Robert D. Abbott

Early social attention impairments in autism: social orienting, joint attention, and attention to distress.

This study investigated social attention impairments in autism (social orienting, joint attention, and attention to anothers distress) and their relations to language ability. Three- to four-year-old children with autism spectrum disorder (ASD; n = 72), 3- to 4-year-old developmentally delayed children (n = 34), and 12- to 46-month-old typically developing children (n = 39), matched on mental age, were compared on measures of social orienting, joint attention, and attention to anothers distress. Children with autism performed significantly worse than the comparison groups in all of these domains. Combined impairments in joint attention and social orienting were found to best distinguish young children with ASD from those without ASD. Structural equation modeling indicated that joint attention was the best predictor of concurrent language ability. Social orienting and attention to distress were indirectly related to language through their relations with joint attention. These results help to clarify the nature of social attention impairments in autism, offer clues to developmental mechanisms, and suggest targets for early intervention.

Frequency of bowel movements and the future risk of Parkinson’s disease

Background: Constipation is frequent in PD, although its onset in relation to clinical PD has not been well described. Demonstration that constipation can precede clinical PD could provide important clues to understanding disease progression and etiology. The purpose of this report is to examine the association between the frequency of bowel movements and the future risk of PD. Methods: Information on the frequency of bowel movements was collected from 1971 to 1974 in 6790 men aged 51 to 75 years without PD in the Honolulu Heart Program. Follow-up for incident PD occurred over a 24-year period. Results: Ninety-six men developed PD an average of 12 years into follow-up. Age-adjusted incidence declined consistently from 18.9/10,000 person-years in men with <1 bowel movement/day to 3.8/10,000 person-years in those with >2/day (p = 0.005). After adjustment for age, pack-years of cigarette smoking, coffee consumption, laxative use, jogging, and the intake of fruits, vegetables, and grains, men with <1 bowel movement/day had a 2.7-fold excess risk of PD versus men with 1/day (95% CI: 1.3, 5.5; p = 0.007). The risk of PD in men with <1 bowel movement/day increased to a 4.1-fold excess when compared with men with 2/day (95% CI: 1.7, 9.6; p = 0.001) and to a 4.5-fold excess versus men with >2/day (95% CI: 1.2, 16.9; p = 0.025). Conclusions: Findings indicate that infrequent bowel movements are associated with an elevated risk of future PD. Further study is needed to determine whether constipation is part of early PD processes or is a marker of susceptibility or environmental factors that may cause PD.

Contributions of morphology beyond phonology to literacy outcomes of upper elementary and middle-school students

Using structural equation modeling the authors evaluated the contribution of morphological awareness, phonological memory, and phonological decoding to reading comprehension, reading vocabulary, spelling, and accuracy and rate of decoding morphologically complex words for 182 4th- and 5th-grade students, 218 6th- and 7th-grade students, and 207 8th- and 9th-grade students in a suburban school district. Morphological awareness made a significant unique contribution to reading comprehension, reading vocabulary, and spelling for all 3 groups, to all measures of decoding rate for the 8th/9th-grade students, and to some measures of decoding accuracy for the 4th/5th-grade and 8th/9th-grade students. Morphological awareness also made a significant contribution to reading comprehension above and beyond that of reading vocabulary for all 3 groups.

Predictors of Early High School Dropout: A Test of Five Theories.

This study compared the adequacy of 5 theories to predict dropping out of high school before the 10th grade. These theories include full mediation by academic achievement and direct effects related to general deviance, deviant affiliation, family socialization, and structural strains. Nested latent variable models were used to test these theories on prospective data from an ethnically diverse urban sample. Poor academic achievement mediated the effect of all independent factors on school dropout, although general deviance, bonding to antisocial peers, and socioeconomic status also retained direct effects on dropping out. Therefore, none of the theories tested was fully adequate to explain the data, although partial support was obtained for each theory. Implications for prevention of early high school dropout are discussed.

Developmental risk factors for youth violence.

PURPOSE To replicate earlier research findings on risk factors for youth violence and to explore the effects on violent behavior of constructs shown to increase risk for other problem behaviors, within a developmental frame. METHODS Data were from the Seattle Social Development Project (SSDP), a prospective study involving a panel of youths followed since 1985. Potential risk factors for violence at age 18 years were measured at ages 10, 14, and 16 years. Bivariate relationships involving risk factor constructs in the individual, family, school, peer and community domains and violence were examined at each age to assess changes in their strength of prediction over time. Attention was also given to the additive strength of increasing numbers of risk factors in the prediction of violence at age 18 years. A final set of analyses explored the extent to which youths were correctly classified as having committed a violent act (or not) at age 18 years on the basis of their overall level of risk at ages 10, 14, and 16 years. RESULTS At each age, risk factors strongly related to later violence were distributed among the five domains. Ten of 15 risk factors constructs measured at age 10 years were significantly predictive of violence at age 18 years. Twenty of 25 constructs measured at age 14 years and 19 of 21 constructs measured at age 16 years were significantly predictive of later violence. Many constructs predicted violence from more than one developmental point. Hyperactivity (parent rating), low academic performance, peer delinquency, and availability of drugs in the neighborhood predicted violence from ages 10, 14, and 16 years. Analyses of the additive effects of risk factors revealed that youths exposed to multiple risks were notably more likely than others to engage in later violence. The odds for violence of youths exposed to more than five risk factors compared to the odds for violence of youths exposed to fewer than two risk factors at each age were seven times greater at age 10 years, 10 times greater at age 14 years, and nearly 11 times greater at age 16 years. However, despite information gained from all significant risk factors, the overall accuracy in predicting youths who would go on to commit violent acts was limited. CONCLUSIONS Findings from the study have important implications for preventive intervention programs. Prevention efforts must be comprehensive and developmentally sensitive, responding to large groups or populations exposed to multiple risks.

