Intellicount: High-Throughput Quantification of Fluorescent Synaptic Protein Puncta by Machine Learning.

Synapse formation analyses can be performed by imaging and quantifying fluorescent signals of synaptic markers. Traditionally, these analyses are done using simple or multiple thresholding and segmentation approaches or by labor-intensive manual analysis by a human observer. Here, we describe Intellicount, a high-throughput, fully-automated synapse quantification program which applies a novel machine learning (ML)-based image processing algorithm to systematically improve region of interest (ROI) identification over simple thresholding techniques. Through processing large datasets from both human and mouse neurons, we demonstrate that this approach allows image processing to proceed independently of carefully set thresholds, thus reducing the need for human intervention. As a result, this method can efficiently and accurately process large image datasets with minimal interaction by the experimenter, making it less prone to bias and less liable to human error. Furthermore, Intellicount is integrated into an intuitive graphical user interface (GUI) that provides a set of valuable features, including automated and multifunctional figure generation, routine statistical analyses, and the ability to run full datasets through nested folders, greatly expediting the data analysis process.

A multivariate analysis of the revised Conners' Teacher Rating Scale with low-income, urban preschool children.

The present investigation addressed the utility of the revised Conners' Teachers Rating Scale (CTRS-28) with low-income urban preschool children. CTRS-28 ratings for a large sample of preschool children from an urban Head Start program were analyzed using exploratory factor analysis. Analyses yielded a 3-factor structure: Conduct problems, Hyperactivity, and Passivity. Further analyses cross-validated this structure for males and females and supported its integrity. Multimethod, multisource validity analyses substantiated the CTRS-28 dimensions. The Play Disruption factor of the parent and teacher Penn Interactive Peer Play Scales (PIPPS) provided convergent validity for the Conduct and Hyperactivity factors of the CTRS-28, whereas the Play Interaction factor revealed divergent validity. The Play Disconnection factor of the PIPPS validated the CTRS-28 Passivity factor. The Q-Sort Emotional Regulation scale provided divergent validity for the Conduct and Hyperactivity factors and likewise the Q-Sort Autonomy scale provided divergent validity for the Passivity factor. Age and sex differences were assessed across the 3 factors of the derived preschool structure. A main effect was found for sex and age indicating that boys displayed higher levels of Hyperactivity and Passivity problems than girls did. Similarly, 4-year-old children demonstrated higher levels of Passivity problems than did 5-year-old children.

Prevalence and effects of child exposure to domestic violence.

In recent years, researchers have focused attention on children who are exposed to domestic violence. Although presently there are no scientifically credible estimates of the national prevalence of children exposed to domestic violence, existing data suggest that large numbers of American children are affected. This article discusses the limitations of current databases and describes a promising model for the collection of reliable and valid prevalence data, the Spousal Assault Replication Program, which uses data collected through collaboration between police and university researchers. Research examining the effects of childhood exposure to domestic violence is also limited by a range of methodological problems. Despite this, however, sufficient evidence from the body of studies exists to conclude that such exposure has adverse effects. The specific effects may differ depending on a host of variables, such as the children's ages, the nature and severity of the violence, the existence of other risk factors in the children's lives (for example, poverty, parental substance abuse), and whether the children are also directly physically abused. In general, childhood exposure to domestic violence can be associated with increased display of aggressive behavior, increased emotional problems such as depression and/or anxiety, lower levels of social competence, and poorer academic functioning. A scientifically credible body of research on the prevalence and effects of childhood exposure to domestic violence is necessary to promote the development of effective interventions and to permit the proper channeling of public and private funds. This article identifies some of the steps that can be taken to build the research capacity necessary to obtain the needed data.

A contextually relevant assessment of the impact of child maltreatment on the social competencies of low-income urban children.

OBJECTIVE: A developmental-ecological model was used to explore the psychological adjustment and peer social competencies of maltreated preschool children. METHOD: Enhanced research methods were used that included verification of maltreatment status, multiple-variable matching of comparison children, and contextually relevant assessment. One hundred eight Head Start children, of whom 54 were maltreated, participated. Assessment of social functioning included measurement of peer play interactions, global social skills, peer sociometrics, and teacher and parent ratings of behavior problems. RESULTS: Findings indicated that maltreated children were significantly less interactive in peer play and overall exhibited less self-control and interpersonal skill in social interactions than nonmaltreated children. In addition, maltreated children were more likely than their nonmaltreated peers to receive low sociometric ratings and were found by both teachers and parents to display more internalizing behavior problems than comparison children. CONCLUSIONS: These findings indicate the importance of using developmentally sensitive research methods to inform contextually relevant interventions.

