1,720,990 research outputs found
Colors 1985
No full textCONTENTS
Poema de Octubre, October poem, Linda J. Hancock 4;
Untitled, BJA 5;
The tragedy of John Ferguson, Larry Healy 7;
Appointment broken, Connor Kerns 11;
Untitled, Ron Nelson 20;
The glare of the sun, John Gist 22;
Untitled, Kevin Perrier 24;
Walter Street S.E., Wash., D.C., Mike Martin 25;
Haiku, Philip Suek 25;
He chucks his brick in and says build, Larry M. 26;
The end, Bill Robertson 27;
There is no mean, Connor Kerns 29
The moderating role of executive functions on longitudinal relationships between anxiety and social communication difficulties in autistic children
No full textBackground:
Evidence suggests anxiety is associated with greater social communication difficulties among autistic children; however, findings regarding the direction of this relationship are mixed. In addition, it is not yet established whether executive functions (EFs) act as a protective factor, by moderating these relationships. In this study, we examined these associations longitudinally in a community sample of autistic pre-adolescents. In particular, we: (1) investigated whether anxiety predicts greater social communication difficulties over time, or vice versa, and (2) assessed the moderating effect of EF.
Methods:
Participants were drawn from Pathways, a pan-Canadian, longitudinal cohort study of autistic children (N = 157; 15% female; mean FSIQ = 84.8). We focused on two time points during pre-adolescence (age 9: mean age = 9.7 years, and age 10: mean age = 10.7 years). A cross-lagged panel model tested whether levels of parent-reported anxiety at age 9 predicted teacher-reported social communication difficulties at age 10, and vice versa (cross-lagged pathways). Next, multigroup analyses tested for similarity in cross-lagged pathways across different levels of teacher-reported EF ability.
Results:
Within our sample, average levels of anxiety were relatively low, and levels of anxiety and social communication difficulties decreased from age 9 to age 10. Analyses in the whole sample indicated that there were no significant longitudinal associations between anxiety and social communication difficulties. However, multi-group analyses revealed that among participants with clinically elevated behavioural dysregulation only, lower age 9 anxiety predicted increased social communication difficulties at age 10.
Conclusions:
Our findings highlight the importance of considering the potentially beneficial role some anxiety may play in shaping autistic children’s social development. We suggest potential pathways by which anxiety may be associated with emergent social abilities for children with behavioural regulation difficulties. Further multi-method and longitudinal research is required to clarify the mechanisms underlying this relationship, in order to establish the clinical implications of these findings. Such research has the potential to enhance the precision of clinical care for autistic youth, with the ultimate goal of providing more individualized care to support both social and emotional wellbeing.Arts, Faculty ofPsychology, Department ofGraduat
Building consensus around adult autism diagnostic assessment : a mixed methods approach
No full textBackground: Challenges inherent to diagnosing autism in adulthood include limited validated measures, overlapping characteristics with other conditions, and limited information regarding client preferences and experiences. We aimed to generate consensus between expert clinicians and autistic adults around existing clinical practice guidelines (CPG) and co-develop statements for enhancing adult autism assessment. Methods: 35 autistic adults; 30 expert clinicians participated in a three-round Delphi survey. Participants rated an abbreviated version of National Institute for Health and Care Excellence (NICE) CPG for adult autism diagnosis on their importance, feasibility and acceptability. In Round 1, participants also answered open-ended questions regarding what is working well, missing and in need of improvement in current adult autism assessment. Open-ended responses were submitted to thematic analysis, themes from which were used to generate co-developed statements. In subsequent rounds, participants re-rated CPG (on all three metrics) and co-developed statements (agreement) after reviewing a summary of prior round ratings and comments to generate consensus. In Round 3, they also selected their top 5 co-developed statements. Results: By Round 3, only three of 23 CPG recommendations—discussing the purpose of assessment, assessing functioning across contexts, and assessing sensory sensitivities—reached consensus across groups on all presented metrics. Eleven additional CPGs reached consensus on importance, covering topics like trained and competent professionals, assessing core autism features, past and current mental health conditions and early developmental history. Clinicians reached consensus more often than autistic adults. Consensus on feasibility and acceptability of CPG was less common and generally decreased over rounds. Twenty-four of 31 co-developed statements reached consensus, highlighting priorities like clear communication and better access to diagnostic assessments. Across both CPG and co-developed statements consensus was elusive for informant involvement amongst autistic adults, and multidisciplinary evaluations amongst all participants. Implications: While several CPG recommendations received support, further research is needed to address feasibility and acceptability challenges in a North American context. Co-developed statements could enhance the relevance and practicality of adult autism assessments for both clinicians and autistic adults. Future work should empirically test these statements in clinical settings for further evaluation and refinement.Arts, Faculty ofPsychology, Department ofGraduat
