Psychology (Functional Area: Clinical-Developmental)

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Open Access
“It Fostered a Greater Appreciation for my Little Corner of the World": A Feasibility Study of a Therapeutic Photography Intervention for the Well-Being of Autistic Young People.
(2024-11-07) Charalampopoulou, Marina; Weiss, Jonathan
The multifaceted nature of well-being has been overshadowed by an overwhelming focus on negative mental health in the autism literature. This has created a shortage of interventions addressing the promotion of positive emotional (hedonic) and psychological (eudaimonic) states. Therapeutic photography (TP), referring to self-initiated photo-taking activities paired with mindful reflections of the photographs, has the potential to provide an accessible and cost-effective approach to the development of positive mental health interventions for autistic emerging adults. The current study employed a mixed-methods methodology to explore the development, feasibility, and future adaptations of a novel TP intervention aimed at promoting hedonic and eudaimonic well-being among autistic emerging adults. Forty-one autistic young people between the ages of 16 and 25 were recruited. Participant reports indicated that TP is a largely feasible intervention with reference to the domains of demand, implementation, acceptability, practicality, and limited efficacy. Suggestions for future adaptations of the intervention are provided to best address the needs of the community based on study results. Our findings suggest that TP is a promising new direction in the application of positive psychology interventions to promote the well-being of autistic young people.
Open Access
Collateral Benefits Of A Brief, Couple-Focused Intervention On Coparenting: Indirect Effects Through Couple Relationship Quality And Conflict
(2024-11-07) Demy, Jazzmin Stephanie; Prime, Heather
In two-parent households, the interparental relationship is central to the wellbeing of family relationships and individual members. The current study examines whether participation in a brief, online, couple-focused relationship intervention has collateral benefits to coparenting (i.e., how two parents coordinate in their parenting roles), indirectly through improvements in couple relationship quality and conflict frequency, respectively. A community sample of couples with young children (N = 140 couples; 280 participants; 91.4% heterosexual) participated in a longitudinal randomized controlled trial. Both members of the couple (49.3% women) reported on perceived relationship quality and conflict frequency (at baseline and post-intervention; T1, T2), and coparenting (at baseline, 1-month, and 3-month follow-up; T1, T3, T4). Controlling for initial levels (T1), longitudinal path modelling indicated that random assignment to the intervention directly predicted relative increases in relationship quality at T2. In turn, increased relationship quality at post-intervention predicted relative increases in coparenting at T3 and T4, respectively. Consistent with longitudinal mediation, the indirect effect of random assignment to the intervention on later coparenting via relationship quality was also significant. Random assignment to the intervention was not associated with changes in conflict frequency; thus, there was not a significant indirect effect through conflict frequency to coparenting. Similarly, sensitivity analyses testing conflict-related distress as a mediator demonstrated no collateral benefits to coparenting. Finally, a parallel mediation analysis including both mediators indicated that the indirect effect of the intervention to coparenting via relationship quality was significant when controlling for the pathway through conflict frequency. There are positive cascading effects of a couple-focused intervention onto how parents work together to parent their child.
