Browsing by Author "Wilcox, Gabrielle"
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- ItemOpen AccessAllies or Antagonists: Alberta Elementary Teachers’ Current Perceptions of School Psychologists(2016) Craig, Heather L; Wilcox, Gabrielle; Drefs, Michelle; Brandon, JimUsing a mixed-methods design, the present study investigates Alberta elementary teachers’ perceptions of school psychologists, specifically examining their knowledge about school psychologists and school psychological services, teachers’ experience and use of these services, and their satisfaction and recommendations for improving school psychological services. A sample of 90 elementary teachers across 13 school boards in Alberta participated in this study. Results indicated teachers reported having little to some knowledge about school psychologists but have a narrow view of these services. There was little consistency on when to contact a school psychologist, but teachers typically contact school psychologists for specific services, rather than based on level of student severity. Overall, teachers were satisfied with the services provided by school psychologists but had several recommendations for improvements to how school psychologists can better support teachers and improvements to school psychological services in general.
- ItemOpen AccessAn Evaluation of the Efficacy of a Social Intervention in Relation to Social Skills, Cognition, Motivation, and Awareness in Teens with Autism Spectrum Disorder(2017) McCarthy, Laura; McCrimmon, Adam; Wilcox, Gabrielle; McLuckie, AlanThe present study examined social skills, social cognition (SC), social motivation (SM), and social awareness (SA) in teens with Autism Spectrum Disorder (ASD) following the completion of the Program for the Education and Enrichment of Relational Skills (PEERS; Laugeson & Frankel, 2010). PEERS is a caregiver-assisted, evidence-based social skills program that teaches adolescents with ASD foundational skills to make and keep friends effectively. Measures of social skills, SC, SM, and SA were examined one week prior to participation in PEERS (i.e., pre- intervention), one week after PEERS (i.e., post-intervention), and 14 weeks after PEERS (i.e., follow-up). Results revealed no significant changes in social skills after PEERS; however, results indicated significant improvements in SC and SA from pre- to post-intervention, as well as significant improvements in SM from pre-intervention to follow-up. Due to the lack of significant findings in social skill change following PEERS, the study could not investigate predictors of change. Implications of these findings are discussed.
- ItemOpen AccessAnxiety, Bully Victimization, and Parental Stress among Children with Attention-Deficit/Hyperactivity Disorder(2021-08-24) Hartling, Liza Gabrielle; Climie, Emma; Wilcox, Gabrielle; Andrews, JacResearch has shown that children with Attention-Deficit/Hyperactivity Disorder (ADHD) tend to have difficulties making and keeping friends (McQuade & Hoza, 2015), are more often the victim of bullying (Taylor et al., 2010), experience greater risk of co-occurring anxiety (Tannock, 2009), and have parents who report higher levels of parental stress than their typically developing (TD) peers (Theule et al., 2013). Inspired by Weiss et al.’s (2015) study that found the frequency of bully victimization was significantly related to anxiety among adolescents with autism spectrum disorder (ASD) and that parental stress moderated this relationship, the current study aimed to investigate the relationships between bullying, anxiety, and parental stress for children with and without ADHD. The final sample included 49 children between the ages of eight and 13 years (ADHD: n = 31; TD: n = 18) and their parents. The present study confirmed that the parents of children with ADHD report significantly greater levels of parental stress than their TD counterparts. Additionally, bully victimization was found to be a significant predictor of anxiety for children with ADHD, while parental stress was found to significantly predict anxiety in TD children. Contrary to what was hypothesized, parental stress did not moderate this relationship for either ADHD or TD groups. Results from this study emphasize the need for bullying prevention and intervention targeted towards children with ADHD, and the importance of parental support for their families.
