Directing mindful attention at these thoughts and seeing them as mere mental events should break this link, such that motivational states and traits no longer affect reward simulations and appetitive behavior. To test this account, we trained participants to observe their thoughts in reaction to appetitive stimuli as mental events, using a brief procedure designed for nonmeditators. Across 3 experiments, we found that adopting the mindful attention perspective reduced the effects of motivational states and traits on appetitive behavior in 2 domains, in both the laboratory and the field. Specifically, after applying mindful attention, participants' sexual motivation no longer made opposite-sex others seem more attractive and thus desirable as partners. Similarly, participants' levels of hunger no longer boosted the attractiveness of unhealthy foods, resulting in healthier eating choices. We discuss these results in the context of mechanisms and applications of mindful attention and explore how mindfulness and mindful attention can be conceptualized in psychological research more generally. (PsycINFO Database Record (c) 2015 APA, all rights reserved).

Attention-Deficit/Hyperactivity Disorder, Behavior Regulation and Virtual School Support.

PubMed

Wallace, Claire; Ievers-Landis, Carolyn E; Scherer, Catherine; Roizen, Nancy; Augustyn, Marilyn

2016-04-01

Tony is a 6-year-old multiracial boy diagnosed as having attention-deficit/hyperactivity disorder-combined type who is followed in your primary care practice and has started on a stimulant medication. Tony continues to have difficulty with emotion regulation and impulse control both at home and at school. He was asked to leave his private school soon after beginning first grade because of physical fighting, emotional outbursts, and arguing with teachers.His mother made the decision to enroll Tony in online virtual schooling for the remainder of the academic year, with the plan to transition back to traditional school for the next academic year. They have enrolled in a program that offers lessons online and sends materials to the home for the child to use to complete certain types of assignments (e.g., science experiments). Virtual schools are different from traditional home schooling because children receive their instruction from teachers online with parental assistance as opposed to parents being responsible for teaching all material. Tony's mother comes to your practice requesting assistance with setting up an appropriate school environment for her son at home, where she can monitor and support his academic progress.Tony is a bright child, with an Intelligence Quotient in the superior range. He has advanced academic skills, but he becomes dysregulated if he is told he is wrong or that he has answered a question incorrectly. For example, if he answered a question incorrectly in class, he would become verbally abusive toward his teacher and often have temper tantrums. This challenging behavior occurred daily at school and was one of the factors leading to his expulsion. The behavior had predated the introduction of stimulant medication and had remained consistent after he began medication.Tony's parents are highly educated, and both parents hold professional jobs with steady income. His parents have good command of typical behavior management strategies such as

Attention-Deficit/Hyperactivity Disorder, Behavior Regulation and Virtual School Support.

PubMed

Wallace, Claire; Ievers-Landis, Carolyn E; Scherer, Catherine; Roizen, Nancy; Augustyn, Marilyn

Tony is a 6-year-old multiracial boy diagnosed as having attention-deficit/hyperactivity disorder-combined type who is followed in your primary care practice and has started on a stimulant medication. Tony continues to have difficulty with emotion regulation and impulse control both at home and at school. He was asked to leave his private school soon after beginning first grade because of physical fighting, emotional outbursts, and arguing with teachers.His mother made the decision to enroll Tony in online virtual schooling for the remainder of the academic year, with the plan to transition back to traditional school for the next academic year. They have enrolled in a program that offers lessons online and sends materials to the home for the child to use to complete certain types of assignments (e.g., science experiments). Virtual schools are different from traditional home schooling because children receive their instruction from teachers online with parental assistance as opposed to parents being responsible for teaching all material. Tony's mother comes to your practice requesting assistance with setting up an appropriate school environment for her son at home, where she can monitor and support his academic progress.Tony is a bright child, with an Intelligence Quotient in the superior range. He has advanced academic skills, but he becomes dysregulated if he is told he is wrong or that he has answered a question incorrectly. For example, if he answered a question incorrectly in class, he would become verbally abusive toward his teacher and often have temper tantrums. This challenging behavior occurred daily at school and was one of the factors leading to his expulsion. The behavior had predated the introduction of stimulant medication and had remained consistent after he began medication.Tony's parents are highly educated, and both parents hold professional jobs with steady income. His parents have good command of typical behavior management strategies such as

Expectancy and surprise predict neural and behavioral measures of attention to threatening stimuli

PubMed Central

Browning, Michael; Harmer, Catherine J.

2012-01-01

Attention is preferentially deployed toward those stimuli which are threatening and those which are surprising. The current paper examines the intersection of these phenomena; how do expectations about the threatening nature of stimuli influence the deployment of attention? The predictions tested were that individuals would direct attention toward stimuli which were expected to be threatening (regardless of whether they were or not) and toward stimuli which were surprising. As anxiety has been associated with deficient control of attention to threat, it was additionally predicted that high levels of trait anxiety would be associated with deficits in the use of threat-expectation to guide attention. During fMRI scanning, 29 healthy volunteers completed a simple task in which threat-expectation was manipulated by altering the frequency with which fearful or neutral faces were presented. Individual estimates of threat-expectation and surprise were created using a Bayesian computational model. The degree to which the model derived estimates of threat-expectation and surprise were able to explain both a behavioral measure of attention to the faces and activity in the visual cortex and anterior attentional control areas was then tested. As predicted, increased threat-expectation and surprise were associated with increases in both the behavioral and neuroimaging measures of attention to the faces. Additionally, regions of the orbitofrontal cortex and left amygdala were found to covary with threat-expectation whereas anterior cingulate and lateral prefrontal cortices covaried with surprise. Individuals with higher levels of trait anxiety were less able to modify neuroimaging measures of attention in response to threat-expectation. These results suggest that continuously calculated estimates of the probability of threat may plausibly be used to influence the deployment of visual attention and that use of this information is perturbed in anxious individuals. PMID:21945791

Comparison between objective measures and parental behavioral rating scales of memory and attention in pediatric endocrinology patients.

PubMed

Limbers, Christine; Young, Danielle; Jernigan, Stephanie; Bryant, William; Stephen, Matt

2017-01-01

Behavioral rating scales represent one potential method for screening of cognitive functioning in routine clinical care. It is not yet known if objective performance based measures and behavioral rating scales of cognitive functioning completed by parents yield similar information in pediatric endocrinology patients. The purpose of the present study was to evaluate the associations between performance-based measures and behavioral rating scales of memory and attention/concentration completed by parents of pediatric patients with Type 1 Diabetes or obesity. The sample consisted of 73 pediatric patients with Type 1 Diabetes or obesity (BMI > 95th percentile) ages 6-16 years (mean age = 12.29 years) referred to an outpatient pediatric endocrinology clinic. Youth were administered the Wide Range Assessment of Memory and Learning (WRAML-2). Parents completed the Child Behavior Checklist (CBCL) and the PedsQL Cognitive Functioning Scale. Pearson's Product Moment Correlations were examined among the performance-based measures and behavioral rating scales. All intercorrelations between the performance-based measures and behavioral rating scales completed by parents were in the small range. The only statistically significant (P < 0.05) and approaching medium correlation was between the PedsQL Cognitive Functioning Scale and WRAML-2 Verbal Memory Index (r = 0.28). On behavioral rating scales and performance-based measures of visual memory and attention/concentration, our sample exhibited greater difficulties than healthy youth from previously published data (P < 0.05). One possible explanation for our findings is that behavioral rating scales of attention/concentration and memory completed by parents measure different aspects of cognitive functioning than performance based measures in pediatric patients with Type 1 Diabetes or obesity.

Measuring Attention in the Hemispheres: The Lateralized Attention Network Test (LANT)

ERIC Educational Resources Information Center

Greene, Deanna J.; Barnea, Anat; Herzberg, Kristin; Rassis, Anat; Neta, Maital; Raz, Amir; Zaidel, Eran

2008-01-01

The attention network test (ANT) is a brief computerized battery measuring three independent behavioral components of attention: Conflict resolution (ability to overcome distracting stimuli), spatial Orienting (the benefit of valid spatial pre-cues), and Alerting (the benefit of temporal pre-cues). Imaging, clinical, and behavioral evidence…

Gene-set and multivariate genome-wide association analysis of oppositional defiant behavior subtypes in attention-deficit/hyperactivity disorder.

PubMed

Aebi, Marcel; van Donkelaar, Marjolein M J; Poelmans, Geert; Buitelaar, Jan K; Sonuga-Barke, Edmund J S; Stringaris, Argyris; Consortium, Image; Faraone, Stephen V; Franke, Barbara; Steinhausen, Hans-Christoph; van Hulzen, Kimm J E

2016-07-01

Oppositional defiant disorder (ODD) is a frequent psychiatric disorder seen in children and adolescents with attention-deficit-hyperactivity disorder (ADHD). ODD is also a common antecedent to both affective disorders and aggressive behaviors. Although the heritability of ODD has been estimated to be around 0.60, there has been little research into the molecular genetics of ODD. The present study examined the association of irritable and defiant/vindictive dimensions and categorical subtypes of ODD (based on latent class analyses) with previously described specific polymorphisms (DRD4 exon3 VNTR, 5-HTTLPR, and seven OXTR SNPs) as well as with dopamine, serotonin, and oxytocin genes and pathways in a clinical sample of children and adolescents with ADHD. In addition, we performed a multivariate genome-wide association study (GWAS) of the aforementioned ODD dimensions and subtypes. Apart from adjusting the analyses for age and sex, we controlled for "parental ability to cope with disruptive behavior." None of the hypothesis-driven analyses revealed a significant association with ODD dimensions and subtypes. Inadequate parenting behavior was significantly associated with all ODD dimensions and subtypes, most strongly with defiant/vindictive behaviors. In addition, the GWAS did not result in genome-wide significant findings but bioinformatics and literature analyses revealed that the proteins encoded by 28 of the 53 top-ranked genes functionally interact in a molecular landscape centered around Beta-catenin signaling and involved in the regulation of neurite outgrowth. Our findings provide new insights into the molecular basis of ODD and inform future genetic studies of oppositional behavior. © 2015 The Authors. American Journal of Medical Genetics Part B: Neuropsychiatric Genetics Published by Wiley Periodicals, Inc. © 2015 The Authors. American Journal of Medical Genetics Part B: Neuropsychiatric Genetics Published by Wiley Periodicals, Inc.

Sustained attention performance during sleep deprivation associates with instability in behavior and physiologic measures at baseline.

PubMed

Chua, Eric Chern-Pin; Yeo, Sing-Chen; Lee, Ivan Tian-Guang; Tan, Luuan-Chin; Lau, Pauline; Cai, Shiwei; Zhang, Xiaodong; Puvanendran, Kathiravelu; Gooley, Joshua J

2014-01-01

To identify baseline behavioral and physiologic markers that associate with individual differences in sustained attention during sleep deprivation. In a retrospective study, ocular, electrocardiogram, and electroencephalogram (EEG) measures were compared in subjects who were characterized as resilient (n = 15) or vulnerable (n = 15) to the effects of total sleep deprivation on sustained attention. Chronobiology and Sleep Laboratory, Duke-NUS Graduate Medical School Singapore. Healthy volunteers aged 22-32 years from the general population. Subjects were kept awake for at least 26 hours under constant environmental conditions. Every 2 hours, sustained attention was assessed using a 10-minute psychomotor vigilance task (PVT). During baseline sleep and recovery sleep, EEG slow wave activity was similar in resilient versus vulnerable subjects, suggesting that individual differences in vulnerability to sleep loss were not related to differences in homeostatic sleep regulation. Rather, irrespective of time elapsed since wake, subjects who were vulnerable to sleep deprivation exhibited slower and more variable PVT response times, lower and more variable heart rate, and higher and more variable EEG spectral power in the theta frequency band (6.0-7.5 Hz). Performance decrements in sustained attention during sleep deprivation associate with instability in behavioral and physiologic measures at baseline. Small individual differences in sustained attention that are present at baseline are amplified during prolonged wakefulness, thus contributing to large between-subjects differences in performance and sleepiness.

Sex Differences in the Experience of Unwanted Sexual Attention and Behaviors during Childhood

ERIC Educational Resources Information Center

Whealin, Julia M.; Zinzow, Heidi M.; Salstrom, Seoka A.; Jackson, Joan L.

2007-01-01

Girls receive considerable amounts of unwanted sexual attention (UWSA) and behaviors (UWSB). Less is known about boys' unwanted sexual experiences. The primary goal of this study was to obtain a descriptive profile of the types and perpetrators of childhood UWSA/B. Secondary goals were to examine sex differences in emotional reactions to UWSA/B…

Bupropion improves attention but does not affect impulsive behavior in healthy young adults.

PubMed

Acheson, Ashley; de Wit, Harriet

2008-04-01

Bupropion is an effective abstinence aid for cessation of smoking and possibly other drug use as well. There is evidence that bupropion improves attention and impulse control in certain patient populations, and improvements in these processes could mediate its efficacy as an abstinence aid. In the present study, we tested the effects of acute bupropion on measures of attention and impulsivity in healthy adults with d-amphetamine included as a positive control. Twenty-two nonsmokers (11 women) and 11 smokers (4 women) completed four 4-hr sessions where they received placebo, bupropion (150 or 300 mg), or d-amphetamine (20 mg) in capsules. Ninety minutes after capsule administration, participants were tested on attention with a simple reaction time task (SRT) and on impulsivity with the stop task, a delay and probability discounting task (DPD), and the balloon analogue risk task (BART). Participants also completed mood questionnaires during sessions. Bupropion (150 mg) decreased lapses in attention on the SRT, but did not affect performance on the stop task, DPD, or BART. Amphetamine decreased lapses in attention and speeded sensory motor processing time on the SRT but did not significantly affect responding on the stop task or DPD. On the BART, d-amphetamine tended to decrease risk taking in men but increased risk taking in women. Bupropion (300 mg) and d-amphetamine increased ratings of arousal. These results suggest that bupropion improves attention without affecting impulsive behavior in healthy adults. Improvements in attention may contribute to the effectiveness of bupropion as a pharmacotherapy for smoking.

Bupropion improves attention but does not affect impulsive behavior in healthy young adults

PubMed Central

Acheson, Ashley; de Wit, Harriet

2014-01-01

Bupropion is an effective abstinence aid for cessation of smoking and possibly other drug use as well. There is evidence that bupropion improves attention and impulse control in certain patient populations, and improvements in these processes could mediate its efficacy as an abstinence aid. In the present study, we tested the effects of acute bupropion on measures of attention and impulsivity in healthy adults with d-amphetamine included as a positive control. Twenty-two nonsmokers (11 women) and 11 smokers (4 women) completed four 4-h sessions where they received placebo, bupropion (150 or 300 mg) or d-amphetamine (20 mg) in capsules. Ninety minutes after capsule administration, participants were tested on attention with a Simple Reaction Time Task (SRT) and on impulsivity with the Stop Task, a Delay and Probability Discounting Task (DPD), and the Balloon Analogue Risk Task (BART). Participants also completed mood questionnaires during sessions. Bupropion (150 mg) decreased lapses in attention on the SRT, but did not affect performance on the Stop Task, DPD or BART. d-Amphetamine decreased lapses in attention and speeded sensory motor processing time on the SRT but did not significantly affect responding on the Stop Task or DPD. On the BART, d-amphetamine tended to decrease risk taking in men but increased risk taking in women. Bupropion (300 mg) and d-amphetamine increased ratings of arousal. These results suggest that bupropion improves attention without affecting impulsive behavior in healthy adults. Improvements in attention may contribute to the effectiveness of bupropion as a pharmacotherapy for smoking. PMID:18489015

Interactive Pharmacological and Behavioral Management of a Hyperactive Attention Deficit Disordered Child in an Elective Pharmacy Clerkship.

ERIC Educational Resources Information Center

Hill, John W.; Gourley, Dick R.

The principles of behavior analysis and basic behavioral definitions were utilized by clinical pharmacy students within an interdisciplinary setting to recognize and reinforce the spontaneously occurring on-task desirable behaviors of an 8-year-old hyperactive, attention deficit disordered child. Data gathered by pharmacy students from a case…

Relevance of a neurophysiological marker of attention allocation for children's learning-related behaviors and academic performance.

PubMed

Willner, Cynthia J; Gatzke-Kopp, Lisa M; Bierman, Karen L; Greenberg, Mark T; Segalowitz, Sidney J

2015-08-01

Learning-related behaviors are important for school success. Socioeconomic disadvantage confers risk for less adaptive learning-related behaviors at school entry, yet substantial variability in school readiness exists within socioeconomically disadvantaged populations. Investigation of neurophysiological systems associated with learning-related behaviors in high-risk populations could illuminate resilience processes. This study examined the relevance of a neurophysiological measure of controlled attention allocation, amplitude of the P3b event-related potential, for learning-related behaviors and academic performance in a sample of socioeconomically disadvantaged kindergarteners. The sample consisted of 239 children from an urban, low-income community, approximately half of whom exhibited behavior problems at school entry (45% aggressive/oppositional; 64% male; 69% African American, 21% Hispanic). Results revealed that higher P3b amplitudes to target stimuli in a go/no-go task were associated with more adaptive learning-related behaviors in kindergarten. Furthermore, children's learning-related behaviors in kindergarten mediated a positive indirect effect of P3b amplitude on growth in academic performance from kindergarten to 1st grade. Given that P3b amplitude reflects attention allocation processes, these findings build on the scientific justification for interventions targeting young children's attention skills in order to promote effective learning-related behaviors and academic achievement within socioeconomically disadvantaged populations. (c) 2015 APA, all rights reserved).

Attention versus consciousness in the visual brain: differences in conception, phenomenology, behavior, neuroanatomy, and physiology.

PubMed

Baars, B J

1999-07-01

A common confound between consciousness and attention makes it difficult to think clearly about recent advances in the understanding of the visual brain. Visual consciousness involves phenomenal experience of the visual world, but visual attention is more plausibly treated as a function that selects and maintains the selection of potential conscious contents, often unconsciously. In the same sense, eye movements select conscious visual events, which are not the same as conscious visual experience. According to common sense, visual experience is consciousness, and selective processes are labeled as attention. The distinction is reflected in very different behavioral measures and in very different brain anatomy and physiology. Visual consciousness tends to be associated with the "what" stream of visual feature neurons in the ventral temporal lobe. In contrast, attentional selection and maintenance are mediated by other brain regions, ranging from superior colliculi to thalamus, prefrontal cortex, and anterior cingulate. The author applied the common-sense distinction between attention and consciousness to the theoretical positions of M. I. Posner (1992, 1994) and D. LaBerge (1997, 1998) to show how it helps to clarify the evidence. He concluded that clarity of thought is served by calling a thing by its proper name.

Academic Beliefs and Behaviors in On-Campus and Online General Education Biology Classes

ERIC Educational Resources Information Center

Noll, Christopher B.

2015-01-01

This study examined the effect of course delivery mode on academic help-seeking beliefs and behaviors, academic self-efficacy, and the levels of individual interest in biology of students in an entry-level General Education biology course. This intersection of online education, science courses, and academic success factors merits attention because…

Latent Class Analysis of HIV Risk Behaviors Among Russian Women at Risk for Alcohol-Exposed Pregnancies.

