Charles Cederberg, PhD

Little research exists examining interactions between law enforcement officers (LEOs) and autistic individuals. The present study includes responses from 130 LEOs who participated in autismspecific training and completed surveys assessing professional experiences responding to calls that involved individuals with known autism spectrum disorder (ASD) diagnosis. The purpose of the present study was to determine the types of incidents LEOs respond to involving autistic people, and the level of force used in response to the incident. Analysis revealed four categories captured the majority of reported incidents: disruptive behavior, suspected abuse/neglect, elopement, and noncriminal behavior. The most commonly reported responses by LEOs included providing support and extreme controlling behaviors, with female officers more likely to report utilizing supportive behaviors and less force compared to male counterparts.

Objective: Teleneuropsychology (TeleNP) is a growing and promising practice within the telemedicine landscape that has been well established within the adult neuropsychology literature. This project aimed to demonstrate the feasibility of TeleNP in a pediatric clinical population and disseminate clinical decision-making procedures to guide best practices for pediatric TeleNP. Method: This project conducted during the 2019 coronavirus (COVID-19) pandemic reflects the largest clinical cohort to date of TeleNP in a pediatric population (N = 129). Data were gathered retrospectively from patients who were rescheduled from in-person assessment to TeleNP between March to June 2020. Results: TeleNP was an accessible option for most patients and families, with no differences in demographic variables in patient appointment attendance, whether testing was conducted, and whether the patient was referred for face-to-face follow-up. Patients using laptops/desktops were more likely to undergo remote test administration in comparison with patients using phones/tablets (χ 2 = 23.83, p < .002). Sixty-three percent of the sample were referred for a face-to-face follow-up assessment. Conclusions: TeleNP is feasible in a pediatric clinical population ranging to begin the process of differential diagnosis and treatment planning. Pediatric TeleNP may be most efficacious as a screening procedure due to limited measures suited for remote administration and behavioral challenges interfering with testing requiring in-person follow-up. TeleNP screening as standard practice for patients who do not require a full, traditional neuropsychological battery may provide a more efficient care model, with more patients able to be seen using shorter batteries with less wait time.

High-ability youth diagnosed with autism spectrum disorder (ASD) historically have been neglected within samples validating ASD screening measures, and consensus for what constitutes high ability has not been established. The Autism Spectrum Screening Questionnaire (ASSQ) and Social Responsiveness Scale (SRS) are two common screening tools for ASD used within research and practice settings. We investigated the accuracy of the ASSQ and SRS for ASD identification among a sample of 23 high-ability youth previously diagnosed with ASD. Results suggest both ASSQ and SRS measures inconsistently screened for ASD. The high-ability students with ASD scored significantly lower on the SRS total score and social cognition, communication, and motivation subscales, suggesting potential phenotypic differences among high-ability youth with ASD that could inform assessment and intervention strategies.

Seismic societal, technological, and economic shifts over the past several decades demand more individualized approaches for engaging in commerce and empowering vocational control. In response, the personal brand has emerged as a viable strategy for individual professionals to accentuate their own distinctiveness, and to engage with professional networks and clients in efficient, inexpensive, and expedient ways. Professional psychology has been skeptical of commercial practices contained within personal branding due to the potential for heightened risk of ethical violations and professional misconduct. The author discusses personal branding and its relationship with the ethics of psychology commerce. A personal branding model is proposed and tailored to the unique considerations of professional psychologists. As the ethical accountability for engaging in personal branding rests on psychologists, it is essential that the discipline be alert to its implications for client welfare.

Despite increasing interest in social class issues within psychology, there are a limited number of theoretically rooted instruments to measure subjective social class, particularly related to classism. The purpose of this project was to create a brief, psychometrically sound, and theoretically grounded instrument, called the Classism Attitudinal Profile (CAP), designed to measure 2 aspects of classism (downward and upward) defined in Liu's (2011) Social Class World View Model Revised (SCWM-R). Data from 2 independent samples (n ϭ 608, n ϭ 199) provided evidence in support of the consistency (alpha and test-retest coefficients), anticipated factor structure, and convergent/discriminant validity of CAP subscale scores. Downward and upward classism scores were only modestly correlated with each other and differentially correlated with other measures, thereby demonstrating that CAP subscales measure distinct constructs rather than opposite ends of the same continuum. Validity of CAP scores was further supported by logically consistent patterns of relationships with measures of subjective social status, materialistic values, Protestant work ethic, life satisfaction, racism, sexism, and key demographic variables. Public Significance Statement This study summarizes the development of a classism attitudes measure. It suggests that beliefs about social class can be reliably measured. This is important for understanding the influence of class-based attitudes in people's lives, and provides a foundation for further research on social class and classism.