- ItemOpen AccessCampus Mental Health: How Stigma Affects Students’ Approach to Resources(2020-08-27) Stamp, Julia; Wilcox, Gabrielle; Szeto, Andrew C. H.; Domene, José F.University mental health is an area of growing concern as students steadily report higher levels of psychological distress in comparison to the general population, and while university settings are increasing resources, there are barriers to students’ accessing these. One known barrier is mental health stigma. This research used a mixed methods sequential explanatory design in an undergraduate student population (N = 218) in order to answer the questions 1) to what extent are public and self-mental health stigma present within this undergraduate population?, and 2) how does mental health stigma affect students’ likelihood of approaching or recommending university mental health resources? Results indicated that public mental health stigma significantly predicted students’ likelihood of approaching resources, but not recommending, and that self-stigma did not predict either likelihood variables. There were no group differences based on age, gender, ethnicity, or area of study, but students who had previously used university mental health resources were more likely to approach these resources again if experiencing concerns. Thematic analysis resulted in five main themes: academics, conceptualization of mental health stigma, cultural considerations, university mental health services, and mental health culture on campus. Data were used to formulate student-based recommendations for improving university mental health climate and reducing mental health stigma, presented in three main areas for improvement: psychoeducation, feedback from a trusted source, and classroom-level mental health coverage.
- ItemOpen AccessComplex students: Understanding how to best supports students with a comorbid developmental or physical health need(2021-07-16) Choudhry, Muzna Ijaz; Wilcox, Gabrielle; McMorris, Carly; Prasow, CynthiaMinimal literature has investigated the supports teachers access for students with complex needs for their academic and developmental needs in a school environment. Students with complex needs, in this particular study, are those with a neurodevelopmental or medical disorder along with a comorbid disorder (e.g., epilepsy and cerebral palsy), with a focus on preschool children and those in early education. Since teachers are primarily responsible for helping students succeed in the classroom, securing resources and supports for students mostly falls on teachers. As such, the present study explored the following aims: 1) identify the supports this population is receiving within the classroom; 2) understand the challenges and potential barriers teachers experience in supporting students with complex needs; and 3) describe the profiles of children in early and elementary education. This study used a qualitative design approach. An anonymized dataset was used to generate demographic information of students with complex needs enrolled in a specialized academic setting. Five focus groups were conducted at specialized school settings in Calgary, and the focus group data was analyzed using thematic analysis in order to generate themes relevant to the research questions. Those themes were: 1) supports for students; 2) resources for teachers; 3) barriers to supporting students; 4) well-being of teachers; 5) recommendations for better assisting students. Overall, the results from the present study have future research implications and practical utility for educators and administrators.
- ItemOpen AccessCortisol Reactivity Elicited by Psychosocial Stress Paradigms and Suicidality: A Systematic Review and Meta-Analysis(2023-02-06) Besney, Richard Mark Anthony; McMorris, Carly; Wilcox, Gabrielle; Andrew, BullochBackground: Suicide is a leading cause of worldwide death. While our knowledge related to risk factors of suicide has grown over recent decades, our ability to predict and prevent suicide has not improved. The identification of valid and reliable biomarkers of suicidality would supplement existing screening measures by incorporating objective indicators of risk. A growing body of literature has identified altered functioning of the hypothalamic-pituitary-adrenal (HPA) axis as one potential biomarker for suicide, which can be measured using psychosocial stress paradigms to elicit cortisol reactivity. However, findings from existing literature are discrepant in terms of the directionality of cortisol reactivity, or whether hyper- or hypo-responsiveness is associated with suicidality. This thesis systematically reviewed existing studies related to cortisol reactivity and psychosocial stress paradigms, and also conducted meta-analyses to synthesize main findings of cortisol reactivity. Methods: Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines were used for the literature search. Information related to participant characteristics, methodology, and main findings were extracted from included studies. Cortisol reactivity findings were analyzed in terms of AUCi. Estimation of standardized mean differences was carried out on suicide attempters versus non-attempters, and suicidal ideators versus non-ideators. Moderation analyses were then conducted to determine if results varied as a function of age and sex. Results: Nine studies were included for review based on eligibility criteria. Mental health characteristics of participants were variable. Impulsivity/aggression, duration of suicidal ideation, recency of suicide attempt, family history of suicide attempt, and past behavioural problems impacted the association between cortisol reactivity and suicidality in the included studies. Due to availability of data/information, only six of the nine studies were included for meta-analysis. No overall group differences in cortisol reactivity between suicide attempters versus non-attempters (Cohen’s d = -0.09, 95% CI = -0.36, 0.19, p = 0.53), nor suicide ideators versus non-ideators (Cohen’s d = 0.13, 95% CI = -0.13, 0.39, p = 0.32) were found. Age and sex did not moderate analyses. Conclusion: Findings on the association between cortisol reactivity using psychosocial stress paradigms and suicidality are discrepant. Such findings may be complicated by numerous participant factors and differences in methodology across studies. Given a small number of existing studies, generalizations about the utility of cortisol reactivity as a biomarker of suicidality and associated risk cannot be made, however. The focus of future literature should include other potential biomarkers from the HPA axis, other biological systems, as well as machine learning approaches to enable integration of multiple risk factors.
