Standing balance of vehicle passengers: The effect of vehicle motion, task performance on post-drive balance.

BACKGROUND: Motion platforms and driving simulators have been shown to contribute to motion sickness and a short-term increase in standing postural sway. However, no studies to date have investigated how the motion of a passenger vehicle and the performance of a task during a drive on a closed test track affects post-drive standing balance. RESEARCH QUESTIONS: What are the effects of (1) a continuous, scripted drive on a closed test track, and (2) the performance of a handheld tablet-based task during the scripted drive, on post-drive standing balance? METHODS: Fifty adults (23 males, 27 females; 40.0 ± 20.6 yr) rode in the front passenger seat of a midsized sedan on a scripted drive. Participants were assigned to one of the acceleration levels (Low, Moderate) and completed both Task and No-Task test conditions, involving a visual-based task on a handheld tablet device. Before and after each scripted drive, participants completed two standing balance exercises: 1) feet tandem, eyes open, on firm support, and 2) feet together, eyes closed, on foam support. An inertial measurement unit (IMU) captured estimates of postural trunk sway. Root-mean-square (RMS) of angular position and velocity in the anteroposterior (A/P) and mediolateral (M/L) directions, and elliptical fit and path length of sway trajectory were computed. A nonparametric analysis was performed on the balance metrics. RESULTS: Exposure to a scripted drive in a vehicle affected participants' postural sway, especially after using a handheld device during the drive. M/L RMS sway velocity and path length increased for both exercises following the scripted drive with task. Additionally, M/L RMS sway increased for the more challenging balance exercise, during which participants stood with feet together on foam support with eyes closed. SIGNIFICANCE: This study is the first to explore balance following a scripted drive on a closed test track. Changes in post-drive balance introduces potential risks to vehicle passengers; concurrent performance of a task on a handheld device further increases the likelihood that post-drive balance will be negatively affected.

Mothers' and children's perceptions of medication for children with attention-deficit hyperactivity disorder.

This study assessed the perceptions about medication held by mothers and children with ADHD. Thirty-one mother-child dyads completed questionnaires assessing their knowledge and perceptions of stimulant medication and their level of perceived side effects associated with taking medication for ADHD. Mothers tended to view their children's medication as more beneficial than did their children. Mothers also demonstrated significantly more knowledge about their children's medication. Implications are drawn for research and clinical education of children and parents about medication for ADHD.

A behavioral prescription for promoting applied behavior analysis within pediatrics.

In recent decades, pediatric medicine has undergone a shift in focus from infectious diseases to the effects of behavior on the health and development of children. At the same time, behavior analysts have increasingly evaluated the direct application of their technology to the development and maintenance of child health behavior. Unfortunately, applied behavior analysts have developed their technology parallel to, rather than collaboratively with, pediatricians and, as a result, are not recognized as experts in the treatment of child health behavior. In addition, behavioral technology is not widely recognized as the treatment of choice by pediatricians. This paper provides a behavioral prescription for behavior analysts who wish to enter pediatrics as expert scientists and technicians. Specific recommendations are provided for stimulating collaborative rather than parallel development between applied behavior analysis and pediatrics in the promotion and maintenance of child health behavior. Strategies for maintaining this collaborative relationship and for strengthening the social relevance of behavior analysis are discussed.

AIDS education: the Rhode Island experience.

AIDS prevention, by public school education, is designed to change knowledge, attitudes, and future behavior. This study evaluated the impact of a state-mandated educational program on a sample of 2709 adolescents. Changes from pre to posttest were evaluated using standardized change scores and comparisons between the experimental and a delayed education control group were made. The experimental group, but not the control group, changed to a statistically significant degree (p less than .001). They became more knowledgeable, endorsed slightly more tolerant attitudes, and reported an increased intention to avoid intercourse as a means of AIDS prevention. The extent of change was substantially greater for knowledge than for attitudes. Age, gender, and AIDS-related anxiety were found to be significant variables in the AIDS education process. The modest changes observed emphasize that the dissemination of AIDS information by public schools is only the first step in changing adolescent behavior as a means to AIDS prevention and that other, additional approaches are needed.