The social class worldviews (social class beliefs, attitudes, and values) of 14 first-generation college students were investigated with qualitative interviews. Consensual qualitative research analysis revealed first-generation students' perspectives on the development of their social class worldviews, the effect of these worldviews on their transitions to college, and vice versa. The students' pre-college beliefs and values promoted hard work and college attendance as a means of financial success. The transition to college created disequilibrium in the social class worldviews of the students interviewed, who in turn responded by attempting to adapt to the new culture, emphasizing their social class background, or downplaying the role of social class in their lives altogether. College professionals working with first-generation students are encouraged to facilitate dialogues with first-generation students about their social class worldview and its impact on students' engagement with the college community.

Social class may be defined as a social category that differentiates an individual's access to available material resources because of the individual's education, occupation, and income (Liu, 2011). Recent scholarship suggests that, along with objective access to material resources, social class is related to one's subjective perception of relative social-class rank in relation to others within one's settings and context. These ranking processes likely take place vis-à-vis across an individual's immediate social circle, local community, and broader society (Piff et al., 2010). Subjective approaches to social class have been shown to be robust variables in research. Health psychologists found, for instance, that asking participants to rank themselves on a social-class ladder about their perceived status was a better predictor of subjective health than variables such as education, income, or occupation. This contemporary contextually sensitive approach belies the decades of research focused on identifying innate personality differences between the rich and poor. Auld (1952) reviewed a series of studies examining response differences on personality inventories among individuals of different social classes. Middle-class participants scored more favorably than lower-status participants. Furthermore, results from the Berneuter Personality Inventory found lower scores of neuroticism, higher scores of self-sufficiency, and higher scores of dominance among upper-class participants. Individuals from economically underprivileged backgrounds also trended toward personality patterns described as maladjusted. Social-class studies using the Brown Personality Inventory suggested lower-class children scored overall less favorably on traits of insecurity, neuroticism, and irritability. Similarly, the California Test of Personality, Wisconsin Scale of Personality Traits, and Minnesota Multiphasic Personality Inventory showed higher-status children scored more favorably than those of lower-status particularly in domains related to emotional stability. Likewise, Eysenck (1961) and Eysenck and Eysenck (1970) directly investigated personality differences between social classes. The researchers suggested middle-class individuals

Objective: Juvenile Huntington's Disease (JHD) is an extremely rare autosomal dominant neurodegenerative disease with onset in childhood or teenage years. Although there are many similarities with the adult form of the disease, JHD has a clinically distinct presentation. Some common symptoms include behavioral problems and cognitive decline. However, given the rarity of juvenile presentations, limited research exists regarding sex difference performances on executive and intellectual functioning in a JHD population. Thus, exploratory research was conducted to investigate such findings. Method: Data from the Kids HD research study was analyzed (N = 58; mean age = 15.5, 50.8% female). Preliminary bivariate partial correlations, independent t-tests, and one way ANOVA tests were used to examine differences in executive and intellectual functioning between male and female participants. Results: Performance significantly differed on several aspects of executive and intellectual functioning between sexes, including shifting attention (p = 0.007), verbal intellect (p = 0.019), and general ability intellect (p = 0.041). Significant differences were also observed regarding inhibition (p = 0.003), verbal categorical fluency (p = 0.021), and sorting (p = < 0.001). Conclusions: Results suggest that there are significant differences in executive and intellectual functioning between sexes. In particular, males had more difficulty shifting attention, despite higher verbal intellect and higher general ability intellect. Females demonstrated greater inhibition, while males demonstrated stronger verbal categorical fluency and abstract reasoning. Between sexes, results indicate evidence of performance differences across tasks of executive and intellectual functioning. Such findings are consistent with a subcortical neurodegenerative process, such as HD.