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Skin Picking in People with Prader-Willi Syndrome: Phenomenology and Management. J Autism Dev Disord 2020; 51:286-297. [PMID: 32495267 DOI: 10.1007/s10803-020-04504-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
Abstract
Skin picking is highly prevalent in people with Prader-Willi syndrome (PWS). This study addressed the temporal (frequency, duration) and wider characteristics (e.g. type of skin picked, apparent motivations, or management strategies) of skin picking to inform intervention strategies. Nineteen parents/carers who observe skin picking shown by the person they care for completed a semi-structured interview. Results were consistent with previous research but advanced the field by finding that most participants picked skin with an imperfection and that parents/carers most commonly use distraction as a management strategy. Interventions that are behavioural, support emotion regulation and/ or are used in the typically developing population are therefore likely to be beneficial for future research.
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Doggett RA, Edwards RP, Moore JW, Tingstrom DH, Wilczynski SM. An Approach to Functional Assessment in General Education Classroom Settings. SCHOOL PSYCHOLOGY REVIEW 2019. [DOI: 10.1080/02796015.2001.12086118] [Citation(s) in RCA: 19] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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3
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Sterling-Turner HE, Robinson SL, Wilczynski SM. Functional Assessment of Distracting and Disruptive Behaviors in the School Setting. SCHOOL PSYCHOLOGY REVIEW 2019. [DOI: 10.1080/02796015.2001.12086110] [Citation(s) in RCA: 16] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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4
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Ollington N. Comparison of a direct and an indirect approach for the functional assessment of insistence on sameness in a child with autism spectrum disorder and a typically developing child. Dev Neurorehabil 2016; 19:38-45. [PMID: 24724559 DOI: 10.3109/17518423.2014.898161] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/13/2022]
Abstract
OBJECTIVE To compare indirect and direct functional assessment of insistence on sameness associated with autism spectrum disorder (ASD) and typical development. METHODS Parents rated the function of insistence on sameness for a 6-year-old boy with ASD (Peter) and a typically developing 4-year-old boy (Nathan) using the Motivation Assessment Scale (MAS). Ratings were compared to the results of a direct assessment. RESULTS The results of the assessment procedures were mainly consistent for Peter and suggested that his tendency to insist on sameness was maintained by sensory consequences. The finding of an attention function for Nathan in the play-based assessment was consistent with previous functional assessment studies surrounding typically developing children, but in contrast to the MAS. CONCLUSION While the play-based assessment may be more suitable for assessing the high rate insistence on sameness observed in individuals with ASD, the MAS may be more suitable for low rate insistence on sameness.
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Affiliation(s)
- Nadia Ollington
- a Faculty of Education , University of Tasmania , Tasmania , Australia
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Singh NN, Matson JL, Lancioni GE, Singh AN, Adkins AD, McKeegan GF, Brown SW. Questions About Behavioral Function in Mental Illness (QABF-MI). Behav Modif 2016; 30:739-51. [PMID: 17050763 DOI: 10.1177/0145445506286700] [Citation(s) in RCA: 27] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/01/2023]
Abstract
The Questions About Behavioral Function (QABF), a 25-item rating scale, was developed to identify the function(s) of maladaptive behavior in individuals with developmental disabilities. The authors adapted it for use with individuals with serious mental illness who engage in maladaptive behavior and assessed the psychometric characteristics of the new scale (Questions About Behavioral Function in Mental Illness; QABF-MI) in a sample of 135 adults with serious mental illness from three inpatient psychiatric hospitals. Staff most familiar with each person rated each item on a 5-point Likert-type rating scale, and the ratings were subjected to a number of psychometric analyses. The results of factor analyses provided a conceptually meaningful five-factor solution: physical discomfort, social attention, tangible reinforcement, escape, and nonsocial reinforcement. Congruence between the five factors derived with the QABF-MI and the corresponding factors in the original QABF was perfect. The results indicated that the QABF-MI has robust psychometric properties and may be useful as a screening tool for determining the nature of the variables that maintain maladaptive behavior exhibited by individuals with serious mental illness.
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Paclawskyj TR, Kurtz PF, O'Connor JT. Functional Assessment of Problem Behaviors in Adults with Mental Retardation. Behav Modif 2016; 28:649-67. [PMID: 15296523 DOI: 10.1177/0145445503259834] [Citation(s) in RCA: 22] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Functional assessment has significantly improved the success of behavioral treatment of problem behaviors in adults with mental retardation. Functional assessment methods (i.e., techniques that yield a hypothesis of functional relationships) include direct observation, interviews, and checklists. Functional analysis consists of empirical methods that demonstrate behavioral function in controlled settings. Each method has advantages and limitations that reflect differences in both available resources and individual client characteristics. These methods and issues are reviewed, and future directions for both the research field and the adult population are suggested.
