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NON-ACUTE COGNITIVE SEQUELAE ASSOCIATED WITH RECREATIONAL ECSTASY USE: A META-ANALYSIS
Title
NON-ACUTE COGNITIVE SEQUELAE ASSOCIATED WITH RECREATIONAL ECSTASY USE: A META-ANALYSIS.
Creator
Linkovich Kyle, Tiffany, Dunn, Michael, University of Central Florida
Abstract / Description
Studies using animal models have found considerable evidence of neurological damage resulting from exposure to 3,4- methylenedioxymethamphetamine (MDMA, ecstasy). Yet, studies comparing the cognitive performance of human recreational ecstasy users to ecstasy naïve controls have produced inconsistent results. The present study is a meta-analysis of the published empirical literature on the cognitive sequelae of human recreational ecstasy use. The pooled effect size estimate for combined...
Show moreStudies using animal models have found considerable evidence of neurological damage resulting from exposure to 3,4- methylenedioxymethamphetamine (MDMA, ecstasy). Yet, studies comparing the cognitive performance of human recreational ecstasy users to ecstasy naïve controls have produced inconsistent results. The present study is a meta-analysis of the published empirical literature on the cognitive sequelae of human recreational ecstasy use. The pooled effect size estimate for combined cognitive domains was statistically significant and moderate in size. Small to large, statistically significant aggregate effect sizes resulted for eight of the nine cognitive ability domains included in the analysis. Moderator analyses suggested that frequent ecstasy use is associated with greater cognitive impairment, cognitive impairment can occur after relatively low amounts of total lifetime cumulative use, and recovery of functioning does not occur within one year post cessation.
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Date Issued
2005
Identifier
CFE0000701, ucf:46614
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0000701
Evaluation of the Expectancy Challenge Alcohol Literacy Curriculum (ECALC) for High School Students
Title
Evaluation of the Expectancy Challenge Alcohol Literacy Curriculum (ECALC) for High School Students.
Creator
Boucher, Alyssa, Dunn, Michael, Renk, Kimberly, Dunn, Stacey, Linkovich Kyle, Tiffany, University of Central Florida
Abstract / Description
Prevention efforts targeted at children and adolescents are important because alcohol consumption contributes to the three leading causes of death in this among 12-20 year-olds: unintentional injury, homicide, and suicide. Research on the causes of alcohol misuse traditionally focused on pharmacological and genetic explanations, but models have expanded to include cognitive processes in the development of alcohol use patterns. Alcohol expectancies, or beliefs about the effects of alcohol, are...
Show morePrevention efforts targeted at children and adolescents are important because alcohol consumption contributes to the three leading causes of death in this among 12-20 year-olds: unintentional injury, homicide, and suicide. Research on the causes of alcohol misuse traditionally focused on pharmacological and genetic explanations, but models have expanded to include cognitive processes in the development of alcohol use patterns. Alcohol expectancies, or beliefs about the effects of alcohol, are an important influence on drinking behavior. Expectancies exist prior to the initial drinking experience, predict the onset of alcohol consumption, differentiate both children and adults in terms of light- and heavy-drinking patterns, mediate the influence of precursors on alcohol use, and when manipulated, result in significantly decreased alcohol consumption in heavy-drinking college students.The Expectancy Challenge Alcohol Literacy Curriculum (ECALC) is a web-based, interactive intervention that leverages technology in order to challenge students' expectancies through a media literacy presentation based on research findings. The 45-minute curriculum links exposure to alcohol media with expectancy beliefs and drinking decisions, and focuses on decreasing the positive reinforcing value of alcohol. The ECALC does not necessarily erase former expectations, but introduces new information about the physiological effects of alcohol that may compete with pre-existing positive expectations for influence over the individual's behavior. Though the ECALC has been validated with college students, the present study involved revising and evaluating the program to be appropriate for high school students. Results revealed changes in expectancy processes for students who reported alcohol use initiation and changes in mean BAC among females in this group.
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Date Issued
2016
Identifier
CFE0006294, ucf:51581
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006294
Evaluation of a Digitally-Automated Alcohol Curriculum Designed to Alter Expectancies and Alcohol Use in First Year College Students
Title
Evaluation of a Digitally-Automated Alcohol Curriculum Designed to Alter Expectancies and Alcohol Use in First Year College Students.
Creator
Schreiner, Amy, Dunn, Michael, Cassisi, Jeffrey, Bowers, Clint, Linkovich Kyle, Tiffany, University of Central Florida
Abstract / Description
High-risk alcohol consumption remains a primary public health concern for students on college campuses. In response to this concern the National Advisory Council of the National Institute on Alcohol Abuse and Alcoholism created a task force to identify and recommend strategies to aid college administrators in implementing effective alcohol programming at their institutions. While most administrators report being aware of these recommendations, many have not successfully implemented...
Show moreHigh-risk alcohol consumption remains a primary public health concern for students on college campuses. In response to this concern the National Advisory Council of the National Institute on Alcohol Abuse and Alcoholism created a task force to identify and recommend strategies to aid college administrators in implementing effective alcohol programming at their institutions. While most administrators report being aware of these recommendations, many have not successfully implemented empirically supported interventions on their campuses. One significant barrier is the cost and difficulty of training and hiring skilled staff to implement these interventions. Of the strategies identified as effective, challenging alcohol expectancies is the only strategy validated for group administration with college students and has significant potential to address this remaining barrier. However, current expectancy-based interventions still require highly trained expert facilitators for implementation. The present study aimed to convert the previously validated Expectancy Challenge Alcohol Literacy Curriculum (ECALC) into a digital format amenable to non-expert facilitation. The resulting digital ECALC was implemented in 48 class sections of a first year student course in a group randomized trial. It was hypothesized that receiving the digital ECALC would result in significant changes in alcohol expectancies and subsequent changes in alcohol use and related harms. Analyses revealed significant changes in both positive and negative expectancies following the digital ECALC, however no significant changes in alcohol consumption or alcohol-related harms were observed at a 30 day follow-up. Exploratory subgroup analyses revealed significant differences between experimental and control groups on average and peak drinks per sitting for classes receiving the digital ECALC during the fall semester only. Semester specific variables, environmental context, and social influence variables may have contributed to the lack of behavioral changes in the overall sample following observed expectancy changes. This study represents an important development in expectancy-based interventions for college students as the digital format removed the need for an expert facilitator and maintained significant changes in expectancies. Future studies should focus on replication of these expectancy changes and on demonstrating subsequent changes in alcohol use and related harms. The present study also represents the first evaluation of a group-administered expectancy intervention to report on intra-class correlations which will aid future researchers in designing sufficiently powered studies going forward.
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Date Issued
2014
Identifier
CFE0005412, ucf:50425
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005412