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Prenatal alcohol exposure is the leading non-genetic, biological cause of birth defects and other anomalies. Perhaps as many as 1 in 100 children born in the United States each year have been exposed to alcohol during prenatal development and meet the criteria for a Fetal Alcohol Spectrum Disorder (FASD) diagnosis (May & Gossage, 2001; Schonfeld et al., 2006; Wattendorf & Muenke, 2005). There is abundant evidence of deficits in social functioning as a result of prenatal alcohol exposure (Coggins et al., 2003; Kodituwakku, May et al., 2001; McGee et al., 2009; Thomas et al., 1998). Many other atypically developing populations with demonstrated social deficits also have emotion-specific impairments in facial recognition that are more pronounced than would be expected based on the overall cognitive functioning of these individuals (i.e. emotion specificity hypothesis; Rojahn et al., 1995). The documented social impairment in children with prenatal alcohol exposure indicates these individuals also have emotion- specific facial recognition impairments. This study tested the emotion specificity hypothesis in a group of children with FASD and compared the facial emotion processing abilities of these children with reports of their adaptive social behavior. Twenty-five children with a FASD diagnosis, 14 children with Down syndrome, and 23 typically developing children matched on mental age participated in this study. Four facial processing tasks (2 emotion processing and 2 control tasks) were administered to all participants. Both labeling and matching formats were included in the emotion and control tasks. Although not expected, the children with FASD had similar performance to the typically developing children on all facial processing tasks, which failed to support the emotion specificity hypothesis in this population. As predicted, the children with Down syndrome showed poorer performance than the children with FASD and the typically developing children across all facial processing tasks. These tasks failed to reveal performance differences between children with FASD and typically developing children; however, facial emotion processing deficits may still exist within the FASD population. Future studies should consider modifying task demands to more accurately reflect natural face processing situations and include children with a FASD diagnosis from less enriched environments and with documented intellectual delays.
Despite the anecdotal evidence of social difficulties in children with Fetal Alcohol Spectrum Disorders (FASD), and the risk for secondary disabilities as a result of these social difficulties, very little research has examined social-emotional functioning in children with FASD. The majority of the research conducted thus far has relied on parent and teacher reports to document social impairments. These parent and teacher reports provide a broad measure of social functioning but are unable to elucidate the specific aspects of social functioning that this group of children might find difficult. As a result, it has been very difficult to develop effective social interventions for children with FASD because it is unclear what aspects of social functioning should be targeted. The current study aimed to examine emotion recognition abilities in children with FASD, as recognition of emotions is an important precursor for appropriate social interaction. The study included 22 participants with diagnosed FASD (ages 8-14), with age- and gender- matched typically developing controls. Participants were assessed using computerized measures of emotion recognition from three nonlinguistic modalities: facial expressions (static and dynamic, child and adult faces), emotional tone of voice (child and adult voices), and body positioning and movement (postures and point-light walkers). In addition, participants completed a task assessing emotion recognition in real-life scenarios. Finally, caregivers completed measures of behavioural functioning, adaptive functioning, FASD symptomatology, and a demographics questionnaire. Overall, findings suggest that children with FASD do have more difficulties than age-matched typically developing peers in aspects of emotion recognition, with particular difficulties in recognizing emotions from adult facial expressions and adult emotional prosody. In addition, children with FASD had more difficulty perceiving differences in facial expressions. When t.
