University of Colorado Colorado Springs

About: University of Colorado Colorado Springs is a education organization based out in Colorado Springs, Colorado, United States. It is known for research contribution in the topics: Population & Poison control. The organization has 6664 authors who have published 10872 publications receiving 323416 citations. The organization is also known as: UCCS & University of Colorado at Colorado Springs.

Preventing Sexual Abuse of Children in the Twenty-First Century: Preparing for Challenges and Opportunities

Abstract: Child sexual abuse is a widespread social problem that negatively affects victims, families, communities, and society. This article briefly describes the scope and consequences of child sexual abuse and briefly critiques child-focused personal safety educational programs designed to prevent sexual victimization. The final section offers suggestions for expanding the focus of child-directed efforts and also includes recommendations for alternative approaches to primary prevention.

The eyes have it

Abstract: This paper evaluates the impact of eye localization on face recognition accuracy. To investigate its importance, we present an eye perturbation sensitivity analysis, as well as empirical evidence that reinforces the notion that eye localization plays a key role in the accuracy of face recognition systems. In particular, correct measurement of eye separation is shown to be more important than correct eye location, highlighting the critical role of eye separation in the scaling and normalization of face images. Results suggest that significant gains in recognition accuracy may be achieved by focussing more effort on the eye localization stage of the face recognition process.

Brief psychological intervention with traumatized young women: the efficacy of eye movement desensitization and reprocessing.

Abstract: To study the efficacy of eye movement desensitization and reprocessing (EMDR) with traumatized young women, 60 women between the ages of 16 and 25 were randomly assigned to two sessions of either EMDR or an active listening (AL) control. Factorial ANOVA interaction effects and simple main effects for outcome measures (Beck Depression Inventory, State-Trait Anxiety Inventory, Penn Inventory for Posttraumatic Stress Disorder, Impact of Event Scale, Tennessee Self-Concept Scale) indicated significant improvement for both groups and significantly greater pre-post change for EMDR-treated participants. Pre-post effect sizes for the EMDR group averaged 1.56 compared to 0.65 for the AL group. Despite treatment brevity, the posttreatment outcome variable means of EMDR-treated participants compared favorably with nonpatient or successfully treated norm groups on all measures.

Malingering and other validity considerations in the neuropsychological evaluation of mild head injury

Abstract: Eight malingerers (MPs) were identified via significantly below-chance symptom validity testing (SVT) within a sample of 106 consecutive admissions for neuropsychological evaluation. The resulting incidence of 7.5% is seen as a minimal estimate of malingering within the sample. Eight individuals who “passed” SVT but produced neuropsychological data of questionable validity were also identified (QVs). MPs and QVs were compared with matched controls on 14 measures that have been previously suggested as indicators of invalid neuropsychological data. MPs and QVs differed from controls on General Neuropsychological Deficit Scale, Fingertip Number Writing, and Digit Span. CVLT Recognition, Finger Agnosia, and Speech Perception differed for one of the target groups versus controls and had trends toward significance in the other group. However, many of the previously suggested invalidity signs were rare or absent. Reliance on these measures could result in overconfidence in the validity of neuropsycholog...

Self-Determination for Persons With Disabilities: A Position Statement of me Division on Career Development and Transition:

Abstract: The concept of self-determination has become important in the field of special education and disability services over recent years. This emphasis has come about as a result of several factors, including a changing view of disability, legislation, research findings and advances in teaching technology. Self-determination is highly important to the career development and transition process and it needs to be encouraged throughout the lifespan. It is important for all students, with and without disabilities, including those students with the most severe disabilities. Self-determination instruction can be provided within an inclusive framework and is important for educators as well as students. Family participation is important to the development of self-determination. The Division on Career Development and Transition of the Council for Exceptional Children supports and affirms approaches rooted in self-determination for development and delivery of effective educational programs.