We are now enrolling children with behavioral or emotional concerns in a new study to see if a training intervention helps them recognize feelings and expressions!

​Scan the QR code or click the link to find out if your child is eligible to participate! 

https://universityofalabama.az1.qualtrics.com/jfe/form/SV_7NT5lxzj7xkuCd8

The SENSE Program

SENSE Theatre is a theatre-based program developed to help kids who have autism develop social competence. In SENSE, kids learn about concepts like social encouragement, directed communication, and social acceptance by interacting with non-autistic and autistic peers in a fun and supportive environment. In this study, kids were randomly assigned to either SENSE Theatre or the control intervention, which was a group program addressing interpersonal relationships and intimacy. Kids who received SENSE exhibited changes in neural responses (brain activity) to social stimuli, which suggests heightened attention to social information, and these changes were linked to improvement in some social behaviors.

Want to learn more? Click HERE to read the full research article!

The CYDI was one of three sites involved in a multisite clinical trial testing the effect of SENSE, a theatre program for kids with autism spectrum disorder. We are grateful to all the families who participated in this study, and to Ms. Sara-Margaret Cates, Theatre Director at Tuscaloosa Academy, for making this work possible.

If you are interested in being a part of treatment studies or other projects, please consider joining our family registry: https://redcap.as.ua.edu/surveys/?s=PFK7MWMA37

Youth aggression and peer victimization as predictors of adolescent alcohol and marijuana use: A longitudinal analysis of youth with aggressive behavior problems

by Estephan A. Hakim, Kristina L. Mcdonald, John E. Lochman, Nicole Powell, Tricia H. Witte & Eric M. Vernberg

Youth who are behaviorally aggressive and victimized by their peers comprise a significant population with specific risks and vulnerabilities relative to substance use. The goals of the current study were to examine the roles that youth aggression and peer victimization play in determining the timing of alcohol and marijuana use initiation and the frequency of use 5-years later in a sample of at-risk, aggressive youth. 360 youth (Mage= 10.17 years; 65% boys, 35% girls; 78.1% African American, 20.3% Caucasian, 1.4% Hispanic, and 0.3% other) recruited for a prevention program for at-risk youth were followed for 5 years (4th – 9th grade). Cox PH regressions were conducted to predict timing of alcohol and marijuana use initiation. Zero-inflated negative binomial regressions were used to predict frequency of alcohol and marijuana use 5 years later. Results showed that peer victimization inferred decreased risk of alcohol use initiation. However, this effect was only observed for youth with relatively moderate, and low levels of aggression. Findings suggest that differences in youth aggression and victimization interact to predict distinct outcomes, suggesting the need for a more comprehensive approach when working with aggressive youth who have experienced peer victimization.

Black adolescents’ racial experiences and school support

by Olivia Thompson

It is all too common for Black Americans in higher education to find few peers and faculty who look like them. A few societal systems contribute to this uncomfortable reality. For example, Black students in the United States are more likely than their white counterparts to face suspension and expulsion from school for engaging in similar behaviors, contributing to the ‘school-to-prison pipeline’ and the disproportionate numbers of Black people in the US prison system. Black individuals also tend to have low socioeconomic status in the USA.  

Experimental Therapeutics in Clinical Child and Adolescent Psychology: Identifying Mechanisms and Moving the Needle

by Susan White

The premise of experimental therapeutics is that one can (a) target a process, or mechanism, underlying psychopathology and (b) that change in said mechanism can cause clinical improvement. Targeting specific mechanisms may permit more effective and personalized medicine. The experimental therapeutics approach holds promise for improving the potency and efficiency of treatments for childhood psychopathology, and for advancing our understanding of the factors that both cause and sustain psychopathology. 

