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Biomedical subjects

J Cautela

Publications and source records attributed to J Cautela.

9 recordsLinked to original sources
PubMed2001

The development of a stress survey schedule for persons with autism and other developmental disabilities.

The Stress Survey Schedule is an instrument for measuring stress in the lives of persons with autism and other developmental disabilities. Development of the survey and analysis of the underlying measurement structure of the instrument is reported in three studies. Through the use of exploratory and confirmatory analysis procedures, eight dimensions of stress were identified: Anticipation/Uncertainty, Changes and Threats, Unpleasant Events, Pleasant Events, Sensory/Personal Contact, Food Related Activity, Social/Environmental Interactions, and Ritual Related Stress. These stress dimensions are highly relevant to the problems of autism and have not been addressed by other stress surveys. The information obtained from the Stress Survey can be used to plan for strategies to reduce the stress before it occurs or results in maladaptive behavior.

Adolescent↗
PubMed1998

A comparison of Italian, Japanese and American students' responses to the Adolescent Reinforcement Survey Schedule.

The Italian form of the Adolescent Reinforcement Survey Schedule (ARSS-I) was administered to (N = 648) high school boys and girls from northern and central Italy. Their responses were factor analyzed using a principal component. VARIMAX rotation procedure (SAS Institute, Inc., 1990). The 10 interpretable factors from the Italian data were compared and contrasted to factor analytic results from Holmes (1991, 1994) studies using American and Japanese students. Additionally, the Italian data analyses includes an examination by gender using t tests for each of the ARSS-I items and an ANOVA for age and age-gender effects on responses to the ARSS-I.

Adolescent↗
PubMed1994

Japanese high school and college students' responses to the Adolescent Reinforcement Survey Schedule.

Factor-analyzed correlations among items of the Japanese Adolescent Reinforcement Survey Schedule by Japanese high school students (N = 939) and college students (N = 500) were compared to investigate the changes in reinforcers between mid- and late adolescence, gender differences, and the specific groupings of reinforcers which suggest certain interventions for either or both groups of adolescents. The factor analysis yielded ten interpretable factors in both groups. These factors were similar and did not suggest a dramatic shift in reinforcers between mid- and late adolescence. Items related to heterosexual activities and antisocial behaviors were rated as more pleasurable by males and items related to interpersonal relationships and academic activities were rated as more pleasurable by females. Since both groups of students attach high reinforcement value to interpersonal interaction with peers and family members, interventions focusing on social skills development might be popular and well attended.

Adolescent↗
PubMed1991

Comparison of factor-analyzed Adolescent Reinforcement Survey Schedule (ARSS) responses from Japanese and American adolescents.

The Adolescent Reinforcement Survey Schedule (ARSS) was administered to a sample of male and female late adolescent college students from Japan (N = 500). The responses to the ARSS are factor analyzed using a principal component method. The results of the factor-analyzed ARSS from the Japanese sample are compared and contrasted with the results from a previous study (Holmes et al., 1987) in which ARSS was administered to a sample of American male and female college students (N = 231). Both the American and Japanese samples produced 10 interpretable factors. A recommendation is made to replicate the present study with groups of early and mid-adolescents in each culture in order to study shifts in reinforcers during different periods of adolescent development.

Adolescent↗
PubMed1988

Procedures to increase social interaction among adolescents with autism: a multiple baseline analysis.

Isolate behavior, impaired social relationships and lack of conversational skills are behaviors which characterize persons described as autistic. These deficits interfere with their effective integration into school and social environments. This study of three subjects investigates the use of imagery procedures, specifically, covert reinforcement, to increase peer verbal initiations in adolescents who are labeled "autistic" and concomitantly looks at the demand characteristics of therapist "request". A multiple baseline analysis was used to assess the effects of individual training sessions on peer verbal initiations. The results demonstrate that verbal initiations can be changed in socially deficient adolescents labeled "autistic".

Adolescent↗
PubMed1987

Factor analysis of the Adolescent Reinforcement Survey Schedule (ARSS) with college freshmen.

A factor analysis of the Adolescent Reinforcement Survey Schedule (ARSS) with a male and female college freshman (N = 231) population yielded 10 interpretable factors: Heterosexual Dating, Peer Interaction, Sibling/Family Interaction, Sexual Pleasure, Anti-School/Work, Leisure/Work Activity, Drugs/Acting Out, Entertainment/Social Activity, Home Avoidance, and Romantic Fantasy Activity. The first three factors are similar to a Positive Social interaction factor identified in a study that used the adult form of the Reinforcement Survey Schedule with a male and female college population. Suggestions are made from the ARSS responses of the college freshmen re interventions to facilitate social skill competency and the relationship aspects of sexual activity. A recommendation is made to replicate the current study with groups of early and mid-adolescents in order to study reinforces during different periods of adolescent development.

Adolescent↗