Rita Obeid

Statistical learning in specific language impairment and Autism Spectrum Disorder: a meta-analysis

Impairments in statistical learning might be a common deficit among individuals with Specific Language Impairment (SLI) and Autism Spectrum Disorder (ASD). Using meta-analysis, we examined statistical learning in SLI (14 studies, 15 comparisons) and ASD (13 studies, 20 comparisons) to evaluate this hypothesis. Effect sizes were examined as a function of diagnosis across multiple statistical learning tasks (Serial Reaction Time, Contextual Cueing, Artificial Grammar Learning, Speech Stream, Observational Learning, and Probabilistic Classification). Individuals with SLI showed deficits in statistical learning relative to age-matched controls. In contrast, statistical learning was intact in individuals with ASD relative to controls. Effect sizes did not vary as a function of task modality or participant age. Our findings inform debates about overlapping social-communicative difficulties in children with SLI and ASD by suggesting distinct underlying mechanisms. In line with the procedural deficit hypothesis (Ullman and Pierpont, 2005), impaired statistical learning may account for phonological and syntactic difficulties associated with SLI. In contrast, impaired statistical learning fails to account for the social-pragmatic difficulties associated with ASD.

Epidemiology of bloodstream infections caused by methicillin-resistant Staphylococcus aureus at a tertiary care hospital in New York

BACKGROUND In the United States, bloodstream infections (BSIs) are predominated by Staphylococcus aureus. The proportion of community-acquired methicillin-resistant S aureus (MRSA) BSI is on the rise. The goal of this study is to explore the epidemiology of BSI caused by S aureus within Staten Island, New York. METHODS This is a case-case-control study from April 2012-October 2014. Cases were comprised of patients with BSI secondary to MRSA and methicillin-sensitive S aureus (MSSA). The control group contained patients who were hospitalized during the same time period as cases but did not develop infections during their stay. Two multivariable models compared each group of cases with the uninfected controls. RESULTS A total of 354 patients were analyzed. Infections were community acquired in 76% of cases. The major source of BSI was skin-related infections (n = 76). The first multivariable model showed that recent central venous catheter placement was an independent infection risk factor (odds ratio [OR] = 80.7; 95% confidence interval [CI], 2.2-3,014.1). In the second model, prior hospital stay >3 days (OR = 4.1; 95% CI, 1.5-5.7) and chronic kidney disease (OR = 3.0; 95% CI, 1.01-9.2) were uniquely associated with MSSA. Persistent bacteremia, recurrence, and other hospital-acquired infections were more likely with MRSA BSI than MSSA BSI. CONCLUSION Most infections were community acquired. The presence of a central venous catheter constituted a robust independent risk factor for MRSA BSI. Patients with MRSA BSI suffered worse outcomes than those with MSSA BSI.

Phonological Priming With Nonwords in Children With and Without Specific Language Impairment

PURPOSE The cross-modal picture-word interference task is used to examine contextual effects on spoken-word production. Previous work has documented lexical-phonological interference in children with specific language impairment (SLI) when a related distractor (e.g., bell) occurs prior to a picture to be named (e.g., a bed). In the current study, the authors examined whether interference also arises with nonwords as distractors. METHOD In Study 1, children with SLI (N = 20; ages 7;1 [years;months] to 11;0) and age-matched controls named pictures accompanied by (a) phonologically related nonwords, (b) unrelated nonwords, or (c) the word go (baseline). Stimulus asynchrony (SA) varied across blocks with distractors occurring prior to (-300 ms, -100 ms) or after (+100 ms, +300 ms) the pictures. In Study 2, a cross-sectional sample of children (N = 48, 5;3 to 10;9) and adults (N = 16) performed the same task. RESULTS Child and adult control participants showed phonological priming (not interference) at early and late SAs, whereas children with SLI showed priming only at late SAs. Effect sizes correlated with language skills (Clinical Evaluation of Language Fundamentals-Fourth Edition scores; Semel, Wiig, & Secord, 2003). In the cross-sectional sample, anticipatory priming at SA -300 varied with age, with larger effects in older children. CONCLUSIONS Children with SLI utilize phonological information when it is available just in time for word production but fail to anticipate upcoming stimuli. Poor anticipatory processing may adversely affect language fluency in children with SLI.

