The aim of this study was to determine whether IUD administration, with and without the presence of Levo, and with and without the presence of the ovaries, impacts cognition in a rat model. Rats received either Sham or Ovariectomy (Ovx) surgery (removal of the ovaries), plus either no IUD, a Blank IUD (without Levo), or a Levo-releasing IUD (Levo IUD), enabling us to evaluate the effects of Ovx and the effects of IUD administration on cognition. Two weeks after surgery, all treatment groups were tested on the water radial arm maze, Morris water maze, and visible platform task to evaluate cognition. At sacrifice, upon investigation of the uteri, it was determined that some of the IUDs were no longer present in animals from these groups: Sham\u2014Blank IUD, Ovx\u2014Blank IUD, and Sham\u2014Levo IUD. Results from the remaining three groups showed that compared to Sham animals with no IUDs, Ovx animals with no IUDs had marginally impaired working memory performance, and that Ovx animals with Levo IUDs as compared to Ovx animals with no IUDs had marginally enhanced memory performance, not specific to a particular memory type. Results also showed that Ovx animals with Levo IUDs had qualitatively more cells in their vaginal smears and increased uterine horn weight compared to Ovx animals with no IUDs, suggesting local stimulation of the Levo IUDs to the uterine horns. Overall, these results provide alternative evidence to the hypothesis that the Levo IUD administers Levo in solely a localized manner, and suggests that the possibility for the Levo IUD to affect reproductive cyclicity in ovary-intact animals is not rejected. The potential for the Levo IUD to exert effects on cognition suggests that either the hormone does in fact systemically circulate, or that the Levo IUD administration affects cognition by altering an as yet undetermined hormonal or other feedback between the uterus and the brain.

Teacher assessments are often used alongside parent assessments to identify behavioral problems and patterns in school-aged children. These assessments can aid in the diagnosis of disruptive behavior disorders and are used to screen children for targeted delinquency prevention programs. Although researchers have heavily studied the relationship between parent and teacher assessments, not as much research has analyzed teacher assessments alone, specifically semiannual teacher assessments. Teacher assessments are typically conducted during the fall semester, normally a couple months into the school year, or during the spring semester, normally a couple months after the winter break period. Using data from the Pittsburgh Youth Study (PYS), we aimed to determine the temporal stability and predictive utility of semiannual teacher assessments of children's behavioral problems from 2nd grade to 5th grade. Results showed that mean assessment scores increased from the fall to the spring semester across all 4 grades. We also found that teacher assessments of behavioral problems in grade school were significantly correlated with future serious violence. Although our statistical model did not identify a specific time period or semester when these assessments were most predictive, we observed a pattern where the spring semesters were more predictive for the younger grades, and the fall semesters were more predictive for the older grades. Future research could aim to understand why this pattern exists and what its implications are.

BACKGROUND: Delirium is often not recognized by clinicians at hospice facilities, leading to the lack of beneficial interventions. The aim of this study is to find a baseline of how many patients show signs of delirium, dementia, or both, determine whether clinicians are recognizing these signs, and observe how dementia and delirium are being treated for these patients.

DESIGN: Patient charts were reviewed to obtain demographic information, medications, and patients' progress throughout stay including pharmacologic and non-pharmacologic interventions and results. Patients were then interviewed using the short portable mental status questionnaire.

SETTING: The prevalence and management of dementia and delirium was evaluated in 10 Hospice of the Valley inpatient settings.

RESULTS: Out of the 159 participants (mean age = 77.72 years), 93 (58.5%) presented with moderate to severe cognitive impairment, but only 38 participants (23.9%) had a formal diagnosis of dementia. Out of the 93 participants with significant cognitive impairment, 60 participants (65.6%) were treated with benzodiazepines and 82 (88.2%) were treated with opioids. Fifty-nine (63.4%) participants with cognitive impairment had documented non pharmacological interventions such as repositioning and reorientation, but only 22 (23.7%) participants received more meaningful non-pharmacological interventions such as hand massages, targeted videos, and favorite music.