The challenge of creating thoughtful research agendas.

This article is an affirmative rejoinder to a recent editorial calling for revitalizing psychiatric research and education. It reviews the shortcomings of our present knowledge- and research-base using the state of child psychiatry as an exemplar. It concludes that we, as a specialty, must be cautious in setting a course for a research agenda in the new millenium and posits that the most informative research and intervention will occur by using multiple measures and sources of information. As understanding of patients and their problems in development and in context grows, intervention research that will be useful, timely, and cost-effective must include cross-discipline teams of researchers and practitioners who will speak to these complexities.

Domestic violence and children: prevalence and risk in five major U.S. cities.

OBJECTIVE: Children witnessing domestic violence is a major national concern. The present study provided data on the prevalence of children's exposure to substantiated cases of adult female assaults in five U.S. cities. METHOD: Data for this study were drawn from the Spouse Assault Replication Program (SARP) database, collected from police officers and female victims of misdemeanor domestic violence. In addition, household demographic data and data on involvement of children in the violent incidents were collected. Data from the SARP households were compared with census data from each city. RESULTS: Results indicated that children were disproportionately present in households with domestic violence and that young children were disproportionately represented among these children. Moreover, these children were exposed to excessive levels of additional developmental risk factors and they were involved in the incidents to varying degrees. CONCLUSIONS: These findings underscore the importance of establishing a more rigorous interdisciplinary, scientific research agenda to inform assessment and treatment efforts for a very vulnerable group of children who witness domestic violence, children aged 0 through 5 years.

Community-based resilient peer treatment of withdrawn maltreated preschool children.

The purpose of the present study was to evaluate differences in the social play of maltreated and nonmaltreated preschool children and the effectiveness of a resilient peer treatment (RPT) for socially withdrawn victims of physical abuse and neglect. RPT is a peer-mediated classroom intervention based on a developmental-ecological model. It involves pairing withdrawn children with resilient peers in the natural classroom under the supervision of a parent assistant. Forty-six Head Start children, of whom 22 were maltreated, were randomly assigned to RPT and control conditions. Outcome variables were observational categories of social play and standardized teacher ratings. Before treatment, maltreated children were significantly more isolated and less interactive in peer play than nonmaltreated children. RPT resulted in a significant increase in positive interactive peer play and a decrease in solitary play for maltreated and nonmaltreated, socially withdrawn children. Moreover, treatment gains in social interactions were validated 2 months following treatment. Findings are discussed in terms of a developmental-ecological model.

The Pictorial Scale of Perceived Competence and Social Acceptance: does it work with low-income urban children?

The present study represents a twofold investigation wherein (a) the construct validity of the Pictorial Scale of Perceived Competence and Social Acceptance for Young Children (PSPCSA) and (b) the developmental appropriateness of the PSPCSA were empirically examined for urban Head Start children. Data were collected from a sample of 476 African-American children (48-64 months) representing children enrolled in a large metropolitan Head Start program. In the first study, neither replication of the test author's statistical procedures nor a series of exploratory factor analyses produced psychologically meaningful constructs. A second study tested the assumption that the PSPCSA administration format is developmentally appropriate for preschool children. Results from this study did not support the assumption that the PSPCSA is developmentally appropriate for preschool children. Implications for establishing valid assessment methods for urban Head Start children were discussed.

Effects of interparental violence on the psychological adjustment and competencies of young children.

Preschool children (N = 107) were divided into 4 groups on the basis of maternal report; home and shelter groups exposed to verbal and physical conflict, a home group exposed to verbal conflict only, and a home control group. Parental ratings of behavior problems and competencies and children's self-report data were collected. Results show that verbal conflict only was associated with a moderate level of conduct problems: verbal plus physical conflict was associated with clinical levels of conduct problems and moderate levels of emotional problems; and verbal plus physical conflict plus shelter residence was associated with clinical levels of conduct problems, higher level of emotional problems, and lower levels of social functioning and perceived maternal acceptance. Findings suggests a direct relationship between the nature of the conflict and residence and type and extent of adjustment problems.

Behavioral treatment of the victims of child abuse and neglect.