Bullying and Identity Development: Insights from Autistic and Non-autistic College Students

Reduced cognitive empathy may put autistic people at risk for bullying. We compared interpretations of bullying provided by 22 autistic and 15 non-autistic college students. Autistic (and non-autistic) students reported less severe bullying in college relative to earlier in development. Chronic bullying was associated with improvements in self-descriptions and self-acceptance. Autistic students who were chronically bullied were more likely to self-identify as autistic when asked to explain their disability. Autistic and non-autistic students demonstrated similar levels of cognitive empathy, providing no evidence that a “double empathy problem” contributes to bullying for all autistic individuals. Findings suggest that recovery from bullying can contribute to resilience and that autistic people gain insights about bullying and how to overcome it with development.

Designing a Summer Transition Program for Incoming and Current College Students on the Autism Spectrum: A Participatory Approach

Students with Autism Spectrum Disorder (ASD) face unique challenges transitioning from high school to college and receive insufficient support to help them navigate this transition. Through a participatory collaboration with incoming and current autistic college students, we developed, implemented, and evaluated two intensive week-long summer programs to help autistic students transition into and succeed in college. This process included: (1) developing an initial summer transition program curriculum guided by recommendations from autistic college students in our ongoing mentorship program, (2) conducting an initial feasibility assessment of the curriculum [Summer Transition Program 1 (STP1)], (3) revising our initial curriculum, guided by feedback from autistic students, to develop a curriculum manual, and (4) pilot-testing the manualized curriculum through a quasi-experimental pre-test/post-test assessment of a second summer program [Summer Transition Program 2 (STP2)]. In STP2, two autistic college students assumed a leadership role and acted as “mentors” and ten incoming and current autistic college students participated in the program as “mentees.” Results from the STP2 pilot-test suggested benefits of participatory transition programming for fostering self-advocacy and social skills among mentees. Autistic and non-autistic mentors (but not mentees) described practicing advanced forms of self-advocacy, specifically leadership, through their mentorship roles. Autistic and non-autistic mentors also described shared (e.g., empathy) and unique (an intuitive understanding of autism vs. an intuitive understanding of social interaction) skills that they contributed to the program. This research provides preliminary support for the feasibility and utility of a participatory approach in which autistic college students are integral to the development and implementation of programming to help less experienced autistic students develop the self-advocacy skills they will need to succeed in college.

An Intervention Designed to Reduce Plagiarism in a Research Methods Classroom

Research has shown that plagiarism is on the increase in higher education. Some state that this is due to poor knowledge rather than intentional cheating. Other researchers explain that plagiarism is on the rise due to increased competitiveness in college and easy access to work that has already been completed. In this study, we show how a 2-hr intervention in a research methods classes, available free online, successfully reduced plagiarism in a sample of undergraduate students registered in a research methods in psychology class across three semesters. The implications of this study are that students need specific training and knowledge, not simply the threat of being caught, before their plagiarism is reduced.

Which forms of active learning are most effective: Cooperative learning, writing-to-learn, multimedia instruction, or some combination?

Despite support for active learning, little research has directly compared active techniques to determine which are most beneficial for student learning and motivation. The current study compared the active-learning techniques of cooperative learning (CL) and writing-to-learn (WTL) while also varying the modality of presentation (textual or multimedia) of lessons on key concepts and classic experiments in child development. Undergraduates (N = 165) in 4 sections of a developmental psychology course completed lesson modules, quizzes, and the Intrinsic Motivation Inventory (IMI) in each of 4 active-learning conditions: text-based WTL (definitional writing), text-based CL, multimedia CL, and multimedia WTL (evaluative writing). Multimedia WTL (evaluative writing) was found to be most effective for overall learning. Multimedia CL was most effective for lower-level factual learning, and showed a trend toward enhancing student motivation. In sum, integrating multimedia presentation of lesson material with active-learning techniques enhanced educational benefits. Implications for pedagogical practice are considered.