Matching Items (14)
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Description
Behavior challenges impact children and educational professionals on a daily basis; however, it is difficult for educators to obtain high quality training in behavior management. The purpose of this study was to compare cognitive apprenticeship and group work, two teaching methods, to determine which provides better knowledge and implementation outcomes

Behavior challenges impact children and educational professionals on a daily basis; however, it is difficult for educators to obtain high quality training in behavior management. The purpose of this study was to compare cognitive apprenticeship and group work, two teaching methods, to determine which provides better knowledge and implementation outcomes for educators taking a course on behavior analysis. Seventeen educational professionals currently working with students who display challenging behavior were randomly assigned to the cognitive apprenticeship or group work conditions. The difference between the conditions is the introduction of a coach in the cognitive apprenticeship condition. The coach guides learners through the process of understanding and using behavior analysis throughout the course by providing feedback, scaffolding, and encouraging reflection and exploration. Participants completed pre-, post-, and post-posttests that measured their knowledge of behavior analysis and how well they implemented the skills taught in the course. Additionally, they completed weekly quizzes and reported how often they used the skills in real-life situations. Overall group differences across time points for knowledge and implementation scores were analyzed using a repeated measures analysis of variance (ANOVA). There were significant differences across time for both scores but not condition or time by condition. A covariance pattern model was used to determine if self-efficacy, self-confidence, previous behavior knowledge, or overall quiz performance predicted the variance in knowledge and implementation scores on the pre-, post-, and post-posttests across conditions. Time was the only significant predictor of knowledge scores, while time, condition and self-efficacy significantly predicted the variance in implementation scores. Additionally, one-way ANOVAs were used to find condition-based differences in quiz scores and practical skill use, neither of which were significant. Finally, a linear regression was used to determine if on quiz performance predicts the use of skills in real-world settings, which it did not. The courses impact on learning, skill use, and student behavior as well as future applications are discussed.
ContributorsSacchetta, Melissa (Author) / Gray, Shelley (Thesis advisor) / Braden, B. Blair (Committee member) / McNeish, Daniel (Committee member) / Zuiker, Steve (Committee member) / Arizona State University (Publisher)
Created2022
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Description
Autistic adults face heightened risk of psychiatric disorders, with depression occurrence estimated at quadruple the rate of the general population. Mindfulness Based Stress Reduction (MBSR), an intensive 8-week in-person intervention, reduces depressive symptoms in adults with autism spectrum disorder (ASD). However, access to these programs is restricted due to financial,

Autistic adults face heightened risk of psychiatric disorders, with depression occurrence estimated at quadruple the rate of the general population. Mindfulness Based Stress Reduction (MBSR), an intensive 8-week in-person intervention, reduces depressive symptoms in adults with autism spectrum disorder (ASD). However, access to these programs is restricted due to financial, geographic, and scheduling limitations. Additionally, lapses in practice post-intervention cause these effects to be short-lived. This study examines antidepressant effects of an 8-week app-delivered mindfulness meditation intervention using Ten Percent Happier in adults with ASD and explores whether anchoring meditation practice to a preexisting behavior will improve therapy compliance and depression-related efficacy. Ninety-seven participants were randomly assigned to either App Only (n=30), App + Habit training (n=27) or Waitlist Control (n=40). App Only and App + Habit groups were requested to meditate a minimum of 10 minutes per day, 5 days per week for 8 consecutive weeks using the mobile application. The App + Habit group received additional instruction to anchor leaving the bathroom each morning with meditation; The App Only group was only provided with education on habit formation. Participants completed the Beck Depression Inventory-II (BDI-II) at pre- and post-intervention. All groups received weekly ecological momentary assessments (EMAs) to assess frequency and length of practice. The App + Habit group was additionally assessed for cue-initiated meditation frequency. Data were analyzed using repeated measures analysis of variance (ANOVA). Pre-to-post changes on BDI-II scores indicated a group by time interaction (p=0.04) and a main effect of time (p <0.001). Post-hoc analysis revealed the App + Habit group exclusively showed significant decline in depressive symptoms (p<0.001). The App + Habit group showed greater number of days meditated, average minutes per day of meditating, and continuation of meditation practice 8-weeks after the intervention period, compared to the App Only group. Findings support app-delivered mindfulness interventions as an accessible and cost-effective alternative to traditional in-person mindfulness training for Autistic adults. However, results suggest app-based mindfulness tools may only be effective when delivered with specific habit formation instruction. Additionally, habit formation instruction led to greater adherence to meditation practice after the study period ended.
ContributorsVink, Schuyler Rae (Author) / Braden, B. Blair (Thesis advisor) / Stecher, Chad (Committee member) / Dixon, Maria (Committee member) / Rogalsky, Corriane (Committee member) / Arizona State University (Publisher)
Created2022
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Description

In women, high levels of natural progesterone have been associated with detrimental cognitive effects via the “maternal amnesia” phenomenon as well as in controlled experiments. In aged ovariectomized (Ovx) rats, progesterone has been shown to impair cognition and impact the GABAergic system in cognitive brain regions. Here, we tested whether

