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THE EFFICACY OF ANTI-PSYCHOTIC MEDICATIONS IN TREATING THE BEHAVIOR, SOCIAL, AND COMMUNICATION DEFICITS ASSOCIATED WITH AUTISM SPECTRUM DISORDERS IN CHILDREN AND ADOLESCENTS: A SYSTEMATIC REVIEW
Title
THE EFFICACY OF ANTI-PSYCHOTIC MEDICATIONS IN TREATING THE BEHAVIOR, SOCIAL, AND COMMUNICATION DEFICITS ASSOCIATED WITH AUTISM SPECTRUM DISORDERS IN CHILDREN AND ADOLESCENTS: A SYSTEMATIC REVIEW.
Creator
Velazquez, Raquel, Ramirez, Bernardo, University of Central Florida
Abstract / Description
Background: Autism spectrum disorders (ASD) are a group of complex developmental disabilities which can cause behavior, social, and communication deficits. Anti-psychotic medications are often prescribed when symptoms such as aggression, irritability, hyperactivity, tantrums, and self-injurious behavior occur. Objective: To determine if anti-psychotic medications improve the behavior, social, and communication symptoms associated with ASD in children and adolescents. Search Strategy:...
Show moreBackground: Autism spectrum disorders (ASD) are a group of complex developmental disabilities which can cause behavior, social, and communication deficits. Anti-psychotic medications are often prescribed when symptoms such as aggression, irritability, hyperactivity, tantrums, and self-injurious behavior occur. Objective: To determine if anti-psychotic medications improve the behavior, social, and communication symptoms associated with ASD in children and adolescents. Search Strategy: Electronic literature searches were performed to find relevant studies and utilized the (1) Cochrane Database of Systematic Reviews, (2) Hispanic American Periodicals Index, (3) Medline, (4) PAIS International, (5) ProQuest Dissertations and Theses, (6) PsycInfo, (7) PubMed, (8) Springer LINK, (9) Taylor and Francis Journals, and (10) Sage Premier. Selection Criteria: Randomized controlled trials (RCTs) or quasi-experimental design (QED) studies of any dose of an anti-psychotic medication compared to a placebo or other prescription drug, in participants with autism spectrum disorder. Data Collection and Analysis: All studies which met the full-text level criteria were reviewed by a third party to validate the decision of inclusion. Meta-analyses in this review implemented both random and fixed-effects models. Main Results: Ten RCTs were included. Six studies evaluated a drug versus a placebo and four studies investigated the effects of two separate anti-psychotic medications or the efficacy of an additive medication to a drug and placebo group. Author's Conclusions: Limited evidence suggests the effectiveness of anti-psychotic medications in treating the behavioral symptoms associated with autism; however, further research is needed to determine the implications of long-term use.
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Date Issued
2012
Identifier
CFH0004197, ucf:44821
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH0004197
LISTENING TO STUDENT VOICES: WEB-BASED MENTORING FOR BLACK MALE STUDENTS WITH EMOTIONAL DISORDERS
Title
LISTENING TO STUDENT VOICES: WEB-BASED MENTORING FOR BLACK MALE STUDENTS WITH EMOTIONAL DISORDERS.
Creator
Grant, David, Dieker, Lisa, University of Central Florida
Abstract / Description
The voices of Black male students labeled ED are seldom heard regarding their perspectives on education and their lives in general. By excluding their opinions, educators are missing an important aspect that could improve educational services for Black males with ED. Therefore, this study was undertaken to determine the implications of Web-based mentoring as a platform for Black male students with ED to articulate their thoughts on the factors that impact their behaviors and achievement....
