Evaluating the effectiveness of the core content of the incredible years with and without visual performance feedback for parents of children with autism

Title from PDF of title page (University of Missouri--Columbia, viewed on June 3, 2011).The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file.Dissertation advisor: Dr. Janine Stichter.Vita.Ph. D. University of Missouri--Columbia 2011."May 2011"Many children with autism display externalizing behavior due to challenges they face in the areas of communication, social skills and repetitive behavior or restricted interests. Parents have reported that it is difficult to know how to address these behaviors. Parent training programs have been found to increase parents' skills and decrease child externalizing behavior. The purpose of this study was to evaluate the effectiveness of the core content of The Incredible Years parent training program with and without Visual Performance Feedback in: a) increasing parent skills and b) decreasing child externalizing behavior. The secondary purpose was to assess the extent to which parents found the interventions socially valid. Using a multiple baseline design across parent-child dyads, data were collected on parent behaviors (use of clear commands, praise and descriptive play statements) and child behaviors (compliance, prompted compliance, on-task/appropriate behavior and externalizing behaviors). Phases included baseline, parent training and feedback. Results indicated that when the parent variables of clear commands, praise and descriptive play statements were combined, all parents made mild increases in their use of those skills during each phase. However, there was variability in specific variables across parents and phases. On the Eyberg Child Behavior Inventory, all parents reported decreases in child externalizing behavior from pre to post intervention. However, there was variability in specific variables across children and phases. Interpretation of these results is provided along with study limitations and future directions for research.Includes bibliographical reference

Psykoedukation som intervention mod kroniske smerter ved fibromyalgi

Rikke Schultz, Sidsel Søndergaard Baastrup and Tia HansenPsykoedukation som intervention mod kroniske smerter ved fibromyalgi. (Psychoeducation as intervention against chronic pain by fibromyalgia). Chronic pains are an increasing problem to the health services and a strain on the quality of life to the people involved. Cognitive behavior therapy has a documented effect on chronic pains, but specifically cognitive behavior therapy methods have not been sufficiently empirically tested. We developed and tested a group-based intervention program, which was founded in the cognitive behavior therapy technique of psychoeducation aimed at the management of fibromyalgia pain. The article briefly offers an introduction to intervention and a summary of a quasi-experimental study of its effect, possibilities and limitations. 15 fibromyalgia diagnosed women of the ages 38-63 years participated in the study, distributed in a control and an intervention group. The intervention group received a treatment process of five sessions. Before, after and four weeks later the participants filled out the self-reporting scales Coping Strategies Questionnaire (CSQ), Pain Catastrophizing Scale (PCS) and Short Form 36 Health Survey Questionnaire (SF-36). A few reports showed effect, which indicates that to some extent intervention can influence fibromyalgia patients' coping strategies in a purposeful way. Intervention is recommended to be adapted and tested in a larger group

24th Annual Richard A. Harrison Symposium: A Celebration of Student Research and Achievement in the Humanities and Social Sciences

The Harrison Symposium celebrates independent and collaborative student research in the Social Sciences and Humanities. The Harrison is usually held as an annual conference in May, but this year’s shift to remote teaching and the new coronavirus pandemic eliminated the opportunity for in-person presentations. Instead of cancelling the event, students nominated by faculty members were invited either to participate in next year’s Harrison, or to contribute to the volume you are now reading. Reimagining the Harrison as a written artifact was inspired by the 1997 Harrison Symposium. In the early years of the conference, the Dean of Faculty Richard A. Harrison (1991-1997) published the proceedings of the symposium – formerly known as the Humanities and Social Sciences Symposium though the event was later renamed in Harrison’s honor – as a collection of papers. Margaret E. Madden, then Associate Dean of the Faculty, notes in the introduction to the 1998 proceedings that “Faculty members and departments on campus who received the first symposium collection were pleased to have some visible record of the high level of accomplishments of humanities and social science students, whose products are often not as visible as those students of the performing arts or sciences.” I hope that this version of the Harrison will also serve as a way to publicly and communally celebrate the wide-ranging and incisive research undertaken by students at Lawrence

Finishing the euchromatic sequence of the human genome

The sequence of the human genome encodes the genetic instructions for human physiology, as well as rich information about human evolution. In 2001, the International Human Genome Sequencing Consortium reported a draft sequence of the euchromatic portion of the human genome. Since then, the international collaboration has worked to convert this draft into a genome sequence with high accuracy and nearly complete coverage. Here, we report the result of this finishing process. The current genome sequence (Build 35) contains 2.85 billion nucleotides interrupted by only 341 gaps. It covers ∼99% of the euchromatic genome and is accurate to an error rate of ∼1 event per 100,000 bases. Many of the remaining euchromatic gaps are associated with segmental duplications and will require focused work with new methods. The near-complete sequence, the first for a vertebrate, greatly improves the precision of biological analyses of the human genome including studies of gene number, birth and death. Notably, the human enome seems to encode only 20,000-25,000 protein-coding genes. The genome sequence reported here should serve as a firm foundation for biomedical research in the decades ahead