Open Access
Coping, Context And Family Mental Health Within CBT For Autistic Children
(2024-11-07) Black, Karen Rebecca; Weiss, Jonathan
Autistic children experience elevated emotional-behavioural difficulties; links have been identified between these struggles and parent distress. Although parent-involved cognitive behavioural therapy (CBT) helps many autistic children improve overall emotional distress, there is a critical lack of understanding as to the role of children’s coping ability within this process, and the systemic factors that may impact change. To address this gap, this dissertation investigated the impact of family and child moderators of coping skill change within CBT for autistic, school-age children. Data was pooled from three related CBT interventions administered to 186 autistic children ages 8 – 13 years and their families, from 2013 – 2021. In Study 1, Exploratory Item Factor Analysis was conducted with pre-treatment data to investigate the dimensionality of the ERSSQ-P. A multidimensional structure with three factors was identified as the most appropriate fit, comprised of a 10-item subscale within the emotion regulation domain (Coping: a child’s ability to modulate distressing feelings in stressful contexts), and two subscales within the social communication domain (Initiating and Interacting). Validity for the subscales was confirmed based on associations with measures of emotion regulation, depression and social communication. Study 2 used the Coping subscale and multilevel modeling to investigate how pre-treatment child and family factors impact coping skill change for autistic children across three timepoints, and whether these relationships varied according to treatment type (individual vs. small group). Results indicated that on average, all children experienced the same, small level of improvement in coping ability, regardless of treatment type. However, pre-treatment systemic factors (child depression, restricted interests and repetitive behaviours, parent distress, family stress related to child behaviour) were related to lower initial coping ability, suggesting that children experiencing higher levels of difficulties at the beginning of treatment were also likely to finish the program at a relatively lower skill level. Although these relationships do not appear to be a barrier to statistical improvement, meaningful change may require longer than 10 weeks. Greater support for parents may also be warranted. Overall, findings present preliminary, yet practical considerations for clinicians and community agencies that can assist with targeted, strength-based treatment planning.
Open Access
Examining The Interaction Between Parent Gender And Child Sex On Stress And Coping For Parents Of Children With Autism Spectrum Disorder
(2024-11-07) Kuan, Tian Wing-Lam; Perry, Adrienne
Parents of children with autism experience elevated stress, but coping strategies are used to manage stressors. Previous research in these areas uses measures not normed for this population with low representation of fathers, and it is unclear whether child sex and parent gender interact to impact stress and coping. Analyses were conducted to explore this interaction using responses from 501 mother-father dyads, using original and new factor-analytically derived subscales for parenting stress (i.e., PSI-SF) and coping (i.e., F-COPES). With the new subscales, fathers of female children reported lower stress for Child Limits than mothers. Additionally, mothers of male children reported higher stress for General Parental Distress, Behavioural Regulation, Child Limits, and Perceived Disagreeable Behaviour than fathers. This suggests that stress is experienced differently between mothers and fathers of female or male children with ASD. The new subscales may be more sensitive and clinically advantageous to identify specific stressors and strengths.
Open Access
School factors in relation to quality of life for children with severe developmental disabilities and their families
(2024-11-07) Bjornson, Sarah Elizabeth; Perry, Adrienne
Children with severe developmental disabilities (DD) are frequently excluded from research and little is known about their quality of life (QoL). Schools have integral roles in children’s lives. The present study sought to understand how school-related factors impact QoL for children with DD and their families. 171 parents of children with DD completed questionnaires about their children, themselves, their community, and their child’s school. Hierarchical multiple regression analyses were performed to understand the impact of these factors on child and family QoL. 123 parents responded to an open-ended question about their children’s education experiences and responses were analysed qualitatively. School satisfaction predicted QoL for both children and their families, over and above all other variables examined. Thus, there is not one single educational strategy that improves QoL for children with DD. Rather, QoL is positively impacted when strategies implemented are deemed by parents as meeting the needs of their children.
