Im-Bolter, Nancie

Early diagnosis of autism spectrum disorder (ASD), while providing many benefits, presents challenges to clinicians such as predicting the stability of symptoms. Accurately predicting symptom severity allows clinicians to confidently diagnose and assign the most appropriate treatment. Little research exists to date to predict symptom severity in children with ASD who have not been exposed to treatment. The present file review examined prelinguistic skills as predictors of symptom severity in a group of young children (age: 18 – 64 months) with ASD (n = 199) who had not been exposed to significant levels of treatment. Hierarchical regression analyses demonstrated that of the two core diagnostic features (social communicative deficits and restricted repetitive behaviours), social communicative skills best predicted symptom severity. Furthermore, social communicative gestures predicted symptom severity after age, adaptive behaviour, restricted repetitive behaviours, and functional gestures had been accounted for.

Author Keywords: autism, gestures, predictors, prelinguistic, social communicative, symptom severity

Recently, a distinction has been made between cognitive theory of mind, the ability to make inferences about other's beliefs and thoughts, and affective theory of mind, the ability to make inferences about other's emotional states. The purpose of this study is to determine if the distinction between cognitive and affective theory of mind is developmentally appropriate and whether the relation between language and theory of mind is maintained when cognitive and affective theory of mind are examined separately. The sample consisted of 20 children aged 6 to 9 years, and 27 children aged 11 to 15 years. Results showed that the older group outperformed the younger group on both cognitive and affective theory of mind, and that different aspects of language were related to each type of theory of mind. This suggests the distinction between cognitive and affective theory of mind may in fact be valid in this age range.

Author Keywords: Affective Theory of Mind, Cognitive Theory of Mind, Development, Language

The purpose of this study was to determine whether students at the Royal Military College (RMC) preferred electronic or print texts, their reasoning for this preference, and whether preference was related to student characteristics. Students (N=139) in a core course were provided with both formats. Due to a limited number of e-text users, statistical analyses of most variables were not possible. Instead, qualitative responses were analyzed to gain insight into student preferences. Students reported on the benefits and concerns of using each format. Their discussion of the benefits to the e-text and concerns about the print text were related to the level of convenience of each format. When considering the benefits of print and drawbacks of e-texts, students explained how these features could impact their reading experience. This study provides qualitative support for the continued use of print texts. Although they frequently use various forms of technology in the classroom, students are reluctant to study using electronic devices and feel their reading experience is best with print.

Author Keywords: Educational technology, Qualitative, Textbooks, Text preferences

The literature to date that investigates the development of social perspective taking in children primarily focuses on preschool aged children. These studies provide evidence that implicates language as being crucial for social perspective taking in young children but less is known about the importance of language to social perspective taking during middle childhood and early adolescence. The current study uses Selman's theory of socio-cognitive development to investigate the maturation of social perspective taking and the importance of language to social problem solving in 8 year olds (n = 111) and 12 year olds (n = 112). Analysis of variance and scalogram analysis shows a developmental progression of social perspective taking across the social problem solving process. Children may be able to demonstrate reciprocal perspective taking when generating strategies before they are able to demonstrate reciprocal perspective taking for other steps of social problem solving. Flexibility in interpersonal orientation is shown to be a predictor of social problem solving ability. Correlations and multiple regression analysis demonstrate that language is important to overall social problem solving but that the role of semantic and syntactic language may differ at age 8 compared to age 12.

Author Keywords: interpersonal orientation, language, Selman, social cognition, social perspective taking, social problem solving

This study examined the relation between complexity of pretend play during preschool and early academic skills two years later. Preschool children (n =19), aged 3 years, were observed during self-directed free play, which was then coded for complexity of symbolic thought with respect to symbolic agent (ability to direct self or other's play) and symbolic substitution (abstractness of props). Children's literacy and numeracy skills were assessed concurrently and two years later when children were 5 years old. We found that children who directed others' play compared to children who focused on their own play had higher mathematics achievement at 5 years. In addition, children who engaged in more complex object substitutions (abstract props) had better counting at 3 years and better early reading skills at 5 years than their peers, who showed few complex substitutions. Our findings suggest that encouraging specific aspects of pretend play in preschool could be a relatively simple way to promote early academic achievement.