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Affiliation(s)
- Theodosia R Paclawskyj
- Department of Psychiatry and Behavioral Sciences, Kennedy Krieger Institute, Johns Hopkins University School of Medicine, USA
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7
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Buono FD, Upton TD, Griffiths MD, Sprong ME, Bordieri J. Demonstrating the validity of the Video Game Functional Assessment-Revised (VGFA-R). COMPUTERS IN HUMAN BEHAVIOR 2016. [DOI: 10.1016/j.chb.2015.08.037] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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8
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McDonnell A, McCreadie M, Mills R, Deveau R, Anker R, Hayden J. The role of physiological arousal in the management of challenging behaviours in individuals with autistic spectrum disorders. RESEARCH IN DEVELOPMENTAL DISABILITIES 2015; 36C:311-322. [PMID: 25462491 DOI: 10.1016/j.ridd.2014.09.012] [Citation(s) in RCA: 17] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/03/2011] [Revised: 09/11/2014] [Accepted: 09/15/2014] [Indexed: 05/26/2023]
Abstract
Challenging behaviours restrict opportunities and choices for people with autistic spectrum disorders (ASD) and frequently lead to inappropriate and costly service interventions. Managing challenging behaviours of people with autism is an important area of research. This paper examines some of the evidence for the role of physiological arousal influencing these behaviours. Evidence from the emerging literature about sensory differences is examined. It is proposed that sensory reactivity is associated with hyperarousal; catatonic type behaviours are associated with low levels of reactivity (hypoarousal). A low arousal approach is proposed as a generalised strategy to managing challenging behaviours with ASD. The use of non-contingent reinforcement and antecedent control strategies are recommended for use with challenging behaviours which have a sensory component. Examples are provided to illustrate the approach. The implications of arousal and the use of physical interventions are discussed. It is proposed that arousal is a construct which has significant heuristic value for researchers and practitioners.
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Affiliation(s)
| | | | - Richard Mills
- Research Autism, UK and Bond University, Gold Coast Australia
| | - Roy Deveau
- Studio3, Alcester, UK and Tizard Centre, University of Kent, UK.
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Rooker GW, DeLeon IG, Borrero CSW, Frank-Crawford MA, Roscoe EM. REDUCING AMBIGUITY IN THE FUNCTIONAL ASSESSMENT OF PROBLEM BEHAVIOR. BEHAVIORAL INTERVENTIONS 2014; 30:1-35. [PMID: 26236145 DOI: 10.1002/bin.1400] [Citation(s) in RCA: 21] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022]
Abstract
Severe problem behavior (e.g., self-injury and aggression) remains among the most serious challenges for the habilitation of persons with intellectual disabilities and is a significant obstacle to community integration. The current standard of behavior analytic treatment for problem behavior in this population consists of a functional assessment and treatment model. Within that model, the first step is to assess the behavior-environment relations that give rise to and maintain problem behavior, a functional behavioral assessment. Conventional methods of assessing behavioral function include indirect, descriptive, and experimental assessments of problem behavior. Clinical investigators have produced a rich literature demonstrating the relative effectiveness for each method, but in clinical practice, each can produce ambiguous or difficult-to-interpret outcomes that may impede treatment development. This paper outlines potential sources of variability in assessment outcomes and then reviews the evidence on strategies for avoiding ambiguous outcomes and/or clarifying initially ambiguous results. The end result for each assessment method is a set of best practice guidelines, given the available evidence, for conducting the initial assessment.