Open Access
Parental Mediation Of Screen Media Use In Children And Youth At-Risk Of Attention Difficulties
(2024-11-07) Wanstall, Elizabeth Arden; Toplak, Maggie
Screen media is an omnipresent and ever-evolving component of children’s lives. Across development, it is essential to understand the strategies that parents use to manage their children’s screen media use (known as parental mediation), as they may serve as important predictors of healthy relationships with screen media. While children at-risk of attention difficulties (e.g., children with ADHD, children with early neurological risk) have been identified as being more vulnerable to screen media related risks, few studies have investigated parental mediation in these populations. Three studies were conducted to characterize parental mediation of screen mediation of children at-risk of attention difficulties by addressing the following research objectives: (1) examine the underlying dimensional structure of parental mediation, (2) characterize and compare parental mediation strategies in a community sample and in children and youth at-risk for attention difficulties, including those with ADHD and those with early neurological risk, (3) assess parent and child factors that relate to parent mediation strategies across community and at-risk samples, (4) determine the parental mediation strategies that predict better screen media outcomes, and (5) develop a more nuanced understanding of parents’ lived experiences of parenting around screen media use in children with attention difficulties via semi-structured interviews. In Study One, the factor structure of parental mediation was assessed, revealing a three factor models representing strategies of restriction, active mediation, and internet safety mediation. In Study Two, parental mediation and associated factors (e.g., parental stress, impact of screen media on the child, child age, child attention problems, etc.) were assessed and compared across three samples, namely a community sample, children with ADHD, and children with early neurological risk. Parents in the community sample generally endorsed using more parental mediation strategies, while parents of children with ADHD endorsed more negative outcomes including parental stress and negative impact of screen media on the child. Parental mediation strategies were found to be differentially associated with various screen media outcomes, including impact on the child, parental stress about child screen use, and daily child screen use. In Study Three, we conducted semi-structured interviews with parents of children with ADHD about their lived experiences of mediating their child’s screen media use and conducted a qualitative analysis to better understand their perspectives. Broadly, parents spoke about their challenges in navigating parental mediation, the strategies that they attempt to use, as well as how they adapt their approaches to their child’s developmental stage and attentional profile. Taken together, these findings suggest that children with attentional difficulties may experience unique challenges with screen media use, which may require unique parental mediation strategies to mitigate the associated risks.
Open Access
Understanding And Supporting The Transition To Adulthood Of Youth Involved In Child Welfare
(2024-11-07) Chan, Samantha; Rawana, Jenine
The transition to adulthood is a developmental stage that has a significant impact on a young person’s growth. Many youth involved in child welfare, particularly those in out-of-home care do not have the option as most youth to reside with their family and receive parental support into their adult years. Research demonstrates that youth transitioning out of care are at risk of poor outcomes as compared to their peers, suggesting that existing programs are insufficient in preparing them for the transition. Recognizing the need to better support youth involved in child welfare, Simcoe Muskoka Family Connexions, an integrated child welfare agency, invited the Teen Relationships research team to collaborate on this dissertation to better understand and support the resilience of youth involved in child welfare during the critical period of transition to adulthood. Study 1 is a qualitative interview study of the experiences of young adults who have navigated the transition from care to adulthood to understand how they conceptualized their perceived readiness for transition to adulthood and identify the factors that promoted and hindered their readiness. Results indicate that while young adults experienced many challenges and reported not feeling fully supported by others and different from their peers, they persevered through the demands of adulthood by drawing on their desire and perceived capacity for autonomy and independence, as well as the support from some of their close relationships. Study 2 is an exploratory, longitudinal, mixed-method evaluation of the Milestone Program, developed by foster parents to support care providers in promoting youth’s relationships and transition to adulthood outcomes while the youth are in out-of-home placement. Findings show that youth and care providers reported positive changes in their youth-care provider relationships, youth’s perceived readiness for transition to adulthood, and care provider’s confidence in supporting youth’s transition after participating in the program for six months. Youth and care providers also identified positive program experiences, as well as challenges in engaging with the program. This study offers preliminary evidence on the values of focusing on relationship development and skills-building as part of promoting the successful transition to adulthood of youth in out-of-home care.