Neurobehavioral outcomes associated with prenatal alcohol exposure range from severe intellectual deficiency to subtle attention and motor deficits. Diagnosis of individuals with fetal alcohol spectrum disorders (FASD) can be challenging especially when physical markers are absent or prenatal histories are unavailable. In addition, due to neurobehavioral similarities, individuals with FASD and those with attention-deficit/hyperactivity disorder (ADHD) can be confused clinically, making differential diagnosis difficult. Research has recommended that identification of FASD be based on a neurobehavioral profile. However, some neurocognitive domains, including decision-making, have received little attention. Emotion-based decision-making involves strategic adaptation of behavior based on uncertain information and is essential for everyday function. Deficits in decision-making in individuals with FASD are suggested by neuroanatomical abnormalities and difficulty with everyday function. The Iowa Gambling Task (IGT) is a widely used measure of decision-making, simulating unpredictable reward and loss contingencies of complex decision-making. The IGT, which has not been used in alcohol-exposed populations, was administered to children with FASD (n = 21), ADHD (n = 22), and typically developing controls (n = 21). Further, because working memory, the process of temporarily storing and manipulating information, may be related to decision-making, a measure of working memory was included in the test battery. A mixed-model ANOVA demonstrated that children with FASD chose significantly fewer advantageous cards than control children. In contrast, children with ADHD were distinguished from controls based on processing frequency of rewards/losses on the IGT. Group decision-making performance was not accounted for by working memory performance in either the FASD or ADHD group. Collectively, these results suggest that children with FASD and ADHD have aberrant decision-making processes, although their dysfunction may be due to distinguishable mechanisms. While children with FASD were deficient in making decisions based on learning from exposure to past contingencies, children with ADHD differed from controls in their ability to tolerate unpredictable reinforcement schedules. Decision-making was found to be independent of intellectual function and other high order cognitive abilities, including working memory, and therefore should be a consideration in further research and clinical assessment of children with FASD and ADHD.
First published in 2003. Children's Friendship Training is a complete manualized guide for therapists treating children with peer problems. This unique, empirically validated treatment is the first to integrate parents into the therapy process to ensure generalization to school and home. Representing over twelve years of research, Children's Friendship Training presents the comprehensive social skills training program developed by these pioneering authors. Step-by-step interventions help children develop the skills to initiate mutually satisfying social interactions. These interactions can lead to higher regard within the peer group and the development of satisfying dyadic relationships that will, in turn, serve to enhance overall well being. Clinical and empirical rationales, illustrative case examples and parent handouts that educate parents and give specific guidelines for homework assignments are presented for each treatment module. Brief relevant reviews of the child development literature and selective reviews of assessment techniques and other approached to children's social skills training are presented to sufficiently acquaint therapists interested in implementing children's friendship training.
MANAGEMENT OF GENETIC SYNDROMES THE MOST RECENT UPDATE TO ONE OF THE MOST ESSENTIAL REFERENCES ON MEDICAL GENETICS Cassidy and Allanson’s Management of Genetic Syndromes, Fourth Edition is the latest version of a classic text in medical genetics. With newly covered disorders and cutting-edge, up-to-date information, this resource remains the most crucial reference on the management of genetic syndromes in the field of medical genetics for students, clinicians, caregivers, and researchers. The fourth edition includes current information on the identification of genetic syndromes (including newly developed diagnostic criteria), the genetic basis (including diagnostic testing), and the routine care and management for more than 60 genetic disorders. Written by experts, each chapter includes sections on: Incidence Diagnostic criteria Etiology, pathogenesis and genetics Diagnostic testing Differential diagnosis Manifestations and Management (by system) The book focuses on genetic syndromes, primarily those involving developmental disabilities and congenital defects. The chapter sections dealing with Manifestations and Management represents the centerpiece of each entry and is unmatched by other genetic syndrome references. Management of Genetic Syndromes is perfect for medical geneticists, genetic counselors, primary care physicians and all healthcare professionals seeking to stay current on the routine care and management of individuals with genetic disorders.
This eBook addresses the impact of prenatal exposure to alcohol, and Fetal Alcohol Spectrum Disorders (FASD). It presents a compilation of current research by leading experts in the field and serves as a guide to future directions in FASD research, interventions and treatment. the book includes a comprehensive compendium of our knowledge of the dangers of prenatal alcohol exposure and covers ways to screen and intervene with pregnant women, diagnosis and treatment to ameliorate the effects of prenatal alcohol exposure (through the lifespan), and other related issues, such as building a state infrastructure of health services and legislation. the eBook is intended as a textbook for graduate courses relevant to FASD.
