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Articles 1 - 8 of 8
Full-Text Articles in Child Psychology
Neurocorrelates Of The Mirror Neuron System In Children With Chromosome 22q11.2 Deletion Syndrome, Ade Marais
Neurocorrelates Of The Mirror Neuron System In Children With Chromosome 22q11.2 Deletion Syndrome, Ade Marais
University of New Orleans Theses and Dissertations
Activation of brain regions that make up the mirror neuron system (MNS) is thought to reflect processing and perceiving behavior, action, and intentionality of other organisms. Sensing and perceiving motor behavior in others is an important component of understanding and participating in social interactions. Children with chromosome 22q11.2 deletion syndrome (22q11.2DS) are diagnosed with serious medical, cognitive, and socio-emotional symptoms. Atypical development and function of the MNS may underpin some aspects of socio-emotional impairment and autism spectrum disorder (ASD)-like symptomology reported. This study of the MNS investigates differences in activation in the operculum, sensorimotor areas, and basal ganglia (BG) in …
Support With Fathering An Adolescent Daughter: A Heuristic Investigation Of Men's Experiences With A Targeted Fathering Intervention, Jeffrey Boatner
Support With Fathering An Adolescent Daughter: A Heuristic Investigation Of Men's Experiences With A Targeted Fathering Intervention, Jeffrey Boatner
Doctoral Dissertations and Projects
This heuristic study explored and described the experiences of fathers who participated in an intervention designed to promote and improve their relationships with their adolescent daughter(s). Despite increasing interest in the distinct contribution that fathers make to the development and well-being of their children, the father-daughter relationship remains the least studied and least understood of all parent-child pairings. Paternal involvement is a powerfully protective influence for girls—particularly as girls enter into adolescence and prepare for adulthood—yet there remain few interventions that are specifically designed to support fathers at this critical time. This study examined the experiences of 11 fathers who …
The Efficacy Of An In-Vivo Chaining Procedure Compared To Pov-Vm Chaining Procedure To Teach A Task To Children With Autism, Elaine M. Turner
The Efficacy Of An In-Vivo Chaining Procedure Compared To Pov-Vm Chaining Procedure To Teach A Task To Children With Autism, Elaine M. Turner
Electronic Theses and Dissertations
Autism Spectrum Disorder (ASD), is a neurodevelopmental disorder which includes symptoms such as repetitive or restricted patterns of behavior, and deficits in social communication (American Psychiatric Association, 2013) and affects approximately 1 in 68 children (Centers for Disease Control and Prevention, 2012). Children with this disorder face unique challenges when it comes to learning academic and social skills (Gardner & Wolfe, 2013). Chaining is an effective intervention for teaching individuals with disabilities a variety of skills (Cuvo, Leaf, & Borakove, 1978; Horner & Keilitz, 1975; Shrestha, Anderson, & Moore, 2013; Tarbox, Madrid, Aguilar, Jacobo, & Schiff, 2009). Video modeling, where …
Priming For Honesty: A Novel Technique For Encouraging Children's True Disclosures Of Adult Wrongdoing, Allison P. Mugno
Priming For Honesty: A Novel Technique For Encouraging Children's True Disclosures Of Adult Wrongdoing, Allison P. Mugno
FIU Electronic Theses and Dissertations
Children are often involved in the legal system as victims of maltreatment, and their disclosure of adult wrongdoing is necessary to initiate effective legal responses and protect them from continued abuse. However, external pressures and children's perceptions of the consequences of truth-telling (e.g., punishment, removal from the home) may result in the delay of disclosure or failure to disclose altogether. Research examining techniques for promoting children's truth-telling has almost exclusively relied on explicit requests to tell the truth (e.g., a promise, reassurance, assessments of conceptual knowledge and moral discussions), and the success of these techniques has varied. The present study …
Say It Again: A Case Study On Improving Communication In An Autistic Adolescent, Olivia P. Seymour
Say It Again: A Case Study On Improving Communication In An Autistic Adolescent, Olivia P. Seymour
Linguistics Senior Research Projects
Diagnoses of autism spectrum disorder (ASD) have increased significantly in recent years, necessitating a deeper understanding of its symptoms and how to improve on the resulting deficits in communication and social skills. This study examined the possibility of improving the communication of a thirteen-year-old boy with ASD. Within eight sessions, several methods of improving communication were tested, including using a computer to type messages, using pictures to guide conversations, and using simple, open-ended questions. Despite predictions that his communication would improve with the help of focused efforts to communicate and the implementation of these strategies, the participant’s communication skills did …
Temperament Factors And Dimensional, Latent Bifactor Models Of Child Psychopathology: Transdiagnostic And Specific Associations In Two Youth Samples, Benjamin L. Hankin, Elyssia Poggi Davis, Hannah Snyder, Jami F. Young, Laura M. Glynn, Curt A. Sandman
Temperament Factors And Dimensional, Latent Bifactor Models Of Child Psychopathology: Transdiagnostic And Specific Associations In Two Youth Samples, Benjamin L. Hankin, Elyssia Poggi Davis, Hannah Snyder, Jami F. Young, Laura M. Glynn, Curt A. Sandman
Psychology Faculty Articles and Research
Common emotional and behavioral symptoms co-occur and are associated with core temperament factors. This study investigated links between temperament and dimensional, latent psychopathology factors, including a general common psychopathology factor (p factor) and specific latent internalizing and externalizing liabilities, as captured by a bifactor model, in two independent samples of youth. Specifically, we tested the hypothesis that temperament factors of negative affectivity (NA), positive affectivity (PA), and effortful control (EC) could serve as both transdiagnostic and specific risks in relation to recent bifactor models of child psychopathology. Sample 1 included 571 youth (average age 13.6, SD = 2.37, range 9.3–17.5) …
Relative To Einstein: Quality Of Life In Twice Exceptional Adults, Rk Wall-Polin
Relative To Einstein: Quality Of Life In Twice Exceptional Adults, Rk Wall-Polin
Student Research Posters
Twice exceptionality, or 2e, is the recently-coined term for the intersection of learning disabilities (LDs) and giftedness in an individual. Typically, these learning disabilities encompass ADHD, ASD, and/or specific learning disorders such as dyslexia. Because giftedness may obscure or compensate for a student’s academic struggles, and because institutional fixation on disability may overshadow intelligence, twice exceptionality is often missed by teachers and other authority figures in a child’s life. Given the ongoing difficulties of screening for twice exceptionality, it is likely that many 2e students have gone unidentified throughout most of their academic careers, without receiving the accommodations that would …
Adolescent Perceptions Of Dating Violence: A Qualitative Study, Sarah Taylor, Carrie A. Calkins, Yan Ruth Xia, Rochelle L. Dalla
Adolescent Perceptions Of Dating Violence: A Qualitative Study, Sarah Taylor, Carrie A. Calkins, Yan Ruth Xia, Rochelle L. Dalla
Department of Child, Youth, and Family Studies: Faculty Publications
Scholars have identified dating violence as a public health issue among adolescents. Yet, minimal research has detailed adolescents’ perceptions of dating violence, specifically gender differences in perceptions. Research suggests that in order for dating violence prevention and intervention to be effective, services need to be delivered in a manner that is understood by adolescents. Therefore, this study used a qualitative phenomenology study to investigate adolescents’ perceptions of dating violence, including gender differences in adolescents’ perceptions. Thirty adolescents between the ages of 14 and 19 from a Midwest public high school participated in focus groups. Focus group participants were asked semistructured …