Open Access
Longitudinal Neurocognitive Trajectories In Perinatal Arterial Ischemic Stroke
(2024-10-28) Bondi, Bianca Christina; Pepler, Debra
Perinatal stroke occurs between 20 weeks gestation and 28 days postnatally, with arterial ischemic strokes (AIS) the most common subtype. Research regarding neurocognitive outcomes following perinatal AIS has been primarily cross-sectional with contradictory results given methodological variability (small cohorts, varying age at assessment, differing/non-standardized measures, limited follow-up, mixed populations). No research has characterized neurocognitive trajectories across multiple time points spanning critical developmental periods. Methods: These studies were the first evaluation of neurocognitive trajectories for individuals followed longitudinally at The Hospital for Sick Children across: 1) infancy and early childhood (Study 1; N=40; neonatal AIS), and 2) early and late childhood, adolescence, and early adulthood (Study 2; N=208; perinatal AIS). For Study 1, children underwent developmental assessment(s) at 18- and/or 36-months (Bayley) and neuropsychological assessment(s) from ages 4-13 years (WPPSI/WISC/WASI). For Study 2, individuals underwent neuropsychological assessment(s) from ages 2-25 years (WPPSI/WISC/WASI/WAIS). Predictors included sex, lesion volume, lesion laterality, seizure disorder, neurological diagnoses, medical comorbidities, perinatal AIS type, and early screening. Exploratory multilevel growth curve modelling was used to assess longitudinal neurocognitive trajectories, and to examine main or moderating effects of predictors. Results: Despite age-appropriate functioning statistically extrapolated at stroke occurrence, neurocognitive decline was found across 1) infancy and early childhood and 2) early and late childhood, adolescence, and early adulthood. For neonatal AIS and perinatal AIS, lesion volume moderated neurocognitive change. For neonatal AIS, medical comorbidities (congenital heart disease, genetic conditions) negatively impacted neurocognition at stroke occurrence (main effect) and early screening in infancy positively impacted neurocognition over time. For perinatal AIS, seizure disorder status and perinatal AIS type moderated neurocognitive change. Conclusions: In keeping with the early vulnerability hypothesis, neurocognitive decline was observed across development following perinatal AIS. Lesion volume and seizure disorders had moderating effects on neurocognition whereas medical comorbidities had a main effect; however, differences were apparent for perinatal AIS types. Perinatal AIS type moderated neurocognition such that presumed perinatal AIS involved rapid neurocognitive decline initially followed by improvements relative to neonatal AIS, which demonstrated consistent decline. Understanding neurocognitive trajectories and relevant predictors will inform the early identification of high-risk groups and the implementation of precision-based interventions.
Open Access
Influence of Lifetime Mild Traumatic Brain Injury and Repetitive Head Impact Exposure on the Aging Brain
(2024-10-28) Echlin, Holly; Wojtowicz, Magdalena
This dissertation aims to examine associations between remote mild traumatic brain injury (mTBI), and cortical thickness, subcortical volumes, and cognitive functioning via a systematic literature review and retrospective data analyses. Study 1 consisted of a systematic review of the literature investigating long-term brain impacts, assessed in vivo using neuroimaging methods, of exposure to mTBI and repetitive head impacts (RHIs) during adulthood. Findings from the systematic review showed that remote mTBI/RHI exposure was associated with neurological abnormalities revealed by neuroimaging across several modalities (i.e., diffusion tensor imaging, magnetoencephalography, magnetic resonance spectroscopy, positron emission tomography, spectral domain optical coherence tomography, and several magnetic resonance imaging techniques), though conclusions are limited due to methodological constraints in the studies examined. Given the gaps in the literature identified in Study 1 (i.e., a lack of research on long-term mTBI exposures in veteran samples), Study 2 consisted of analyses to examine associations between mTBI exposure and cortical thickness across the brains of Vietnam War Veterans. Data from this sample of service members was obtained from the Alzheimer’s Disease Neuroimaging Initiative - Department of Defense (ADNI-DOD). Participants included 47 male veterans with mTBI exposures (mean age = 69.43, SD = 5.02) and 82 controls (veterans without mTBIs; mean age = 68.51, SD = 4.69). Associations between mTBI, age, education, cognitive status, PTSD symptoms, and cortical thickness were examined. Three regions, i.e., the left caudal middle frontal and bilateral superior frontal cortices, showed greater cortical thickness for the mTBI group. These findings indicate potential regions for future analyses examining long-term mTBI sequelae. Finally, given the close association between TBI and Alzheimer’s disease pathology, study 3 examined the impact of mTBI on cortical thickness and subcortical volumes in AD-vulnerable regions, as well as memory functioning in this cohort. Narrowing ROIs to those implicated in AD revealed several regions that were associated with mTBI exposures (i.e., left lateral temporal cortex, right posterior cingulate cortex, right amygdala, and right inferior frontal cortex). These studies show that mTBI can have long-term but circumscribed effects on the brain.
