Indirectly acquired fear memories have distinct, sex-specific molecular signatures from directly acquired fear memories.

Post-traumatic stress disorder (PTSD) is a severe anxiety disorder that affects women more than men. About 30% of patients suffering from PTSD develop the disorder by witnessing a traumatic event happen to someone else. However, as the focus has remained on those directly experiencing the traumatic event, whether indirectly acquired fear memories that underlie PTSD have the same molecular signature as those that are directly acquired remains unknown.

Development and preliminary validation of the Brief Self-Compassion Inventory.

Research and clinical interest in self-compassion has grown due to its associations with physical and mental health benefits. Widely used measures of self-compassion have conceptual and psychometric limitations that warrant attention. The purpose of this project was to develop a new self-compassion measure, the Brief Self-Compassion Inventory (BSCI), and test its psychometric properties.

Predictive Analysis of Parent Activation and Autism.

We examined parent activation in families with autistic children over time. Activation is one's belief, knowledge, and persistence in obtaining and managing one's care (e.g.

Practice Makes Proficient: Evaluation of Implementation Fidelity Following COMPASS Consultation Training.

Objective: To test a training package for COMPASS, a multi-level consultation and coaching intervention for improved educational outcomes of students with ASD.

Method: Using a Hybrid Type 3 design with emphasis on implementation and a multidimensional approach to evaluating implementation outcomes, we tested a training package with community-based consultant trainees (CTs) unfamiliar with COMPASS and evaluated acceptance, appropriateness, feasibility, and fidelity from multiple sources (trainees, teachers, and parents).

Results: Results confirm that COMPASS-naïve CTs can be successfully trained.

Individualized Education Program Quality for Transition Age Students with Autism.

Background: Students with ASD have some of the worst postsecondary outcomes when compared to other students with disabilities indicating transition planning may not be working effectively. One source of support for postsecondary planning is development of the transition Individualized Education Program (IEP). However, little research is available to describe the current contents of transition IEPs for students with ASD.