Author Keywords: Math , Play complexity, Preschool , Pretend Play, Reading

Past research has predominately supported an association between insecure attachment and substance use. More recent research has found that while individuals with secure attachment may use substances, they do so with less risk. The current study attempted to replicate the finding regarding secure attachment and substance use and examined the motivational drives behind why students use substances. A total of 318 undergraduate students completed self-report questionnaires examining peer attachment, alcohol and marijuana use, as well as motivations for use. Results indicated that students who reported low frequency use of alcohol or marijuana did not have significantly higher security ratings compared to students who reported increased use. Additionally, although hypothesized, secure attachment ratings were not associated with social facilitation or enhancement motivations. However, fearful and dismissing attachment ratings were both significantly associated with coping motives as predicted, while preoccupied and fearful attachment ratings were significantly associated with conformity motives. Lastly, results from multiple regressions suggest that coping and enhancement motivations are significant predictors of alcohol use, while enhancement motivations are marginally significant in predicting marijuana use.

Author Keywords: alcohol, attachment, marijuana, motivation

Near-hand benefits are seen when individuals are able to process targets more quickly, accurately, and with greater precision when a hand is placed near, rather than far from a target. One possibility is that near-hand stimuli recruit visual-tactile bimodal cells. Research reports that placing a hand near a target delayed immediate saccade onset and speeded delayed saccade onset. Study 1 examined saccade onset to targets appearing near a real hand, a realistic fake hand, or a non-hand visual cue. Immediate saccades were facilitated and delayed saccades were slowed with a real hand in the display, in comparison to a fake hand and no-hand. To establish the link between near-hand effects and bimodal cells, Study 2 used repetitive transcranial magnetic stimulation (rTMS) to depress cortical activity in PMd. RTMS did not induce a reversal of interference induced by near-hand, congruent targets. However, a reversal of the hand effect was found in the stimulation group; a real hand in the display may delay immediate saccades and improve delayed saccades post-stimulation. This finding may double dissociate the effect of the real hand from the fake hand and may be inconsistent with the hypothesis that the hand is attracting attention.

Author Keywords: multisensory integration, near-hand effects, PMd, premotor cortex, rTMS, visual-tactile bimodal neurons

Ill-structured problems have changing components that solvers need to adapt their solutions to. Well-structured problems have strict, well-defined procedures, and solvers must know which procedures to apply and when. Research has suggested that these two types of problems utilize different problem-solving skills. The current study focused on the relation between ill-structured interpersonal problem solving, novel well-structured problem-solving, and cognitive flexibility in young adults and older adolescents. It was predicted that because of the changing components of ill-structured problems, cognitive flexibility would more strongly predict these compared to well-structured problems. The current study sample consisted of 73 undergraduates with an average age of 20.43 years. The results showed that cognitive flexibility is equally associated with ill-structured problem-solving and well-structured problem-solving. This suggests that cognitive flexibility may support the perspective coordination involved in solving ill-structured problems and that cognitive flexibility may support switching between search strategies when solving a novel well-structured problem.

Author Keywords: adolescent, adult, cognitive flexibility, ill-structured problem-solving, novel problems, well-structured problem-solving

Self-regulation skills have been connected to positive school success and increased academic achievement (McClelland, Acock, & Morrison, 2006). One recently explored method to aid students in their ability to self-regulate is physical activity (Becker, et al., 2011). The purpose of this study was to explore the facilitation of self- regulation through physical activity via access to an exercise bicycle within an elementary and secondary school setting. Student bicycle usage was explored via student documentation to determine frequency and duration of use. Teacher observations were collected via email correspondence were analyzed via thematic content analysis and reflections made by the teachers at a follow-up debriefing session were summarized. Overall, a novelty effect was apparent with the bicycle, where it was used extensively in the first month of the study and then use sharply declined thereafter. Teachers felt that the bicycle appeared to provide some students with support, however there were challenges with integrating the exercise bicycle into the classroom. As well, teachers stated that factors such as bicycle placement and engagement levels must be explored further in order to understand the impact an exercise bicycle could possibly have on a student's ability to self-regulate.

Author Keywords: exercise bicycle, physical activity, self-regulation

Guidelines regarding social skills interventions for children with ASD suggest incorporating a holistic approach. This includes increasing the family's understanding of deficits associated with ASD, integrations of natural environments, and parents as active agents while supporting their well-being. The current availability of holistic parent-mediated interventions for children with ASD is limited, with no qualitative understanding of its potential benefits for either the parent or child. The current study examined qualitative parent reports on a parent-mediated social skills intervention for children with ASD (TalkAbilityTM) incorporating a longitudinal approach (i.e., 6-month follow-up). Following Braun and Clarke's model of thematic analysis, data was coded into four themes: 1) communication difficulties, frustrations and progress, 2) social relationships and concerns, 3) communication strategies, and 4) thoughts and emotions surrounding TalkAbilityTM. Results highlight the importance of considering parent experiences regarding interventions for their child's social communication skills through a qualitative viewpoint.

Author Keywords: autism spectrum disorder, parent-mediated intervention, qualitative review