Although there is a little debate that victims of child abuse and neglect suffer ill effect, scientifically validated, behavioral treatment of child victims is virtually nonexistent. This article examines three pertinent facets of the child-maltreatment knowledge base: (a) national child abuse and neglect reporting, (b) empirical investigations of the psychological effects of maltreatment, and (c) a small number of treatment outcome studies. Based on this review, guidelines are presented to promote the development of practical, treatment outcome investigations that adequately reflect existing data about child victims and their life circumstances and that are responsive to their specific needs and available resources.

The effects of peer social initiations on the social behavior of withdrawn maltreated preschool children.

The present study evaluated the treatment and generalization effects of implementing a peer social initiation intervention with four severely withdrawn maltreated preschool children. Positive social response and initiation data were collected across the treatment (a playroom) and the natural classroom setting. A reversal design superimposed on a multiple baseline was used to evaluate the effectiveness. The results indicated increases in positive social responses and initiations across treatment and generalization settings. Follow-up data for two children indicated time and setting-time generalization effects. Teacher reports validated treatment gains.

Treatment of severe self-injurious behavior by the mentally retarded using the bubble helmet and differential reinforcement procedures.

We examined the effectiveness of a bubble helmet and differential reinforcement procedures in the treatment of the self-injurious behavior (SIB) of three adult residents of a state hospital for the developmentally disabled. A multiple-baseline design across settings and an ABC design were used to assess the effectiveness of these procedures. Results indicated that the introduction of the bubble helmet in conjunction with differential reinforcement procedures produced notable reductions in SIB for all three participants. These reductions were significantly greater than those produced by using the differential reinforcement procedures alone. Social validity, generalization and follow-up data further documented the efficacy and acceptability of the bubble helmet plus differential reinforcement procedures. The advantages of the bubble helmet over other forms of restraint and the theoretical implications of these findings are also discussed.

Parent and social-skills training for mentally retarded mothers identified as child maltreaters.

The effectiveness and generality of a parent- and social-skills training program for three mildly retarded mothers identified as child maltreaters were investigated. The program was conducted by one trainer in a community-based facility and included the following components: individualized performance standards, response-specific feedback, self-monitoring, and group rewards. A multiple-baseline design across parenting- and social-skill areas was used to evaluate the training. The findings revealed that the game contingencies effectively increased the mothers' ability to identify the most effective action to take in common problematic parenting and social situations. Generalization and recidivism data supported the efficacy of treatment gains.

The effects of reciprocal peer tutoring and group contingencies on the academic performance of elementary school children.

We evaluated the effects of reciprocal peer tutoring combined with group reinforcement contingencies on the arithmetic performance of 12 underachieving fifth-grade students. Results indicated that the intervention increased the students' arithmetic performance to a level indistinguishable from their classmates during treatment and 12-week follow-up phases. Pre-, post-, and follow-up sociometric data indicated that the students who participated in the treatment groups increased their amount of peer affiliation with other treatment group members.

The generality and social validity of a competency-based self-control training intervention for underachieving students.

We evaluated the effectiveness, generality, and social validity of a modified version of a competency-based self-control package developed by Stevenson and Fantuzzo (1984). Three underachieving fifth-grade students were trained to use this intervention to increase their arithmetic proficiency. Results indicated that the intervention produced improved arithmetic performance. Moreover, all possible classes of generalization were evidenced for the participants. Social validity data showed that the children's arithmetic performance either surpassed or approached the mean performance of their higher achieving classmates. Additionally, teachers reported that the intervention was effective, appropriate for classroom use, and easy to implement.

Competency mandate: a model for teaching skills in the administration of the WAIS-R.

The Standards for Educational and Psychological Tests as well as other official policy statements of the American Psychological Association call for competent assessment skills. However, a thorough review of the literature evidences only a handful of models that transmit these mandates into practice. The MASTERY model, a competency-based training procedure, was employed in this investigation as a cost-effective means of actualizing these professional standards. This systematic procedure brought 31 graduate students in clinical psychology to criterion level for competent administration of the WAIS-R after less than 10 hours and two administrations. Practical and research implications of this training model for clinical psychology were discussed.

Contingent application of a protective device to treat the severe self-biting behavior of a disturbed autistic child.

This study introduces the Bubble Helmet, a protective device, as an effective means of treating severe cases of self-biting behavior with disturbed developmentally disabled persons. The apparatus is a clear plastic sphere which fastens over the client's head, shielding the mouth from contact with hands and forearms. Use of the bubble in a response-contingent manner effectively eliminated the intense self-biting behavior of a 9-year-old autistic child in a community-based group home. This made it possible for her to be placed in a less restrictive community facility.