PubMed

Bohora, Som; Chaffin, Mark; Shaboltas, Alla; Bonner, Barbara; Isurina, Galina; Batluk, Julia; Bard, David; Tsvetkova, Larissa; Skitnevskaya, Larissa; Volkova, Elena; Balachova, Tatiana

2017-11-01

The number of HIV cases attributed to heterosexual contact and the proportion of women among HIV positive individuals has increased worldwide. Russia is a country with the highest rates of newly diagnosed HIV infections in the region, and the infection spreads beyond traditional risk groups. While young women are affected disproportionately, knowledge of HIV risk behaviors in women in the general population remains limited. The objectives of this study were to identify patterns of behaviors that place women of childbearing age at high risk for HIV transmission and determine whether socio-demographic characteristics and alcohol use are predictive of the risk pattern. A total of 708 non-pregnant women, aged between 18 and 44 years, who were at risk for an alcohol-exposed pregnancy were enrolled in two regions in Russia. Participants completed a structured interview focused on HIV risk behaviors, including risky sexual behavior and alcohol and drug use. Latent class analysis was utilized to examine associations between HIV risk and other demographic and alcohol use characteristics and to identify patterns of risk among women. Three classes were identified. 34.93% of participants were at high risk, combining their risk behaviors, e.g., having multiple sexual partners, with high partner's risk associated with partner's drug use (class I). Despite reporting self-perceived risk for HIV/STI, this class of participants was unlikely to utilize adequate protection (i.e., condom use). The second high risk class included 13.19% of participants who combined their risky sexual behaviors, i.e., multiple sexual partners and having STDs, with partner's risk that included partner's imprisonment and partner's sex with other women (class II). Participants in this class were likely to utilize protection/condoms. Finally, 51.88% of participants were at lower risk, which was associated primarily with their partners' risk, and these participants utilized protection (class III). The odds

Paying Attention to Ourselves: Modeling Anti-Bullying Behavior for Students

ERIC Educational Resources Information Center

Lucas, Amy Magnafichi

2012-01-01

It seems as if at no other time in the distant past has there been so much media coverage of bullies and bullying behavior within the schools. Has it always been present in some form? More than likely. Should it be brought to national attention? Absolutely. No one, student or not, deserves to feel unsafe, threatened, or invisible, whether it be at…

Early Childhood Education Teachers' Strategies Use in Order to Prevent Aggressive Behaviors in Classes: The Case of Turkey

ERIC Educational Resources Information Center

Derman, Meral Taner

2017-01-01

The aim of this research is to investigate the aggression types observed in class environment in preschool and primary schools and the strategies that teachers use in order to prevent aggressive behaviors in classes by variables like gender, seniority and socioeconomic level. 118 preschool teachers and 176 primary school teachers, a total of 294…

The relation of low-level prenatal lead exposure to behavioral indicators of attention in Inuit infants in Arctic Quebec.

PubMed

Plusquellec, P; Muckle, G; Dewailly, E; Ayotte, P; Jacobson, S W; Jacobson, J L

2007-01-01

The aim of this study was to investigate the association between prenatal exposure to lead (Pb) and several aspects of behavioral function during infancy through examiner ratings and behavioral coding of video recordings. The sample consisted of 169 11-month-old Inuit infants from Arctic Quebec. Umbilical cord and maternal blood samples were used to document prenatal exposure to Pb. Average blood Pb levels were 4.6 mug/dL and 5.9 mug/dL in cord and maternal samples respectively. The Behavior Rating Scales (BRS) from the Bayley Scales of Infant Development (BSID-II) were used to assess behavior. Attention was assessed through the BRS and behavioral coding of video recordings taken during the administration of the BSID-II. Whereas the examiner ratings of behaviors detected very few associations with prenatal Pb exposure, cord blood Pb concentrations were significantly related to the direct observational measures of infant attention, after adjustment for confounding variables. These data provide evidence that increasing the specificity and the precision of the behavioral assessment has considerable potential for improving our ability to detect low-to-moderate associations between neurotoxicants, such Pb and infant behavior.

Behavioral Self-Regulation in a Physics Class

ERIC Educational Resources Information Center

Stewart, John; DeVore, Seth; Stewart, Gay; Michaluk, Lynnette

2016-01-01

This study examined the regulation of out-of-class time invested in the academic activities associated with a physics class for 20 consecutive semesters. The academic activities of 1676 students were included in the study. Students reported investing a semester average of 6.5 ± 2.9 h out of class per week. During weeks not containing an…

Separable Roles for Attentional Control Sub-Systems in Reading Tasks: A Combined Behavioral and fMRI Study

PubMed Central

Ihnen, S.K.Z.; Petersen, Steven E.; Schlaggar, Bradley L.

2015-01-01

Attentional control is important both for learning to read and for performing difficult reading tasks. A previous study invoked 2 mechanisms to explain reaction time (RT) differences between reading tasks with variable attentional demands. The present study combined behavioral and neuroimaging measures to test the hypotheses that there are 2 mechanisms of interaction between attentional control and reading; that these mechanisms are dissociable both behaviorally and neuro-anatomically; and that the 2 mechanisms involve functionally separable control systems. First, RT evidence was found in support of the 2-mechanism model, corroborating the previous study. Next, 2 sets of brain regions were identified as showing functional magnetic resonance imaging blood oxygen level-dependent activity that maps onto the 2-mechanism distinction. One set included bilateral Cingulo-opercular regions and mostly right-lateralized Dorsal Attention regions (CO/DA+). This CO/DA+ region set showed response properties consistent with a role in reporting which processing pathway (phonological or lexical) was biased for a particular trial. A second set was composed primarily of left-lateralized Frontal-parietal (FP) regions. Its signal properties were consistent with a role in response checking. These results demonstrate how the subcomponents of attentional control interact with subcomponents of reading processes in healthy young adults. PMID:24275830

Different Classes of Glutamate Receptors Mediate Distinct Behaviors in a Single Brainstem Nucleus

NASA Astrophysics Data System (ADS)

Dye, John; Heiligenberg, Walter; Keller, Clifford H.; Kawasaki, Masashi

1989-11-01

We have taken advantage of the increasing understanding of glutamate neuropharmacology to probe mechanisms of well-defined vertebrate behaviors. Here we report a set of experiments that suggests distinct roles for two major classes of glutamate receptors in a discrete premotor nucleus of the brainstem. The medullary pacemaker nucleus of weakly electric fish is an endogenous oscillator that controls the electric organ discharge (EOD). Its regular frequency of firing is modulated during several distinct behaviors. The pacemaker nucleus continues firing regularly when isolated in vitro, and modulatory behaviors can be reproduced by stimulating the descending input pathway. Glutamate agonists applied to the pacemaker in vitro produced increases in frequency, while glutamate antagonists selectively blocked stimulus-induced modulations. Experiments with glutamate antagonists in the intact animal resulted in specific effects on two well-characterized behaviors. Our data indicate that these behaviors are separately mediated in the pacemaker by receptors displaying characteristics of the kainate/quisqualate and N-methyl-D-aspartate subtypes of glutamate receptor, respectively.

Managing Student Behavior in an Elementary School Music Classroom: A Study of Class-Wide Function-Related Intervention Teams

ERIC Educational Resources Information Center

Caldarella, Paul; Williams, Leslie; Jolstead, Krystine A.; Wills, Howard P.

2017-01-01

Classroom management is a common concern for teachers. Music teachers in particular experience unique behavior challenges because of large class sizes, uncommon pacing requirements, and performance-based outcomes. Positive behavior support is an evidence-based framework for preventing or eliminating challenging behaviors by teaching and…

Managing Student Behavior with Class-Wide Function-Related Intervention Teams: An Observational Study in Early Elementary Classrooms

ERIC Educational Resources Information Center

Caldarella, Paul; Williams, Leslie; Hansen, Blake D.; Wills, Howard

2015-01-01

Comprehensive evidence-based interventions are needed to help early childhood educators manage challenging student behaviors. One such intervention, class-wide function-related intervention teams (CW-FIT), is a multi-tiered behavioral intervention program based on positive behavior support principles, including four main elements: (a) teaching…

Visual Field Asymmetries in Attention Vary with Self-Reported Attention Deficits

ERIC Educational Resources Information Center

Poynter, William; Ingram, Paul; Minor, Scott

2010-01-01

The purpose of this study was to determine whether an index of self-reported attention deficits predicts the pattern of visual field asymmetries observed in behavioral measures of attention. Studies of "normal" subjects do not present a consistent pattern of asymmetry in attention functions, with some studies showing better left visual field (LVF)…

Patterns of client behavior with their most recent male escort: an application of latent class analysis.

PubMed

Grov, Christian; Starks, Tyrel J; Wolff, Margaret; Smith, Michael D; Koken, Juline A; Parsons, Jeffrey T

2015-05-01

Research examining interactions between male escorts and clients has relied heavily on data from escorts, men working on the street, and behavioral data aggregated over time. In the current study, 495 clients of male escorts answered questions about sexual behavior with their last hire. Latent class analysis identified four client sets based on these variables. The largest (n = 200, 40.4 %, labeled Typical Escort Encounter) included men endorsing behavior prior research found typical of paid encounters (e.g., oral sex and kissing). The second largest class (n = 157, 31.7 %, Typical Escort Encounter + Erotic Touching) included men reporting similar behaviors, but with greater variety along a spectrum of touching (e.g., mutual masturbation and body worship). Those classed BD/SM and Kink (n = 76, 15.4 %) reported activity along the kink spectrum (BD/SM and role play). Finally, men classed Erotic Massage Encounters (n = 58, 11.7 %) primarily engaged in erotic touch. Clients reporting condomless anal sex were in the minority (12.2 % overall). Escorts who engage in anal sex with clients might be appropriate to train in HIV prevention and other harm reduction practices-adopting the perspective of "sex workers as sex educators."

Behavioral and Mental Health Correlates of Youth Stalking Victimization

PubMed Central

Reidy, Dennis E.; Smith-Darden, Joanne P.; Kernsmith, Poco D.

2018-01-01

Introduction Although recognized as a public health problem, little attention has been paid to the problem of stalking among youth. Latent profile analysis was used to identify latent groups of adolescent stalking victims and their behavioral and mental health correlates. Methods A cross-sectional sample of 1,236 youths were randomly selected from 13 schools stratified by community risk level (i.e., low, moderate, and high risk) and gender. Students completed surveys assessing behavioral indicators of stalking victimization, as well as substance use, sexual behavior, dating violence, and psychiatric symptoms. Data were collected in 2013 and data analyses were performed in 2015. Results Analysis indicated the presence of a non-victim class, a minimal exposure class, and a victim class for boys and girls alike. Approximately 14% of girls and 13% of boys were in the stalking victim class. Adolescents in the victim class reported more symptoms of post-traumatic stress, mood disorder, and hopelessness, as well as more instances of alcohol use, binge drinking, and physical dating violence victimization. Girls in the victim class also reported engaging in sexting behaviors and oral sex with significantly more partners than their non-victim peers. Conclusions These findings provide valuable knowledge of the prevalence and pertinent health correlates of stalking victimization in adolescence. The data suggest a substantial proportion of adolescents are victims of stalking and are likewise at risk for a number of deleterious health outcomes. As such, this population merits further attention by prevention researchers and practitioners. PMID:27743623

Establishment of joint attention in dyads involving hearing mothers of deaf and hearing children, and its relation to adaptive social behavior.

PubMed

Nowakowski, Matilda E; Tasker, Susan L; Schmidt, Louis A

2009-01-01

Mounting evidence points to joint attention as a mediating variable in children's adaptive behavior development. Joint attention in interactions between hearing mothers and congenitally deaf (n = 27) and hearing (n = 29) children, ages 18-36 months, was examined. All deaf children had severe to profound hearing loss. Mother-child interactions were coded for maternally initiated and child-initiated success rates in establishing joint attention; mothers completed ratings of their children's adaptive behavior. Hearing mother-deaf child dyads had significantly lower maternally initiated success rates. No significant between-group differences on child-initiated success rates were shown. Maternal ratings of adaptive behavior were significantly lower for deaf children, and related positively and significantly to both child-initiated and maternally initiated success rates. The findings suggest that mother-child interactions that are low in successful establishment of joint attention might mediate the development of socioemotional problems evident in deaf children with hearing families.

Managing Student Behavior in an Elementary School Music Classroom: A Study of Class-Wide Function-Related Intervention Teams

ERIC Educational Resources Information Center

Caldarella, Paul; Williams, Leslie; Jolstead, Krystine A.; Wills, Howard P.

2017-01-01

Classroom management is a common concern for teachers. Music teachers in particular experience unique behavior challenges because of large class sizes, uncommon pacing requirements, and performance-based outcomes. Positive behavior support (PBS) is an evidence-based framework for preventing or eliminating challenging behaviors by teaching and…

Social class, power, and selfishness: when and why upper and lower class individuals behave unethically.

PubMed

Dubois, David; Rucker, Derek D; Galinsky, Adam D

2015-03-01

Are the rich more unethical than the poor? To answer this question, the current research introduces a key conceptual distinction between selfish and unethical behavior. Based on this distinction, the current article offers 2 novel findings that illuminate the relationship between social class and unethical behavior. First, the effects of social class on unethical behavior are not invariant; rather, the effects of social class are moderated by whether unethical behavior benefits the self or others. Replicating past work, social class positively predicted unethical behavior; however, this relationship was only observed when that behavior was self-beneficial. When unethical behavior was performed to benefit others, social class negatively predicted unethical behavior; lower class individuals were more likely than upper class individuals to engage in unethical behavior. Overall, social class predicts people's tendency to behave selfishly, rather than predicting unethical behavior per se. Second, individuals' sense of power drove the effects of social class on unethical behavior. Evidence for this relationship was provided in three forms. First, income, but not education level, predicted unethical behavior. Second, feelings of power mediated the effect of social class on unethical behavior, but feelings of status did not. Third, two distinct manipulations of power produced the same moderation by self-versus-other beneficiary as was found with social class. The current theoretical framework and data both synthesize and help to explain a range of findings in the social class and power literatures. PsycINFO Database Record (c) 2015 APA, all rights reserved.

Dance Class Structure Affects Youth Physical Activity and Sedentary Behavior: A Study of Seven Dance Types

ERIC Educational Resources Information Center

Lopez Castillo, Maria A.; Carlson, Jordan A.; Cain, Kelli L.; Bonilla, Edith A.; Chuang, Emmeline; Elder, John P.; Sallis, James F.

2015-01-01

Purpose: The study aims were to determine: (a) how class structure varies by dance type, (b) how moderate-to-vigorous physical activity (MVPA) and sedentary behavior vary by dance class segments, and (c) how class structure relates to total MVPA in dance classes. Method: Participants were 291 boys and girls ages 5 to 18 years old enrolled in 58…

Sex differences in the experience of unwanted sexual attention and behaviors during childhood.

PubMed

Whealin, Julia M; Zinzow, Heidi M; Salstrom, Seoka A; Jackson, Joan L

2007-01-01

Girls receive considerable amounts of unwanted sexual attention (UWSA) and behaviors (UWSB). Less is known about boys' unwanted sexual experiences. The primary goal of this study was to obtain a descriptive profile of the types and perpetrators of childhood UWSA/B. Secondary goals were to examine sex differences in emotional reactions to UWSA/B and influence of perpetrator. As many as 100 male and 100 female undergraduates completed the Exposure to Sexual Attention Scale and the Emotional Reaction Checklist. Results indicated that the majority of participants experienced UWSA/B during childhood, with females reporting higher rates of UWSB than males. Sex differences were also observed regarding types of perpetrators and emotional reactions. Findings are discussed as they relate to the sociocultural norms in which children are reared.

Automaticity and Attentional Processes in Aging.

ERIC Educational Resources Information Center

Madden, David J.; Mitchell, David B.

In recent research, two qualitatively different classes of mental operations have been identified. The performance of one type of cognitive task requires attention, in the sense of mental effort, for its execution, while the second type can be performed automatically, independent of attentional control. Further research has shown that automatic…

Towards the quantitative evaluation of visual attention models.

PubMed

Bylinskii, Z; DeGennaro, E M; Rajalingham, R; Ruda, H; Zhang, J; Tsotsos, J K

2015-11-01

Scores of visual attention models have been developed over the past several decades of research. Differences in implementation, assumptions, and evaluations have made comparison of these models very difficult. Taxonomies have been constructed in an attempt at the organization and classification of models, but are not sufficient at quantifying which classes of models are most capable of explaining available data. At the same time, a multitude of physiological and behavioral findings have been published, measuring various aspects of human and non-human primate visual attention. All of these elements highlight the need to integrate the computational models with the data by (1) operationalizing the definitions of visual attention tasks and (2) designing benchmark datasets to measure success on specific tasks, under these definitions. In this paper, we provide some examples of operationalizing and benchmarking different visual attention tasks, along with the relevant design considerations. Copyright © 2015 Elsevier Ltd. All rights reserved.

Three-year latent class trajectories of attention-deficit/hyperactivity disorder (ADHD) symptoms in a clinical sample not selected for ADHD.

PubMed

Arnold, L Eugene; Ganocy, Stephen J; Mount, Katherine; Youngstrom, Eric A; Frazier, Thomas; Fristad, Mary; Horwitz, Sarah M; Birmaher, Boris; Findling, Robert; Kowatch, Robert A; Demeter, Christine; Axelson, David; Gill, Mary Kay; Marsh, Linda

2014-07-01

This study aims to examine trajectories of attention-deficit/hyperactivity disorder (ADHD) symptoms in the Longitudinal Assessment of Manic Symptoms (LAMS) sample. The LAMS study assessed 684 children aged 6 to 12 years with the Kiddie-Schedule for Affective Disorders and Schizophrenia (K-SADS) and rating scales semi-annually for 3 years. Although they were selected for elevated manic symptoms, 526 children had baseline ADHD diagnoses. With growth mixture modeling (GMM), we separately analyzed inattentive and hyperactive/impulsive symptoms, covarying baseline age. Multiple standard methods determined optimal fit. The χ(2) and Kruskal-Wallis analysis of variance compared resulting latent classes/trajectories on clinical characteristics and medication. Three latent class trajectories best described inattentive symptoms, and 4 classes best described hyperactive/impulsive symptoms. Inattentive trajectories maintained their relative position over time. Hyperactive/impulsive symptoms had 2 consistent trajectories (least and most severe). A third trajectory (4.5%) started mild, then escalated; and a fourth (14%) started severe but improved dramatically. The improving trajectory was associated with the highest rate of ADHD and lowest rate of bipolar diagnoses. Three-fourths of the mildest inattention class were also in the mildest hyperactive/impulsive class; 72% of the severest inattentive class were in the severest hyperactive/impulsive class, but the severest inattention class also included 62% of the improving hyperactive-impulsive class. An ADHD rather than bipolar diagnosis prognosticates a better course of hyperactive/impulsive, but not inattentive, symptoms. High overlap of relative severity between inattention and hyperactivity/impulsivity confirms the link between these symptom clusters. Hyperactive/impulsive symptoms wane more over time. Group means are insufficient to understand individual ADHD prognosis. A small subgroup deteriorates over time in

Attentional bias in older adults: effects of generalized anxiety disorder and cognitive behavior therapy.