- ItemOpen AccessDeveloping a provincial patient support network for children and families affected by Tourette syndrome and/or obsessive–compulsive disorder: results of a stakeholder consultation(2021-06-16) Fletcher, Julian; Dimitropoulos, Gina; Martino, Davide; Wilcox, Gabrielle; MacMaster, Frank; Arnold, Paul; Pringsheim, TamaraAbstract Background Tourette syndrome and OCD are disorders that frequently occur in children and cause a high level of disability. In Alberta there is a huge delivery gap in providing healthcare services for children with TS and OCD. A stakeholder consultation was performed to ascertain how service delivery could be improved across the province and to inform the development of a provincial information and support organization, the Tourette OCD Alberta Network. Methods A mixed-methods study was employed: 10 parents were recruited for interview and 140 parents responded to a survey. Results Qualitative data showed there was often an absence of a clear pathway to access healthcare for people with TS and OCD. The negative impact of not receiving treatment, information, and resources in a timely and prompt manner was also revealed. Good clinical practice existed across the province but too often it was hindered by a shortage of knowledge about TS and OCD. In schools, learning for students with TS and OCD was also impaired by educators’ lack of knowledge and preparedness in relation to the disorders. Conclusions This study identified ways that challenges with healthcare access, school learning, and seeking information can be overcome. Skills-based training webinars, educational outreach in schools, and peer support were recognized as actions for improving healthcare outcomes for people with TS and OCD. The aim of the Tourette OCD Alberta Network is to provide services and support that directly address the healthcare service delivery shortfalls shown in this study.
- ItemOpen AccessEducational Achievement and Adaptive Functioning in Survivors of Childhood Cancer(2024-06-27) Stokoe, Mehak; Wilcox, Gabrielle; Nordstokke, David; Schulte, Fiona; Schroeder, Meadow; Shanahan, Marie-ClaireMany more survivors of childhood cancer are surviving and thriving today. In Canada, there are approximately 30,000 survivors, and treatment advances have helped to improve survival rates. However, survivors still face challenges that arise after treatment completion. Examples of challenges include difficulties with behavioral or emotional regulation as well as impaired attention and cognitive functioning. These challenges affect broader functional outcomes such as lower adaptive functioning and lower rates of completing higher education. Thus, in this thesis I aimed to summarize the current literature in adaptive functioning and educational outcomes (i.e., reading, writing, and math) and to examine these factors in survivors of childhood cancer (SCC). Chapter 1 of my thesis is a brief introduction about childhood cancer, education achievement, and the factors that affect educational achievement in SCC. Chapter 2 provides a literature review on pediatric acute lymphoblastic leukemia (ALL) and non-central nervous system solid tumors (non-CNS ST), late effects of cancer treatment, educational outcomes and adaptive functioning in ALL, non-CNS ST, and brain tumors (BT). Chapters 3 and 4 of my thesis have been prepared for publication and address four primary aims across these manuscripts. Chapter 3 aimed to examine group differences in adaptive functioning among pediatric survivors of ALL, non-CNS ST, BT, and healthy controls (HC). The second aim of this manuscript was to explore whether age at diagnosis, male sex, and lower socioeconomic status predicted lower adaptive functioning. Chapter 4 aimed to examine group differences on the Wide Range Achievement Test (WRAT-5) between survivors of ALL and non-CNS ST and to examine the association between conceptual skills and WRAT-5 outcomes.