Show moreThe voices of Black male students labeled ED are seldom heard regarding their perspectives on education and their lives in general. By excluding their opinions, educators are missing an important aspect that could improve educational services for Black males with ED. Therefore, this study was undertaken to determine the implications of Web-based mentoring as a platform for Black male students with ED to articulate their thoughts on the factors that impact their behaviors and achievement. Mentoring as an intervention granted Black males with ED a platform to share their thoughts. Technology was used as an educational resource to academically engage students with ED. Mentoring and technology were combined in a Web-based mentoring model designed to simulate traditional mentoring. Individual mentoring was simulated using live video conferencing. Role modeling was simulated by featuring video clips of the mentor in authentic capacities and group mentoring discussions were simulated by featuring a participant blog on the web site. To determine the implication and emergent themes of Web-based mentoring, two Black males with ED in high school participated in the study. Results of the study revealed that the participant's behavior and achievement were impacted by negative school and home environments. For Student One, negative school environments, specifically poor peer relations, resulted in aggressive behaviors that interfered with his academic progress. He stated, "I thought it would be different in high school, but it is the same as middle school. Student Two expressed disappointment with his home environment stating, "With all I got going on, it is hard to focus on school." Implications of the model on attendance, achievement, and behavior did not demonstrate an appreciable impact. However, both student participants expressed satisfaction with the model and the opportunity to share their thoughts openly.
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Date Issued
2008
Identifier
CFE0002316, ucf:47828
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0002316
Effects of a Reading Inference Strategy Intervention on the Reading and Social Inference Abilities of Adults with Asperger Syndrome
Title
Effects of a Reading Inference Strategy Intervention on the Reading and Social Inference Abilities of Adults with Asperger Syndrome.
Creator
Murza, Kimberly, Nye, William, Ehren, Barbara, Schwartz, Jamie, Hahs-Vaughn, Debbie, University of Central Florida
Abstract / Description
The ability to generate inferences is a skill that is necessary to fully comprehend a text and understand the intentions, behaviors, and emotions of a conversational partner. Individuals with Asperger syndrome (AS) have been shown to demonstrate significant difficulty in inference generation in both social contexts and in reading comprehension. Although, the reciprocity of the four components of literacy (reading, writing, listening, and speaking) has been established in the literature ...
Show moreThe ability to generate inferences is a skill that is necessary to fully comprehend a text and understand the intentions, behaviors, and emotions of a conversational partner. Individuals with Asperger syndrome (AS) have been shown to demonstrate significant difficulty in inference generation in both social contexts and in reading comprehension. Although, the reciprocity of the four components of literacy (reading, writing, listening, and speaking) has been established in the literature (Bradley (&) Bryant, 1983; Catts (&) Kamhi, 2005; Englert (&) Thomas, 1987; Gillon (&) Dodd, 1995; Hiebert, 1980; Kroll, 1981; Ruddell (&) Ruddell, 1994); the relationship between inference generation in reading and social inference generation is not well understood. The present study investigated the efficacy of a language-focused reading inference strategy intervention (ACT (&) Check Strategy) on the general reading comprehension, inference generation in reading, social inference, and metacognitive ability of adults with AS. Twenty-five adults with AS were randomly assigned to either a treatment or a control group. The treatment group participants were divided into groups of 3-4 based on their availability and preferred location for treatment resulting in a total of 4 groups. Each group met in one-hour sessions twice a week for a total of six weeks. When controlling for pretest scores, the treatment group was found to perform significantly better on one measure of inference generation in reading and metacognitive ability compared to the control group. Significant differences between groups were not found in two measures of inference generation in reading comprehension or social inference ability. These findings suggest that the ACT (&) Check strategy was effective in improving participants' ability to generate inferences as they read and their metacognitive reading ability. However, instruction in inference generation in reading does not appear to generalize to other language modalities (i.e., social inference generation). This research provides support for an explicit language-focused strategy intervention addressing the reading inference deficit area. Further research is warranted to investigate potential interventions to address social inference skills for individuals with AS.
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Date Issued
2011
Identifier
CFE0004146, ucf:49045
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004146
Quantitative Framework For Social Cultural Interactions
Title
Quantitative Framework For Social Cultural Interactions.