CONCLUSIONS: The current study found a high prevalence of moderate to severe cognitive impairment without a diagnosis of dementia. A likely cause is the high frequency of opioids and benzodiazepines prescribed, causing drug-induced sedation and delirium which significantly impairs cognitive abilities. Safer alternatives, such as non-opioid pain medications, should be considered within the hospice population, especially given that age is a risk factor for delirium. A tool would be helpful to encourage staff to identify and document use of non-pharmacological interventions.

Nearly a decade of research has shown that high achieving students are at elevated risk for serious adjustment problems \u2014 including internalizing and externalizing symptoms and substance use. In this study, we examine the relationship among three types of risk factors, including parent expectations and criticism, self-reported perfectionism, and daily stressors, and internalizing symptoms, rule-breaking behaviors, and substance use.

Perfectionism and daily stressors (e.g., relationship stress and hours of sleep) were significantly associated with internalizing symptoms and rule-breaking behaviors for both males and females across schools. Our findings suggest that there may be a unique interplay among perfectionism, relationship stress, and hours of sleep for students attending high achieving schools. Future research should attempt to tease apart the interactions among these risk factors and determine whether interventions should address them as separate, modifiable dimensions or treat them in a holistic manner.

Frequent flyers are students who make repeated, unplanned visits to the school nurse, mostly presenting with somatic symptoms like headaches, stomachaches, and musculoskeletal pain. Somatic symptoms are characteristic of pediatric anxiety symptoms and disorders, but the relation between anxiety symptoms and frequent flyer status never has been systematically examined. This study employs data corresponding to 209 students in the 4th and 5th grade (Mage = 9.51, 43.5% girls, 50.9% 51.2% Caucasian, 23.9% Hispanic/Latino) to examine the relation between students' visits to the school nurse (frequent flyer status) and anxiety, including possible variations by children's socio-demographic characteristics, including sex and race/ethnicity. Findings showed statistically significant relations between anxiety and an increased number of nurse visits. A relation between anxiety and sex leading to increased nurse visits was not statistically significant. The statistical model testing race/ethnicity and anxiety in relation to increased nurse visits was found to be significant but driven solely by anxiety. Implications for this study include reframing how frequent flyers are viewed by teachers and addressing possible anxiety in these students.

This thesis study aimed to (1) test whether first-year college students' perceived future self-connectedness predicts their interest in continuing premedical studies, (2) assess whether the presence of academic role models predicts their future self-connectedness and (3) pilot-test an experimental manipulation to increase future self-connectedness and interest in premedical studies. The study included two parts. First, students completed the pre-manipulation measures including future self-connectedness and interest in premed studies. Second, students were randomly assigned to an experimental or a control condition. In the experimental condition, students were asked to imagine that they were licensed doctors and write words of advice to their current selves. In the control condition students were asked to reflect and write about their daily routine. The results from this study showed a significant positive correlation of interest in remaining in premedical studies with both future self-connectedness and the presence of role models and future self-connectedness. Additionally, students in the experimental condition showed a significant increase in future self-connectedness after completing the manipulation. However, their interest in remaining in premedical studies did not change after the manipulation. Together, these findings suggest a method for keeping Freshman undergraduates from dropping out hastily from the premedical track.

The use of functional magnetic resonance imaging (fMRI) has been increasing in popularity due to its ability to measure brain activity during presentation of stimuli. Blood flow responses in the brain occur when a stimulus is presented and can be measured using fMRI. The delay of onset of this blood flow response can vary due to distances from the heart to the brain blood vessels. This variability causes differences in onset and time to peak blood flow response across the brain that is not currently predictable. To account for this, statistical analyses add the response's temporal derivative to regression models. Derived from the Taylor series expansion, the temporal derivative corrects for small variations in the time delay for the blood flow response (i.e. less than 1 second or so). However, I show that inclusion of the temporal derivative in analyses increases false positive rates. I conducted fMRI analyses on data collected as participants complete motor responses and on resting state data. Analyses were repeated both with and without inclusion of the temporal derivative. More significant responses were found with inclusion of the temporal derivative in both cases, suggesting possible increases in false positive rates. The goal of the present study is to increase awareness of the current fMRI data analysis practices and their potential flaws.