- ItemOpen AccessEmpathy and Executive Functioning in Children with Attention-Deficit/Hyperactivity Disorder(2019-08-30) Friesen, Kelsey; Climie, Emma A.; Schwartz, Kelly Dean; Wilcox, GabrielleThe current study investigated the relationship between levels of empathy and executive functioning (EF; specifically attention, inhibition, working memory) in children with and without Attention-Deficit/Hyperactivity Disorder (ADHD). Children with ADHD often experience impairments in EF. In addition to EF challenges, socioemotional deficits are frequently reported in these children. Successful social interaction relies on a child’s ability to understand the minds of other individuals, a term referred to as social cognition. The present study focused on empathy, one particular component of social cognition. Previous research exploring empathy has identified both an affective and a cognitive factor, which are now considered to be separate components of empathy. Explorations of empathy in children with ADHD have revealed mixed findings, with some studies reporting no differences in the empathy levels of children with and without ADHD. In contrast, a number of other studies have found impaired empathy in individuals with ADHD. The results of recent studies in developmental psychology point to an association between EF and social cognition. The present study included a final sample of 45 children, 20 with ADHD and 25 typically developing (TD), between the ages of 8 and 12 years. The Comprehensive Executive Function Inventory – Parent Report (CEFI-PR) was used to measure attention, inhibition, and working memory, and the Interpersonal Reactivity Index (IRI) was used to assess cognitive, affective, and total empathy. Overall, the present study demonstrated that children with ADHD have significantly lower levels of self-reported cognitive empathy when compared to TD children. The same pattern was observed in total empathy. No such differences were found in affective empathy scores. The study also confirmed that children with ADHD perform lower than TD children on EF measures of attention, inhibition, and working memory. Finally, the current study demonstrated a significant positive correlation between both total and cognitive empathy and the EFs of attention, inhibitory control, and working memory across all participants.
- ItemOpen AccessExecutive Functioning in Children with Chronic Pain(2020-07-06) Jones, Kailyn Maria; Nordstokke, David W.; Wilcox, Gabrielle; Noel, Melanie; Schroeder, MeadowObjective: School serves as a crucial site for youth development and the potential consequences of poor school functioning are extensive. Limited school functioning is well documented in youth with chronic pain; however, variables that may explain poor school functioning are not adequately understood. Preliminary research suggests differences in executive functioning (EF) to possibly play a role, yet little research specifically examining EF in youth with chronic pain is available. Given the critical role of EF in learning, problem-solving, school functioning, and coping, the overall aim of this dissertation was to examine potential differences in EF between youth with and without chronic pain. A subsequent aim was to explore associations between EF and school functioning in youth with chronic pain and to investigate relationships between performance-based measures and behaviour ratings of EF in a mixed sample of youth. Method: A series of studies examining school functioning in youth with chronic pain in direct relation to one or more additional variables were synthesized and a preliminary conceptual model of school functioning in youth with chronic pain was proposed. A total of 26 youth with chronic pain (80.8% girls) and their parents were recruited from two tertiary-care pain clinics and a comparison group of 30 youth without chronic pain and their parents were recruited from the community. Participants completed ratings of pain; physical, emotional, social, and school functioning; sleep quality; medication; and a brief measure of general intelligence. Standardized neuropsychological tests were used to examine EF with a focus on working memory, divided and alternating attention, inhibition, flexibility, incidental memory, and planning. A parent- and self- report behaviour rating of EF was also administered. Results: Participants with chronic pain had significantly lower scores on performance-based tests of working memory, divided and alternating attention, inhibition, and flexibility compared to the non-chronic pain group. Poorer behaviour ratings of overall emotion and cognitive regulation as well as global EF were also found for youth with chronic pain. Several of these observed group differences remained after controlling for covariates. Performance-based measures of EF were not found to be significant predictors of school functioning. In contrast, parent- and self-report behaviour rating scales of EF showed a statistically significant result; however, subsequent analysis found only the self-report cognitive regulation scale to be a significant predictor of school functioning. Performance-based and parent- and self-report scales evaluating the same EF domains showed some weak correlations and several non-significant associations. Conclusion: This empirical work offers one of few multidimensional examinations of EF in youth with chronic pain, using a comprehensive neuropsychological test battery combined with behaviour ratings of EF. It offers several novel and pertinent findings, and demonstrates EF differences in youth with chronic pain. It also raises potential implications for the evaluation of EF in youth with chronic pain, lending evidence to the use of both performance-based measures and behaviour ratings when evaluating, remediating, and accommodating EF. This dissertation highlights the need for multidisciplinary healthcare and education teams to achieve collaborative and integrated services within individualized pain management for youth.