Association between lower-level of environmental lead exposure and reactive and proactive aggression in youth: Sex differences

by Andrea L. Glenn, Yuli Li, and Jianghong Liu

Lead exposure during childhood has been associated with a variety of negative outcomes, including antisocial/aggressive behavior. The objective of this study was to examine relationships between childhood blood lead levels and proactive and reactive aggression. Further, sex differences were examined within these relationships. Results show that blood lead levels were associated with reactive but not proactive aggression. There was a significant interaction between lead level and sex in predicting aggression: boys with higher blood lead level were higher in both proactive and reactive aggression, but these differences were not present in girls. Therefore, lead exposure may have broad effects on antisocial behavior, but boys may be more susceptible than girls.

The Perceived Effects of the Onset of the COVID-19 Pandemic: A Focus on Educators’ Perceptions of the Negative Effects on Educator Stress & Student Well-Being

by Catherine Bradshaw, Joseph Kush, Summer Braun, & Emily Kohler

The COVID-19 pandemic resulted in an urgent pivot to remote learning, causing many challenges for teachers and school administrators. The current study sought to better understand the extent to which the perceived negative impacts of COVID-19 on U.S. educators and their students varied as a function of staff role (teacher vs. administrator), school level (elementary vs. secondary school), and type of school setting (public vs. private), as reported through a national survey of educators conducted in June through July of 2020. Using data from 608 educators (n=481 teachers and n=127 administrators; 48% elementary; 85% public school), we examined educators’ perceptions of negative impacts on their personal lives, professional lives, and students’ lives; major challenges; and stress in various domains. Findings suggested an overall high level of concern across domains. Investigation of educator subgroup effects suggested elementary educators and administrators were most concerned about the negative impacts on students.

Youth with Low Pre‑injury Mental Health Symptoms Are at a Higher Risk for Symptoms Following Mild Traumatic Brain Injury

by Brandon McCormick & Andrea Glenn

Concussions are common in children and adolescents and may be related to long-term mental health symptoms. However, many studies do not consider how pre-existing mental health system might influence the effects of concussions on mental health. In this study, we used data from the Project on Human Development in Chicago Neighborhoods to examine this idea. We found that youth with lower levels of pre-existing mental health symptoms were at greater risk for increases in mental health symptoms following concussions compared to youth with higher pre-existing symptoms.

Emotion regulation and executive function: Association with depression and anxiety in autism

by Caitlin M. Conner, Rebecca Elias, Isaac C. Smith, & Susan W. White

Adolescents and young adults with ASD often experience co-occuring mental health conditions such as mood or anxiety problems, as well as impairments in emotion regulation and executive functioning. However, little research has examined inter-relationships among these constructs. This study aimed to examine whether executive functioning impairment, above and beyond emotion regulation impairment, were associated with depression and anxiety symptoms. Results suggest that ASD characteristics, emotion regulation, anxiety, and depression were significantly correlated. Emotion regulation impairments were significant contributors to anxiety and depression. Inhibition difficulties did not uniquely contribute to depression or anxiety above and beyond emotion regulation impairment. Difficulties in cognitive flexibility were associated with depression above and beyond other factors, but not associated with anxiety. Therefore, improving emotion regulation may have broader transdiagnostic impact across both mood and anxiety symptoms in ASD.

Profiles of teachers’ occupational health: Associations with classroom management practices, gender, and race

by ​Summer Braun, Chelsea Kaihoi, Heather McDaniel, & Catherine Bradshaw

This study examined teachers’ occupational health, measured by feelings of job stress, burnout, and teaching self-efficacy. Results from 516 teachers indicated that there were four profiles of teachers: lowest occupational health (17% of the sample), low-to-mid occupational health/mid self-efficacy (38%), mid-to-high occupational health/mid-self-efficacy (30%), and highest (15%) occupational health. Proactive behavior management practices were observed less frequently for teachers in the lowest (vs. highest) occupational health profile. White female teachers were associated with profiles of low occupational health more than White male teachers, and male and female teachers of color. Findings offer insight into the consequences of poor occupational health along with who may be at risk for experiences of poor occupational health.