Creator
Bhatia, Taranjeet, Boloni, Ladislau, Turgut, Damla, Sukthankar, Gita, Fiore, Stephen, University of Central Florida
Abstract / Description
For an autonomous robot or software agent to participate in the social life of humans, it must have a way to perform a calculus of social behavior. Such a calculus must have explanatory power (it must provide a coherent theory for why the humans act the way they do), and predictive power (it must provide some plausible events from the predicted future actions of the humans).This dissertation describes a series of contributions that would allow agents observing or interacting with humans to...
Show moreFor an autonomous robot or software agent to participate in the social life of humans, it must have a way to perform a calculus of social behavior. Such a calculus must have explanatory power (it must provide a coherent theory for why the humans act the way they do), and predictive power (it must provide some plausible events from the predicted future actions of the humans).This dissertation describes a series of contributions that would allow agents observing or interacting with humans to perform a calculus of social behavior taking into account cultural conventions and socially acceptable behavior models. We discuss the formal components of the model: culture-sanctioned social metrics (CSSMs), concrete beliefs (CBs) and action impact functions. Through a detailed case study of a crooked seller who relies on the manipulation of public perception, we show that the model explains how the exploitation of social conventions allows the seller to finalize transactions, despite the fact that the clients know that they are being cheated. In a separate study, we show that how the crooked seller can find an optimal strategy with the use of reinforcement learning.We extend the CSSM model for modeling the propagation of public perception across multiple social interactions. We model the evolution of the public perception both over a single interaction and during a series of interactions over an extended period of time. An important aspect for modeling the public perception is its propagation - how the propagation is affected by the spatio-temporal context of the interaction and how does the short-term and long-term memory of humans affect the overall public perception.We validated the CSSM model through a user study in which participants cognizant with the modeled culture had to evaluate the impact on the social values. The scenarios used in the experiments modeled emotionally charged social situations in a cross-cultural setting and with the presence of a robot. The scenarios model conflicts of cross-cultural communication as well as ethical, social and financial choices. This study allowed us to study whether people sharing the same culture evaluate CSSMs at the same way (the inter-cultural uniformity conjecture). By presenting a wide range of possible metrics, the study also allowed us to determine whether any given metric can be considered a CSSM in a given culture or not.
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Date Issued
2016
Identifier
CFE0006262, ucf:51047
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006262
INTELLIGENT DESIGN
Title
INTELLIGENT DESIGN.
Creator
Dudziak, Jillian, Poindexter, Carla, University of Central Florida
Abstract / Description
As human beings we are designed and created in a fabric that is profound and complex. We are built with a framework where mind and body work in a concerted effort to maintain our lives automatically. A deep and defining part of our existence as humans is not just the innate desire to live but to live in consistent well-being—emotionally, physically, and mentally. I believe when we incorporate our knowledge of human physiology into our creative process then we allow ourselves a greater...
Show moreAs human beings we are designed and created in a fabric that is profound and complex. We are built with a framework where mind and body work in a concerted effort to maintain our lives automatically. A deep and defining part of our existence as humans is not just the innate desire to live but to live in consistent well-being—emotionally, physically, and mentally. I believe when we incorporate our knowledge of human physiology into our creative process then we allow ourselves a greater opportunity to create an authentic connection with our intended audience. My work during the past three years has been rooted in the study of these philosophical and scientific principles. I created a series of visual experimentations that aim to assist in my understanding of human beings at an emotional and biological level. Armed with a deep desire to understand humanity, my goal is to create work that fosters positive change and has significant impact in the world. My past and present research has been focused on human emotions, the intuitive creative process and the relationship between technology and establishing social identity.
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Date Issued
2011
Identifier
CFE0003693, ucf:48844
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0003693
BULLYING: OUT OF THE SCHOOL HALLS AND INTO THE WORKPLACE
Title
BULLYING: OUT OF THE SCHOOL HALLS AND INTO THE WORKPLACE.