Parenting stress and psychological functioning among mothers of preschool children with autism and developmental delay

Parents of children with developmental disabilities, particularly autism spectrum disorders (ASDs), are at risk for high levels of distress. The factors contributing to this are unclear. This study investigated how child characteristics influence maternal parenting stress and psychological distress. Participants consisted of mothers and developmental-age matched preschool-aged children with ASD (N = 51) and developmental delay without autism (DD) ( N = 22). Evidence for higher levels of parenting stress and psychological distress was found in mothers in the ASD group compared to the DD group. Childrens problem behavior was associated with increased parenting stress and psychological distress in mothers in the ASD and DD groups. This relationship was stronger in the DD group. Daily living skills were not related to parenting stress or psychological distress. Results suggest clinical services aiming to support parents should include a focus on reducing problem behaviors in children with developmental disabilities.

Role of mechanics in composing of elementary school students : A new methodological approach

The authors used multiple-group structural equation modeling to analyze structural relationships between latent factors underlying separate measures of handwriting, spelling, and composing in Grades 1-6. For compositional fluency, the paths from both handwriting and spelling were significant in the primary grades, but only the path from handwriting was significant in the intermediate grades. For compositional quality, only the path from handwriting was significant at the primary and intermediate grades. The contribution of spelling to compositional quality was indirect through its correlation with handwriting. Handwriting and spelling accounted for a sizable proportion of the variance in compositional fluency (41% to 66%) and compositional quality (25% to 42%). These findings show that the mechanical skills of writing may exert constraints on amount and quality of composing. Theoretical and educational implications of the findings are discussed.

Treatment of Handwriting Problems in Beginning Writers: Transfer from Handwriting to Composition.

Almost 700 children were screened to identify 144 1st graders at risk for handwriting problems who were randomly assigned to 1 of 6 treatment conditions. Treatment was delivered to groups of 3 that met twice a week in 20-min sessions until they completed 24 lessons. Five groups received 10 min of different kinds of handwriting instruction. The contact control group received 10 min of phonological awareness training. All 6 groups composed and shared their writing for 10 min. Converging evidence across multiple measures showed that combining numbered arrows and memory retrieval was the most effective treatment for improving both handwriting and compositional fluency (composing with time limits). Thus instruction aimed at improving transcription transfers to improved text generation in beginning writers.

Excessive daytime sleepiness and subsequent development of Parkinson disease

Objective: To determine if excessive daytime sleepiness (EDS) can predate future Parkinson disease (PD). Methods: EDS was assessed in 3,078 men aged 71 to 93 years in the Honolulu-Asia Aging Study from 1991 to 1993. All were free of prevalent PD and dementia. Follow-up for incident PD was based on three repeat neurologic assessments from 1994 to 2001. Results: During the course of follow-up, 43 men developed PD (19.9/10,000 person-years). After age adjustment, there was more than a threefold excess in the risk of PD in men with EDS vs men without EDS (55.3 vs 17.0/10,000 person-years; odds ratio [OR] = 3.3; 95% CI = 1.4 to 7.0; p = 0.004). Additional adjustment for insomnia, cognitive function, depressed mood, midlife cigarette smoking and coffee drinking, and other factors failed to alter the association between EDS and PD (OR = 2.8; 95% CI = 1.1 to 6.4; p = 0.014). Other sleep related features such as insomnia, daytime napping, early morning grogginess, and frequent nocturnal awakening showed little relation with the risk of PD. Conclusions: Excessive daytime sleepiness may be associated with an increased risk of developing Parkinson disease.

Relationship of Morphology and Other Language Skills to Literacy Skills in At-Risk Second-Grade Readers and At-Risk Fourth-Grade Writers.

Structural equation modeling evaluated the contribution of phonological, orthographic, morphological, and oral vocabulary factors to word reading, spelling, and reading comprehension outcomes in 98 2nd graders at risk for passing state standards in reading and to those same outcomes plus composing in 97 4th graders at risk for passing state standards in writing. For 2nd-grade children, morphology contributed uniquely to reading comprehension, and oral vocabulary and orthography contributed uniquely to word reading. For 4th-grade children, morphology and oral vocabulary did not contribute uniquely to any outcomes, but morphology and word reading were correlated, and orthography and phonology contributed uniquely to decoding words with affixes. Fourth graders are still learning to coordinate orthographic, phonological, and morphological cues in written words. (PsycINFO Database Record (c) 2016 APA, all rights reserved)