Open Access
Autobiographical Memory in Youth with Stroke
(2024-10-28) Sehra, Ramandeep Kaur; Desrocher, Mary E.
Autobiographical memory (AM) consists of both memory for specific past personal events (episodic memory) and personal facts (semantic memory). An increasing amount of research has explored short term memory in youth following pediatric arterial ischemic stroke (AIS), however little work has been done examining long-term memory such as AM in this population. In the current study 28 youth with stroke and 32 age and sex-matched controls were administered the Children’s Autobiographical Memory Interview (cAMI). Youth with stroke showed deficits in the recall of episodic AM, and overall memory recall in comparison to controls. Furthermore, there were significant relationships between area of stroke, lesion lateralization, and time since stroke and specific memory scores. This study unveils, to our knowledge that pediatric stroke is associated with a selective deficit in AM. These results have implications for the adjustment of youth following pediatric stroke, so that earlier diagnosis of memory deficits can occur and early implementation of intervention programs can be put in place to allow these youth to function maximally.
Open Access
Twelve women and their stories: A thematic analysis of the pre and post self-narratives of female survivors of childhood sexual abuse who underwent hospital-based group trauma therapy
(2024-07-22) Rependa, Sara Lynn; Muller, Robert Tom
The importance of treating women with histories of childhood abuse has been well established. The efficacy of the Women Recovering from Abuse Program (WRAP) has also been investigated and established. The aim of the current qualitative study was to understand how women with a history of childhood abuse experienced WRAP, an intensive group treatment program based out of Women’s College Hospital in Toronto, Ontario. Thirteen women were interviewed pre- and post- treatment using the Self Assessment Interview (SAI). A thematic analysis was conducted on both the pre- and post- interviews that identified theme hierarchies for these two sources of data. These findings deepen our understanding about how participants view their trauma histories, relationships, self-concept, hopes for treatment, symptoms, met or unmet expectations, goal attainment, and impressions of the therapy itself. Theoretical and clinical implications are discussed.
Open Access
A Telepsychology-Based Social Competence Intervention for Youth with Learning Disabilities and Mental Health Difficulties During the COVID-19 Pandemic
(2024-07-18) Diplock, Benjamin David; Pepler, Debra J.
Youth with learning disabilities (LDs) have a heightened risk for co-occurring mental health difficulties. The co-occurrence of LDs and mental health difficulties (LDMH) is associated with further risk of adverse impacts on cognitive and academic performance. Therefore, the availability of effective social competence interventions for youth with LDMH is essential to scaffold skill development and prevent cascading difficulties into adulthood. That said, the onset of the COVID-19 pandemic led to the immediate pause of most in-person therapeutic services. In response to worsening of youths’ mental health difficulties and the significant challenges that the pandemic created for mental health service delivery, the Child Development Institute in Ontario, Canada, transitioned their in-person Social Awareness, Competence, Engagement, & Skills (ACES) intervention service to virtual implementation. I conducted two studies with the purpose of gathering qualitative and quantitative data to examine the feasibility, acceptability, and effectiveness of the telepsychology-based adaptations of Social ACES from the clinician, caregiver, and youth perspectives. Methods: Data collection occurred through in-depth semi-structured interviews of nine Social ACES clinicians (Study 1), four caregivers and four youth who partook in the telepsychology-based intervention (Study 2); lived experiences were analysed using the qualitative approach of Interpretative Phenomenological Analysis. For a mixed-methods perspective, I also examined outcomes of the intervention through quantitative parent ratings of their child’s social competence pre- post-treatment, augmented by clinicians’ reports (Study 2). The data was triangulated to provide a deeper perspective of the youths’ progress through the program and challenges experienced. Results: The findings resulted in the emergence of four (Study 1) and two (Study 2) major themes, as well as elucidating four integrated youth case studies, to help clarify clinicians’, caregivers, and youths’ perceptions of the adaptation. Conclusions: These studies provided preliminary evidence for the feasibility, acceptability, and effectiveness of virtual Social ACES. The findings have implications for the future of mental health service delivery, raise further questions about the effectiveness of social competence programming during and after a time of significant disruption, and point to several lines of inquiry for future critical research on virtual interventions for children and youth.
