Results suggest that in adolescents with borderline personality features the loss of mentalization is more apparent in the emergence of unusual alternative strategies (hypermentalizing) than in the loss of the capacity per se (no mentalizing or undermentalizing). Moreover, for the first time, empirical evidence is provided to support the notion that mentalizing exerts its influence on borderline traits through the mediating role of emotion dysregulation.

Prior research has identified reduced reward-related brain activation as a promising endophenotype for the early identification of adolescents with major depressive disorder (MDD). However, it is unclear whether reduced reward-related brain activation constitutes a true vulnerability for MDD. One way of studying vulnerability is through a high-risk design. Therefore, the aim of the current study was to determine whether reward-related activation of the ventral striatum is reduced in nondepressed daughters of mothers with a history of MDD (high-risk) similarly to currently depressed adolescent girls, compared with healthy controls. By directly comparing groups with a shared risk profile during differing states, we aimed to shed light on the endophenotypic nature of reduced reward processing for adolescent depression. We compared reward-related neural activity through functional magnetic resonance imaging (fMRI) between three groups of female biological offspring (N = 52) of mothers with differential MDD status: (a) currently depressed daughters of mothers with a history of MDD (MDD group; n = 14), (b) age- and socioeconomic status (SES)-matched never-depressed daughters of mothers with a history of MDD (high-risk group; n = 19), and (c) age- and SES-matched control daughters of mothers with no past or current psychopathology in either the mother or the daughter (healthy control group; n = 19). For the outcome phase of the reward task, right-sided ventral striatum activation was reduced for both currently depressed and high-risk girls compared with healthy controls. This ventral striatal activity correlated significantly with maternal depression scores. These findings provide further evidence of aberrant functioning for the United States Department of Health & Human Services, National Institutes of Health, National Institute of Mental Health (NIMH) Research Domain Criteria (RDoC)-defined domain of positive valence systems as a vulnerability factor for MDD and a potential endophenotype for the development of depression.

Social Stories™ are often used with children with autism to provide information about appropriate behaviors in specific contexts. Although Social Stories™ often target reduction of problem behavior, there is limited research evaluating function-based Social Stories™ based on the results of experimental functional analyses. This study used a brief functional analysis to assist in developing a Social Story™ that matched the function of the target behavior for two boys with autism. The differential effects of a Social Story™ that matched the function of the behavior, a Social Story™ that did not match the function of the behavior, and a Social Story™ that described baseline were compared in an alternating treatments design. Results indicated that (a) the function-based Social Story™ plus functional communication training (FCT) was effective in decreasing target problem behavior and increasing target mands for both participants, (b) both participants selected the function-based Social Story™ during treatment preference evaluations, and (c) both participants maintained low levels of target problem behavior and maintained target mands when the Social Stories™ were removed.

Although neurotypical children often spend the majority of their time engaged in play activities, children with autism spectrum disorder (ASD) can present with substantial delays in the development of play skills, requiring intensive intervention. Although targets for language and basic learning skills are often selected based on the development of neurotypical children (e.g., Sundberg, 2008), little research has been conducted on methods for selecting play skill targets. The current study compared acquisition of play skills that were development-matched (DM) and age-matched (AM) with 4 children diagnosed with ASD. Targets were selected based on the results of the Developmental Play Assessment (DPA; Lifter, 2008). No contrived prompts or consequences were used to teach play skills in either condition. Generalization was programmed for by teaching with 3 sets of toys in both conditions. All participants demonstrated acquisition of DM play targets and generalization to novel toys; none of the participants acquired AM play targets.

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Although response interruption and redirection (RIRD) and multiple schedule arrangements have sometimes been shown to be effective in reducing stereotypy for individuals with autism spectrum disorder (ASD), important questions remain about optimal methods for facilitating generalization and social validity. In the current study, we sought to extend the literature on stereotypy treatment and MSAs in several ways. First, we programmed for generalization by conducting sessions with two exemplars of two different categories of activities (i.e., school work, toy play) and assessing generalization with novel exemplars and activities and during the participant's typical instructional program. Second, we used RIRD instructions that were contextual models of appropriate behavior relevant to each activity. Third, during the free access component of the multiple schedule, we used a child's play tent as a first step toward teaching participants to engage in stereotypy during private free time. For all three participants with ASD, stereotypy decreased quickly and substantially, with reductions generalizing to novel activities and contexts. An extensive social validity assessment with board-certified behavior analysts indicated high social acceptability of the goals, procedures, and outcomes.

A growing number of studies in adults document critical relationships between sleep and emotional processing based on responses to affective images from the International Affective Picture System (IAPS; Lang, Bradley, & Cuthbert, 2005). Our aim was to extend examination of the interrelationships between sleep and emotional processing to a sample of healthy girls, ages 10 to 16 years. A total of 86 girls (M = 12.88 years, SD = 1.92) without psychiatric disorders were recruited. In addition to structured diagnostic interviews, report of sleep quality was examined in relation to valence and arousal ratings of pleasant, neutral and unpleasant IAPS images. Overall, picture ratings were consistent with findings from previous research showing pleasant images to produce high arousal and valence ratings in childhood and that these relationships decrease with age. Regression models revealed poor sleep quality to be associated with decreased subjective arousal in response to negative/unpleasant images, but not pleasant or neutral images. Findings are discussed in terms of a need for more research aimed at better elucidating how sleep quality during the childhood years relates to the processing of emotional information.