- ItemOpen AccessExploring the Spatial Abilities of Children with Math Learning Disabilities(2018-12-14) Lenehan, Claire Alice; Drefs, Michelle A.; Wilcox, Gabrielle; Francis, KristaIndividuals with math learning disabilities (MLD) are especially at risk for failing to develop essential math skills. Researchers have established that a relationship exists between spatial abilities and mathematics, but much less is known about the spatial abilities of individuals with MLD. The current study compared the spatial abilities of children aged 8 - 12 with MLD with a comparison group of children with learning disabilities in areas other than math. A spatial assessment battery was administered to measure children’s abilities across five narrow spatial abilities (visualization, closure speed, spatial scanning, flexibility of closure, and visual memory). The children’s environmental spatial abilities were also examined through self-report and parent questionnaires. While no significant group differences were found in any area of spatial ability, the difference in visual memory approached significance. Further examination of the spatial abilities of individuals with MLD is warranted, as a thorough understanding of these abilities may lead targeted spatial interventions with potential to improve the spatial abilities and math skills of students with MLD.
- ItemOpen AccessHelping, Hurting, and Hoping in Inclusive Education: Exploring Teachers’ Experiences on Inclusive Education in Alberta(2021-04-16) Craig, Heather L.; Wilcox, Gabrielle; Gereluk, Dianne; Nordstokke, David; Burns, Amy; Andrews, John (Jac); Borgen, WilliamInclusive education classrooms serve over 100,000 students in Alberta who have disabilities (Alberta Education, 2021). From a Canadian context, limited information is known about factors that support and impede the implementation of inclusive education (Lyons et al., 2016; McGhie-Richmond et al., 2013). Twelve teachers across Alberta with an average of 14 years of experience participated in this study. Using Enhanced Critical Incident Technique (ECIT), many critical incidents were identified regarding what helps or hinders the implementation of inclusive education and factors teachers wish they had. Across all critical incidents and wish list factors, the notion of additional support from personnel was distinctive. From these critical incidents and wish list factors, four underlying assumptions emerged. Much like the literature, this study found that teachers had a diverse understanding of the meaning of inclusive education and what a successful inclusive education classroom looked like. Teachers' descriptions of parental involvement were viewed as transactional in inclusive education rather than a collaborative process like research suggests. The teachers also described the role of teacher training programs as insufficient in building their knowledge and described the additional sources they sought out in their teaching practice. Teachers emphasized the crucial role personnel play in implementing inclusive education, noting that without this support, inclusive education may not meet all students' needs. Notably, some aspects were missing from the interviews, including a lack of dialogue and general understanding about inclusive education pedagogy, promotion of general education strategies as inclusive education practices, and a lack of self-reflection of teaching practices. Together, this information suggests that providing additional support without at least minimal shifts to the education system and teaching practices may not benefit inclusive education; rather, it may perpetuate questionable teaching practices that do not support the learning of students with exceptionalities. Implications of this study are discussed in the context of educational shifts, which add to the current system of inclusive education and educational restructuring, which suggests a fundamental change to the current education system in Alberta. Considerations of study strengths, limitations, and recommendations for future research are also discussed.