Open Access
The Role of Self-Concept in a Community-Based Study of the Effectiveness of Trauma-Focused Cognitive Behavioural Therapy with Trauma-Exposed Children
(2024-07-18) Konanur, Sheila; Muller, Robert Tom
Trauma-Focused Cognitive Behavioural Therapy (TF-CBT) is a widely used treatment model for trauma (Cohen, Mannarino, & Deblinger, 2006). The Healthy Coping Program was a multi-site community-based study which evaluated the effectiveness of TF-CBT with trauma-exposed school-aged children in a diverse Canadian city (Muller & DiPaolo, 2008). Using data from the Healthy Coping Program, the role of children’s self-concept, and its relationship to posttraumatic stress (PTS) symptoms were examined. Self-report data were collected from a total of 111 trauma-exposed children referred for a trauma-focused intervention (assessment and TF-CBT). Children’s self-concept was measured using the short form version of the Tennessee Self-Concept Scale – Second Edition (Fitts & Warren, 1996). Children’s PTS was measured using the Trauma Symptom Checklist for Children (Briere, 1996). Trauma-exposed children’s self-concept was found to have a decreasingly significant negative relationship with PTS symptoms over the course of assessment and TF-CBT. Self-concept was significantly more dysfunctional amongst trauma-exposed children compared to a normative sample of children. Significant improvements in trauma-exposed children’s self-concept were observed after receiving trauma-focused intervention. Trauma-exposed children’s self-concept moved from a clinically dysfunctional range to the clinically functional range over the course of the assessment and continued to improve during TF-CBT. Further, these improvements were maintained at a six-month follow-up. These findings support the effectiveness of TF-CBT in improving trauma-exposed children’s self-concept and underscore the importance of considering how children view themselves after trauma. Clinical implications are discussed.
Open Access
The Romantic Relationships of Girls in Child Protective Services: Perceptions of Personal Agency
(2024-03-16) Benvenuto, Katherine Alexandra; Connolly, Jennifer A.
During late adolescence romantic relationships emerge as a critical context whereby teens exercise agency to promote their own development. However, expressions of agency within the romantic context have only been studied among adolescents who have normative parental relationships known to support their romantic development. Thus, this study explored expressions of agency within the context of romantic relationships among girls who experience ruptured parental relationships. Twenty-two girls (Mage =18.5) placed in out of home care by CPS were interviewed regarding their romantic relationships. A content analysis was conducted on their responses. Results showed that girls selected romantic relationships that satisfied normative and unique needs, that some girls reflected on and learned from their experiences, and that girls adapted their behaviour in the face of unmet needs. These finding suggest girls in care enact agency within romantic relationships to support their development and hold implications for the positive value of romantic relationships.
Open Access
Lived Experiences of First Nations Girls: Exploring the Developmental Processes of Identity Formation Through Narrative Interviews
(2024-03-16) McKenzie, Stephanie Daniella; Pepler, Debra J.