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Affiliation(s)
- Griffin W Rooker
- The Kennedy Krieger Institute, Baltimore, MD 21205, USA ; Johns Hopkins University School of Medicine, Baltimore, MD 21205, USA
| | | | - Carrie S W Borrero
- The Kennedy Krieger Institute, Baltimore, MD 21205, USA ; Johns Hopkins University School of Medicine, Baltimore, MD 21205, USA
| | - Michelle A Frank-Crawford
- The Kennedy Krieger Institute, Baltimore, MD 21205, USA ; University of Maryland, Baltimore County, Baltimore, MD 21205, USA
| | - Eileen M Roscoe
- The New England Center for Children, Southborough, MA 01772, USA ; Western New England University, Springfield, MA 01119, USA
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Langthorne P, McGill P, O'Reilly MF, Lang R, Machalicek W, Chan JM, Rispoli M. Examining the function of problem behavior in fragile X syndrome: preliminary experimental analysis. AMERICAN JOURNAL ON INTELLECTUAL AND DEVELOPMENTAL DISABILITIES 2011; 116:65-80. [PMID: 21291311 DOI: 10.1352/1944-7558-116.1.65] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/30/2023]
Abstract
Fragile X syndrome is the most common inherited cause of intellectual and developmental disability. The influence of environmental variables on behaviors associated with the syndrome has received only scant attention. The current study explored the function served by problem behavior in fragile X syndrome by using experimental functional analysis methodology with 8 children with fragile X. No child met criteria for attention-maintained problem behavior, 5 children met criteria for escape-maintained problem behavior, and 4 children met criteria for tangible-maintained problem behavior. Results are discussed and compared with previous findings on the function of problem behavior in fragile X syndrome, and implications for intervention are discussed. It is noted that the external validity of these findings is limited by the small sample size.
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Zaja RH, Moore L, Van Ingen DJ, Rojahn J. Psychometric Comparison of the Functional Assessment Instruments QABF, FACT and FAST for Self-injurious, Stereotypic and Aggressive/Destructive Behaviour. JOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES 2010. [DOI: 10.1111/j.1468-3148.2010.00569.x] [Citation(s) in RCA: 32] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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12
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Petty J, Allen D, Oliver C. Relationship among challenging, repetitive, and communicative behaviors in children with severe intellectual disabilities. AMERICAN JOURNAL ON INTELLECTUAL AND DEVELOPMENTAL DISABILITIES 2009; 114:356-68. [PMID: 19928017 DOI: 10.1352/1944-7558-114.5.356] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/05/2023]
Abstract
We used experimental and descriptive functional analyses and lag sequential analyses to examine the functional and temporal relationship among the self-injurious (SIB), potentially injurious, repetitive, challenging, and pragmatic communicative behaviors of 6 children with intellectual disabilities. Functional analyses revealed social function for SIB, potentially injurious, and repetitive behaviors across 5, 4, and 5 participants, respectively. Sixteen functionally equivalent response classes were identified across participants using both experimental and naturalistic observation data. Repetitive, potentially injurious, and SIB behaviors were significantly temporally associated, and pragmatic communicative behaviors were strongly temporally associated with challenging behaviors. The importance of the temporal and functional relationship between imperative communicative acts and challenging behavior is discussed.
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Affiliation(s)
- Jane Petty
- School of Psychology, University of Birmingham, Birmingham, England.
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13
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Danquah A, Limb K, Chapman M, Burke C, Flood A, Gore S, Greenwood K, Healey K, Reid WK, Kilroy J, Lacey H, Malone C, Perkin M, Hare DJ. An Investigation of Factors Predictive of Continued Self-Injurious Behaviour in an Intellectual Disability Service. JOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES 2009. [DOI: 10.1111/j.1468-3148.2008.00470.x] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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14
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Herzinger CV, Campbell JM. Comparing functional assessment methodologies: a quantitative synthesis. J Autism Dev Disord 2007; 37:1430-45. [PMID: 17004118 DOI: 10.1007/s10803-006-0219-6] [Citation(s) in RCA: 28] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
Abstract
There has been much research concerning functional assessment over the past 20 years, but several important research considerations have yet to be explained. One is the comparison of different types of functional assessment (e.g., experimental functional analysis and non-experimental functional assessment). The current study aims to compare the different methodologies of functional assessment and their effectiveness in ascribing function to a target behavior and in the treatment selection that follows such an assessment. Quantitative synthesis data were used to answer questions regarding behavioral function, assessment type, and treatment effectiveness. Results indicate that assessment type can impact treatment effectiveness and that there is a relationship between behavior type and ascribed function.
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Affiliation(s)
- Caitlin V Herzinger
- Department of Educational Psychology and Instructional Technology, University of Georgia, 610 Aderhold Hall, Athens, GA 30602, USA.
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Noone SJ, Jones RSP, Hastings RP. Care staff attributions about challenging behaviors in adults with intellectual disabilities. RESEARCH IN DEVELOPMENTAL DISABILITIES 2006; 27:109-20. [PMID: 15994057 DOI: 10.1016/j.ridd.2004.11.014] [Citation(s) in RCA: 11] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/26/2004] [Revised: 11/04/2004] [Accepted: 11/15/2004] [Indexed: 05/03/2023]
Abstract
A number of researchers have explored the attributions that care staff make about challenging behavior. The expectation, based on behavioral and cognitive models, is that these attributions may help predict why staff inadvertently reinforce challenging behavior. Two studies of staff attributions about challenging behavior are reported. In the first, a high level of consistency in attributions across staff was found. In a second quasi-experimental study, staff made attributions about two known clients' behavior. Analysis of these data showed that attributions varied in a manner broadly consistent with the hypothesized functions of the behaviors. The weight of the evidence suggests that staff may be sensitive to the causes of challenging behavior. The practical implications of these data are discussed.