- ItemOpen AccessInvestigating differences in student perceptions of school climate for English Language Learners and their peers(2021-08-25) Corrigan, Kimberly; Wilcox, Gabrielle; Domene, Jose; Roessingh, HettyAs Canada increases in cultural and linguistic diversity each year through immigration, school environments need to adapt to adequately support their increasingly diverse student population. Many high schools have students who are English Language Learners (ELL) who are working towards both gaining proficiency in English and demonstrating an understanding of academic subject matter in English. ELL students can face unique challenges at school such as adjusting to a new culture while trying to learn English and course curriculum. Unfortunately, high school ELL students typically have lower academic scores and lower rates of high school completion than their non-ELL peers. These findings suggest that schools may not be properly supporting ELL students for success. To better understand how ELL students experience their school environment compared to non-ELL peers, a measure of school climate was used. School climate measures perceptions of school culture and experience that are shaped by the norms and values of a school environment. In this study the Meriden School Climate Survey Student Version (MSCS-SV) was used to assess perspectives of school climate for ELL and non-ELL students. Differences in school climate perceptions between ELL and non-ELL high school students were investigated. School climate ratings relationship with GPA was investigated in both ELL and non-ELL student groups. A significant difference was found in overall ratings of school climate between ELL and non-ELL high school students. However, the differences with specific factors of school climate were non-significant. This suggests that there may be differences in perceptions of overall school climate for ELL and non-ELL students. Only two factors of the MSCS-SV were predictors of student GPA in the non-ELL group. Adult Support at Home and Academic Support at Home were positive predictors of GPA for non-ELL students. Our study did not find a significant relationship between any factors of MSCS-SV and GPA for ELL students.
- ItemOpen AccessIs the Presence of a Specific Learning Disability Related to Working Memory or Social Skills Deficits?(2017) Witzke, Justin; Wilcox, Gabrielle; Schroeder, Meadow; Nordstokke, David; Drefs, Michelle; Friesen, SharonAs prolific as research on learning disabilities is, there is still a dearth of research examining relationships between learning disabilities and other factors such as working memory and social skills. These relationships are important to study in order to better understand the wide range of impacts disabilities may have. The present study investigated archival data from a training clinic at the University of Calgary to determine if there is a relationship between a diagnosis of a Specific Learning Disability, working memory deficits, and social skills deficits. There were 57 client files which met criteria and were included in the study. A t-test and binary logistic regression test were used to analyze the data. Results indicated that working memory and social skill scores did not appear to have a relationship with specific learning disability diagnosis. Implications for future studies and the null results of this study are further explored.
- ItemOpen AccessMeasuring Executive Function Deficits in Children with Attention-Deficit/Hyperactivity Disorder(2016) Kubas, Hanna; Wilcox, Gabrielle; Lemay, Jean-François; Climie, Emma; Graham, Susan; Wiebe, SandraAttention-Deficit/Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder that often negatively impacts behaviour, cognition, and academic achievement. Children with ADHD also exhibit deficits in executive functioning (EF). Current conceptualizations of ADHD suggest that deficits across multiple cognitive processes, rather than a single core deficit, contribute to the manifestation of the disorder. In the current study, children with ADHD (n = 40) and typical controls (n = 36), ages 8 to 12, were compared on performance-based measures and behaviour ratings of EF, including inhibition, verbal and visuospatial working memory, and set shifting. Children with ADHD demonstrated significantly weaker performance on both the verbal and visuospatial working memory tasks, but no group differences emerged on the inhibition and set shifting tasks. Group differences remained when gender and cognitive scores were statistically controlled, but some differences disappeared when academic scores were entered as covariates. Parent behaviour ratings revealed significantly weaker EF scores for the ADHD group across all measures evaluated; all differences remained with the inclusion of gender, cognitive scores, and academic performance as covariates. Correlational analyses revealed modest, yet significant, associations between performance-based measures and behaviour ratings of EF; however, these associations were not uniquely correlated between performance-based tasks and behaviour ratings of EF hypothesized to measure the same underlying construct. Findings highlight the importance of using a combination of performance-based and behaviour ratings of EF in the assessment and treatment of ADHD. Implications for the clinical and diagnostic utility of EF assessment in ADHD are addressed.