In women, high levels of natural progesterone have been associated with detrimental cognitive effects via the “maternal amnesia” phenomenon as well as in controlled experiments. In aged ovariectomized (Ovx) rats, progesterone has been shown to impair cognition and impact the GABAergic system in cognitive brain regions. Here, we tested whether the GABAergic system is a mechanism of progesterone’s detrimental cognitive effects in the Ovx rat by attempting to reverse progesterone-induced impairments via concomitant treatment with the GABAA antagonist, bicuculline. Thirteen month old rats received Ovx plus daily vehicle, progesterone, bicuculline, or progesterone+bicuculline injections beginning 2 weeks prior to testing. The water radial-arm maze was used to evaluate spatial working and reference memory. During learning, rats administered progesterone made more working memory errors than those administered vehicle, and this impairment was reversed by the addition of bicuculline. The progesterone impairment was transient and all animals performed similarly by the end of regular testing. On the last day of testing, a 6 hour delay was administered to evaluate memory retention. Progesterone-treated rats were the only group to increase working memory errors with the delay relative to baseline performance; again, the addition of bicuculline prevented the progesterone-induced impairment. The vehicle, bicuculline, and progesterone+bicuculline groups were not impaired by the delay. The current rodent findings corroborate prior research reporting progesterone-induced detriments on cognition in women and in the aging Ovx rat. Moreover, the data suggest that the progesterone-induced cognitive impairment is, in part, related to the GABAergic system. Given that progesterone is included in numerous clinically-prescribed hormone therapies and contraceptives (e.g., micronized), and as synthetic analogs, further research is warranted to better understand the parameters and mechanism(s) of progesterone-induced cognitive impairments.

ContributorsBraden, B. Blair (Author) / Kingston, Melissa (Author) / Koenig, Elizabeth (Author) / Lavery, Courtney (Author) / Tsang, Candy (Author) / Bimonte-Nelson, Heather (Author) / College of Liberal Arts and Sciences (Contributor)
Created2015-08-14
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Description

The second iteration of the Autism Brain Imaging Data Exchange (ABIDE II) aims to enhance the scope of brain connectomics research in Autism Spectrum Disorder (ASD). Consistent with the initial ABIDE effort (ABIDE I), that released 1112 datasets in 2012, this new multisite open-data resource is an aggregate of resting

The second iteration of the Autism Brain Imaging Data Exchange (ABIDE II) aims to enhance the scope of brain connectomics research in Autism Spectrum Disorder (ASD). Consistent with the initial ABIDE effort (ABIDE I), that released 1112 datasets in 2012, this new multisite open-data resource is an aggregate of resting state functional magnetic resonance imaging (MRI) and corresponding structural MRI and phenotypic datasets. ABIDE II includes datasets from an additional 487 individuals with ASD and 557 controls previously collected across 16 international institutions. The combination of ABIDE I and ABIDE II provides investigators with 2156 unique cross-sectional datasets allowing selection of samples for discovery and/or replication. This sample size can also facilitate the identification of neurobiological subgroups, as well as preliminary examinations of sex differences in ASD. Additionally, ABIDE II includes a range of psychiatric variables to inform our understanding of the neural correlates of co-occurring psychopathology; 284 diffusion imaging datasets are also included. It is anticipated that these enhancements will contribute to unraveling key sources of ASD heterogeneity.

ContributorsDi Martino, Adriana (Author) / O'Connor, David (Author) / Chen, Bosi (Author) / Alaerts, Kaat (Author) / Anderson, Jeffrey S. (Author) / Assaf, Michal (Author) / Balsters, Joshua H. (Author) / Baxter, Leslie (Author) / Beggiato, Anita (Author) / Bernaerts, Sylvie (Author) / Blanken, Laura M. E. (Author) / Bookheimer, Susan Y. (Author) / Braden, B. Blair (Author) / Byrge, Lisa (Author) / Castellanos, F. Xavier (Author) / Dapretto, Mirella (Author) / Delorme, Richard (Author) / Fair, Damien A. (Author) / Fishman, Inna (Author) / Fitzgerald, Jacqueline (Author) / Gallagher, Louise (Author) / Keehn, R. Joanne Jao (Author) / Kennedy, Daniel P. (Author) / Lainhart, Janet E. (Author) / Luna, Beatriz (Author) / Mostofsky, Stewart H. (Author) / Muller, Ralph-Axel (Author) / Nebel, Mary Beth (Author) / Nigg, Joel T. (Author) / O'Hearn, Kirsten (Author) / Solomon, Marjorie (Author) / Toro, Roberto (Author) / Vaidya, Chandan J. (Author) / Wenderoth, Nicole (Author) / White, Tonya (Author) / Craddock, R. Cameron (Author) / Lord, Catherine (Author) / Leventhal, Bennett (Author) / Milham, Michael P. (Author) / College of Health Solutions (Contributor)
Created2017-03-14