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Affiliation(s)
- Stephen J Noone
- School of Psychology, University of Wales Bangor, Gwynedd, Wales LL57 2DG, UK.
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16
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Abstract
Functional analysis methodology focuses on the identification of variables that influence the occurrence of problem behavior and has become a hallmark of contemporary approaches to behavioral assessment. In light of the widespread use of pretreatment functional analyses in articles published in this and other journals, we reviewed the literature in an attempt to identify best practices and directions for future research. Studies included in the present review were those in which (a) a pretreatment assessment based on (b) direct observation and measurement of (c) problem behavior was conducted under (d) at least two conditions involving manipulation of an environmental variable in an attempt (e) to demonstrate a relation between the environmental event and behavior. Studies that met the criteria for inclusion were quantified and critically evaluated along a number of dimensions related to subject and setting characteristics, parametric and qualitative characteristics of the methodology, types of assessment conditions, experimental designs, topographies of problem behaviors, and the manner in which data were displayed and analyzed.
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Affiliation(s)
- Gregory P Hanley
- Department of Human Development and Family Life, University of Kansas, Lawrence 66045, USA.
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Gates B, Atherton H. The challenge of evidence-based practice for learning disabilities. BRITISH JOURNAL OF NURSING (MARK ALLEN PUBLISHING) 2001; 10:517-22. [PMID: 12066044 DOI: 10.12968/bjon.2001.10.8.5315] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 04/01/2001] [Indexed: 11/11/2022]
Abstract
There is an ever-increasing pressure on professionals within both health and social care settings to demonstrate evidence-based practice. The main aim of this article is to consider as problematic the challenge of evidence-based practice for both health and social care professionals, with particular reference to those working in the field of learning disabilities. The article addresses a number of issues, including the nature of evidence, the different types of evidence that professionals have at their disposal, and issues of reliability and validity concerning the kinds of approaches used to obtain such evidence. The challenges of implementing evidence into practice are also discussed in relation to ideology, organizational implications, and educational issues.
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Affiliation(s)
- B Gates
- Faculty of Health, University of Hull, Hull, UK
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18
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Martin NT, Gaffan EA, Williams T. Experimental functional analyses for challenging behavior: a study of validity and reliability. RESEARCH IN DEVELOPMENTAL DISABILITIES 1999; 20:125-146. [PMID: 10198943 DOI: 10.1016/s0891-4222(98)00037-7] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/23/2023]
Abstract
The convergent validity of an experimental (analog) functional analysis was investigated by a comparison of three separate ways of interpreting the data derived from such an assessment: two previously published methods and the criterion Z method derived by the authors. Data from the experimental functional analysis of the challenging behavior(s) of 27 individuals with intellectual disabilities were analyzed to assess agreement between the three forms of interpretation. The test-retest reliability of all three methods over periods of 2 weeks, 1 month, and 3 months was also calculated. The results suggest that the methods of interpreting function from experimental assessments can give different results and that the test-retest reliability of the experimental functional analyses is poor. The implications of these findings are discussed in relation to clinical practice.
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Matson JL, Bamburg JW, Cherry KE, Paclawskyj TR. A validity study on the Questions About Behavioral Function (QABF) Scale: predicting treatment success for self-injury, aggression, and stereotypies. RESEARCH IN DEVELOPMENTAL DISABILITIES 1999; 20:163-175. [PMID: 10198945 DOI: 10.1016/s0891-4222(98)00039-0] [Citation(s) in RCA: 46] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/23/2023]
Abstract
We investigated the validity of the Questions About Behavioral Function (QABF), a checklist designed to assess antecedent behavior, using a sample of 398 persons with mental retardation and a targeted maladaptive behavior of self-injurious behavior, aggression, or stereotypies. The QABF was used successfully to derive clear behavioral functions for most individuals (84%) across all three target behaviors. Further, subjects with treatments developed from functional assessment (QABF results) improved significantly when compared to controls receiving standard treatments not based on functional analysis. Implications of the present findings for assessing and treating maladaptive behaviors are discussed.
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Affiliation(s)
- J L Matson
- Department of Psychology, Louisiana State University, Baton Rouge 70803-5501, USA.
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