PubMed

Mohlman, Jan; Price, Rebecca B; Vietri, Jeff

2013-08-01

Attentional biases are known to play a contributing, and perhaps even causal role in the etiology of anxiety and other negative affective states. The prevalence of anxiety disorders in the older cohort is growing, and there are both theoretical and empirical reasons to suspect that age-related factors could moderate attentional bias effects in the context of late-life anxiety. The current study included one of the most widely-used measures of attentional bias, the dot-probe task (Mathews & MacLeod, 1985). Participants were older adults who were either nonanxious or diagnosed with generalized anxiety disorder. The patient subsample also completed cognitive behavior therapy (CBT) or an equivalent wait list condition, after which the dot probe was administered a second time. Results showed that clinical anxiety had no particular importance for the deployment of attention, casting doubt on the universality of biased attention in older anxiety patients. Although there were no maladaptive biases detected toward either threat or depression words at pretreatment, there was nevertheless a marginally significant differential reduction in bias toward threat words following CBT. This reduction did not occur among those in the wait list condition. Implications are discussed. Copyright © 2013 Elsevier Ltd. All rights reserved.

Use of Cognitive Behavioral Therapy and Token Economy to Alleviate Dysfunctional Behavior in Children with Attention-Deficit Hyperactivity Disorder.

PubMed

Coelho, Luzia Flavia; Barbosa, Deise Lima Fernandes; Rizzutti, Sueli; Muszkat, Mauro; Bueno, Orlando Francisco Amodeo; Miranda, Monica Carolina

2015-01-01

Medication has proved highly efficacious as a means of alleviating general symptoms of attention-deficit hyperactivity disorder (ADHD). However, many patients remain functionally impaired by inappropriate behavior. The present study analyzed the use of cognitive behavioral therapy (CBT) with the Token-Economy (TE) technique to alleviate problem behavior for 25 participants with ADHD, all children (19 boys, mean age 10.11) on long-term methylphenidate medication, who were given 20 CBT sessions with 10 weeks of TE introduced as of session 5. Their ten most acute problem behaviors were selected and written records kept. On weekdays, parents recorded each inappropriate behavior and provided a suitable model for their actions. At weekly sessions, problem behaviors were counted and incident-free participants rewarded with a token. To analyze improvement (less frequent problem behavior), a list of 11 behavioral categories was rated: inattention, impulsivity, hyperactivity, disorganization, disobeying rules and routines, poor self-care, verbal/physical aggression, low frustration tolerance, compulsive behavior, antisocial behavior, lacking in initiative and distraction. Two CBT specialists categorized behaviors and an ADHD specialist ruled on discrepancies. Statistical analyses used were Generalized Estimating Equations with Poisson distribution and autoregressive order correlation structure. In the course of the sessions, problematic behaviors decreased significantly in seven categories: impulsiveness, hyperactivity, disorganization, disobeying rules and routine, poor self-care, low frustration tolerance, compulsive behaviors, and antisocial behaviors. Caregiver attitudes to children's inappropriate behavior were discussed and reshaped. As functional improvement was observed on applying TE for 10 weeks, this type of intervention may be useful as an auxiliary strategy combined with medication.

Reduced amygdala response in youths with disruptive behavior disorders and psychopathic traits: decreased emotional response versus increased top-down attention to nonemotional features.

PubMed

White, Stuart F; Marsh, Abigail A; Fowler, Katherine A; Schechter, Julia C; Adalio, Christopher; Pope, Kayla; Sinclair, Stephen; Pine, Daniel S; Blair, R James R

2012-07-01

Amygdala dysfunction has been reported to exist in youths and adults with psychopathic traits. However, there has been disagreement as to whether this dysfunction reflects a primary emotional deficit or is secondary to atypical attentional control. The authors examined the validity of the contrasting predictions. Participants were 15 children and adolescents (ages 10–17 years) with both disruptive behavior disorders and psychopathic traits and 17 healthy comparison youths. Functional MRI was used to assess the response of the amygdala and regions implicated in top-down attentional control (the dorsomedial and lateral frontal cortices) to emotional expression under conditions of high and low attentional load. Relative to youths with disruptive behavior disorders and psychopathic traits, healthy comparison subjects showed a significantly greater increase in the typical amygdala response to fearful expressions under low relative to high attentional load conditions. There was also a selective inverse relationship between the response to fearful expressions under low attentional load and the callous-unemotional component (but not the narcissism or impulsivity component) of psychopathic traits. In contrast, the two groups did not differ in the significant recruitment of the dorsomedial and lateral frontal cortices as a function of attentional load. Youths with disruptive behavior disorders and psychopathic traits showed reduced amygdala responses to fearful expressions under low attentional load but no indications of increased recruitment of regions implicated in top-down attentional control. These findings suggest that the emotional deficit observed in youths with disruptive behavior disorders and psychopathic traits is primary and not secondary to increased top-down attention to nonemotional stimulus features.

Relationships between Problem Behaviors and Academic Achievement in Adolescents: The Unique Role of Attention Problems.

ERIC Educational Resources Information Center

Barriga, Alvaro Q.; Doran, Jeffrey W.; Newell, Stephanie B.; Morrison, Elizabeth M.; Barbetti, Victor; Robbins, Brent Dean

2002-01-01

This study examined relationships among eight teacher-reported problem behavior syndromes and standardized measures of academic achievement among 58 adolescents in an alternative school. Analysis suggested association between attention problems and academic achievement was primarily due to inattention component of the syndrome rather than the…

Attention and normalization circuits in macaque V1

PubMed Central

Sanayei, M; Herrero, J L; Distler, C; Thiele, A

2015-01-01

Attention affects neuronal processing and improves behavioural performance. In extrastriate visual cortex these effects have been explained by normalization models, which assume that attention influences the circuit that mediates surround suppression. While normalization models have been able to explain attentional effects, their validity has rarely been tested against alternative models. Here we investigate how attention and surround/mask stimuli affect neuronal firing rates and orientation tuning in macaque V1. Surround/mask stimuli provide an estimate to what extent V1 neurons are affected by normalization, which was compared against effects of spatial top down attention. For some attention/surround effect comparisons, the strength of attentional modulation was correlated with the strength of surround modulation, suggesting that attention and surround/mask stimulation (i.e. normalization) might use a common mechanism. To explore this in detail, we fitted multiplicative and additive models of attention to our data. In one class of models, attention contributed to normalization mechanisms, whereas in a different class of models it did not. Model selection based on Akaike's and on Bayesian information criteria demonstrated that in most cells the effects of attention were best described by models where attention did not contribute to normalization mechanisms. This demonstrates that attentional influences on neuronal responses in primary visual cortex often bypass normalization mechanisms. PMID:25757941

Cross-Informant Agreement on Child and Adolescent Withdrawn Behavior: A Latent Class Approach

ERIC Educational Resources Information Center

Rubin, David H.; Althoff, Robert R.; Walkup, John T.; Hudziak, James J.

2013-01-01

Withdrawn behavior (WB) relates to many developmental outcomes, including pervasive developmental disorders, anxiety, depression, psychosis, personality disorders and suicide. No study has compared the latent profiles of different informants' reports on WB. This study uses multi-informant latent class analyses (LCA) of the child behavior checklist…

National youth sedentary behavior and physical activity daily patterns using latent class analysis applied to accelerometry.

PubMed

Evenson, Kelly R; Wen, Fang; Hales, Derek; Herring, Amy H

2016-05-03

Applying latent class analysis (LCA) to accelerometry can help elucidated underlying patterns. This study described the patterns of accelerometer-determined sedentary behavior and physical activity among youth by applying LCA to a nationally representative United States (US) sample. Using 2003-2006 National Health and Nutrition Examination Survey data, 3998 youths 6-17 years wore an ActiGraph 7164 accelerometer for one week, providing > =3 days of wear for > =8 h/day from 6:00 am-midnight. Cutpoints defined sedentary behavior (<100 counts/minute), light activity (100-2295 counts/minute), moderate to vigorous physical activity (MVPA; > = 2296 counts/minute), and vigorous activity (> = 4012 counts/minute). To account for wear time differences, outcomes were expressed as percent of day in a given intensity. LCA was used to classify daily (Monday through Sunday) patterns of average counts/minute, sedentary behavior, light activity, MVPA, and vigorous activity separately. The latent classes were explored overall and by age (6-11, 12-14, 15-17 years), gender, and whether or not youth attended school during measurement. Estimates were weighted to account for the sampling frame. For average counts/minute/day, four classes emerged from least to most active: 40.9% of population (mean 323.5 counts/minute/day), 40.3% (559.6 counts/minute/day), 16.5% (810.0 counts/minute/day), and 2.3% (1132.9 counts/minute/day). For percent of sedentary behavior, four classes emerged: 13.5% of population (mean 544.6 min/day), 30.1% (455.1 min/day), 38.5% (357.7 min/day), and 18.0% (259.2 min/day). For percent of light activity, four classes emerged: 12.3% of population (mean 222.6 min/day), 29.3% (301.7 min/day), 41.8% (384.0 min/day), and 16.6% (455.5 min/day). For percent of MVPA, four classes emerged: 59.9% of population (mean 25.0 min/day), 33.3% (60.9 min/day), 3.1% (89.0 min/day), and 3.6% (109.3 min/day). For percent of vigorous activity, three classes emerged: 76.8% of

Perisaccadic Updating of Visual Representations and Attentional States: Linking Behavior and Neurophysiology

PubMed Central

Marino, Alexandria C.; Mazer, James A.

2016-01-01

During natural vision, saccadic eye movements lead to frequent retinal image changes that result in different neuronal subpopulations representing the same visual feature across fixations. Despite these potentially disruptive changes to the neural representation, our visual percept is remarkably stable. Visual receptive field remapping, characterized as an anticipatory shift in the position of a neuron’s spatial receptive field immediately before saccades, has been proposed as one possible neural substrate for visual stability. Many of the specific properties of remapping, e.g., the exact direction of remapping relative to the saccade vector and the precise mechanisms by which remapping could instantiate stability, remain a matter of debate. Recent studies have also shown that visual attention, like perception itself, can be sustained across saccades, suggesting that the attentional control system can also compensate for eye movements. Classical remapping could have an attentional component, or there could be a distinct attentional analog of visual remapping. At this time we do not yet fully understand how the stability of attentional representations relates to perisaccadic receptive field shifts. In this review, we develop a vocabulary for discussing perisaccadic shifts in receptive field location and perisaccadic shifts of attentional focus, review and synthesize behavioral and neurophysiological studies of perisaccadic perception and perisaccadic attention, and identify open questions that remain to be experimentally addressed. PMID:26903820

The Effects and Predictor Value of In-Class Texting Behavior on Final Course Grades

ERIC Educational Resources Information Center

McDonald, Sylvia E.

2013-01-01

Cell phones have become a norm within the collegiate environment but little research has examined their impact on academic attainment. The purpose of this study was to examine the effects that in-class texting behavior had on the final grade score in a freshmen level introductory social science course. Students in three different sections were…

Infants’ Behavioral Styles in Joint Attention Situations and Parents’ Socio-economic Status

PubMed Central

Second, Monika Abels; Hutman, Ted

2016-01-01

In this study the eco-cultural model of parenting (Keller, 2007) was applied to the study of joint attention behavior of children from families with different socioeconomic status (SES). It was hypothesized that infants’ early communication styles would differ with SES reflecting more independent or interdependent interactions with their caregivers. It was also hypothesized that infants would use the same types of behaviors whether they have declarative or imperative communication goals. The Early Social Communication Scales (ESCS, Mundy et al., 2003) was administered to 103 typically developing infants of 12 months (half of them siblings of children with autism). A factor analysis, yielding four behavioral factors, namely pointing, eye contact, actions and following points, confirmed the hypothesis that infants use behaviors consistently across situations independent of their communicative intent. MANOVAs (comprising parental education and income) Revealed that higher SES infants showed actions more frequently in the ESCS whereas lower SES infants followed experimenter’s points more frequently. The results are discussed in the context of presumably differing socialization goals for infants and the divergent contribution of parental education and income that seem to have additive contribution to some factors (actions, following points) but divergent contributions to others (pointing, eye contact). PMID:26164418

Motivational intensity modulates attentional scope: evidence from behavioral and ERP studies.

PubMed

Liu, Lei; Zhang, Guangnan; Zhou, Renlai; Wang, Zuowei

2014-10-01

Previous studies have found that affective states with high motivational intensity narrow attentional scope, whereas affective states with low motivational intensity broaden attentional scope. This conclusion, however, is based on fragmented evidence based on several separate studies. The present study tests this conclusion within a single study using both behavioral (Experiment 1) and neurophysiological (Experiment 2) measures. Experiment 1 showed that individuals had the global precedence effect in the neutral affective state. However, the global precedence effect was reduced for affective states with high motivational intensity, whereas the global precedence effect was not significantly enhanced for those with low motivational intensity. Experiment 2 replicated these results with event-related potential (ERP) recording. ERP results showed that affective states with high motivational intensity induced smaller N2 and greater late positive potential (LPP) amplitudes than low motivational intensity and neutral affective states. However, no differences were found between the low motivational intensity and neutral affective states. Furthermore, smaller LPP predicted the tendency a global attentional focus in the frontal and central areas and larger LPP predicted a narrowed focus in the frontal area. The findings suggested that high motivational intensity of affective states can affect attentional scope.

Temporal Context in Speech Processing and Attentional Stream Selection: A Behavioral and Neural perspective

PubMed Central

Zion Golumbic, Elana M.; Poeppel, David; Schroeder, Charles E.

2012-01-01

The human capacity for processing speech is remarkable, especially given that information in speech unfolds over multiple time scales concurrently. Similarly notable is our ability to filter out of extraneous sounds and focus our attention on one conversation, epitomized by the ‘Cocktail Party’ effect. Yet, the neural mechanisms underlying on-line speech decoding and attentional stream selection are not well understood. We review findings from behavioral and neurophysiological investigations that underscore the importance of the temporal structure of speech for achieving these perceptual feats. We discuss the hypothesis that entrainment of ambient neuronal oscillations to speech’s temporal structure, across multiple time-scales, serves to facilitate its decoding and underlies the selection of an attended speech stream over other competing input. In this regard, speech decoding and attentional stream selection are examples of ‘active sensing’, emphasizing an interaction between proactive and predictive top-down modulation of neuronal dynamics and bottom-up sensory input. PMID:22285024

Research and Teaching: A New Tool for Measuring Student Behavioral Engagement in Large University Classes

ERIC Educational Resources Information Center

Lane, Erin S.; Harris, Sara E.

2015-01-01

The authors developed a classroom observation protocol for quantitatively measuring student engagement in large university classes. The Behavioral Engagement Related to instruction (BERI) protocol can be used to provide timely feedback to instructors as to how they can improve student engagement in their classrooms.

Attention-deficit/hyperactivity disorder symptoms and suicidal behavior in adult psychiatric outpatients.

PubMed

Stickley, Andrew; Tachimori, Hisateru; Inoue, Yosuke; Shinkai, Takahiro; Yoshimura, Reiji; Nakamura, Jun; Morita, Gihei; Nishii, Shigeki; Tokutsu, Yuki; Otsuka, Yuka; Egashira, Kazuteru; Inoue, Miyuki; Kubo, Takamitsu; Tesen, Hirofumi; Takashima, Naoyuki; Tominaga, Hirotaka; Koyanagi, Ai; Kamio, Yoko

2018-05-29

To examine the association between attention-deficit/hyperactivity disorder (ADHD) symptoms and suicidal behavior in psychiatric outpatients and whether this association differs among patients with different psychiatric disorders. Cross-sectional data came from the Japan Prevalence Study of Adult ADHD at Psychiatric Outpatient Care (the J-PAAP study) which included psychiatric outpatients aged 18-65 years recruited from one university hospital and three general psychiatric outpatient clinics in Kitakyushu City, Fukuoka, Japan in April 2014 to January 2015 (N=864). The Adult ADHD Self-Report Scale (ASRS) Screener was used to collect information on ADHD symptoms. Reports of current and lifetime suicidal behavior were also obtained. A multivariable Poisson regression analysis was used to examine the association between ADHD symptoms and suicidal behavior. After adjusting for covariates there was a strong association between possible ADHD (ASRS ≥ 14) and suicidal behavior with prevalence ratios ranging from 1.17 (lifetime suicidal ideation) to 1.59 (lifetime suicide attempt) and 2.36 (current suicidal ideation). When ASRS strata were used, there was a dose-response association between increasing ADHD symptoms and suicidal ideation and suicide attempts. Analyses of individual ICD-10 psychiatric disorders showed that associations varied across disorders and that for anxiety disorder ADHD symptoms were significantly linked to all forms of suicidal behavior. ADHD symptom severity is associated with an increased risk for suicidal behavior in general psychiatric outpatients. As ADHD symptoms are common among adult psychiatric outpatients, detecting and treating ADHD in this population may be important for preventing suicidal behavior. This article is protected by copyright. All rights reserved. This article is protected by copyright. All rights reserved.

Selective attention and the "Asynchrony Theory" in native Hebrew-speaking adult dyslexics: Behavioral and ERPs measures.

PubMed

Menashe, Shay

2017-01-01

The main aim of the present study was to determine whether adult dyslexic readers demonstrate the "Asynchrony Theory" (Breznitz [Reading Fluency: Synchronization of Processes, Lawrence Erlbaum and Associates, Mahwah, NJ, USA, 2006]) when selective attention is studied. Event-related potentials (ERPs) and behavioral parameters were collected from nonimpaired readers group and dyslexic readers group performing alphabetic and nonalphabetic tasks. The dyslexic readers group was found to demonstrate asynchrony between the auditory and the visual modalities when it came to processing alphabetic stimuli. These findings were found both for behavioral and ERPs parameters. Unlike the dyslexic readers, the nonimpaired readers showed synchronized speed of processing in the auditory and the visual modalities while processing alphabetic stimuli. The current study suggests that established reading is dependent on a synchronization between the auditory and the visual modalities even when it comes to selective attention.

Attention and normalization circuits in macaque V1.

PubMed

Sanayei, M; Herrero, J L; Distler, C; Thiele, A

2015-04-01

Attention affects neuronal processing and improves behavioural performance. In extrastriate visual cortex these effects have been explained by normalization models, which assume that attention influences the circuit that mediates surround suppression. While normalization models have been able to explain attentional effects, their validity has rarely been tested against alternative models. Here we investigate how attention and surround/mask stimuli affect neuronal firing rates and orientation tuning in macaque V1. Surround/mask stimuli provide an estimate to what extent V1 neurons are affected by normalization, which was compared against effects of spatial top down attention. For some attention/surround effect comparisons, the strength of attentional modulation was correlated with the strength of surround modulation, suggesting that attention and surround/mask stimulation (i.e. normalization) might use a common mechanism. To explore this in detail, we fitted multiplicative and additive models of attention to our data. In one class of models, attention contributed to normalization mechanisms, whereas in a different class of models it did not. Model selection based on Akaike's and on Bayesian information criteria demonstrated that in most cells the effects of attention were best described by models where attention did not contribute to normalization mechanisms. This demonstrates that attentional influences on neuronal responses in primary visual cortex often bypass normalization mechanisms. © 2015 The Authors. European Journal of Neuroscience published by Federation of European Neuroscience Societies and John Wiley & Sons Ltd.