Differences in AIDS knowledge and attitudes by grade level.

Grade-related similarities and differences in AIDS knowledge and attitudes were assessed in 441 fifth, seventh, and tenth graders from one school district. Grade level was a significant variable (p less than .01) on 53% of items. Grade-related differences in knowledge were apparent when students responded to questions tapping information not covered widely in the media and in attitudes when personal engagement in behavior was implied. Cognitive and emotional factors related to developmental milestones were postulated to account for these differences. These findings need to be considered in planning and implementing AIDS prevention programs, especially as education is begun for younger children.

PIP: Grade-related similarities and differences in AIDS knowledge and attitudes were assessed in 441 5th, 7th, and 10th graders from 1 school district in Rhode Island. 49% of the students were male and 96% were white. The findings revealed all students were most knowledgeable (80% correct) on items reflecting whether one could contract AIDS through touching, sharing needles, and sexual intercourse. Students were least knowledgeable (60% correct) on items reflecting whether one could contract AIDs through kissing or mosquito bites. Grade level was a significant variable (p.01) on 53% of the knowledge, attitude, and coping skill items. Grade-related differences in knowledge were apparent when students responded to questions tapping information not covered widely in the media and in attitudes when personal engagement in behavior was implied. 5th grade students were significantly more knowledgeable than older students about having blood taken and significantly less knowledgeable than older students regarding contact though using a comb. 7th grade students were significantly less knowledgeable about transmission through sharing needles and AIDS in utero. Furthermore, 5th grade students were more likely to have knowledge concerning transmission through kissing. Attitude measurements revealed 95% were in favor of having AIDS education in schools and 40-60% endorsed attitudes reflecting intolerance of people with AIDS. 5th graders were less likely to report they would touch someone with AIDS and to blame homosexuals for the AIDS epidemic and were more likely to indicate being nervous about AIDS. Concerning coping skills, 5th graders were significantly less likely to report they would blame someone else for causing the problem or accept the problem. Cognitive and emotional factors related to developmental milestones were postulated to account for these differences. These findings need to be considered in planning and implementing AIDS prevention programs, especially as education is begun for younger children. Educational programs must attempt to reduce misconceptions, to build powers of generalization through teaching conceptual and behavior-specific models of visual transmission, and to furnish examples of preventive measures. Future research should investigate cognitive and emotional explanations for grade differences. (author's modified).

The impact of AIDS education on junior and senior high school students. A pilot study.

Prevention, through school-based education campaigns, has been suggested as a response to the AIDS crisis although the impact of such education is unproven. The seventh and tenth grade classes (n = 313) in one Rhode Island school district were surveyed regarding AIDS knowledge, attitudes, and coping skills before and after a two-session educational program. Following instruction, students reported more knowledge, greater tolerance of AIDS patients, and more hesitancy toward high-risk behaviors, but the changes were modest. Using residual change scores to control for baseline levels, two subgroups (seventh grade boys and tenth grade girls) changed the most in tolerance, and the correlations between variables were the strongest. In the general sample, change in knowledge was independent of change in tolerance, attitudes regarding high-risk behaviors, or coping strategies. These data lend support to the potential usefulness of school-based education programs, especially if behavior and coping skills are emphasized in the education. Evaluation of such programs should include assessment of change in subgroups to determine components of programs that can be tailored for more effective education.

Decreasing dangerous infant behaviors through parent instruction.

One adult and three adolescent mothers with 1-year-old infants were taught to reduce their infants' potential for injury in the home. After being taught to increase their positive interactions with their infants, the mothers were taught to child-proof the home, to use playpen time-out for potentially dangerous behaviors, and to give positive attention for safe behaviors. A multiple baseline design across subjects was used to evaluate functional control. Potentially dangerous behaviors, observed during 10 min of free play, decreased from variable and, at times, high rates during baseline to stable near-zero rates after treatment. These target behaviors remained low at a 7-month follow-up assessment.