Worldwide trends in underweight and obesity from 1990 to 2022: a pooled analysis of 3663 population-representative studies with 222 million children, adolescents, and adults

Background Underweight and obesity are associated with adverse health outcomes throughout the life course. We estimated the individual and combined prevalence of underweight or thinness and obesity, and their changes, from 1990 to 2022 for adults and school-aged children and adolescents in 200 countries and territories. Methods We used data from 3663 population-based studies with 222 million participants that measured height and weight in representative samples of the general population. We used a Bayesian hierarchical model to estimate trends in the prevalence of different BMI categories, separately for adults (age ≥20 years) and school-aged children and adolescents (age 5–19 years), from 1990 to 2022 for 200 countries and territories. For adults, we report the individual and combined prevalence of underweight (BMI 2 SD above the median). Findings From 1990 to 2022, the combined prevalence of underweight and obesity in adults decreased in 11 countries (6%) for women and 17 (9%) for men with a posterior probability of at least 0·80 that the observed changes were true decreases. The combined prevalence increased in 162 countries (81%) for women and 140 countries (70%) for men with a posterior probability of at least 0·80. In 2022, the combined prevalence of underweight and obesity was highest in island nations in the Caribbean and Polynesia and Micronesia, and countries in the Middle East and north Africa. Obesity prevalence was higher than underweight with posterior probability of at least 0·80 in 177 countries (89%) for women and 145 (73%) for men in 2022, whereas the converse was true in 16 countries (8%) for women, and 39 (20%) for men. From 1990 to 2022, the combined prevalence of thinness and obesity decreased among girls in five countries (3%) and among boys in 15 countries (8%) with a posterior probability of at least 0·80, and increased among girls in 140 countries (70%) and boys in 137 countries (69%) with a posterior probability of at least 0·80. The countries with highest combined prevalence of thinness and obesity in school-aged children and adolescents in 2022 were in Polynesia and Micronesia and the Caribbean for both sexes, and Chile and Qatar for boys. Combined prevalence was also high in some countries in south Asia, such as India and Pakistan, where thinness remained prevalent despite having declined. In 2022, obesity in school-aged children and adolescents was more prevalent than thinness with a posterior probability of at least 0·80 among girls in 133 countries (67%) and boys in 125 countries (63%), whereas the converse was true in 35 countries (18%) and 42 countries (21%), respectively. In almost all countries for both adults and school-aged children and adolescents, the increases in double burden were driven by increases in obesity, and decreases in double burden by declining https://researchonline.ljmu.ac.uk/images/research_banner_face_lab_290.jpgunderweight or thinness. Interpretation The combined burden of underweight and obesity has increased in most countries, driven by an increase in obesity, while underweight and thinness remain prevalent in south Asia and parts of Africa. A healthy nutrition transition that enhances access to nutritious foods is needed to address the remaining burden of underweight while curbing and reversing the increase in obesity

Social Competence Intervention for Parents (SCI-P): Comparing Outcomes for a Parent Education Program Targeting Adolescents with ASD

Research has shown that parent education programs can address some of the distinct challenges that parents of youth with autism spectrum disorders (ASDs) encounter. This study examined the effectiveness of the Social Competence Intervention for Parents (SCI-P), a parent education program, administered in conjunction with a social competence intervention that targeted youth with ASD ages 11-14 (SCI-A). Using a quasi-experimental pre-post design, parents were assigned to either the SCI-P group (n = 16) or to the waitlist comparison group (n = 10). Analyses of covariance (ANCOVAs) revealed a significant effect for parent education participation such that SCI-P participants experienced significantly greater reductions in levels of stress and a trend for increases in parenting sense of competence from pre-to post-intervention. Moreover, parents in the SCI-P group reported high satisfaction with the program. These findings suggest that parent education can result in positive outcomes for parents' well being

Social Competence Intervention for Parents (SCI-P): Comparing Outcomes for a Parent Education Program Targeting Adolescents with ASD

Research has shown that parent education programs can address some of the distinct challenges that parents of youth with autism spectrum disorders (ASDs) encounter. This study examined the effectiveness of the Social Competence Intervention for Parents (SCI-P), a parent education program, administered in conjunction with a social competence intervention that targeted youth with ASD ages 11–14 (SCI-A). Using a quasi-experimental pre-post design, parents were assigned to either the SCI-P group (n=16) or to the waitlist comparison group (n=10). Analyses of covariance (ANCOVAs) revealed a significant effect for parent education participation such that SCI-P participants experienced significantly greater reductions in levels of stress and a trend for increases in parenting sense of competence from pre- to post-intervention. Moreover, parents in the SCI-P group reported high satisfaction with the program. These findings suggest that parent education can result in positive outcomes for parents’ well being