Escape-to-Attention as a Potential Variable for Maintaining Problem Behavior in the School Setting

ERIC Educational Resources Information Center

Sarno, Jana M.; Sterling, Heather E.; Mueller, Michael M.; Dufrene, Brad; Tingstrom, Daniel H.; Olmi, D. Joe

2011-01-01

Mueller, Sterling-Turner, and Moore (2005) reported a novel escape-to-attention (ETA) functional analysis condition in a school setting with one child. The current study replicates Mueller et al.'s functional analysis procedures with three elementary school-age boys referred for problem behavior. Functional analysis verified the participant's…

Impact of Attention Training on Academic Achievement, Executive Functioning, and Behavior: A Randomized Controlled Trial.

PubMed

Kirk, Hannah; Gray, Kylie; Ellis, Kirsten; Taffe, John; Cornish, Kim

2017-03-01

Children with intellectual and developmental disabilities (IDD) experience significant difficulties in attention, learning, executive functions, and behavioral regulation. Emerging evidence suggests that computerized cognitive training may remediate these impairments. In a double blind controlled trial, 76 children with IDD (4-11 years) were randomized to either an attention training (n = 38) or control program (n = 38). Both programs were completed at home over a 5-week period. Outcome measures assessed literacy, numeracy, executive functioning, and behavioral/emotional problems, and were conducted at baseline, post-training, and 3-month follow-up. No training effects were observed at post-training; however, children in the training group showed greater improvements in numeracy skills at the 3-month follow-up. These results suggest that attention training may be beneficial for children with IDD; however, the modest nature of the intervention effects indicate that caution should be taken when interpreting clinical significance.

Changes in attention to an emotional task after sleep deprivation: neurophysiological and behavioral findings.

PubMed

Alfarra, Ramey; Fins, Ana I; Chayo, Isaac; Tartar, Jaime L

2015-01-01

While sleep loss is shown to have widespread effects on cognitive processes, little is known about the impact of sleep loss on emotion processes. In order to expand on previous behavioral and physiological findings on how sleep loss influences emotion processing, we administered positive, negative, and neutral affective visual stimuli to individuals after one night of sleep deprivation while simultaneously acquiring EEG event related potential (ERP) data and recording affective behavioral responses. We compared these responses to a baseline testing session. We specifically looked at the late positive potential (LPP) component of the visual ERP as an established sensitive measure of attention to emotionally-charged visual stimuli. Our results show that after sleep deprivation, the LPP no longer discriminates between emotional and non-emotional pictures; after sleep deprivation the LPP amplitude was of similar amplitude for neutral, positive, and negative pictures. This effect was driven by an increase in the LPP to neutral pictures. Our behavioral measures show that, relative to baseline testing, emotional pictures are rated as less emotional following sleep deprivation with a concomitant reduction in emotional picture-induced anxiety. We did not observe any change in cortisol concentrations after sleep deprivation before or after emotional picture exposure, suggesting that the observed changes in emotion processing are independent of potential stress effects of sleep deprivation. Combined, our findings suggest that sleep loss interferes with proper allocation of attention resources during an emotional task. Copyright © 2014 Elsevier B.V. All rights reserved.

P2 and behavioral effects of stroke count in Chinese characters: Evidence for an analytic and attentional view.

PubMed

Yang, Shasha; Zhang, Shunmei; Wang, Quanhong

2016-08-15

The inconsistent stroke-count effect in Chinese character recognition has resulted in an intense debate between the analytic and holistic views of character processing. The length effects of English words on behavioral responses and event-related potentials (ERPs) are similarly inconclusive. In this study, we identified any behavioral and ERP stroke-count effects when orthographic neighborhood sizes are balanced across three stroke counts. A delayed character-matching task was conducted while ERPs were recorded. The behavioral data indicated that both response latency and error rate increased with increasing stroke count. The ERP data showed higher P2 but lower N2 amplitudes in the large count than in the median count condition. A higher P2 can reflect increased attentional load and reduced attentional resource for processing each stroke because of the additional strokes in the large count condition. The behavioral and ERP effects of stroke count provide evidence for the analytic view of character processing but also provide evidence against the holistic view. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

Individual Differences in Infants' Joint Attention Behaviors with Mother and a New Social Partner

ERIC Educational Resources Information Center

Meins, Elizabeth; Fernyhough, Charles; Arnott, Bronia; Vittorini, Lucia; Turner, Michelle; Leekam, Susan R.; Parkinson, Kathryn

2011-01-01

Relations between infant-mother attachment security at 15 months and infants' (N = 206) joint attention behaviors (a) with an experimenter at 8 and 15 months, and (b) with their mothers at 15 months were investigated. No concurrent or longitudinal relations were observed between attachment security and infants' tendency to respond to an…

Using Activity Schedules to Increase On-Task Behavior in Children at Risk for Attention-Deficit/Hyperactivity Disorder

ERIC Educational Resources Information Center

Cirelli, Christe A.; Sidener, Tina M.; Reeve, Kenneth F.; Reeve, Sharon A.

2016-01-01

The effects of activity schedules on on-task and on-schedule behavior were assessed with two boys at risk for attention-deficit/hyperactivity disorder (ADHD) and referred by their public school teachers as having difficulty during independent work time. On-task behavior increased for both participants after two training sessions. Teachers, peers,…

Students' Self-Esteem and Their Perception of Teacher Behavior: A Study of Between-Class Ability Grouping

ERIC Educational Resources Information Center

Kususanto, Prihadi; Ismail, Hairul Nizam; Jamil, Hazri

2010-01-01

Introduction: Between-class ability grouping practice in Malaysian Secondary Schools was studied in order to find the influence students' perception on their teachers' behavior on their self-esteem. Students' perception on teachers' behaviors were divided into two categories: controlling students' behavior to avoid disciplinary matters and…

Moral attentiveness: who pays attention to the moral aspects of life?

PubMed

Reynolds, Scott J

2008-09-01

This research draws from social cognitive theory to develop a construct known as moral attentiveness, the extent to which an individual chronically perceives and considers morality and moral elements in his or her experiences, and proposes that moral attentiveness affects a variety of behaviors. A series of 5 studies with undergraduates, MBA students, and managers were conducted to create and validate a reliable multidimensional scale and to provide evidence that moral attentiveness is associated with (a) the recall and reporting of self- and others' morality-related behaviors, (b) moral awareness, and (c) moral behavior. Results of the studies suggest that moral attentiveness has a significant effect on how individuals understand and act in their moral worlds.

Event-Related Potential Measures of Attention Capture in Adolescent Inpatients With Acute Suicidal Behavior.

PubMed

Tavakoli, Paniz; Boafo, Addo; Dale, Allyson; Robillard, Rebecca; Greenham, Stephanie L; Campbell, Kenneth

2018-01-01

Impaired executive functions, modulated by the frontal lobes, have been suggested to be associated with suicidal behavior. The present study examines one of these executive functions, attentional control, maintaining attention to the task-at-hand. A group of inpatient adolescents with acute suicidal behavior and healthy controls were studied using a passively presented auditory optimal paradigm. This "optimal" paradigm consisted of a series of frequently presented homogenous pure tone "standards" and different "deviants," constructed by changing one or more features of the standard. The optimal paradigm has been shown to be a more time-efficient replacement to the traditional oddball paradigm, which makes it suitable for use in clinical populations. The extent of processing of these "to-be-ignored" auditory stimuli was measured by recording event-related potentials (ERPs). The P3a ERP component is thought to reflect processes associated with the capturing of attention. Rare and novel stimuli may result in an executive decision to switch attention away from the current cognitive task and toward a probe of the potentially more relevant "interrupting" auditory input. On the other hand, stimuli that are quite similar to the standard should not elicit P3a. The P3a has been shown to be larger in immature brains in early compared to later adolescence. An overall enhanced P3a was observed in the suicidal group. The P3a was larger in this group for both the environmental sound and white noise deviants, although only the environmental sound P3a attained significance. Other deviants representing only a small change from the standard did not elicit a P3a in healthy controls. They did elicit a small P3a in the suicidal group. These findings suggest a lowered threshold for the triggering of the involuntary switch of attention in these patients, which may play a role in their reported distractibility. The enhanced P3a is also suggestive of an immature frontal central executive

Relationships among Behavioral Profiles, Reading Performance, and Disability Labels: A Latent Class Analysis of Students in the ED, LD, and OHI Special Education Categories

ERIC Educational Resources Information Center

Weingarten, Zachary

2018-01-01

The aim of this study was to explore the variation in student behavior across the ED, LD, and OHI disability categories and to examine demographic, behavioral, and academic factors that may place students at risk for negative outcomes. This study used teachers' rating of students' in-class behavior to identify latent classes of students in the ED,…

Attention-Deficit/Hyperactivity Disorder and Lifestyle-Related Behaviors in Children

PubMed Central

Tong, Lian; Xiong, Xu; Tan, Hui

2016-01-01

Attention-deficit/hyperactivity disorder (ADHD) has been associated with obesity in children. Lifestyle-related behaviors (external eating, screen time and physical inactivity) are well known to be associated with increased risk of obesity, but their associations with ADHD are unclear. The objectives of this study were to clarify the associations between ADHD symptoms in children and their associated lifestyle. A cross sectional study was carried out with a total of 785 primary students aged 9 to 13 years old and their parents were recruited by stratified random sampling from primary schools of China. The Cochran-Mantel-Haenszel (CMH) test was used to examine the relationships between ADHD symptoms and health related behaviors. We found that children with ADHD symptoms were likely to spend more time using a computer during school days; they were also more likely to eat while using a computer. These children were also more likely to eat while seated in a car, using a smart phone, using a computer at bedtime, and snacking before going to sleep than children without ADHD symptoms. An increased risk of obesity in children with ADHD symptoms was associated with the overuse of electronic devices, eating while using electronic devices, and delaying bedtimes to snack and use electronic devices. PMID:27658266

Behavioral sensitivity to changing reinforcement contingencies in attention-deficit hyperactivity disorder.

PubMed

Alsop, Brent; Furukawa, Emi; Sowerby, Paula; Jensen, Stephanie; Moffat, Cara; Tripp, Gail

2016-08-01

Altered sensitivity to positive reinforcement has been hypothesized to contribute to the symptoms of attention-deficit hyperactivity disorder (ADHD). In this study, we evaluated the ability of children with and without ADHD to adapt their behavior to changing reinforcer availability. Of one hundred sixty-seven children, 97 diagnosed with ADHD completed a signal-detection task in which correct discriminations between two stimuli were associated with different frequencies of reinforcement. The response alternative associated with the higher rate of reinforcement switched twice during the task without warning. For a subset of participants, this was followed by trials for which no reinforcement was delivered, irrespective of performance. Children in both groups developed an initial bias toward the more frequently reinforced response alternative. When the response alternative associated with the higher rate of reinforcement switched, the children's response allocation (bias) followed suit, but this effect was significantly smaller for children with ADHD. When reinforcement was discontinued, only children in the control group modified their response pattern. Children with ADHD adjust their behavioral responses to changing reinforcer availability less than typically developing children, when reinforcement is intermittent and the association between an action and its consequences is uncertain. This may explain the difficulty children with ADHD have adapting their behavior to new situations, with different reinforcement contingencies, in daily life. © 2016 Association for Child and Adolescent Mental Health.

A chaotic model of sustaining attention problem in attention deficit disorder

NASA Astrophysics Data System (ADS)

Baghdadi, G.; Jafari, S.; Sprott, J. C.; Towhidkhah, F.; Hashemi Golpayegani, M. R.

2015-01-01

The problem of keeping an attention level is one of the common symptoms of attention deficit disorder. Dopamine deficiency is introduced as one of the causes of this disorder. Based on some physiological facts about the attention control mechanism and chaos intermittency, a behavioral model is presented in this paper. This model represents the problem of undesired alternation of attention level, and can also suggest different valuable predictions about a possible cause of attention deficit disorder. The proposed model reveals that there is a possible interaction between different neurotransmitters which help the individual to adaptively inhibit the attention switching over time. The result of this study can be used to examine and develop a new practical and more appropriate treatment for the problem of sustaining attention.

Improving Compliance with Diabetes Management in Young Adolescents with Attention-Deficit/Hyperactivity Disorder Using Behavior Therapy

ERIC Educational Resources Information Center

Sanchez, Lisa M.; Chronis, Andrea M.; Hunter, Scott J.

2006-01-01

Medical adherence to complex diabetes regimens can be challenging, particularly for adolescents, and therefore represents the most common reason for referral to behavioral psychologists among this population. Attention-deficit/hyperactivity disorder (ADHD), when present in children and adolescents with diabetes, presents unique barriers to…

The development of involuntary and voluntary attention from childhood to adulthood: a combined behavioral and event-related potential study.

PubMed

Wetzel, Nicole; Widmann, Andreas; Berti, Stefan; Schröger, Erich

2006-10-01

This study investigated auditory involuntary and voluntary attention in children aged 6-8, 10-12 and young adults. The strength of distracting stimuli (20% and 5% pitch changes) and the amount of allocation of attention were varied. In an auditory distraction paradigm event-related potentials (ERPs) and behavioral data were measured from subjects either performing a sound duration discrimination task or watching a silent video. Pitch changed sounds caused prolonged reaction times and decreased hit rates in all age groups. Larger distractors (20%) caused stronger distraction in children, but not in adults. The amplitudes of mismatch negativity (MMN), P3a, and reorienting negativity (RON) were modulated by age and by voluntary attention. P3a was additionally affected by distractor strength. Maturational changes were also observed in the amplitudes of P1 (decreasing with age) and N1 (increasing with age). P2-modulation by voluntary attention was opposite in young children and adults. Results suggest quantitative and qualitative changes in auditory voluntary and involuntary attention and distraction during development. The processing steps involved in distraction (pre-attentive change detection, attention switch, reorienting) are functional in children aged 6-8 but reveal characteristic differences to those of young adults. In general, distractibility as indicated by behavioral and ERP measures decreases from childhood to adulthood. Behavioral and ERP markers for different processing stages involved in voluntary and involuntary attention reveal characteristic developmental changes from childhood to young adulthood.

A Latent Class Analysis of Weight-Related Health Behaviors among 2-and 4-Year College Students and Associated Risk of Obesity

ERIC Educational Resources Information Center

Mathur, Charu; Stigler, Melissa; Lust, Katherine; Laska, Melissa

2014-01-01

Little is known about the complex patterning of weight-related health behaviors in 2-and 4-year college students. The objective of this study was to identify and describe unique classes of weight-related health behaviors among college students. Latent class analysis was used to identify homogenous, mutually exclusive classes of nine health…

The Effects of Cumulative Violence Clusters on Young Mothers' School Participation: Examining Attention and Behavior Problems as Mediators.

PubMed

Kennedy, Angie C; Adams, Adrienne E

2016-04-01

Using a cluster analysis approach with a sample of 205 young mothers recruited from community sites in an urban Midwestern setting, we examined the effects of cumulative violence exposure (community violence exposure, witnessing intimate partner violence, physical abuse by a caregiver, and sexual victimization, all with onset prior to age 13) on school participation, as mediated by attention and behavior problems in school. We identified five clusters of cumulative exposure, and found that the HiAll cluster (high levels of exposure to all four types) consistently fared the worst, with significantly higher attention and behavior problems, and lower school participation, in comparison with the LoAll cluster (low levels of exposure to all types). Behavior problems were a significant mediator of the effects of cumulative violence exposure on school participation, but attention problems were not. © The Author(s) 2014.

Contributions of Sensory Coding and Attentional Control to Individual Differences in Performance in Spatial Auditory Selective Attention Tasks.

PubMed

Dai, Lengshi; Shinn-Cunningham, Barbara G

2016-01-01

Listeners with normal hearing thresholds (NHTs) differ in their ability to steer attention to whatever sound source is important. This ability depends on top-down executive control, which modulates the sensory representation of sound in the cortex. Yet, this sensory representation also depends on the coding fidelity of the peripheral auditory system. Both of these factors may thus contribute to the individual differences in performance. We designed a selective auditory attention paradigm in which we could simultaneously measure envelope following responses (EFRs, reflecting peripheral coding), onset event-related potentials (ERPs) from the scalp (reflecting cortical responses to sound) and behavioral scores. We performed two experiments that varied stimulus conditions to alter the degree to which performance might be limited due to fine stimulus details vs. due to control of attentional focus. Consistent with past work, in both experiments we find that attention strongly modulates cortical ERPs. Importantly, in Experiment I, where coding fidelity limits the task, individual behavioral performance correlates with subcortical coding strength (derived by computing how the EFR is degraded for fully masked tones compared to partially masked tones); however, in this experiment, the effects of attention on cortical ERPs were unrelated to individual subject performance. In contrast, in Experiment II, where sensory cues for segregation are robust (and thus less of a limiting factor on task performance), inter-subject behavioral differences correlate with subcortical coding strength. In addition, after factoring out the influence of subcortical coding strength, behavioral differences are also correlated with the strength of attentional modulation of ERPs. These results support the hypothesis that behavioral abilities amongst listeners with NHTs can arise due to both subcortical coding differences and differences in attentional control, depending on stimulus characteristics

Assessing the Social Skills and Problem Behaviors of Adolescents with Severe Disabilities Enrolled in General Education Classes

ERIC Educational Resources Information Center

Lyons, Gregory L.; Huber, Heartley B.; Carter, Erik W.; Chen, Rui; Asmus, Jennifer M.

2016-01-01

Although enhancing the social competence of students with severe disabilities has long remained a prominent focus of school-based intervention efforts, relatively little attention has focused on identifying the most critical social and behavioral needs of students during high school. We examined the social skills and problem behaviors of 137…

Selective attention reduces physiological noise in the external ear canals of humans. I: Auditory attention

PubMed Central

Walsh, Kyle P.; Pasanen, Edward G.; McFadden, Dennis

2014-01-01

In this study, a nonlinear version of the stimulus-frequency OAE (SFOAE), called the nSFOAE, was used to measure cochlear responses from human subjects while they simultaneously performed behavioral tasks requiring, or not requiring, selective auditory attention. Appended to each stimulus presentation, and included in the calculation of each nSFOAE response, was a 30-ms silent period that was used to estimate the level of the inherent physiological noise in the ear canals of our subjects during each behavioral condition. Physiological-noise magnitudes were higher (noisier) for all subjects in the inattention task, and lower (quieter) in the selective auditory-attention tasks. These noise measures initially were made at the frequency of our nSFOAE probe tone (4.0 kHz), but the same attention effects also were observed across a wide range of frequencies. We attribute the observed differences in physiological-noise magnitudes between the inattention and attention conditions to different levels of efferent activation associated with the differing attentional demands of the behavioral tasks. One hypothesis is that when the attentional demand is relatively great, efferent activation is relatively high, and a decrease in the gain of the cochlear amplifier leads to lower-amplitude cochlear activity, and thus a smaller measure of noise from the ear. PMID:24732069

Attention checklist: a rating scale for mildly mentally handicapped adolescents.

PubMed

Das, J P; Melnyk, L

1989-06-01

A check list for attentional deficits without reference to hyperactive behavior observed in the classroom was constructed, and teachers' ratings were factor analyzed. The check-list rating was compared to a widely used rating scale for attention deficit-hyperactive disorder (AD-HD), the Abbreviated Conners Rating Scale. Both scales were given to 15 teachers to rate 100 mildly mentally handicapped adolescent students. Analysis showed that 33% of the mentally handicapped students were rated above 1.5 on the Conners Scale, which is the cut-off for hyperactivity. This is much higher than the prevalence of hyperactivity in regular classrooms. The two sets of ratings correlated strongly (.84). Check-list items were grouped under one factor explaining 70.7% of variance and so are recommended for use in discriminating attentional deficit in mentally handicapped as well as in regular class students. The high correlation with ratings on the Conners Scale suggests that AD-HD is a unitary syndrome with attention being most problematic for children labeled hyperactive.