- ItemOpen AccessNature-Based Social–Emotional Learning: An Exploratory Qualitative Study in Alberta(2023-07) Pires, André Gonçalo Marques; Wilcox, Gabrielle; Seidel, Jackie Lynn; Nordstokke, David William; Andrews, John (Jac) William; Climie, Emma AlisonResearch in psychology and education is beginning to show that nature-based learning (NBL)—learning about the natural world, in natural settings, or using natural elements indoors—promotes academic, social, and emotional learning by improving learners’ attention, self-discipline, and enjoyment in learning, along with opportunities for experiencing empathy, engaging in teamwork, and fostering environmental stewardship. Social–emotional learning (SEL) entails how individuals acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions, achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions. The state of the evidence points to complementary effects between NBL and SEL, including in developing perseverance, self-efficacy, and resilience, and in promoting emotion regulation, social skills, and responsible and ethical behaviour such as environmental stewardship. However, little research has examined the intentional integration of these two fields, or what may be called nature-based social–emotional learning (NBSEL). Using an exploratory-descriptive qualitative design, this study interviewed a sample of Alberta teachers to explore how they are currently using NBL to promote SEL in K–12 students, as well as barriers and advice to doing this work. This study presents exploratory and preliminary findings on a variety of NBL practices and principles that have helped in fostering students’ SEL. Teachers have experienced unique challenges in delivering NBSEL, but they recommended several actions to overcome any barriers and to begin or advance this work. With its contextualized perspectives from educators who are currently practicing NBSEL in Alberta, this study opens avenues and creates a foundation for future research on NBSEL. Strengths and limitations are discussed, along with implications for practice and directions for future research.
- ItemOpen AccessNeurochemical Correlates of Executive Functions in Children with Attention-Deficit/Hyperactivity Disorder(2018-09-17) Hai, Tasmia Mobashera; Climie, Emma A.; MacMaster, Frank P.; Wilcox, Gabrielle; Protzner, Andrea B.The current study investigated spectroscopic biomarkers in children with Attention-Deficit/Hyperactivity Disorder (ADHD) and examined neurochemical correlates of Executive Function (EF). Proton Magnetic Resonance Spectroscopy (1H-MRS; TE = 30ms) was conducted in the right prefrontal cortex (RPFC) and left striatum (LS). Twenty-one children with ADHD and 15 control participants took part. Both groups completed performance-based EF tasks. Results indicated lower concentrations of glutamate (p = .009), choline (p = .016), and N-acetyl aspartate (p = .029) in the RPFC in ADHD participants compared to controls. There were no significant differences in the LS. Positive correlations with glutamate concentration and performance in working memory and verbal fluency tasks in the control group were observed. No significant correlations were found in the ADHD group. Findings indicate neurochemical differences between children with ADHD and healthy controls. Additionally, decoupling effects of glutamate were observed indicating glutamate as a possible spectroscopic biomarker for ADHD and novel treatment target.
- ItemOpen AccessNeuroplasticity in Visual Word Recognition: An Exploration of Learning-Related Behavioural and Neural Changes(2020-06-17) Cnudde, Kelsey Dawn; Protzner, Andrea; Pexman, Penny M.; Bray, Signe L.; Graham, Susan A.; Wilcox, GabrielleVisual word recognition is a cognitive process that remains relatively stable throughout adulthood. Despite this stability, recent research suggests that the system involved is malleable, by showing evidence of behavioural change after lexical decision task (LDT) practice, and of neural differences between-subjects during LDT performance. However, these studies leave the question unanswered as to whether neural change can occur within the visual word recognition system, which would suggest plasticity. We therefore investigated whether neural change accompanies the behavioural change previously found with LDT practice. If found, these neural changes could be due to processes associated with learning, where performance that is initially unskilled and effortful becomes skilled and efficient, and supported by a more specific, honed, and optimized task network. We replicated the British Lexicon Project (BLP), in which participants completed several days of LDT learning. We additionally recorded EEG at three time points to track neural change during LDT learning, and assessed event-related potentials and brain signal complexity. We found response time decreased during LDT learning, replicating the BLP. We also found neural change occurred through N170, P200, N400, and LPC amplitude effects, suggesting alterations to both the general cognitive and specific lexical processes involved in LDT performance. There was also widespread complexity decreases alongside localized increases, suggesting that with learning, LDT processing became more automatic with specific increases in processing flexibility. These findings suggest that the visual word recognition system is dynamic, flexible, and capable of undergoing plastic changes to support more efficient and automatic task performance.
