Browsing by Author "Lochman, John"

Now showing 1 - 6 of 6
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    Contextual Factors in Risk and Prevention Research
    (2004-07) Lochman, John; University of Alabama Tuscaloosa
    This paper reviews how cascading levels of contextual influences, starting with family factors and extending to neighborhood and school factors, can affect children’s behavioral and emotional development. The ability of contextual factors to trigger or to attenuate children’s underlying temperament and biological risk factors is emphasized. Recognition of the powerful effects of an array of contextual factors on children’s development has clear implications for preventive interventions as well. Intervention research can explore the effects of multicomponent interventions directed at children’s family and peer contextual influences, can examine how contextual factors predict children’s responsivity to interventions, and can examine how contextual factors have effects on how, and how well, interventions are delivered in the real worlds of schools and community agencies.
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    Exploring the Relationships Between Attention-Deficit/Hyperactivity Disorder Symptom Domains and Treatment Outcomes in the Coping Power Program
    (University of Alabama Libraries, 2023) King, Savannah; Jarrett, Matthew A
    Attention-Deficit/Hyperactivity Disorder (ADHD) and Oppositional Defiant Disorder (ODD) are highly comorbid. The Coping Power Program is designed for children with or at-risk for aggressive behaviors and is often used to treat ODD. The current study builds upon the work of Lochman et al. (2015) and seeks to test whether ADHD symptoms can be altered using the Coping Power Program, through what mechanisms these changes might occur, and whether ADHD symptoms might predict treatment response. We hypothesized that participants in both conditions would see reduced ADHD symptoms. We also hypothesized that deficits in inhibitory control would mediate the effects of treatment. Lastly, we hypothesized that those with greater attention problems prior to treatment would not be as successful in the group condition compared to the individual condition. We found both parent and teacher-reported attention problems and hyperactivity levels decreased over time and those in the individual condition had a greater reduction in both symptom domains relative to the group condition according to teachers; however, group status did not predict change in parent-reported attention problems. Findings also support that those in the individual condition had greater decline in parent-reported aggression relative to the group condition; however, at low levels of inattention, those in the individual condition saw less of a decline in aggression than those in the group condition. Additionally, those with higher levels of hyperactivity saw a greater decline in parent-reported aggression. Mediation analyses were not significant. Findings generally support the Coping Power Program as an efficacious intervention for ADHD. Future research should continue to investigate intervention efficacy to contribute to advancements in treatments for ADHD.
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    Facial Affect Sensitivity Training for Young Children with Emerging CU Traits: An Experimental Therapeutics Approach
    (Routledge, 2022) White, Bradley A.; Dede, Breanna; Heilman, Meagan; Revilla, Rebecca; Lochman, John; Hudac, Caitlin M.; Bui, Chuong; White, Susan W.; University of Alabama Tuscaloosa
    Objective This article delineates best practices in the application of the experimental therapeutics framework for evaluating interventions within the context of randomized controlled trials (RCTs), offering a methodological primer and guiding framework for this approach. We illustrate these practices using an ongoing clinical trial conducted within the framework of a National Institute of Mental Health exploratory phased-innovation award for the development of psychosocial therapeutic interventions for mental disorders (R61/R33), describing the implementation of a novel "Facial Affect Sensitivity Training" (FAST) intervention for children with callous-unemotional (CU) traits. CU traits (e.g., lack of guilt or remorse, low empathy, shallow affect) are an established risk factor for persistent and severe youth misconduct, which reflect impairment in identified neurocognitive mechanisms that interfere with child socialization, and predict poor treatment outcomes, even with well-established treatments for disruptive behavior. Method We outline the stages, goals, and best practices for an experimental therapeutics framework. In the FAST trial, we assert that impaired sensitivity for emotional distress cues (fear and/or sadness) is mechanistically linked to CU traits in children, and that by targeting sensitivity to facial affect directly via a computerized automated feedback and incentive system, we can exert downstream effects on CU traits. Results In the context of an open pilot trial, we found preliminary support for feasibility and mechanism engagement using FAST. Conclusions We summarize pilot study limitations and how they are being addressed in the R61/R33 RCTs, as well as challenges and future directions for psychosocial experimental therapeutics.