Previous research pertaining to dog memory and cognition has been confined mainly to samples of colony dogs and therefore can be hard to generalize to a larger population of pet dogs and varying breeds. The present study focused entirely on pet dogs of many different breeds, rather than colony or laboratory animals for the purposes of accessibility, affordability, and novelty. Methods: We presented the dogs with a memory task in the form of a game in which the dogs chose to search for food at one of two locations at varying delay intervals, with a maximum time limit of one hour per dog. We expected our data to show a significant decrease in memory capacity and an increase in error rates among older dogs as compared to younger dogs; these results would allow us to conclude that it is likely many dogs, much like humans, experience various cognitive deficits as a function of increasing age. Results: Using one-factor ANOVA and linear and curvilinear regression analyses, we examined the relationship between the independent variable, age (individual dog ages as well as three generalized age categories), and three dependent variables. The dependent variables were: (a) percentage of correct choices at a 60 second delay interval, (b) maximum delay interval attempted (MDIA), and (c) the maximum delay interval that was completed above chance level (50%) (MDAC). We found significant results to support our hypotheses that aged dogs show spatial memory and cognitive deficits in comparison with young and middle-aged dogs, and that age can be considered a marginally significant predictor of spatial memory capacity.

The purposes of the study are to: 1) investigate how students' motivation towards reading is related to their reading comprehension skills, and 2) assess the impact of using an Intelligent Tutoring System to improve comprehension. Interactive Strategy Training for Active Reading and Thinking-3 (iSTART-3) is a game-based tutoring system designed to improve students' reading comprehension skills. The current study was conducted in South Africa with 8th and 9th graders between the ages of 14 and 18. These students are multilingual and they learn English as a First Additional Language (English-FAL). Firstly, we predict that students who are highly motivated to read will have high comprehension scores than those who are slightly or not at all motivated to read. Secondly, we predict that the use of iSTART-3 will improve students' reading comprehension, regardless of their level of reading motivation, with better results for those who are more motivated to read. Counter to our predictions, the results did not reveal a relation between reading motivation and reading comprehension. Furthermore, an effect of iSTART-3 on reading comprehension was not found. These results were likely influenced by the small sample size and the length of the intervention.

Recent evidence suggests that youth from affluent and upper-middle-class, white collar families are at high risk for maladaptive behaviors, such as aggression, rule breaking, and substance use. A major hypothesized underlying factor is lax parental discipline that involves low repercussions for errant behaviors such as substance use—also known as perceived parents’ “containment” of such behaviors. In this study, the focus is on multiple dimensions of perceived containment among parents and school authorities, in relation to both externalizing problems and drug use behaviors. These associations are examined in four different schools: two boarding schools and two day schools. Results show much stronger links with maladjustment for perceived containment by parents as opposed to perceived containment by school. The largest significant effects within the containment indices were found to be between parent containment of drug use and the levels of substance use behaviors reported by students. These effects were found across gender and all schools, indicating robust links. Overall, the most robust index studied was the perceived parental monitoring variables; monitoring effects were stronger than effects from any containment variables. Students who perceived the highest levels of parental monitoring exhibited the least amount of externalizing behaviors across all schools and genders. A possible explanation includes students perceiving that their parents monitor their behavior due to caring on the behalf of the parent, which then leads to fewer externalizing outcomes. These results suggest that the most effective means of decreasing substance use levels seem to lie within the parents of the students and not the schools.