Edited and authored by a wealth of international experts in neuroscience and related disciplines, this key new resource aims to offer medical students and graduate researchers around the world a comprehensive introduction and overview of modern neuroscience. Neuroscience research is certain to prove a vital element in combating mental illness in its various incarnations, a strategic battleground in the future of medicine, as the prevalence of mental disorders is becoming better understood each year. Hundreds of millions of people worldwide are affected by mental, behavioral, neurological and substance use disorders. The World Health Organization estimated in 2002 that 154 million people globally suffer from depression and 25 million people from schizophrenia; 91 million people are affected by alcohol use disorders and 15 million by drug use disorders. A more recent WHO report shows that 50 million people suffer from epilepsy and 24 million from Alzheimer’s and other dementias. Because neuroscience takes the etiology of disease—the complex interplay between biological, psychological, and sociocultural factors—as its object of inquiry, it is increasingly valuable in understanding an array of medical conditions. A recent report by the United States’ Surgeon General cites several such diseases: schizophrenia, bipolar disorder, early-onset depression, autism, attention deficit/ hyperactivity disorder, anorexia nervosa, and panic disorder, among many others. Not only is this volume a boon to those wishing to understand the future of neuroscience, it also aims to encourage the initiation of neuroscience programs in developing countries, featuring as it does an appendix full of advice on how to develop such programs. With broad coverage of both basic science and clinical issues, comprising around 150 chapters from a diversity of international authors and including complementary video components, Neuroscience in the 21st Century in its second edition serves as a comprehensive resource to students and researchers alike.
From a 1994 working conference at the National Institutes of Health, Rockville, Maryland, researchers in psychology, neuropsychology, special education, and medicine present theory and research on three central cognitive processes--attention, memory, and executive function--and explain how their findings can help clinicians assess and remediate reading and attention disorders. Annotation copyright by Book News, Inc., Portland, OR
Now in its 6th edition, the authoritative textbook Applied Multivariate Statistics for the Social Sciences, continues to provide advanced students with a practical and conceptual understanding of statistical procedures through examples and data-sets from actual research studies. With the added expertise of co-author Keenan Pituch (University of Texas-Austin), this 6th edition retains many key features of the previous editions, including its breadth and depth of coverage, a review chapter on matrix algebra, applied coverage of MANOVA, and emphasis on statistical power. In this new edition, the authors continue to provide practical guidelines for checking the data, assessing assumptions, interpreting, and reporting the results to help students analyze data from their own research confidently and professionally. Features new to this edition include: NEW chapter on Logistic Regression (Ch. 11) that helps readers understand and use this very flexible and widely used procedure NEW chapter on Multivariate Multilevel Modeling (Ch. 14) that helps readers understand the benefits of this "newer" procedure and how it can be used in conventional and multilevel settings NEW Example Results Section write-ups that illustrate how results should be presented in research papers and journal articles NEW coverage of missing data (Ch. 1) to help students understand and address problems associated with incomplete data Completely re-written chapters on Exploratory Factor Analysis (Ch. 9), Hierarchical Linear Modeling (Ch. 13), and Structural Equation Modeling (Ch. 16) with increased focus on understanding models and interpreting results NEW analysis summaries, inclusion of more syntax explanations, and reduction in the number of SPSS/SAS dialogue boxes to guide students through data analysis in a more streamlined and direct approach Updated syntax to reflect newest versions of IBM SPSS (21) /SAS (9.3) A free online resources site at www.routledge.com/9780415836661 with data sets and syntax from the text, additional data sets, and instructor’s resources (including PowerPoint lecture slides for select chapters, a conversion guide for 5th edition adopters, and answers to exercises) Ideal for advanced graduate-level courses in education, psychology, and other social sciences in which multivariate statistics, advanced statistics, or quantitative techniques courses are taught, this book also appeals to practicing researchers as a valuable reference. Pre-requisites include a course on factorial ANOVA and covariance; however, a working knowledge of matrix algebra is not assumed.