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    Psychopathy and resting state EEG (theta/beta) in adolescent offenders
    (University of Alabama Libraries, 2019) Clark, Abby Pullen; Salekin, Randall T.; University of Alabama Tuscaloosa
    Psychopathy is a personality disorder that is underpinned by three factors including grandiose-manipulative, callous-unemotional, and daring-impulsive traits. Recently, researchers have turned to investigating the physiological correlates of psychopathy to more fully understand the etiology and neuronal functioning of the condition. However, few studies exist on the neurocorrelates of psychopathy within adolescent samples and little information is provided on the underlying dimensions of psychopathy. The aim of this study was to test neural functioning of 50 adolescents with varying degrees of psychopathic traits using EEG spectra analysis. Theta/beta ratio was examined in an 8-minute resting state task during which participants had their eyes-open (4 minutes) and eyes-closed (4 minutes). In addition, a go/no-go task paradigm was implemented to measure response inhibition which was indexed by percent error, mean response time, and post-error slowing. It was hypothesized that (1) total psychopathy scores and daring-impulsive (DI) subscale scores would be positively correlated with theta/beta ratio; (2) grandiose-manipulative (GM) and callous-unemotional (CU) subscale scores would be negligibly correlated with theta/beta ratio; (3) total psychopathy scores and DI subscale scores, would be negatively correlated with mean reaction time and post-error slowing on the go/no-go task; (4) GM subscale scores would be weakly positively correlated with mean reaction time and post-error slowing; and (5) CU subscale scores would be negligibly correlated with mean reaction time and post-error slowing on the go/no-go task. All study hypotheses were non-significant aside from one: total psychopathy scores were negatively correlated with post-error slowing on the go/no-go task. Overall, the findings show that those with elevated psychopathic traits do not differ from those with low levels of psychopathic traits in terms of their neuronal functioning at least based on theta and beta waves readings during a common EEG resting state task. This is an interesting finding as the theta and beta waves have been key markers linked to other related externalizing psychiatric conditions (i.e., ADHD). These findings show a point of departure from research in ADHD literature. Rather, findings may indicate individuals higher in psychopathic traits show similar levels of regulatory behavior as non-psychopathic individuals as indexed by theta and beta waves, although they did show less behavioral modulation as evidenced by the lack of post-error slowing on the go/no-go task.
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    The Role of Pre-Disaster Temperamental and Social Factors in the Development of Substance Use in Adolescents Exposed to a Natural Disaster
    (University of Alabama Libraries, 2021) Hakim, Estephan A; McDonald, Kristina; University of Alabama Tuscaloosa
    Children who have been exposed to a natural disaster in their lifetime comprise a significant population with specific risks and vulnerabilities related to their disaster exposure. The risk of experiencing these problems may be particularly enhanced for at-risk youth who may have unique needs in instances of disaster or emergency. The goal of the current study was to examine the role that severity of disaster exposure plays in determining the timing of substance use initiation (cigarettes, alcohol, marijuana) and the frequency of use four years later in a sample of at-risk, aggressive youth exposed to a devastating tornado. Of further interest was an examination of temperamental (fear and inhibitory control) and social variables (peer victimization) that may moderate the effect of disaster exposure as it predicts substance use initiation and frequency. Results indicated that disaster exposure severity was predictive of increases in the use of some substances four years after the tornado, but exposure alone was not predictive of initiation. Instead, the effects of exposure severity were dependent on levels of temperamental fear, with exposure severity predicting increases in risk for alcohol use initiation only for youth high in fear. Additionally, greater levels of inhibitory control protected youth from earlier alcohol use initiation. However, while greater levels of inhibitory control and fear individually protected youth from substance use, the combination of greater inhibitory control and fear predicted increases in frequency of alcohol use. Peer victimization was also predictive of later substance use frequency but did not predict earlier initiation. Findings highlight a need to research the initiation and frequency of use for substances individually, while also assessing the needs of youth exposed to natural disasters with both their degree of disaster exposure and specific temperamental and social characteristics in mind
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    School Outcomes of Aggressive-Disruptive Children: Prediction From Kindergarten Risk Factors and Impact of the Fast Track Prevention Program
    (Wiley, 2013) Conduct Problems Prevention Res Gr; Bierman, Karen L.; Coie, John; Dodge, Kenneth; Greenberg, Mark; Lochman, John; McMohan, Robert; Pinderhughes, Ellen; Pennsylvania State University; Pennsylvania State University - University Park; Duke University; University of Alabama Tuscaloosa; Simon Fraser University; Tufts University
    A multi-gate screening process identified 891 children with aggressive-disruptive behavior problems at school entry. Fast Track provided a multi-component preventive intervention in the context of a randomized-controlled design. In addition to psychosocial support and skill training for parents and children, the intervention included intensive reading tutoring in first grade, behavioral management consultation with teachers, and the provision of homework support (as needed) through tenth grade. This study examined the impact of the intervention, as well as the impact of the child's initial aggressive-disruptive behaviors and associated school readiness skills (cognitive ability, reading readiness, attention problems) on academic progress and educational placements during elementary school (Grades 14) and during the secondary school years (Grades 710), as well as high school graduation. Child behavior problems and skills at school entry predicted school difficulties (low grades, grade retention, placement in a self-contained classroom, behavior disorder classification, and failure to graduate). Disappointingly, intervention did not significantly improve these long-term school outcomes. Aggr. Behav. 39:114130, 2013. (c) 2013 Wiley Periodicals, Inc.