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McNally Keehn R, Rispoli M, Saina C, Nafiseh A, Oyungu E, Omari FW, Kigen B, Hassinger T, Stewart L, Gross J, McHenry M. Pepea Pamoja: † Applying the Ecological Validity Framework to co-develop a wellbeing and behavioural training program for caregivers of young children with autism in low-resource settings of Kenya and the United States. Child Care Health Dev 2024; 50:e13299. [PMID: 38967420 DOI: 10.1111/cch.13299] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/20/2023] [Revised: 05/01/2024] [Accepted: 06/12/2024] [Indexed: 07/06/2024]
Abstract
BACKGROUND Autism is a complex neurodevelopmental disability with global prevalence of one in 100 individuals. Poor access to interventions in both under-resourced regions of high-income countries and low- and middle-income countries has deleterious effects on the health and wellbeing of individuals with autism and their families. Our objective was to utilize a reciprocal innovation framework and participatory methods to adapt and co-develop a culturally grounded group-based wellbeing and naturalistic developmental behavioural intervention (NDBI) training program for caregivers of young children with autism to be implemented in Kenya and rural Indiana. METHODS This study was conducted within the Academic Model Providing Access to Healthcare (AMPATH) program. An evidence-informed Naturalistic Developmental Behavioral Intervention (NDBI) previously utilized in Indiana was adapted and iteratively refined using the Ecological Validity Framework (EVF) by a team of US and Kenyan disability experts. Key adaptations to the program were made across the EVF domains of language, persons, metaphors/content, concepts, goals, methods, and context. RESULTS Substantial cultural adaptations were made to the NDBI following the EVF model, including the addition of traditional Kenyan cultural practices, use of narrative principles, and focus on daily routines over play. Pepea, the adapted program, involves 10 group sessions covering content in basic education on autism, positive caregiver coping strategies, and behavioural skills training to promote child communication and reduce challenging behaviour. Key adaptations for Pepea were integrated back into a US NDBI caregiver training program. CONCLUSIONS This study fills a critical gap by detailing the adaptation process of a caregiver wellbeing and naturalistic developmental behavioural training program for caregivers of children with autism in low-resource settings. Our next steps are to report on mixed-methods outcomes from pilot implementation. Our long-term goal is to apply these insights to advance sustainable and scalable autism intervention services across the globe.
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Affiliation(s)
- Rebecca McNally Keehn
- Department of Pediatrics, Indiana University School of Medicine, Indianapolis, Indiana, USA
| | - Mandy Rispoli
- Department of Curriculum, Instruction, and Special Education, University of Virginia, Charlottesville, VA, USA
| | - Chelagat Saina
- Moi Teaching and Referral Hospital, Eldoret, Kenya
- Academic Model Providing Access to Healthcare (AMPATH), Eldoret, Kenya
| | - Amira Nafiseh
- Department of Pediatrics, Indiana University School of Medicine, Indianapolis, Indiana, USA
| | - Eren Oyungu
- Moi Teaching and Referral Hospital, Eldoret, Kenya
- Academic Model Providing Access to Healthcare (AMPATH), Eldoret, Kenya
| | - Felicita Wangechi Omari
- Moi Teaching and Referral Hospital, Eldoret, Kenya
- Academic Model Providing Access to Healthcare (AMPATH), Eldoret, Kenya
| | - Barnabas Kigen
- Moi Teaching and Referral Hospital, Eldoret, Kenya
- Academic Model Providing Access to Healthcare (AMPATH), Eldoret, Kenya
| | - Tonia Hassinger
- Developmental Disabilities Systems, Inc., Indianapolis, Indiana, USA
| | - Laurel Stewart
- Developmental Disabilities Systems, Inc., Indianapolis, Indiana, USA
| | - Judith Gross
- Indiana Institute on Disability and Community, Indiana University, Bloomington, Bloomington, Indiana, USA
| | - Megan McHenry
- Department of Pediatrics, Indiana University School of Medicine, Indianapolis, Indiana, USA
- Academic Model Providing Access to Healthcare (AMPATH), Eldoret, Kenya