Through narrative interviews, I explored the developmental and relational processes associated with identity formation of 16 First Nations (Anishinaabe) adolescent girls aged 12 to 18 years. I used an inductive thematic analysis approach to prioritize the girls’ voices in their stories. The girls shared developmental and relational ways of understanding themselves in relationship to others and their world. Based on the analyses of the girls’ interviews, I proposed three themes of identity development processes: Being (present development), Becoming (active exploration), and Envisioning (future-oriented lens of what is to come). In all these processes, the girls commented close relationships that were vital in supporting their emerging understanding of themselves. The results point to a wholistic and integrated model of Anishinaabe girls’ processes of identity development in which their personal and relational selves were integrated, there is an understanding of the continuity of the self, and a recognition of the key influences from their close relationships. For Indigenous youth, elucidating the processes of identity carries utility in understanding the strength, preservation, and continuity of the self, withstanding 500 years of colonialism (Pitawanakwat, 2006; Chandler et al., 2013).
Open Access
A Two-Eyed Seeing Approach to Evaluating an eIntervention for Inuit Youth Using Inuit Qaujimajatuqangit
(2024-03-16) Oskalns, Megis; Bohr, Yvonne M.
Inuit youth have one of the highest suicide rates in the world. Presently, there is no culturally appropriate suicide intervention for this population. This study aimed to evaluate the process of developing the I-SPARX CBT e-Intervention, and its content, using Two-Eyed Seeing. Four data sets from the 2018-2019 I-SPARX project were used in this study from four communities across Nunavut: Iqaluit (n=22), Qamani’tuaq (n=3), and Kinngait (n=4). One focus group was held in Tkaronto (n=5) with youth from Iqaluktuuttiaq. Thematic Analysis explored responses to research questions as grounded in the two frameworks —three Inuit Qaujimajatuqangit (IQ) principles and western CBT skills. Results demonstrated that features of the process of collaboratively developing I-SPARX met principles set out in the IQ framework. Aspects of the process of adapting fit with IQ, with Piliriqatigiingniq (Collaborative Relationships) being the most prominent IQ. Features of CBT underlying the I-SPARX game met principles set out in the IQ framework: the most prominent principles reflected in the content were Pilimmaksarniq (Skills and Knowledge Acquisition) and Qanuqtuurunnarniq (Problem Solving). Both the process and content of the I-SPARX project met criteria for a Two-Eyed Seeing evaluation, meshing IQ principles with western CBT applications. Limitations of this study, that engaged a small sample of Inuit youth, are discussed. Recommendations for future research, include incorporating additional IQ principles to expand on Inuit cultural perspectives. Preliminary results suggest that I-SPARX could be efficacious for contributing to Inuit cultural research in development and evaluation of mental health and wellness e-interventions for Inuit youth.
Open Access
The Teachabi Professional Development Module: A Mixed Method Analysis of Change in Open-Ended Case Study Responses
(2023-12-08) DuPlessis, Danielle Caroline; Desrocher, Mary E.
Background. Educators have limited knowledge of acquired brain injury (ABI). This work evaluates an online professional development module, TeachABI. Objective. To explore and evaluate educators’ knowledge change following completion of TeachABI using a mixed-method approach. Method. Case study responses were analyzed before and after 49 elementary-level educators reviewed TeachABI. Results. After completing TeachABI, educators conceptualized ABI more accurately and were more likely to identify ABI as a factor for classroom challenges, χ^2(1, N=49) = 8.64, p < .01. Teachers described a variety of procedural steps and classroom strategies to support students with ABI. Post-module, educators outlined a greater diversity, z = 4.7, p < .01, and number, t(49) = 3.2, p < .01, d = .46, of steps and a greater number of classroom, z = 3.1. p < .01, r = .5. Conclusions. TeachABI was an effective professional development tool and improved educators’ approaches to the case study.