- ItemOpen AccessParents' Self-Stigma, Youth Self-Stigma, and Youth Self-Esteem in ADHD Families(2022-08) Jelinkova, Kristina; Climie, Emma; Wilcox, Gabrielle; Sears, ChristopherResearch shows that youth with attention-deficit/hyperactivity disorder (ADHD) and their parents are subject to stigma from the general population (Bisset et al., 2012; Charbonnier et al., 2019; Shi et al., 2019). Exposure to stigma from the general population poses the risk of individuals internalizing that stigma in what is known as “self-stigma” (Corrigan & Rao, 2012). Self-stigma in youth with various mental illnesses and their parents is associated with various negative outcomes, such as reduced self-esteem and poor mental health in both youth and parents (Corrigan et al., 2016; Eaton et al., 2020; Kaushik et al., 2017; Trigueros et al., 2022). However, little is known about the experiences of self-stigma in ADHD; therefore, this study sought to explore self-stigma in youth with ADHD and their parents in relation to each other and to self-esteem and ADHD symptoms in youth. The final sample included 52 children between the ages of eight and 17 years (males: n = 33; females: n = 19) and their parents. The study found that youth with ADHD reported lower scores of self-stigma compared to previous studies using samples with more severe conditions. Furthermore, self-stigma in youth was not related to age or gender. Parents also reported lower ratings of self-stigma compared to previous studies; however, there was a significant relationship with gender where parents of boys reported higher self-stigma scores compared to parents of girls. When looking at the factors that predict self-stigma in youth, contrary to the hypothesis, parents’ self-stigma did not predict youth self-stigma but inattentive symptoms did. Finally, higher self-stigma in youth predicted lower self-esteem, as hypothesized. The results of this study emphasize the need for self-stigma interventions for youth with ADHD and their parents and the need understand symptom severity in self-stigma research.
- ItemOpen AccessPreschoolers’ Emotional and Cognitive Perspective-taking During Online Language Processing(2016) Khu, Melanie; Graham, Susan; Sedivy, Julie; Hala, Suzanne; Wilcox, Gabrielle; Matthews, DanielleSuccessful communication often depends on the ability to take the perspective of one’s conversational partner. In this dissertation, I investigated 4-year-olds’ perspective-taking during online spoken language processing. Using two novel communication tasks, I addressed the question of when, during real-time processing, preschoolers integrate perspective information with linguistic input – a question central to an on-going theoretical debate within the psycholinguistic literature. Further, I examined how individual differences in communicative perspective-taking relate to individual differences in mental and emotional representational skills, executive function, and receptive vocabulary. In Chapter 2, I examined preschoolers’ use of two communicative partners’ perspectives to guide their online language processing. Children participated in a visual perspective-taking task during which two speakers alternated providing the child referential instructions. Eye-tracking results demonstrated that preschoolers reliably took the active speaker’s perspective into account, using this information within the earliest moments of language processing. Preschoolers’ explicit referential decisions (i.e., pointing) also demonstrated consistent sensitivity to the active speaker’s perspective. Children with better mental representational skills demonstrated less egocentricity in their online processing. In Chapter 3, I investigated preschoolers’ communicative perspective-taking using an affectively-evocative, emotional perspective-taking task. Eye gaze measures indicated that children used the speaker’s vocal affect to make inferences about her emotional state and correspondingly, her communicative intent. However, children’s online sensitivity to the speaker’s emotional perspective was only weakly reflected in their overt responses, suggesting their ability to integrate emotional perspective cues with linguistic information is at an emergent state. Children’s emotional perspective-taking during online processing was related to their emotional, but not mental, representational skills, as well as the size of their receptive vocabulary. Together, these findings demonstrate that 4-year-olds use information about speakers’ perspectives to guide their real-time language comprehension in a range of communicative contexts. The question of when preschoolers integrated perspective information with linguistic input depended on the nature of the perspective representations involved. Examination of individual differences revealed an important role for children’s representational skills in supporting perspective-taking during communication. This dissertation highlights the need for theoretical accounts of language processing to incorporate findings from a wider range of communicative contexts.