Effectiveness of Parents-Focused Cognitive-Behavioral Therapy on Attention Deficit Hyperactivity Disorder Symptoms, Obesity and Self-Esteem of Overweight Children with Attention Deficient Hyperactivity Disorder.

PubMed

Karbasi Amel, Afsaneh; Karbasi Amel, Saeed; Erfan, Arefeh

2018-01-01

Attention deficit hyperactivity disorder (ADHD) is the most common behavioral problems that cause hyperactivity, attention deficits, academic failure, and emotional and behavioral problems in preschool and elementary school that is often hidden from the parents' eyes. The aim of this study was to determine the effectiveness of parent-based cognitive-behavioral therapy (CBT) on ADHD symptoms (including attention deficit disorder, restlessness, and impulsivity), overweight and self-esteem of 6-11-year-old obese children with attention deficit hyperactivity in Isfahan. This quasi-experimental study was carried out on 40 children aged 6-11 years with ADHD and overweight or obesity (above the 85 th percentile in weight for age, height, and sex diagram) that their parents referred to Isfahan child and adolescent psychiatric clinic of Ali Asghar Hospital in 2015. For twenty patients, only ADHD treatment was applied, and they received no other intervention, but the others in experimental group participated in CBT sessions. Analysis tools were Coppersmith Self-Esteem Scale, ADHD conners' test, and the body mass index (BMI). Data were analyzed using analysis of variance with repeated measurements. CBT by teaching parents had a significant effect on ADHD symptoms, the self-esteem of overweight and obese children with ADHD in posttest and follow-up. The results also showed that had a significant effect on ADHD symptoms, overweight and self-esteem of the obese children with ADHD ( P < 0.001). Parents focused CBT can be considered as a complementary treatment for reducing ADHD symptoms and BMI and increased self-esteem in the obese ADHD children.

The Effects of Classroom Interventions on Off-Task and Disruptive Classroom Behavior in Children with Symptoms of Attention-Deficit/Hyperactivity Disorder: A Meta-Analytic Review

PubMed Central

Gaastra, Geraldina F.; Groen, Yvonne; Tucha, Lara; Tucha, Oliver

2016-01-01

Children with attention-deficit/hyperactivity disorder (ADHD) often exhibit problem behavior in class, which teachers often struggle to manage due to a lack of knowledge and skills to use classroom management strategies. The aim of this meta-analytic review was to determine the effectiveness of several types of classroom interventions (antecedent-based, consequence-based, self-regulation, combined) that can be applied by teachers in order to decrease off-task and disruptive classroom behavior in children with symptoms of ADHD. A second aim was to identify potential moderators (classroom setting, type of measure, students’ age, gender, intelligence, and medication use). Finally, it was qualitatively explored whether the identified classroom interventions also directly or indirectly affected behavioral and academic outcomes of classmates. Separate meta-analyses were performed on standardized mean differences (SMDs) for 24 within-subjects design (WSD) and 76 single-subject design (SSD) studies. Results showed that classroom interventions reduce off-task and disruptive classroom behavior in children with symptoms of ADHD (WSDs: MSMD = 0.92; SSDs: MSMD = 3.08), with largest effects for consequence-based (WSDs: MSMD = 1.82) and self-regulation interventions (SSDs: MSMD = 3.61). Larger effects were obtained in general education classrooms than in other classroom settings. No reliable conclusions could be formulated about moderating effects of type of measure and students’ age, gender, intelligence, and medication use, mainly because of power problems. Finally, classroom interventions appeared to also benefit classmates’ behavioral and academic outcomes. PMID:26886218

The Effects of Classroom Interventions on Off-Task and Disruptive Classroom Behavior in Children with Symptoms of Attention-Deficit/Hyperactivity Disorder: A Meta-Analytic Review.

PubMed

Gaastra, Geraldina F; Groen, Yvonne; Tucha, Lara; Tucha, Oliver

2016-01-01

Children with attention-deficit/hyperactivity disorder (ADHD) often exhibit problem behavior in class, which teachers often struggle to manage due to a lack of knowledge and skills to use classroom management strategies. The aim of this meta-analytic review was to determine the effectiveness of several types of classroom interventions (antecedent-based, consequence-based, self-regulation, combined) that can be applied by teachers in order to decrease off-task and disruptive classroom behavior in children with symptoms of ADHD. A second aim was to identify potential moderators (classroom setting, type of measure, students' age, gender, intelligence, and medication use). Finally, it was qualitatively explored whether the identified classroom interventions also directly or indirectly affected behavioral and academic outcomes of classmates. Separate meta-analyses were performed on standardized mean differences (SMDs) for 24 within-subjects design (WSD) and 76 single-subject design (SSD) studies. Results showed that classroom interventions reduce off-task and disruptive classroom behavior in children with symptoms of ADHD (WSDs: MSMD = 0.92; SSDs: MSMD = 3.08), with largest effects for consequence-based (WSDs: MSMD = 1.82) and self-regulation interventions (SSDs: MSMD = 3.61). Larger effects were obtained in general education classrooms than in other classroom settings. No reliable conclusions could be formulated about moderating effects of type of measure and students' age, gender, intelligence, and medication use, mainly because of power problems. Finally, classroom interventions appeared to also benefit classmates' behavioral and academic outcomes.

A latent profile analysis of intimate partner victimization and aggression and examination of between-class differences in psychopathology symptoms and risky behaviors

PubMed Central

Weiss, Nicole H.; Dixon-Gordon, Katherine L.; Peasant, Courtney; Jaquier, Véronique; Johnson, Clinesha; Sullivan, Tami P.

2016-01-01

Objective Intimate partner violence (IPV) is associated with heightened psychopathology symptoms and risky behaviors. However, extant investigations are limited by their focus on IPV victimization, despite evidence to suggest that victimization and aggression frequently co-occur. Further, research on these correlates often has not accounted for the heterogeneity of women who experience victimization. Method The present study utilized latent profile analysis to identify patterns of physical, psychological, and sexual victimization and aggression in a convenience sample of 212 community women experiencing victimization (M age=36.63, 70.8% African American), as well as examined differences in psychopathology symptoms (i.e., posttraumatic stress symptoms and depressive symptoms) and risky behaviors (i.e., drug problems, alcohol problems, deliberate self-harm, HIV-risk behaviors) across these classes. Results Four classes of women differentiated by severities of victimization and aggression were identified. Greater psychopathology symptoms were found among classes defined by greater victimization and aggression, regardless of IPV type. Risky behaviors were more prevalent among classes defined by greater sexual victimization and aggression in particular. Conclusions Findings highlight the importance of developing interventions that target the particular needs of subgroups of women who experience victimization. PMID:27736140

Visual attention in violent offenders: Susceptibility to distraction.

PubMed

Slotboom, Jantine; Hoppenbrouwers, Sylco S; Bouman, Yvonne H A; In 't Hout, Willem; Sergiou, Carmen; van der Stigchel, Stefan; Theeuwes, Jan

2017-05-01

Impairments in executive functioning give rise to reduced control of behavior and impulses, and are therefore a risk factor for violence and criminal behavior. However, the contribution of specific underlying processes remains unclear. A crucial element of executive functioning, and essential for cognitive control and goal-directed behavior, is visual attention. To further elucidate the importance of attentional functioning in the general offender population, we employed an attentional capture task to measure visual attention. We expected offenders to have impaired visual attention, as revealed by increased attentional capture, compared to healthy controls. When comparing the performance of 62 offenders to 69 healthy community controls, we found our hypothesis to be partly confirmed. Offenders were more accurate overall, more accurate in the absence of distracting information, suggesting superior attention. In the presence of distracting information offenders were significantly less accurate compared to when no distracting information was present. Together, these findings indicate that violent offenders may have superior attention, yet worse control over attention. As such, violent offenders may have trouble adjusting to unexpected, irrelevant stimuli, which may relate to failures in self-regulation and inhibitory control. Copyright © 2017 The Authors. Published by Elsevier B.V. All rights reserved.

The Potential Influence of “Stimulus Overselectivity” in AAC: Information from Eye-tracking and Behavioral Studies of Attention

PubMed Central

Dube, William V.; Wilkinson, Krista M.

2014-01-01

This paper examines the phenomenon of “stimulus overselectivity” or “overselective attention” as it may impact AAC training and use in individuals with intellectual disabilities. Stimulus overselectivity is defined as an atypical limitation in the number of stimuli or stimulus features within an image that are attended to and subsequently learned. Within AAC, the term “stimulus” could refer to symbols or line drawings on speech generating devices, drawings or pictures on low-technology systems, and/or the elements within visual scene displays. In this context, overselective attention may result in unusual or uneven error patterns such as confusion between two symbols that share a single feature or difficulties with transitioning between different types of hardware. We review some of the ways that overselective attention has been studied behaviorally. We then examine how eye tracking technology allows a glimpse into some of the behavioral characteristics of overselective attention. We describe an intervention approach, differential observing responses, that may reduce or eliminate overselectivity, and we consider this type of intervention as it relates to issues of relevance for AAC. PMID:24773053

Transient Analysis Generator /TAG/ simulates behavior of large class of electrical networks

NASA Technical Reports Server (NTRS)

Thomas, W. J.

1967-01-01

Transient Analysis Generator program simulates both transient and dc steady-state behavior of a large class of electrical networks. It generates a special analysis program for each circuit described in an easily understood and manipulated programming language. A generator or preprocessor and a simulation system make up the TAG system.

Self-focused attention and safety behaviors across group therapies for social anxiety disorder.

PubMed

Desnoyers, Amanda J; Kocovski, Nancy L; Fleming, Jan E; Antony, Martin M

2017-07-01

Self-focused attention (SFA) and safety behaviors are two variables implicated in the maintenance of social anxiety disorder (SAD). The present study examined SFA and safety behaviors across two therapies for SAD, cognitive behavioral group therapy (CBGT) and mindfulness and acceptance-based group therapy (MAGT). Participants with symptoms meeting criteria for SAD (N = 137) were randomly assigned to the 12-week-treatment groups (n = 53 for each condition) or a waitlist control (n = 31). Variables were assessed at baseline, midtreatment, posttreatment, and a 3-month follow-up. Both treatment conditions reported significantly lower SFA and safety behaviors compared to control, but did not differ from one another at posttreatment. Mediation analyses supported the following models: (1) safety behaviors mediating the relationship between SFA and social anxiety, and (2) SFA mediating the relationship between safety behaviors and social anxiety. These models were supported for both treatment groups. Both treatments may have the potential to reduce the SFA and safety behaviors that serve to maintain SAD.

Attention bias modification augments cognitive-behavioral group therapy for social anxiety disorder: a randomized controlled trial.

PubMed

Lazarov, Amit; Marom, Sofi; Yahalom, Naomi; Pine, Daniel S; Hermesh, Haggai; Bar-Haim, Yair

2017-12-20

Cognitive-behavioral group therapy (CBGT) is a first-line treatment for social anxiety disorder (SAD). However, since many patients remain symptomatic post-treatment, there is a need for augmenting procedures. This randomized controlled trial (RCT) examined the potential augmentation effect of attention bias modification (ABM) for CBGT. Fifty patients with SAD from three therapy groups were randomized to receive an 18-week standard CBGT with either ABM designed to shift attention away from threat (CBGT + ABM), or a placebo protocol not designed to modify threat-related attention (CBGT + placebo). Therapy groups took place in a large mental health center. Clinician and self-report measures of social anxiety and depression were acquired pre-treatment, post-treatment, and at 3-month follow-up. Attention bias was assessed at pre- and post-treatment. Patients randomized to the CBGT + ABM group, relative to those randomized to the CBGT + placebo group, showed greater reductions in clinician-rated SAD symptoms post-treatment, with effects maintained at 3-month follow-up. Group differences were not evident for self-report or attention-bias measures, with similar reductions in both groups. Finally, reduction in attention bias did not mediate the association between group and reduction in Liebowitz Social Anxiety Scale Structured Interview (LSAS) scores. This is the first RCT to examine the possible augmenting effect of ABM added to group-based cognitive-behavioral therapy for adult SAD. Training patients' attention away from threat might augment the treatment response to standard CBGT in SAD, a possibility that could be further evaluated in large-scale RCTs.

Dynamics of excitatory and inhibitory networks are differentially altered by selective attention.

PubMed

Snyder, Adam C; Morais, Michael J; Smith, Matthew A

2016-10-01

Inhibition and excitation form two fundamental modes of neuronal interaction, yet we understand relatively little about their distinct roles in service of perceptual and cognitive processes. We developed a multidimensional waveform analysis to identify fast-spiking (putative inhibitory) and regular-spiking (putative excitatory) neurons in vivo and used this method to analyze how attention affects these two cell classes in visual area V4 of the extrastriate cortex of rhesus macaques. We found that putative inhibitory neurons had both greater increases in firing rate and decreases in correlated variability with attention compared with putative excitatory neurons. Moreover, the time course of attention effects for putative inhibitory neurons more closely tracked the temporal statistics of target probability in our task. Finally, the session-to-session variability in a behavioral measure of attention covaried with the magnitude of this effect. Together, these results suggest that selective targeting of inhibitory neurons and networks is a critical mechanism for attentional modulation. Copyright © 2016 the American Physiological Society.

Dynamics of excitatory and inhibitory networks are differentially altered by selective attention

PubMed Central

Snyder, Adam C.; Morais, Michael J.

2016-01-01

Inhibition and excitation form two fundamental modes of neuronal interaction, yet we understand relatively little about their distinct roles in service of perceptual and cognitive processes. We developed a multidimensional waveform analysis to identify fast-spiking (putative inhibitory) and regular-spiking (putative excitatory) neurons in vivo and used this method to analyze how attention affects these two cell classes in visual area V4 of the extrastriate cortex of rhesus macaques. We found that putative inhibitory neurons had both greater increases in firing rate and decreases in correlated variability with attention compared with putative excitatory neurons. Moreover, the time course of attention effects for putative inhibitory neurons more closely tracked the temporal statistics of target probability in our task. Finally, the session-to-session variability in a behavioral measure of attention covaried with the magnitude of this effect. Together, these results suggest that selective targeting of inhibitory neurons and networks is a critical mechanism for attentional modulation. PMID:27466133

Looking, Feeling, and Doing: Are There Age Differences in Attention, Mood and Behavioral Responses to Skin Cancer Information?

PubMed Central

Isaacowitz, Derek M.; Choi, YoonSun

2012-01-01

Overview Previous studies on aging and attention to emotional information found that older adults may look away from negative stimuli to regulate their moods. However, it is an open question whether older adults’ tendency to look less at negative material comes at the expense of learning when negative information is also health-relevant. This study investigated how age-related changes in attention to negative but relevant information about skin cancer risk reduction influenced both subsequent health behavior and mood regulation. Methods Younger (18-25, n = 78) and older (60-92, n = 77) adults’ fixations toward videos containing negatively-valenced content and risk-reduction information about skin cancer were recorded with eye-tracking. Self-reported mood ratings were measured throughout. Behavioral outcome measures (e.g., answering knowledge questions about skin cancer, choosing a sunscreen, completing a skin self-exam) assessed participants’ learning of key health-relevant information, their interest in seeking additional information, and their engagement in protective behaviors. Results Older adults generally looked less at the negative video content, more rapidly regulated their moods, and learned fewer facts about skin cancer; yet, they engaged in a greater number of protective behaviors than did younger adults. Conclusions Older adults may demonstrate an efficient looking strategy that extracts important information without disrupting their moods, and they may compensate for less learning by engaging in a greater number of protective behaviors. Younger adults may be distracted by disruptions to their mood, constraining their engagement in protective behaviors. PMID:22149125

Peer Tutoring for Children with Attention Deficit Hyperactivity Disorder: Effects on Classroom Behavior and Academic Performance.

ERIC Educational Resources Information Center

DuPaul, George J.; Ervin, Ruth A.; Hook, Christine L.; McGoey, Kara E.

1998-01-01

A study investigated effects of classwide peer tutoring (CWPT) on classroom behavior and academic performance of 18 students with attention deficit hyperactivity disorder (ADHD). CWPT led to improvements in performance in math or spelling for 50% of students with ADHD, along with reductions in off-task behavior for most participants. (Author/CR)

Autism, Attention, and Alpha Oscillations: An Electrophysiological Study of Attentional Capture.

PubMed

Keehn, Brandon; Westerfield, Marissa; Müller, Ralph-Axel; Townsend, Jeanne

2017-09-01

Autism spectrum disorder (ASD) is associated with deficits in adaptively orienting attention to behaviorally-relevant information. Neural oscillatory activity plays a key role in brain function and provides a high-resolution temporal marker of attention dynamics. Alpha band (8-12 Hz) activity is associated with both selecting task-relevant stimuli and filtering task-irrelevant information. The present study used electroencephalography (EEG) to examine alpha-band oscillatory activity associated with attentional capture in nineteen children with ASD and twenty-one age- and IQ-matched typically developing (TD) children. Participants completed a rapid serial visual presentation paradigm designed to investigate responses to behaviorally-relevant targets and contingent attention capture by task-irrelevant distractors, which either did or did not share a behaviorally-relevant feature. Participants also completed six minutes of eyes-open resting EEG. In contrast to their TD peers, children with ASD did not evidence posterior alpha desynchronization to behaviorally-relevant targets. Additionally, reduced target-related desynchronization and poorer target detection were associated with increased ASD symptomatology. TD children also showed behavioral and electrophysiological evidence of contingent attention capture, whereas children with ASD showed no behavioral facilitation or alpha desynchronization to distractors that shared a task-relevant feature. Lastly, children with ASD had significantly decreased resting alpha power, and for all participants increased resting alpha levels were associated with greater task-related alpha desynchronization. These results suggest that in ASD under-responsivity and impairments in orienting to salient events within their environment are reflected by atypical EEG oscillatory neurodynamics, which may signify atypical arousal levels and/or an excitatory/inhibitory imbalance.

Four Distinct Subgroups of Self-Injurious Behavior among Chinese Adolescents: Findings from a Latent Class Analysis

PubMed Central

Xin, Xiuhong; Ming, Qingsen; Zhang, Jibiao; Wang, Yuping; Liu, Mingli; Yao, Shuqiao

2016-01-01

Self-injurious behavior (SIB) among adolescents is an important public health issue worldwide. It is still uncertain whether homogeneous subgroups of SIB can be identified and whether constellations of SIBs can co-occur due to the high heterogeneity of these behaviors. In this study, a cross-sectional study was conducted on a large school-based sample and latent class analysis was performed (n = 10,069, mean age = 15 years) to identify SIB classes based on 11 indicators falling under direct SIB (DSIB), indirect SIB (ISIB), and suicide attempts (SAs). Social and psychological characteristics of each subgroup were examined after controlling for age and gender. Results showed that a four-class model best fit the data and each class had a distinct pattern of co-occurrence of SIBs and external measures. Class 4 (the baseline/normative group, 65.3%) had a low probability of SIB. Class 3 (severe SIB group, 3.9%) had a high probability of SIB and the poorest social and psychological status. Class 1 (DSIB+SA group, 14.2%) had similar scores for external variables compared to class 3, and included a majority of girls [odds ratio (OR) = 1.94]. Class 2 (ISIB group, 16.6%) displayed moderate endorsement of ISIB items, and had a majority of boys and older adolescents (OR = 1.51). These findings suggest that SIB is a heterogeneous entity, but it may be best explained by four homogenous subgroups that display quantitative and qualitative differences. Findings in this study will improve our understanding on SIB and may facilitate the prevention and treatment of SIB. PMID:27392132

Training Attentional Control in Infancy

PubMed Central

Wass, Sam; Porayska-Pomsta, Kaska; Johnson, Mark H.