Creator
Cooney, Lucretia, Huff-Corzine, Lin, University of Central Florida
Abstract / Description
The primary purpose of this study is to identify those people at most risk of being bullied at work. While much research is being conducted on school bullying, little has been conducted on workplace bullying. Using data gathered from a 2004 study conducted by the National Opinion Research Center for the General Social Survey, which included a Quality of Work Life (QWL) module for the National Institute for Occupational Safety and Health (NIOSH), linear regressions indicated significant...
Show moreThe primary purpose of this study is to identify those people at most risk of being bullied at work. While much research is being conducted on school bullying, little has been conducted on workplace bullying. Using data gathered from a 2004 study conducted by the National Opinion Research Center for the General Social Survey, which included a Quality of Work Life (QWL) module for the National Institute for Occupational Safety and Health (NIOSH), linear regressions indicated significant findings. As predicted, workers in lower level occupations, as ranked by prestige scoring developed at National Opinion Research, are more likely to be victimized. Data also suggest that being young, Black, and relatively uneducated may contribute to being bullied in certain situations. Future research is needed to examine influences of socio-economic, legal, and other demographic factors that may predict the chance of being bullied.
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Date Issued
2010
Identifier
CFE0003235, ucf:48512
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0003235
Physiological Reactions to Uncanny Stimuli: Substantiation of Self-Assessment and Individual Perception in User Enjoyment and Comfort
Title
Physiological Reactions to Uncanny Stimuli: Substantiation of Self-Assessment and Individual Perception in User Enjoyment and Comfort.
Creator
Ballion, Tatiana, Sims, Valerie, Chin, Matthew, Jones, Donald, University of Central Florida
Abstract / Description
There is abundant anecdotal evidence substantiating Mori's initial observation of the "uncanny valley", a point at which human response to non-human entities drops sharply with respect to comfort (Mori, 1970), and the construct itself has a long-standing history in both Robotics and Psychology. Currently, many fields such as design, training, entertainment, and education make use of heuristic approaches to accommodate the anticipated needs of the user/consumer/audience in certain important...
Show moreThere is abundant anecdotal evidence substantiating Mori's initial observation of the "uncanny valley", a point at which human response to non-human entities drops sharply with respect to comfort (Mori, 1970), and the construct itself has a long-standing history in both Robotics and Psychology. Currently, many fields such as design, training, entertainment, and education make use of heuristic approaches to accommodate the anticipated needs of the user/consumer/audience in certain important aspects. This is due to the lack of empirical substantiation or, in some cases, the impossibility of rigorous quantification; one such area is with respect to the user's experience of uncanniness, a feeling of "eeriness" or "wrongness" when interacting with artefacts or environments. Uncanniness, however, continues to be defined and measured in a largely subjective way, and often after the fact; an experience or product's uncanny features are pointed out after the item has been markedly avoided or complained about by the general public. These studies are among the first seeking to determine a constellation of personality traits and physiological responses that incline the user to have a more frequent or profound (")uncanny" reaction when presented with stimuli meeting the criteria for a level of "eeriness". In study 1, 395 adults were asked to categorize 200 images as uncanny, neutral, pleasant, or other. In Study 2, physiological and eye-tracking data was collected from twenty two adults as they viewed uncanny, neutral and pleasant images culled from study 1. This research identifies components of the uncanny valley related to subjective assessment, personality factors (using the HEXACO and Anthropomorphic Tendencies Scale), and biophysical measures, and found that traits unique to Emotionality on the HEXACO inventory, compounded with a form of anthropomorphism demonstrates a level of relationship to the subjective experience of uncanny stimuli. There is evidence that HEXACO type and forms of anthropomorphic perception mediates the biophysical expression and the subjective perception of the stimuli. In keeping with psychological hypotheses, stimuli to which the participants had greatest response centered on death, the threat of death, or mismatched/absent facial features.
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Date Issued
2012
Identifier
CFE0004354, ucf:49454
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004354