How childhood adversity relates to associative memory for emotional stimuli
No full textBinding content together in memory (i.e., associative memory) is impaired by the presence of negative stimuli, limiting the contextualization of negative content in memory. Adults exposed to adverse childhood experiences show heightened emotional reactivity that may influence memory for emotional content. Here, we sought to elucidate whether adverse childhood experiences moderate the impairing effect of emotion on associative memory. As part of an online study, participants (N=700) self-reported exposure to childhood adversity. Participants were presented with images stratified by emotion (negative, neutral) alongside a paired image of a benign object. After a 24-hour delay, participants’ associative memory for image pairs was tested. A mixed linear model was used to test the hypothesis that greater exposure to adverse childhood experiences would be associated with poorer associative memory for negative images. Contrary to our prediction, exposure to adversity in childhood was not associated with poorer associative memory, regardless of the emotionality of the stimuli. Exploratory analyses revealed that current psychological well-being did not influence the pattern of results. These findings indicate that exposure to adverse experiences in childhood is not always related to one’s ability to bind content together in memory, at least as measured in the current study, contrary to prominent theories positing that disruption to associative memory drives mental health concerns associated with childhood adversity.Arts, Faculty ofPsychology, Department ofGraduat
Going Beyond Counting First Authors in Author Co-citation Analysis
No full textThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Preliminary evaluation of universally delivered anxiety coping skills lessons for students with intellectual developmental disorder
No full textDespite anxiety being more prevalent in youth with intellectual developmental disorder (IDD) compared to their peers without disabilities, studies on school-based anxiety interventions often overlook children with IDD. This dissertation comprises two studies to address this gap. In Study 1, parents’ (n = 5) and professionals’ (n = 5) perspectives were gathered through focus groups to enhance an anxiety coping skills lesson series called Feel,Think,Do (FTD) informed by cognitive-behavioural therapy (CBT) for students with IDD. Qualitative data were analysed using content analysis, and these insights led to enhancements to the FTD lesson series, which was then evaluated in Study 2. In Study 2, a multiple probe across skills design was used to evaluate the effectiveness of the lesson series on the anxiety coping skills of three students with IDD (ages: 10–12). Pre- and post-measures of anxiety were completed by teachers, parents, and students, and the students completed a pre-and post-intervention coping skills measure. Observer-rated engagement data were collected. Formative (weekly) and summative measures were used to gauge lesson acceptability. Students’ data suggested gains in identifying the somatic signs of anxiety, and one student’s data suggested gains in identifying helpful thoughts in response to a stressful or worry triggering scenario. Students did not demonstrate gains in identifying a first problem-solving step but did identify more active coping strategies. Results of students’ self-, parent- and teacher-rated anxiety symptoms were mixed. Two students rated an increase in coping skills level, and another student rated no change. Observer-rated engagement with the lessons was low overall. Students and teachers rated the intervention favourably and offered recommendations. The findings will contribute to the growing research on school-based mental health services for youth with IDD and provide guidance for promoting anxiety coping skills within inclusive classroom settings for this often-overlooked population.Education, Faculty ofEducational and Counselling Psychology, and Special Education (ECPS), Department ofGraduat
Variations on the Author
No full text“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
No full textWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
No full textWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
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