2011-01-01

Summary Several recent studies have reported that cognitive training in adults does not lead to generalized performance improvements [1, 2], whereas many studies with younger participants (children 4 years and older) have reported distal transfer [3, 4]. This is consistent with convergent evidence [5–8] for greater neural and behavioral plasticity earlier in development. We used gaze-contingent paradigms to train 11-month-old infants on a battery of attentional control tasks. Relative to an active control group, and following only a relatively short training period, posttraining assessments revealed improvements in cognitive control and sustained attention, reduced saccadic reaction times, and reduced latencies to disengage visual attention. Trend changes were also observed in spontaneous looking behavior during free play, but no change was found in working memory. The amount of training correlated with the degree of improvement on some measures. These findings are to our knowledge the first demonstration of distal transfer following attentional control training in infancy. Given the longitudinal relationships identified between early attentional control and learning in academic settings [9, 10], and the causal role that impaired control of attention may play in disrupting learning in several disorders [11–14], the current results open a number of avenues for future work. PMID:21889346

Visuospatial selective attention in chickens.

PubMed

Sridharan, Devarajan; Ramamurthy, Deepa L; Schwarz, Jason S; Knudsen, Eric I

2014-05-13

Voluntary control of attention promotes intelligent, adaptive behaviors by enabling the selective processing of information that is most relevant for making decisions. Despite extensive research on attention in primates, the capacity for selective attention in nonprimate species has never been quantified. Here we demonstrate selective attention in chickens by applying protocols that have been used to characterize visual spatial attention in primates. Chickens were trained to localize and report the vertical position of a target in the presence of task-relevant distracters. A spatial cue, the location of which varied across individual trials, indicated the horizontal, but not vertical, position of the upcoming target. Spatial cueing improved localization performance: accuracy (d') increased and reaction times decreased in a space-specific manner. Distracters severely impaired perceptual performance, and this impairment was greatly reduced by spatial cueing. Signal detection analysis with an "indecision" model demonstrated that spatial cueing significantly increased choice certainty in localizing targets. By contrast, error-aversion certainty (certainty of not making an error) remained essentially constant across cueing protocols, target contrasts, and individuals. The results show that chickens shift spatial attention rapidly and dynamically, following principles of stimulus selection that closely parallel those documented in primates. The findings suggest that the mechanisms that control attention have been conserved through evolution, and establish chickens--a highly visual species that is easily trained and amenable to cutting-edge experimental technologies--as an attractive model for linking behavior to neural mechanisms of selective attention.

Effectiveness of Parents-Focused Cognitive-Behavioral Therapy on Attention Deficit Hyperactivity Disorder Symptoms, Obesity and Self-Esteem of Overweight Children with Attention Deficient Hyperactivity Disorder

PubMed Central

Karbasi Amel, Afsaneh; Karbasi Amel, Saeed; Erfan, Arefeh

2018-01-01

Background: Attention deficit hyperactivity disorder (ADHD) is the most common behavioral problems that cause hyperactivity, attention deficits, academic failure, and emotional and behavioral problems in preschool and elementary school that is often hidden from the parents' eyes. The aim of this study was to determine the effectiveness of parent-based cognitive-behavioral therapy (CBT) on ADHD symptoms (including attention deficit disorder, restlessness, and impulsivity), overweight and self-esteem of 6–11-year-old obese children with attention deficit hyperactivity in Isfahan. Materials and Methods: This quasi-experimental study was carried out on 40 children aged 6–11 years with ADHD and overweight or obesity (above the 85th percentile in weight for age, height, and sex diagram) that their parents referred to Isfahan child and adolescent psychiatric clinic of Ali Asghar Hospital in 2015. For twenty patients, only ADHD treatment was applied, and they received no other intervention, but the others in experimental group participated in CBT sessions. Analysis tools were Coppersmith Self-Esteem Scale, ADHD conners' test, and the body mass index (BMI). Data were analyzed using analysis of variance with repeated measurements. Results: CBT by teaching parents had a significant effect on ADHD symptoms, the self-esteem of overweight and obese children with ADHD in posttest and follow-up. The results also showed that had a significant effect on ADHD symptoms, overweight and self-esteem of the obese children with ADHD (P < 0.001). Conclusions: Parents focused CBT can be considered as a complementary treatment for reducing ADHD symptoms and BMI and increased self-esteem in the obese ADHD children. PMID:29862222

Social class disparities in health and education: reducing inequality by applying a sociocultural self model of behavior.

PubMed

Stephens, Nicole M; Markus, Hazel Rose; Fryberg, Stephanie A

2012-10-01

The literature on social class disparities in health and education contains 2 underlying, yet often opposed, models of behavior: the individual model and the structural model. These models refer to largely unacknowledged assumptions about the sources of human behavior that are foundational to research and interventions. Our review and theoretical integration proposes that, in contrast to how the 2 models are typically represented, they are not opposed, but instead they are complementary sets of understandings that inform and extend each other. Further, we elaborate the theoretical rationale and predictions for a third model: the sociocultural self model of behavior. This model incorporates and extends key tenets of the individual and structural models. First, the sociocultural self model conceptualizes individual characteristics (e.g., skills) and structural conditions (e.g., access to resources) as interdependent forces that mutually constitute each other and that are best understood together. Second, the sociocultural self model recognizes that both individual characteristics and structural conditions indirectly influence behavior through the selves that emerge in the situation. These selves are malleable psychological states that are a product of the ongoing mutual constitution of individuals and structures and serve to guide people's behavior by systematically shaping how people construe situations. The theoretical foundation of the sociocultural self model lays the groundwork for a more complete understanding of behavior and provides new tools for developing interventions that will reduce social class disparities in health and education. The model predicts that intervention efforts will be more effective at producing sustained behavior change when (a) current selves are congruent, rather than incongruent, with the desired behavior and (b) individual characteristics and structural conditions provide ongoing support for the selves that are necessary to support

Cognitive-Behavioral Depression Treatment for Mothers of Children with Attention-Deficit/Hyperactivity Disorder

ERIC Educational Resources Information Center

Chronis, Andrea M.; Gamble, Stephanie A.; Roberts, John E.; Pelham, William E., Jr.

2006-01-01

An adaptation of the Coping With Depression Course (CWDC) was evaluated in mothers of children with attention-deficit/hyperactivity disorder (ADHD), a population at risk for depression. Mothers were randomly assigned to receive the CWDC either immediately following an intensive summer treatment program targeting their child's behavior or after a…

Joint Attention in Autism: Teaching Smiling Coordinated with Gaze to Respond to Joint Attention Bids

ERIC Educational Resources Information Center

Krstovska-Guerrero, Ivana; Jones, Emily A.

2013-01-01

Children with autism demonstrate early deficits in joint attention and expressions of affect. Interventions to teach joint attention have addressed gaze behavior, gestures, and vocalizations, but have not specifically taught an expression of positive affect such as smiling that tends to occur during joint attention interactions. Intervention was…

Behavioral and emotional problems in Chinese children of divorced parents.

PubMed

Liu, X; Guo, C; Okawa, M; Zhai, J; Li, Y; Uchiyama, M; Neiderhiser, J M; Kurita, H

2000-07-01

This study examined the behavioral problems in Chinese children of divorced parents. A total of 58 children of divorce and 116 gender-, age-, and school class-matched controls were ascertained from a general population sample of children aged 6 through 15 years. Parents completed the Child Behavior Checklist (CBCL), and teachers completed the Teacher's Report Form (TRF) and Conners Hyperkinesis Index. Parent-reported problem scores on the CBCL total scale and each subscale, and prevalence of all CBCL syndromes except for Somatic Complaints, were significantly higher in children of divorce than in controls. Teacher-reported problem scores on the TRF total scale and Social and Attention Problems and prevalence of Attention Problems were significantly different for the 2 groups of children. Social competence was rated significantly lower in children of divorce than in controls. Discriminant function analysis showed that behavioral problems in children of divorce were characterized by aggressive behavior, withdrawal, and social problems. The findings emanating from China provide the first evidence of the link between parental divorce and children's psychopathology and clarify the psychopathological dimensions in Chinese children of divorced parents.

An Integrative, Cognitive-Behavioral, Systemic Approach to Working with Students Diagnosed with Attention Deficit Hyperactive Disorder

ERIC Educational Resources Information Center

Shillingford, Margaret Ann; Lambie, Glenn W.; Walter, Sara Meghan

2007-01-01

Attention deficit hyperactive disorder (ADHD) is a prevalent diagnostic disorder for many students, which correlates with negative academic, social, and personal consequences. This article presents an integrative, cognitive-behavioral, systemic approach that offers behaviorally based interventions for professional school counselors to support…

Social affiliation in same-class and cross-class interactions.

PubMed

Côté, Stéphane; Kraus, Michael W; Carpenter, Nichelle C; Piff, Paul K; Beermann, Ursula; Keltner, Dacher

2017-02-01

Historically high levels of economic inequality likely have important consequences for relationships between people of the same and different social class backgrounds. Here, we test the prediction that social affiliation among same-class partners is stronger at the extremes of the class spectrum, given that these groups are highly distinctive and most separated from others by institutional and economic forces. An internal meta-analysis of 4 studies (N = 723) provided support for this hypothesis. Participant and partner social class were interactively, rather than additively, associated with social affiliation, indexed by affiliative behaviors and emotions during structured laboratory interactions and in daily life. Further, response surface analyses revealed that paired upper or lower class partners generally affiliated more than average-class pairs. Analyses with separate class indices suggested that these patterns are driven more by parental income and subjective social class than by parental education. The findings illuminate the dynamics of same- and cross-class interactions, revealing that not all same-class interactions feature the same degree of affiliation. They also reveal the importance of studying social class from an intergroup perspective. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Behavioral inhibition and anxiety: The moderating roles of inhibitory control and attention shifting

PubMed Central

White, Lauren K.; McDermott, Jennifer Martin; Degnan, Kathryn A.; Henderson, Heather A.; Fox, Nathan A.

2013-01-01

Behavioral inhibition (BI), a temperament identified in early childhood, is associated with social reticence in childhood and an increased risk for anxiety problems in adolescence and adulthood. However, not all behaviorally inhibited children remain reticent or develop an anxiety disorder. One possible mechanism accounting for the variability in the developmental trajectories of BI is a child’s ability to successfully recruit cognitive processes involved in the regulation of negative reactivity. However, separate cognitive processes may differentially moderate the association between BI and later anxiety problems. The goal of the current study was to examine how two cognitive processes - attention shifting and inhibitory control - laboratory assessed at 48 months of age moderated the association between 24-month BI and anxiety symptoms in the preschool years. Results revealed that high levels of attention shifting decreased the risk for anxiety symptoms in children with high levels of BI, whereas high levels of inhibitory control increased this risk for anxiety symptoms. These findings suggest that different cognitive processes may influence relative levels of risk or adaptation depending upon a child’s temperamental reactivity. PMID:21301953

Behavioral inhibition and anxiety: the moderating roles of inhibitory control and attention shifting.

PubMed

White, Lauren K; McDermott, Jennifer Martin; Degnan, Kathryn A; Henderson, Heather A; Fox, Nathan A

2011-07-01

Behavioral inhibition (BI), a temperament identified in early childhood, is associated with social reticence in childhood and an increased risk for anxiety problems in adolescence and adulthood. However, not all behaviorally inhibited children remain reticent or develop an anxiety disorder. One possible mechanism accounting for the variability in the developmental trajectories of BI is a child's ability to successfully recruit cognitive processes involved in the regulation of negative reactivity. However, separate cognitive processes may differentially moderate the association between BI and later anxiety problems. The goal of the current study was to examine how two cognitive processes-attention shifting and inhibitory control-laboratory assessed at 48 months of age moderated the association between 24-month BI and anxiety symptoms in the preschool years. Results revealed that high levels of attention shifting decreased the risk for anxiety problems in children with high levels of BI, whereas high levels of inhibitory control increased this risk for anxiety symptoms. These findings suggest that different cognitive processes may influence relative levels of risk or adaptation depending upon a child's temperamental reactivity.

Attentional synchrony and the influence of viewing task on gaze behavior in static and dynamic scenes.

PubMed

Smith, Tim J; Mital, Parag K

2013-07-17

Does viewing task influence gaze during dynamic scene viewing? Research into the factors influencing gaze allocation during free viewing of dynamic scenes has reported that the gaze of multiple viewers clusters around points of high motion (attentional synchrony), suggesting that gaze may be primarily under exogenous control. However, the influence of viewing task on gaze behavior in static scenes and during real-world interaction has been widely demonstrated. To dissociate exogenous from endogenous factors during dynamic scene viewing we tracked participants' eye movements while they (a) freely watched unedited videos of real-world scenes (free viewing) or (b) quickly identified where the video was filmed (spot-the-location). Static scenes were also presented as controls for scene dynamics. Free viewing of dynamic scenes showed greater attentional synchrony, longer fixations, and more gaze to people and areas of high flicker compared with static scenes. These differences were minimized by the viewing task. In comparison with the free viewing of dynamic scenes, during the spot-the-location task fixation durations were shorter, saccade amplitudes were longer, and gaze exhibited less attentional synchrony and was biased away from areas of flicker and people. These results suggest that the viewing task can have a significant influence on gaze during a dynamic scene but that endogenous control is slow to kick in as initial saccades default toward the screen center, areas of high motion and people before shifting to task-relevant features. This default-like viewing behavior returns after the viewing task is completed, confirming that gaze behavior is more predictable during free viewing of dynamic than static scenes but that this may be due to natural correlation between regions of interest (e.g., people) and motion.

A Latent Class Analysis of Weight-Related Health Behaviors among 2- and 4-year College Students, and Associated Risk of Obesity

PubMed Central

Mathur, C; Stigler, M; Lust, K; Laska, M

2016-01-01

Little is known about the complex patterning of weight-related health behaviors in 2- and 4-year college students. The objective of this study was to identify and describe unique classes of weight-related health behaviors among college youth. Latent class analysis was used to identify homogenous, mutually exclusive classes of nine health behaviors which represent multiple theoretically/clinically relevant dimensions of obesity risk among 2- versus 4-year college students using cross-sectional statewide surveillance data (n= 17,584). Additionally, differences in class membership on selected sociodemographic characteristics were examined using a model-based approach. Analysis was conducted separately for both college groups, and 5 and 4 classes were identified for 2-and 4-year college students, respectively. Four classes were similar across 2-and 4-year college groups and were characterized as “mostly healthy dietary habits, active”, “moderately high screen time, active”, “moderately healthy dietary habits, inactive”, and “moderately high screen time, inactive”. “Moderately healthy dietary habits, high screen time” was the additional class unique to 2-year college students. These classes differed on a number of sociodemographic characteristics, including the proportion in each class who were classified as obese. Implications for prevention scientists and future intervention programs are considered. PMID:24990599

A latent class analysis of weight-related health behaviors among 2- and 4-year college students and associated risk of obesity.

PubMed

Mathur, Charu; Stigler, Melissa; Lust, Katherine; Laska, Melissa

2014-12-01

Little is known about the complex patterning of weight-related health behaviors in 2- and 4-year college students. The objective of this study was to identify and describe unique classes of weight-related health behaviors among college students. Latent class analysis was used to identify homogenous, mutually exclusive classes of nine health behaviors that represent multiple theoretically/clinically relevant dimensions of obesity risk among 2- versus 4-year college students using cross-sectional statewide surveillance data (N = 17,584). Additionally, differences in class membership on selected sociodemographic characteristics were examined using a model-based approach. Analysis was conducted separately for both college groups, and five and four classes were identified for 2- and 4-year college students, respectively. Four classes were similar across 2- and 4-year college groups and were characterized as "mostly healthy dietary habits, active"; "moderately high screen time, active"; "moderately healthy dietary habits, inactive"; and "moderately high screen time, inactive." "Moderately healthy dietary habits, high screen time" was the additional class unique to 2-year college students. These classes differed on a number of sociodemographic characteristics, including the proportion in each class who were classified as obese. Implications for prevention scientists and future intervention programs are considered. © 2014 Society for Public Health Education.

Attentional load and attentional boost: a review of data and theory.

PubMed

Swallow, Khena M; Jiang, Yuhong V

2013-01-01

Both perceptual and cognitive processes are limited in capacity. As a result, attention is selective, prioritizing items and tasks that are important for adaptive behavior. However, a number of recent behavioral and neuroimaging studies suggest that, at least under some circumstances, increasing attention to one task can enhance performance in a second task (e.g., the attentional boost effect). Here we review these findings and suggest a new theoretical framework, the dual-task interaction model, that integrates these findings with current views of attentional selection. To reconcile the attentional boost effect with the effects of attentional load, we suggest that temporal selection results in a temporally specific enhancement across modalities, tasks, and spatial locations. Moreover, the effects of temporal selection may be best observed when the attentional system is optimally tuned to the temporal dynamics of incoming stimuli. Several avenues of research motivated by the dual-task interaction model are then discussed.

Attentional Load and Attentional Boost: A Review of Data and Theory

PubMed Central

Swallow, Khena M.; Jiang, Yuhong V.

2013-01-01

Both perceptual and cognitive processes are limited in capacity. As a result, attention is selective, prioritizing items and tasks that are important for adaptive behavior. However, a number of recent behavioral and neuroimaging studies suggest that, at least under some circumstances, increasing attention to one task can enhance performance in a second task (e.g., the attentional boost effect). Here we review these findings and suggest a new theoretical framework, the dual-task interaction model, that integrates these findings with current views of attentional selection. To reconcile the attentional boost effect with the effects of attentional load, we suggest that temporal selection results in a temporally specific enhancement across modalities, tasks, and spatial locations. Moreover, the effects of temporal selection may be best observed when the attentional system is optimally tuned to the temporal dynamics of incoming stimuli. Several avenues of research motivated by the dual-task interaction model are then discussed. PMID:23730294

Impact of Treatments for Depression on Comorbid Anxiety, Attentional, and Behavioral Symptoms in Adolescents with Selective Serotonin Reuptake Inhibitor-Resistant Depression

ERIC Educational Resources Information Center

Hilton, Robert C.; Rengasamy, Manivel; Mansoor, Brandon; He, Jiayan; Mayes, Taryn; Emslie, Graham J.; Porta, Giovanna; Clarke, Greg N.; Wagner, Karen Dineen; Birmaher, Boris; Keller, Martin B.; Ryan, Neal; Shamseddeen, Wael; Asarnow, Joan Rosenbaum; Brent, David A.

2013-01-01

Objective: To assess the relative efficacy of antidepressant medication, alone and in combination with cognitive behavioral therapy (CBT), on comorbid symptoms of anxiety, attention, and disruptive behavior disorders in participants in the Treatment of Resistant Depression in Adolescents (TORDIA) trial. Method: Adolescents with selective serotonin…

A few of my favorite things: circumscribed interests in autism are not accompanied by increased attentional salience on a personalized selective attention task.

