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Browsing by Author "Revilla, Rebecca"

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    The Dickman Impulsivity Inventory: Validation and measurement invariance among Portuguese young adults
    (PLOS, 2021) Pechorro, Pedro; Revilla, Rebecca; Resende, Miguel; Goncalves, Rui Abrunhosa; Nunes, Cristina; Cyders, Melissa A.; Universidade do Minho; University of Alabama Tuscaloosa; Universidade do Algarve; Indiana University-Purdue University Indianapolis
    The Dickman Impulsivity Inventory (DII) measures impulsive personality related to both negative and positive behaviors and characteristics. The main aim of the present study was to examine the psychometric properties of the DII among a Southern-European sample of Portuguese young adults. Our convenience sample (N = 429, M = 22.11 years, SD = 3.35, range = 18-42), composed of women (n = 237, M = 22.08 years, SD = 3.35, age range = 18-42) and men (n = 192, M = 22.14 years, SD = 3.34, range = 18-35), was collected from a university context. The two-factor latent structure of the DII composed of functional and dysfunctional impulsivity was supported, although three items had to be removed due to low standardized loadings, and strong cross-gender measurement invariance was established. Our analyses of the DII also provided evidence of criterion-related validity, known-groups validity, and internal consistency/reliability. Our findings support the use of the DII among Portuguese young adults.
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    Examination of the SUPPS-P Impulsive Behavior Scale among Male and Female Youth: Psychometrics and Invariance
    (MDPI, 2021) Pechorro, Pedro; Revilla, Rebecca; Palma, Victor H.; Nunes, Cristina; Martins, Catia; Cyders, Melissa A.; Universidade do Minho; University of Alabama Tuscaloosa; Universidade do Algarve; Indiana University-Purdue University Indianapolis
    The UPPS-P Impulsive Behavior Scale is one of the most used and easily administered self-report measures of impulsive traits. The main objective of this study was to examine the psychometric properties of the shorter SUPPS-P scale among a school sample of 470 youth (M-age = 15.89 years, SD = 1.00) from Portugal, subdivided into males (n = 257, M-age = 15.97 years, SD = 0.98) and females (n = 213, M-age = 15.79 years, SD = 1.03). Confirmatory factor analysis results revealed that the latent five-factor structure (i.e., Negative urgency, Lack of perseverance, Lack of premeditation, Sensation seeking, and Positive urgency) obtained adequate fit and strong measurement invariance demonstrated across sex. The SUPPS-P scale also demonstrated satisfactory psychometric properties in terms of internal consistency, discriminant and convergent (e.g., with measures of youth delinquency, aggression) validities, and criterion-related validity (e.g., with crime seriousness). Findings support the use of the SUPPS-P scale in youth. Given the importance of adolescence as a critical period characterized by increases in impulsive behaviors, having a short, valid, reliable, and easily administered assessment of impulsive tendencies is important and clinically impactful.
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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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    Implementation of a Brief Dialectical Behavioral Therapy Skills Group in High Schools for At-Risk Youth: Protocol for a Mixed Methods Study
    (JMIR, 2022) Zapolski, Tamika; Whitener, MacKenzie; Khazvand, Shirin; Crichlow, Queenisha; Revilla, Rebecca; Salgado, Eduardo F.; Aalsma, Matthew; Cyders, Melissa; Salyers, Michelle; Wu, Wei; Indiana University-Purdue University Indianapolis; University of Alabama Birmingham; University of Alabama Tuscaloosa
    Background: Adolescence is a developmental period marked by engagement in risk-taking behaviors, especially among impulsive or emotionally dysregulated youth. Thus, interventions that teach skills to reduce the risk of negative outcomes associated with emotional dysregulation are required. Social and emotional learning (SEL) programs have been developed to address both adolescent emotional dysregulation and risk-taking behaviors; however, current programs have mostly been implemented among younger youth and are used as a tier 1 universal intervention rather than a targeted tier 2 intervention for youth identified with emotional regulation difficulties. Objective: This study aimed to address the need for SEL programming that can be delivered in schools, particularly for older youth who have difficulties with emotional or behavioral dysregulation, to reduce the risk of health-risk behaviors among this population. Methods: Here, we outline the implementation of an SEL intervention titled Going 4 Goals, a 9-session adaptation of the Dialectical Behavioral Therapy for Adolescents (DBT-A) program delivered to at-risk high school students in a school setting. The primary objectives of the study are to test whether participating in the skills group intervention produces significant increases in the core DBT-A skills of mindfulness, emotional regulation, distress tolerance, and interpersonal effectiveness, while also producing significant decreases in substance use and risky behaviors. These primary outcomes are based on changes in participant scores between baseline and after the intervention and follow-ups at 1, 3, and 6 months compared with a control group of youth participating in the school's health curriculum at the same time points. Qualitative interviews will also be conducted with intervention participants and school staff to examine acceptability and facilitators of and barriers to the intervention. Results: A total of 171 participants across 13 groups had been enrolled in the intervention, with data collection ending December 2021. Data analysis will begin in the spring of 2022, with expected results to be published in the spring of 2023. Conclusions: This paper describes the protocol of the 9-session school-based adaptation of the DBT-A intervention and discusses the strengths and limitations of the study and future directions.
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    The Relationship Between Parental Problem Recognition and Parent-Child Agreement on Child Mental Health Problems
    (University of Alabama Libraries, 2022) Revilla, Rebecca; White, Bradley A.; University of Alabama Tuscaloosa
    Many children with mental health difficulties do not receive treatment. Parents are gatekeepers to their children’s access to treatment, and the first step towards seeking help is recognizing a problem exists. Many parents, however, have difficulty recognizing child mental health problems. Parents and children also show disagreement in their reporting of child emotional and behavioral symptoms. Parents’ inability to recognize child mental health problems may be a meaningful contributor to discrepancies in parent-child report, but this, to our knowledge, has not been empirically examined. Thus, this study aimed to understand the relationship between parents’ general ability to recognize child mental health problems and the discrepancy between parent and child report of mental health problems. A community sample of seven caregiver-child dyads participated in the current study. Caregivers reported on child emotional and behavioral symptoms, read through three vignettes depicting children with mental health problems, and answered vignette questions relating to mental health problem recognition. Children also reported on their emotional and behavioral symptoms. Percentages, bivariate correlations, and regression analyses were used to examine the relationship between parents’ ability to recognize child mental health problems and parent-child report discrepancy. Although our sample was underpowered, results suggest preliminary findings consistent with previous studies. Our hypotheses, however, regarding the relationship between parents’ general ability to recognize child mental health problems and the discrepancy between parent and child report of mental health problems were not supported. Overall, study findings provide information describing patterns of parental problem recognition that should be cautiously interpreted.