Open Access
Mental Health and Autism Symptom Severity of Autistic Youth who Received Early Intensive Behavioural Intervention
(2023-12-08) Magnacca, Carly Antoinette; Perry, Adrienne
Autism involves social communication difficulties and engagement in restricted and repetitive behaviours and interests. Many autistic youth experience co-occurring mental health conditions. Unfortunately, treatment history is rarely reported in this sample, resulting in ambiguity in the relationship between treatment history and later mental health functioning. Limited research has explored the long-term mental health and education outcomes of Early Intensive Behavioural Intervention (EIBI). The purpose of this study was to describe the mental health, autism symptom severity, medication use, and education outcomes of youth who previously received EIBI. Thirty-two parents completed questionnaires about their child’s mental health (i.e., Child Behavior Checklist), autism symptom severity (i.e., Social Responsiveness Scale), education outcomes, and medication use. Scores of mental health measures were higher than the normative sample but lower than scores from other studies of autistic participants. Though uncontrolled, this suggests that autistic youth who received EIBI do not show severe mental health difficulties.
Open Access
An investigation of parenting responses to toddler distress: Interactions between parent physiology, behaviour, and socioemotional context
(2023-12-08) Badovinac, Shaylea Danica; Pillai Riddell, Rebecca
This dissertation examined physiological, behavioural, and psychological aspects of parents’ responses to children’s distress across infancy and toddlerhood through a series of three studies. Study 1 is a systematic review and narrative synthesis of the literature that characterized parents’ physiological responses to infants’ and toddlers’ (0-3 years) distress during experimental and naturalistic distress paradigms and examined concurrent associations between parents’ physiological and behavioural responses. General trends in parents’ physiological responses varied as a function of methodological factors including the physiological outcome (i.e., cortisol, cardiac outcomes, skin conductance, salivary alpha amylase), distress paradigm (e.g., fear-related distress, frustration-related distress), and baseline comparison condition used. Studies 2 and 3 used data from a sample of caregiver-toddler dyads (N=234) studied in a naturalistic high-distress context (i.e., toddler routine vaccination) to address the limitations and gaps in the literature identified in Study 1. Study 2 described the validation of a measure of insensitive (i.e., distress-promoting) caregiver behaviour during routine vaccination. Measure validity and reliability were investigated with correlations and autoregressive cross-lagged path analysis. Study 3 characterized the trajectory of caregivers’ physiological (i.e., high-frequency heart rate variability) responses during routine vaccination and associations of the trajectory with parents’ concurrent behaviour and psychological stress. Findings across all three studies are discussed in the context of the extant literature and relevant theoretical models. Clinical implications and directions for future research are offered.
Open Access
Maternal Fluoride Exposure and Offspring IQ: An Investigation of the Potential Mediating Role of Thyroid Dysfunction in Pregnancy
(2023-12-08) Hall, Meaghan Kathleen; Till, Christine
Objective: Fluoride exposure has been associated with thyroid dysfunction; however, no studies to date have examined whether fluoride disrupts thyroid function in pregnant women. We evaluated the potential thyroid-disrupting effects of fluoride exposure in pregnancy and tested whether thyroid disruption in pregnancy would mediate the association between maternal fluoride exposure and child IQ in Canadian mother-child dyads. Methods: Maternal thyroid dysfunction was estimated using both categorical measures of thyroid health status (i.e., euthyroid, subclinical, and primary hypothyroid) and continuous measures of thyroid hormone levels (i.e., TSH, FT4, and TT4). Results: We observed a statistically significant association between water fluoride concentration and greater risk of primary hypothyroidism, and between primary hypothyroidism in pregnancy and lower IQ among male offspring. Further, higher urinary fluoride concentration was associated with higher TSH among women pregnant with female, but not male fetuses. Maternal thyroid hormone levels were not associated with offspring IQ. Conclusion: Results suggest that maternal thyroid dysfunction in pregnancy may be one mechanism underlying the association between fluoride exposure in pregnancy and offspring IQ.