PubMed

Parsons, Owen E; Bayliss, Andrew P; Remington, Anna

2017-01-01

Autistic individuals commonly show circumscribed or "special" interests: areas of obsessive interest in a specific category. The present study investigated what impact these interests have on attention, an aspect of autistic cognition often reported as altered. In neurotypical individuals, interest and expertise have been shown to result in an automatic attentional priority for related items. Here, we examine whether this change in salience is also seen in autism. Adolescents and young adults with and without autism performed a personalized selective attention task assessing the level of attentional priority afforded to images related to the participant's specific interests. In addition, participants performed a similar task with generic images in order to isolate any effects of interest and expertise. Crucially, all autistic and non-autistic individuals recruited for this study held a strong passion or interest. As such, any differences in attention could not be solely attributed to differing prevalence of interests in the two groups. In both tasks, participants were asked to perform a central target-detection task while ignoring irrelevant distractors (related or unrelated to their interests). The level of distractor interference under various task conditions was taken as an indication of attentional priority. Neurotypical individuals showed the predicted attentional priority for the circumscribed interest images but not generic items, reflecting the impact of their interest and expertise. Contrary to predictions, autistic individuals did not show this priority: processing the interest-related stimuli only when task demands were low. Attention to images unrelated to circumscribed interests was equivalent in the two groups. These results suggest that despite autistic individuals holding an intense interest in a particular class of stimuli, there may be a reduced impact of this prior experience and expertise on attentional processing. The implications of this

AN EVALUATION OF THE INTERACTION BETWEEN QUALITY OF ATTENTION AND NEGATIVE REINFORCEMENT WITH CHILDREN WHO DISPLAY ESCAPE-MAINTAINED PROBLEM BEHAVIOR

PubMed Central

Gardner, Andrew W; Wacker, David P; Boelter, Eric W

2009-01-01

The choice-making behavior of 2 typically developing children who engaged in problem behavior maintained by negative reinforcement was evaluated within a concurrent-operants assessment that varied the quality of attention across free-play and demand conditions. The results demonstrated that it was possible to bias responding towards academic demands for both participants by providing high-quality attention, despite the continuous availability of negative reinforcement. The current study extended brief clinical methods with typically developing children and demonstrated how different qualities of attention provided across concurrent schedules could bias responding. PMID:19949522

Prefrontal Parvalbumin Neurons in Control of Attention

PubMed Central

Kim, Hoseok; Ährlund-Richter, Sofie; Wang, Xinming; Deisseroth, Karl; Carlén, Marie

2016-01-01

Summary While signatures of attention have been extensively studied in sensory systems, the neural sources and computations responsible for top-down control of attention are largely unknown. Using chronic recordings in mice, we found that fast-spiking parvalbumin (FS-PV) interneurons in medial prefrontal cortex (mPFC) uniformly show increased and sustained firing during goal-driven attentional processing, correlating to the level of attention. Elevated activity of FS-PV neurons on the timescale of seconds predicted successful execution of behavior. Successful allocation of attention was characterized by strong synchronization of FS-PV neurons, increased gamma oscillations, and phase locking of pyramidal firing. Phase-locked pyramidal neurons showed gamma-phase-dependent rate modulation during successful attentional processing. Optogenetic silencing of FS-PV neurons deteriorated attentional processing, while optogenetic synchronization of FS-PV neurons at gamma frequencies had pro-cognitive effects and improved goal-directed behavior. FS-PV neurons thus act as a functional unit coordinating the activity in the local mPFC circuit during goal-driven attentional processing. PMID:26771492

Dynamic Brain Network Correlates of Spontaneous Fluctuations in Attention.

PubMed

Kucyi, Aaron; Hove, Michael J; Esterman, Michael; Hutchison, R Matthew; Valera, Eve M

2017-03-01

Human attention is intrinsically dynamic, with focus continuously shifting between elements of the external world and internal, self-generated thoughts. Communication within and between large-scale brain networks also fluctuates spontaneously from moment to moment. However, the behavioral relevance of dynamic functional connectivity and possible link with attentional state shifts is unknown. We used a unique approach to examine whether brain network dynamics reflect spontaneous fluctuations in moment-to-moment behavioral variability, a sensitive marker of attentional state. Nineteen healthy adults were instructed to tap their finger every 600 ms while undergoing fMRI. This novel, but simple, approach allowed us to isolate moment-to-moment fluctuations in behavioral variability related to attention, independent of common confounds in cognitive tasks (e.g., stimulus changes, response inhibition). Spontaneously increasing tap variance ("out-of-the-zone" attention) was associated with increasing activation in dorsal-attention and salience network regions, whereas decreasing tap variance ("in-the-zone" attention) was marked by increasing activation of default mode network (DMN) regions. Independent of activation, tap variance representing out-of-the-zone attention was also time-locked to connectivity both within DMN and between DMN and salience network regions. These results provide novel mechanistic data on the understudied neural dynamics of everyday, moment-to-moment attentional fluctuations, elucidating the behavioral importance of spontaneous, transient coupling within and between attention-relevant networks. © The Author 2016. Published by Oxford University Press. All rights reserved. For Permissions, please e-mail: journals.permissions@oup.com.

Infant Attention and Visual Preferences: Converging Evidence from Behavior, Event-Related Potentials, and Cortical Source Localization

ERIC Educational Resources Information Center

Reynolds, Greg D.; Courage, Mary L.; Richards, John E.

2010-01-01

In this study, we had 3 major goals. The 1st goal was to establish a link between behavioral and event-related potential (ERP) measures of infant attention and recognition memory. To assess the distribution of infant visual preferences throughout ERP testing, we designed a new experimental procedure that embeds a behavioral measure (paired…

Making Class: Children's Perceptions of Social Class through Illustrations

ERIC Educational Resources Information Center

Howard, Adam; Swalwell, Katy; Adler, Karlyn

2018-01-01

Background/Context: Though there has been attention to how class differences impact children's experiences in schools and how young people perceive racial and gender differences, very little research to date has examined how young people make sense of social class differences. Purpose: In this article, the authors examine young children's…

The Importance of Parental Attributions in Families of Children with Attention-Deficit/Hyperactivity and Disruptive Behavior Disorders

ERIC Educational Resources Information Center

Johnston, Charlotte; Ohan, Jeneva L.

2005-01-01

Presents a social-cognitive model outlining the role of parental attributions for child behavior in parent?child interactions. Examples of studies providing evidence for the basic model are presented, with particular reference to applications of the model in families of children with Attention-Deficit/Hyperactivity Disorder (ADHD) and/or…

Delinquency, aggression, and attention-related problem behaviors differentially predict adolescent substance use in individuals diagnosed with ADHD.

PubMed

Harty, Seth C; Galanopoulos, Stavroula; Newcorn, Jeffrey H; Halperin, Jeffrey M

2013-01-01

To measure the degree to which childhood and adolescent ratings of aggression, attention, and delinquency are related to adolescent substance use outcomes in youth diagnosed with attention-deficit/hyperactivity disorder (ADHD). Childhood externalizing disorders have been shown to predict adolescent maladaptive substance use, but few studies have examined the differential predictive utility of two distinct dimensions of externalizing behavior: aggression and delinquency. Ninety-seven clinically referred children with ADHD initially took part in this research protocol when they were on average 9.05 years of age, and were seen again on average 9.30 years later. Participants' parents were administered the Child Behavior Checklist (CBCL) at baseline and follow-up, and youth completed the Youth Self Report (YSR) in adolescence. At follow-up, substance use severity and diagnosis were assessed using semi-structured psychiatric interviews administered separately to parents and adolescents. Linear and binary logistic regressions were used to determine the association of CBCL- and YSR-rated attention problems, aggression, and delinquency to adolescent substance use. Childhood and adolescent delinquency, but not aggression, as rated by parents and youths, predicted adolescent substance use disorders and substance use severity (all p < .05). After accounting for the associations of delinquency and aggression with adolescent substance use, ratings of attention problems in childhood and adolescence were negatively associated with substance use outcome. Children with ADHD who exhibit high rates of delinquency are at risk for later substance use and may require targeted prevention, intervention, and follow-up services. Copyright © American Academy of Addiction Psychiatry.

Delinquency, Aggression, and Attention-Related Problem Behaviors Differentially Predict Adolescent Substance Use in Individuals Diagnosed with ADHD

PubMed Central

Harty, Seth C.; Galanopoulos, Stavroula; Newcorn, Jeffrey H.; Halperin, Jeffrey M.

2013-01-01

Objective To measure the degree to which childhood and adolescent ratings of aggression, attention, and delinquency are related to adolescent substance use outcomes in youth diagnosed with Attention-deficit/Hyperactivity Disorder (ADHD). Background Childhood externalizing disorders have been shown to predict adolescent maladaptive substance use, but few studies have examined the differential predictive utility of two distinct dimensions of externalizing behavior; aggression and delinquency. Methods Ninety-seven clinically referred children with ADHD initially took part in this research protocol when they were on average 9.05 years of age, and were seen again on average 9.30 years later. Participants’ parents were administered the Child Behavior Checklist (CBCL) at baseline and follow-up, and youth completed the Youth Self Report (YSR) in adolescence. At follow-up, substance use severity and diagnosis were assessed using semi-structured psychiatric interviews administered separately to parents and adolescents. Linear and binary logistic regressions were used to determine the association of CBCL- and YSR-rated attention problems, aggression and delinquency to adolescent substance use. Results Childhood and adolescent delinquency, but not aggression, as rated by parents and youths, predicted adolescent substance use disorders (SUD) and substance use severity (all p <.05). After accounting for the associations of delinquency and aggression with adolescent substance use, ratings of attention problems in childhood and adolescence were negatively associated with substance use outcome. Conclusions Children with ADHD who exhibit high rates of delinquency are at risk for later substance and may require targeted prevention, intervention, and follow-up services. PMID:24131161

Looking, feeling, and doing: are there age differences in attention, mood, and behavioral responses to skin cancer information?

PubMed

Isaacowitz, Derek M; Choi, Yoonsun

2012-09-01

Previous studies on aging and attention to emotional information found that older adults may look away from negative stimuli to regulate their moods. However, it is an open question whether older adults' tendency to look less at negative material comes at the expense of learning when negative information is also health-relevant. This study investigated how age-related changes in attention to negative but relevant information about skin cancer risk reduction influenced both subsequent health behavior and mood regulation. Younger (18-25 years of age, n = 78) and older (60-92 years of age, n = 77) adults' fixations toward videos containing negatively valenced content and risk-reduction information about skin cancer were recorded with eye-tracking. Self-reported mood ratings were measured throughout. Behavioral outcome measures (e.g., answering knowledge questions about skin cancer, choosing a sunscreen, completing a skin self-exam) assessed participants' learning of key health-relevant information, their interest in seeking additional information, and their engagement in protective behaviors. Older adults generally looked less at the negative video content, more rapidly regulated their moods, and learned fewer facts about skin cancer; yet, they engaged in a greater number of protective behaviors than did younger adults. Older adults may demonstrate an efficient looking strategy that extracts important information without disrupting their moods, and they may compensate for less learning by engaging in a greater number of protective behaviors. Younger adults may be distracted by disruptions to their mood, constraining their engagement in protective behaviors. PsycINFO Database Record (c) 2012 APA, all rights reserved.

Improving Classroom Engagement among High School Students with Disruptive Behavior: Evaluation of the Class Pass Intervention

ERIC Educational Resources Information Center

Collins, Tai A.; Cook, Clayton R.; Dart, Evan H.; Socie, Diana G.; Renshaw, Tyler L.; Long, Anna C.

2016-01-01

Off-task and disruptive classroom behaviors have a negative impact on the learning environment and present a unique challenge for teachers to address. The aim of this study was to evaluate the Class Pass Intervention (CPI) as a behavior management strategy for secondary students with disruptive classroom behavior. The CPI consists of providing…

Attentional Disengagement in Adults with Williams Syndrome

ERIC Educational Resources Information Center

Lense, Miriam D.; Key, Alexandra P.; Dykens, Elisabeth M.

2011-01-01

Williams syndrome (WS) is a neurodevelopmental disorder characterized by a distinctive behavioral and cognitive profile, including widespread problems with attention. However, the specific nature of their attentional difficulties, such as inappropriate attentional allocation and/or poor attentional disengagement abilities, has yet to be…

Attention deficit hyperactivity disorder and sensory modulation disorder: a comparison of behavior and physiology.

PubMed

Miller, Lucy Jane; Nielsen, Darci M; Schoen, Sarah A

2012-01-01

Children with attention deficit hyperactivity disorder (ADHD) are impulsive, inattentive and hyperactive, while children with sensory modulation disorder (SMD), one subtype of Sensory Processing Disorder, have difficulty responding adaptively to daily sensory experiences. ADHD and SMD are often difficult to distinguish. To differentiate these disorders in children, clinical ADHD, SMD, and dual diagnoses were assessed. All groups had significantly more sensory, attention, activity, impulsivity, and emotional difficulties than typical children, but with distinct profiles. Inattention was greater in ADHD compared to SMD. Dual diagnoses had more sensory-related behaviors than ADHD and more attentional difficulties than SMD. SMD had more sensory issues, somatic complaints, anxiety/depression, and difficulty adapting than ADHD. SMD had greater physiological/electrodermal reactivity to sensory stimuli than ADHD and typical controls. Parent-report measures identifying sensory, attentional, hyperactive, and impulsive difficulties varied in agreement with clinician's diagnoses. Evidence suggests ADHD and SMD are distinct diagnoses. Copyright © 2011 Elsevier Ltd. All rights reserved.

Students' Use of Cell Phones in Class for Off-Task Behaviors: The Indirect Impact of Instructors' Teaching Behaviors through Boredom and Students' Attitudes

ERIC Educational Resources Information Center

Bolkan, San; Griffin, Darrin J.

2017-01-01

This study was conducted to determine how various teaching behaviors influence students' emotional and cognitive experiences in class, and how these experiences relate to students' use of cell phones while considering contextual factors that might influence this outcome. Two hundred and seventy-four students responded to questions regarding their…

Avoiding math on a rapid timescale: Emotional responsivity and anxious attention in math anxiety.

PubMed

Pizzie, Rachel G; Kraemer, David J M

2017-11-01

Math anxiety (MA) is characterized by negative feelings towards mathematics, resulting in avoidance of math classes and of careers that rely on mathematical skills. Focused on a long timescale, this research may miss important cognitive and affective processes that operate moment-to-moment, changing rapid reactions even when a student simply sees a math problem. Here, using fMRI with an attentional deployment paradigm, we show that MA influences rapid spontaneous emotional and attentional responses to mathematical stimuli upon brief presentation. Critically, participants viewed but did not attempt to solve the problems. Indicating increased threat reactivity to even brief presentations of math problems, increased MA was associated with increased amygdala response during math viewing trials. Functionally and anatomically defined amygdala ROIs yielded similar results, indicating robustness of the finding. Similar to the pattern of vigilance and avoidance observed in specific phobia, behavioral results of the attentional paradigm demonstrated that MA is associated with attentional disengagement for mathematical symbols. This attentional avoidance is specific to math stimuli; when viewing negatively-valenced images, MA is correlated with attentional engagement, similar to other forms of anxiety. These results indicate that even brief exposure to mathematics triggers a neural response related to threat avoidance in highly MA individuals. Copyright © 2017 Elsevier Inc. All rights reserved.

Hyperactivity in boys with attention deficit/hyperactivity disorder (ADHD): the association between deficient behavioral inhibition, attentional processes, and objectively measured activity.

PubMed

Alderson, R Matt; Rapport, Mark D; Kasper, Lisa J; Sarver, Dustin E; Kofler, Michael J

2012-01-01

Contemporary models of ADHD hypothesize that hyperactivity reflects a byproduct of inhibition deficits. The current study investigated the relationship between children's motor activity and behavioral inhibition by experimentally manipulating demands placed on the limited-resource inhibition system. Twenty-two boys (ADHD = 11, TD = 11) between the ages of 8 and 12 years completed a conventional stop-signal task, two choice-task variants (no-tone, ignore-tone), and control tasks while their motor activity was measured objectively by actigraphs placed on their nondominant wrist and ankles. All children exhibited significantly higher activity rates under all three experimental tasks relative to control conditions, and children with ADHD moved significantly more than typically developing children across conditions. No differences in activity level were observed between the inhibition and noninhibition experimental tasks for either group, indicating that activity level was primarily associated with basic attentional rather than behavioral inhibition processes.

The Effects of Improvisational Music Therapy on Joint Attention Behaviors in Autistic Children: A Randomized Controlled Study

ERIC Educational Resources Information Center

Kim, Jinah; Wigram, Tony; Gold, Christian

2008-01-01

The purpose of this study was to investigate the effects of improvisational music therapy on joint attention behaviors in pre-school children with autism. It was a randomized controlled study employing a single subject comparison design in two different conditions, improvisational music therapy and play sessions with toys, and using standardized…

Biases in attention, interpretation, memory, and associations in children with varying levels of spider fear: Inter-relations and prediction of behavior.

PubMed

Klein, Anke M; van Niekerk, Rianne; Ten Brink, Giovanni; Rapee, Ronald M; Hudson, Jennifer L; Bögels, Susan M; Becker, Eni S; Rinck, Mike

2017-03-01

Cognitive theories suggest that cognitive biases may be related and together influence the anxiety response. However, little is known about the interrelations of cognitive bias tasks and whether they allow for an improved prediction of fear-related behavior in addition to self-reports. This study simultaneously addressed several types of cognitive biases in children, to investigate attention bias, interpretation bias, memory bias and fear-related associations, their interrelations and the prediction of behavior. Eighty-one children varying in their levels of spider fear completed the Spider Anxiety and Disgust Screening for Children and performed two Emotional Stroop tasks, a Free Recall task, an interpretation task including size and distance indication, an Affective Priming Task, and a Behavioral Assessment Test. We found an attention bias, interpretation bias, and fear-related associations, but no evidence for a memory bias. The biases showed little overlap. Attention bias, interpretation bias, and fear-related associations predicted unique variance in avoidance of spiders. Interpretation bias and fear-related associations remained significant predictors, even when self-reported fear was included as a predictor. Children were not seeking help for their spider fear and were not tested on clinical levels of spider phobia. This is the first study to find evidence that different cognitive biases each predict unique variance in avoidance behavior. Furthermore, it is also the first study in which we found evidence for a relation between fear of spiders and size and distance indication. We showed that this bias is distinct from other cognitive biases. Copyright © 2016 Elsevier Ltd. All rights reserved.

Unraveling the sub-processes of selective attention: insights from dynamic modeling and continuous behavior.

PubMed

Frisch, Simon; Dshemuchadse, Maja; Görner, Max; Goschke, Thomas; Scherbaum, Stefan

2015-11-01

Selective attention biases information processing toward stimuli that are relevant for achieving our goals. However, the nature of this bias is under debate: Does it solely rely on the amplification of goal-relevant information or is there a need for additional inhibitory processes that selectively suppress currently distracting information? Here, we explored the processes underlying selective attention with a dynamic, modeling-based approach that focuses on the continuous evolution of behavior over time. We present two dynamic neural field models incorporating the diverging theoretical assumptions. Simulations with both models showed that they make similar predictions with regard to response times but differ markedly with regard to their continuous behavior. Human data observed via mouse tracking as a continuous measure of performance revealed evidence for the model solely based on amplification but no indication of persisting selective distracter inhibition.

Spelling Difficulties in School-Aged Girls with Attention-Deficit/Hyperactivity Disorder: Behavioral, Psycholinguistic, Cognitive, and Graphomotor Correlates

ERIC Educational Resources Information Center

Åsberg Johnels, Jakob; Kopp, Svenny; Gillberg, Christopher

2014-01-01

Writing difficulties are common among children with attention-deficit/hyperactivity disorder (ADHD), but the nature of these difficulties has not been well studied. Here we relate behavioral, psycholinguistic, cognitive (memory/executive), and graphomotor measures to spelling skills in school-age girls with ADHD (n = 30) and an age-matched group…

Virtual reality training to enhance behavior and cognitive function among children with attention-deficit/hyperactivity disorder: brief report.

PubMed

Shema-Shiratzky, Shirley; Brozgol, Marina; Cornejo-Thumm, Pablo; Geva-Dayan, Karen; Rotstein, Michael; Leitner, Yael; Hausdorff, Jeffrey M; Mirelman, Anat

2018-05-17

To examine the feasibility and efficacy of a combined motor-cognitive training using virtual reality to enhance behavior, cognitive function and dual-tasking in children with Attention-Deficit/Hyperactivity Disorder (ADHD). Fourteen non-medicated school-aged children with ADHD, received 18 training sessions during 6 weeks. Training included walking on a treadmill while negotiating virtual obstacles. Behavioral symptoms, cognition and gait were tested before and after the training and at 6-weeks follow-up. Based on parental report, there was a significant improvement in children's social problems and psychosomatic behavior after the training. Executive function and memory were improved post-training while attention was unchanged. Gait regularity significantly increased during dual-task walking. Long-term training effects were maintained in memory and executive function. Treadmill-training augmented with virtual-reality is feasible and may be an effective treatment to enhance behavior, cognitive function and dual-tasking in children with ADHD.

Sleep-Dependent Consolidation of Rewarded Behavior Is Diminished in Children with Attention Deficit Hyperactivity Disorder and a Comorbid Disorder of Social Behavior

PubMed Central

Wiesner, Christian D.; Molzow, Ina; Prehn-Kristensen, Alexander; Baving, Lioba

2017-01-01

Children suffering from attention-deficit hyperactivity disorder (ADHD) often also display impaired learning and memory. Previous research has documented aberrant reward processing in ADHD as well as impaired sleep-dependent consolidation of declarative memory. We investigated whether sleep also fosters the consolidation of behavior learned by probabilistic reward and whether ADHD patients with a comorbid disorder of social behavior show deficits in this memory domain, too. A group of 17 ADHD patients with comorbid disorders of social behavior aged 8–12 years and healthy controls matched for age, IQ, and handedness took part in the experiment. During the encoding task, children worked on a probabilistic learning task acquiring behavioral preferences for stimuli rewarded most often. After a 12-hr retention interval of either sleep at night or wakefulness during the day, a reversal task was presented where the contingencies were reversed. Consolidation of rewarded behavior is indicated by greater resistance to reversal learning. We found that healthy children consolidate rewarded behavior better during a night of sleep than during a day awake and that the sleep-dependent consolidation of rewarded behavior by trend correlates with non-REM sleep but not with REM sleep. In contrast, children with ADHD and comorbid disorders of social behavior do not show sleep-dependent consolidation of rewarded behavior. Moreover, their consolidation of rewarded behavior does not correlate with sleep. The results indicate that dysfunctional sleep in children suffering from ADHD and disorders of social behavior might be a crucial factor in the consolidation of behavior learned by reward. PMID:28228742

Increased Erythrocyte Eicosapentaenoic Acid and Docosahexaenoic Acid Are Associated With Improved Attention and Behavior in Children With ADHD in a Randomized Controlled Three-Way Crossover Trial.

PubMed

Milte, Catherine M; Parletta, Natalie; Buckley, Jonathan D; Coates, Alison M; Young, Ross M; Howe, Peter R C

2015-11-01

To investigate effects of omega-3 polyunsaturated fatty acids (n-3 PUFA) docosahexaenoic acid (DHA) and eicosapentaenoic acid (EPA) on attention, literacy, and behavior in children with ADHD. Ninety children were randomized to consume supplements high in EPA, DHA, or linoleic acid (control) for 4 months each in a crossover design. Erythrocyte fatty acids, attention, cognition, literacy, and Conners' Parent Rating Scales (CPRS) were measured at 0, 4, 8, 12 months. Fifty-three children completed the treatment. Outcome measures showed no significant differences between the three treatments. However, in children with blood samples (n = 76-46), increased erythrocyte EPA + DHA was associated with improved spelling (r = .365, p < .001) and attention (r = -.540, p < .001) and reduced oppositional behavior (r = -.301, p < .003), hyperactivity (r = -.310, p < .001), cognitive problems (r = -.326, p < .001), Diagnostic and Statistical Manual of Mental Disorders (4th ed.; DSM-IV) hyperactivity (r = -.270, p = .002) and DSM-IV inattention (r = -.343, p < .001). Increasing erythrocyte DHA and EPA via dietary supplementation may improve behavior, attention, and literacy in children with ADHD. © The Author(s) 2013.

Disentangling the attention network test: behavioral, event related potentials, and neural source analyses

PubMed Central

Galvao-Carmona, Alejandro; González-Rosa, Javier J.; Hidalgo-Muñoz, Antonio R.; Páramo, Dolores; Benítez, María L.; Izquierdo, Guillermo; Vázquez-Marrufo, Manuel

2014-01-01

Background: The study of the attentional system remains a challenge for current neuroscience. The “Attention Network Test” (ANT) was designed to study simultaneously three different attentional networks (alerting, orienting, and executive) based in subtraction of different experimental conditions. However, some studies recommend caution with these calculations due to the interactions between the attentional networks. In particular, it is highly relevant that several interpretations about attentional impairment have arisen from these calculations in diverse pathologies. Event related potentials (ERPs) and neural source analysis can be applied to disentangle the relationships between these attentional networks not specifically shown by behavioral measures. Results: This study shows that there is a basic level of alerting (tonic alerting) in the no cue (NC) condition, represented by a slow negative trend in the ERP trace prior to the onset of the target stimuli. A progressive increase in the CNV amplitude related to the amount of information provided by the cue conditions is also shown. Neural source analysis reveals specific modulations of the CNV related to a task-related expectancy presented in the NC condition; a late modulation triggered by the central cue (CC) condition and probably representing a generic motor preparation; and an early and late modulation for spatial cue (SC) condition suggesting specific motor and sensory preactivation. Finally, the first component in the information processing of the target stimuli modulated by the interaction between orienting network and the executive system can be represented by N1. Conclusions: The ANT is useful as a paradigm to study specific attentional mechanisms and their interactions. However, calculation of network effects is based in subtractions with non-comparable experimental conditions, as evidenced by the present data, which can induce misinterpretations in the study of the attentional capacity in human

Qualitative differences in the guidance of attention during single-color and multiple-color visual search: behavioral and electrophysiological evidence.

PubMed

Grubert, Anna; Eimer, Martin

2013-10-01

To find out whether attentional target selection can be effectively guided by top-down task sets for multiple colors, we measured behavioral and ERP markers of attentional target selection in an experiment where participants had to identify color-defined target digits that were accompanied by a single gray distractor object in the opposite visual field. In the One Color task, target color was constant. In the Two Color task, targets could have one of two equally likely colors. Color-guided target selection was less efficient during multiple-color relative to single-color search, and this was reflected by slower response times and delayed N2pc components. Nontarget-color items that were presented in half of all trials captured attention and gained access to working memory when participants searched for two colors, but were excluded from attentional processing in the One Color task. Results demonstrate qualitative differences in the guidance of attentional target selection between single-color and multiple-color visual search. They suggest that top-down attentional control can be applied much more effectively when it is based on a single feature-specific attentional template. PsycINFO Database Record (c) 2013 APA, all rights reserved.

Circadian Modulation of Dopamine Levels and Dopaminergic Neuron Development Contributes to Attention Deficiency and Hyperactive Behavior

PubMed Central

Huang, Jian; Zhong, Zhaomin; Wang, Mingyong; Chen, Xifeng; Tan, Yicheng; Zhang, Shuqing; He, Wei; He, Xiong; Huang, Guodong; Lu, Haiping; Wu, Ping; Che, Yi; Yan, Yi-Lin; Postlethwait, John H.; Chen, Wenbiao

2015-01-01

Attention-deficit/hyperactivity disorder (ADHD) is one of the most prevalent psychiatric disorders in children and adults. While ADHD patients often display circadian abnormalities, the underlying mechanisms are unclear. Here we found that the zebrafish mutant for the circadian gene period1b (per1b) displays hyperactive, impulsive-like, and attention deficit-like behaviors and low levels of dopamine, reminiscent of human ADHD patients. We found that the circadian clock directly regulates dopamine-related genes monoamine oxidase and dopamine β hydroxylase, and acts via genes important for the development or maintenance of dopaminergic neurons to regulate their number and organization in the ventral diencephalic posterior tuberculum. We then found that Per1 knock-out mice also display ADHD-like symptoms and reduced levels of dopamine, thereby showing highly conserved roles of the circadian clock in ADHD. Our studies demonstrate that disruption of a circadian clock gene elicits ADHD-like syndrome. The circadian model for attention deficiency and hyperactive behavior sheds light on ADHD pathogenesis and opens avenues for exploring novel targets for diagnosis and therapy for this common psychiatric disorder. PMID:25673850

Profile of Students Uninterested in Practicum Class at Faculty of Engineering Universitas Negeri Surabaya

NASA Astrophysics Data System (ADS)

Munoto; Sondang, Meini; Satriana, FMS

2018-04-01

This study aims to determine the characteristics of students who were uninterested in attending practicum classes. This study applied naturalistic qualitative research methods using participatory observation and interviews. The data validity was ensured by triangulation, detailed description, length of observation time, as well as details and thorough observation. The data were analyzed using domain analysis and followed by conducting taxonomic, component, and thematic analyses. The results of the study indicate that faineant students show a negative behavior while attending laboratory practicums. They have a lack of motivation, effective interaction, and attention. The cognitive abilities vary from low to high. Other causes on how the aspects of the study were low were found as well, therefore improving those aspects allows students to raise their interest in practicum classes. The impact is to create well-skilled vocational teachers in conducting practicum classes in vocational schools and to make graduates better-prepared for the workforce.

Infant visual attention and object recognition.

PubMed

Reynolds, Greg D

2015-05-15

This paper explores the role visual attention plays in the recognition of objects in infancy. Research and theory on the development of infant attention and recognition memory are reviewed in three major sections. The first section reviews some of the major findings and theory emerging from a rich tradition of behavioral research utilizing preferential looking tasks to examine visual attention and recognition memory in infancy. The second section examines research utilizing neural measures of attention and object recognition in infancy as well as research on brain-behavior relations in the early development of attention and recognition memory. The third section addresses potential areas of the brain involved in infant object recognition and visual attention. An integrated synthesis of some of the existing models of the development of visual attention is presented which may account for the observed changes in behavioral and neural measures of visual attention and object recognition that occur across infancy. Copyright © 2015 Elsevier B.V. All rights reserved.

Infant Visual Attention and Object Recognition

PubMed Central

Reynolds, Greg D.

2015-01-01

This paper explores the role visual attention plays in the recognition of objects in infancy. Research and theory on the development of infant attention and recognition memory are reviewed in three major sections. The first section reviews some of the major findings and theory emerging from a rich tradition of behavioral research utilizing preferential looking tasks to examine visual attention and recognition memory in infancy. The second section examines research utilizing neural measures of attention and object recognition in infancy as well as research on brain-behavior relations in the early development of attention and recognition memory. The third section addresses potential areas of the brain involved in infant object recognition and visual attention. An integrated synthesis of some of the existing models of the development of visual attention is presented which may account for the observed changes in behavioral and neural measures of visual attention and object recognition that occur across infancy. PMID:25596333

Impact of Attention Training on Academic Achievement, Executive Functioning, and Behavior: A Randomized Controlled Trial

ERIC Educational Resources Information Center

Kirk, Hannah; Gray, Kylie; Ellis, Kirsten; Taffe, John; Cornish, Kim

2017-01-01

Children with intellectual and developmental disabilities (IDD) experience significant difficulties in attention, learning, executive functions, and behavioral regulation. Emerging evidence suggests that computerized cognitive training may remediate these impairments. In a double blind controlled trial, 76 children with IDD (4-11 years) were…

Differential Effects of Methylphenidate on Attentional Functions in Children with Attention-Deficit-Hyperactivity Disorder

ERIC Educational Resources Information Center

Konrad, Kerstin; Gunther, Thomas; Hanisch, Charlotte; Herpertz-Dahlmann, Beate

2004-01-01

Objective: To examine the effects of methylphenidate on different attentional functions and behavior in children with attention-deficit-hyperactivity disorder (ADHD). Method: A total of 60 ADHD children aged between 8 and 12 years completed a randomized, double-blind, placebo-controlled, within-subject crossover trial with two doses of…

Latent Class Analysis of Antisocial Behavior: Interaction of Serotonin Transporter Genotype and Maltreatment

ERIC Educational Resources Information Center

Li, James J.; Lee, Steve S.

2010-01-01

To improve understanding about genetic and environmental influences on antisocial behavior (ASB), we tested the association of the 44-base pair polymorphism of the serotonin transporter gene (5-HTTLPR) and maltreatment using latent class analysis in 2,488 boys and girls from Wave 1 of the National Longitudinal Study of Adolescent Health. In boys,…

Early life stress induces attention-deficit hyperactivity disorder (ADHD)-like behavioral and brain metabolic dysfunctions: functional imaging of methylphenidate treatment in a novel rodent model.

PubMed

Bock, J; Breuer, S; Poeggel, G; Braun, K

2017-03-01

In a novel animal model Octodon degus we tested the hypothesis that, in addition to genetic predisposition, early life stress (ELS) contributes to the etiology of attention-deficit hyperactivity disorder-like behavioral symptoms and the associated brain functional deficits. Since previous neurochemical observations revealed that early life stress impairs dopaminergic functions, we predicted that these symptoms can be normalized by treatment with methylphenidate. In line with our hypothesis, the behavioral analysis revealed that repeated ELS induced locomotor hyperactivity and reduced attention towards an emotionally relevant acoustic stimulus. Functional imaging using ( 14 C)-2-fluoro-deoxyglucose-autoradiography revealed that the behavioral symptoms are paralleled by metabolic hypoactivity of prefrontal, mesolimbic and subcortical brain areas. Finally, the pharmacological intervention provided further evidence that the behavioral and metabolic dysfunctions are due to impaired dopaminergic neurotransmission. Elevating dopamine in ELS animals by methylphenidate normalized locomotor hyperactivity and attention-deficit and ameliorated brain metabolic hypoactivity in a dose-dependent manner.

VIGILANT AND AVOIDANT ATTENTION BIASES AS PREDICTORS OF RESPONSE TO COGNITIVE BEHAVIORAL THERAPY FOR SOCIAL PHOBIA

PubMed Central

Price, Matthew; Tone, Erin B.; Anderson, Page L.

2013-01-01

Background Attention bias for socially threatening information, an empirically supported phenomenon, figures prominently in models of social phobia. However, all published studies examining this topic to date have relied on group means to describe attention bias patterns; research has yet to examine potential subgroups of attention bias among individuals with social phobia (e.g., vigilant or avoidant). Furthermore, almost no research has examined how attention biases in either direction may predict change in symptoms as a result of treatment. Methods This study (N=24) compared responses to cognitive behavioral therapy (CBT) for social phobia between individuals with avoidant and vigilant biases for threatening faces at pretreatment. Results Participants with avoidant biases reported significantly and clinically higher symptom levels at posttreatment than did those with vigilant biases. Conclusions These findings suggest that an avoidant attention bias may be associated with reduced response to CBT for social phobia. PMID:21308888

Selective attention reduces physiological noise in the external ear canals of humans. II: Visual attention

PubMed Central

Walsh, Kyle P.; Pasanen, Edward G.; McFadden, Dennis

2014-01-01

Human subjects performed in several behavioral conditions requiring, or not requiring, selective attention to visual stimuli. Specifically, the attentional task was to recognize strings of digits that had been presented visually. A nonlinear version of the stimulus-frequency otoacoustic emission (SFOAE), called the nSFOAE, was collected during the visual presentation of the digits. The segment of the physiological response discussed here occurred during brief silent periods immediately following the SFOAE-evoking stimuli. For all subjects tested, the physiological-noise magnitudes were substantially weaker (less noisy) during the tasks requiring the most visual attention. Effect sizes for the differences were >2.0. Our interpretation is that cortico-olivo influences adjusted the magnitude of efferent activation during the SFOAE-evoking stimulation depending upon the attention task in effect, and then that magnitude of efferent activation persisted throughout the silent period where it also modulated the physiological noise present. Because the results were highly similar to those obtained when the behavioral conditions involved auditory attention, similar mechanisms appear to operate both across modalities and within modalities. Supplementary measurements revealed that the efferent activation was spectrally global, as it was for auditory attention. PMID:24732070

Clustering of Multiple Risk Behaviors Among a Sample of 18-Year-Old Australians and Associations With Mental Health Outcomes: A Latent Class Analysis.

PubMed

Champion, Katrina E; Mather, Marius; Spring, Bonnie; Kay-Lambkin, Frances; Teesson, Maree; Newton, Nicola C

2018-01-01

Risk behaviors commonly co-occur, typically emerge in adolescence, and become entrenched by adulthood. This study investigated the clustering of established (physical inactivity, diet, smoking, and alcohol use) and emerging (sedentary behavior and sleep) chronic disease risk factors among young Australian adults, and examined how clusters relate to mental health. The sample was derived from the long-term follow-up of a cohort of Australians. Participants were initially recruited at school as part of a cluster randomized controlled trial. A total of 853 participants (M age  = 18.88 years, SD = 0.42) completed an online self-report survey as part of the 5-year follow-up for the RCT. The survey assessed six behaviors (binge drinking and smoking in the past 6 months, moderate-to-vigorous physical activity/week, sitting time/day, fruit and vegetable intake/day, and sleep duration/night). Each behavior was represented by a dichotomous variable reflecting adherence to national guidelines. Exploratory analyses were conducted. Clusters were identified using latent class analysis. Three classes emerged: "moderate risk" (moderately likely to binge drink and not eat enough fruit, high probability of insufficient vegetable intake; Class 1, 52%); "inactive, non-smokers" (high probabilities of not meeting guidelines for physical activity, sitting time and fruit/vegetable consumption, very low probability of smoking; Class 2, 24%), and "smokers and binge drinkers" (high rates of smoking and binge drinking, poor fruit/vegetable intake; Class 3, 24%). There were significant differences between the classes in terms of psychological distress ( p  = 0.003), depression ( p  < 0.001), and anxiety ( p  = 0.003). Specifically, Class 3 ("smokers and binge drinkers") showed higher levels of distress, depression, and anxiety than Class 1 ("moderate risk"), while Class 2 ("inactive, non-smokers") had greater depression than the "moderate risk" group. Results indicate