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Rudrabhatla A, Hendrix N, Gillespie S, Ulven K, Jergel A, Greenfield E, Guerra K, Pickard K. A Mixed-methods Examination of Culturally Responsive Adaptation to an Evidence-based Parent-mediated Intervention Implemented for Autistic Children. ADMINISTRATION AND POLICY IN MENTAL HEALTH AND MENTAL HEALTH SERVICES RESEARCH 2024; 51:406-424. [PMID: 38261118 DOI: 10.1007/s10488-024-01343-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 01/09/2024] [Indexed: 01/24/2024]
Abstract
Parent-mediated interventions (PMIs) are considered an evidence-based practice for fostering social communication skills in young autistic children and for promoting parent responsivity and empowerment, yet barriers to caregiver engagement are evident when PMIs are implemented within historically underserved community settings. Issues of caregiver engagement can reflect a lack of fit between PMIs and the needs of diverse families. We used a mixed methods approach to examine barriers to participating in an evidence-based PMI, Project ImPACT (Ingersoll & Dvortcsak, 2019), within an outpatient setting, as well as strategies that clinicians reported using to deliver and adapt Project ImPACT for minoritized families. Participants included 134 caregivers of a child 13 to 48 months with autism or other social communication differences and six clinicians delivering Project ImPACT. Findings suggest that caregivers experience barriers to participating in Project ImPACT and that these barriers are associated with caregivers' ability to complete the program. Although quantitative findings indicate that adaptation to Project ImPACT did not differ by caregiver and child background, qualitative findings highlighted that clinicians attempt to deliver Project ImPACT to respond to the needs of families from minoritized backgrounds by actively considering the family's culture, psychosocial experiences, goals, and specific barriers. Further, both qualitative and quantitative findings suggest that culturally responsive care and adaptations may support caregiver engagement, including rapport, trust, buy-in, and attendance. Approaches to center cultural alongside contextual/psychosocial considerations within family-centered care in the implementation of PMIs are also highlighted.
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Affiliation(s)
- Asha Rudrabhatla
- Department of Pediatrics, Marcus Autism Center, Emory University School of Medicine, Children's Healthcare of Atlanta, Atlanta, GA, USA
- Current Affiliation: Department of Psychology, George Mason University, Fairfax, VA, USA
| | - Nicole Hendrix
- Department of Pediatrics, Marcus Autism Center, Emory University School of Medicine, Children's Healthcare of Atlanta, Atlanta, GA, USA
| | - Scott Gillespie
- Department of Pediatrics, Marcus Autism Center, Emory University School of Medicine, Children's Healthcare of Atlanta, Atlanta, GA, USA
| | - Kathryn Ulven
- Department of Pediatrics, Marcus Autism Center, Emory University School of Medicine, Children's Healthcare of Atlanta, Atlanta, GA, USA
| | - Andrew Jergel
- Department of Pediatrics, Marcus Autism Center, Emory University School of Medicine, Children's Healthcare of Atlanta, Atlanta, GA, USA
| | - Elizabeth Greenfield
- Department of Pediatrics, Marcus Autism Center, Emory University School of Medicine, Children's Healthcare of Atlanta, Atlanta, GA, USA
| | - Karen Guerra
- Department of Pediatrics, Marcus Autism Center, Emory University School of Medicine, Children's Healthcare of Atlanta, Atlanta, GA, USA
| | - Katherine Pickard
- Department of Pediatrics, Marcus Autism Center, Emory University School of Medicine, Children's Healthcare of Atlanta, Atlanta, GA, USA.
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Pak NS, Peredo TN, Madero Ucero AP, Kaiser AP. EMT en Español Para Autismo: A Collaborative Communication Intervention Approach and Single Case Design Pilot Study. J Autism Dev Disord 2024:10.1007/s10803-024-06322-5. [PMID: 38613594 DOI: 10.1007/s10803-024-06322-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 03/12/2024] [Indexed: 04/15/2024]
Abstract
The primary purpose of the current pilot study was to test the effects of an adapted and collaborative intervention model with a systematic teaching approach on Latina Spanish-speaking caregivers' use of EMT en Español Para Autismo strategies with their young children on the autism spectrum. A multiple baseline across behaviors single case design was replicated across two dyads. A series of family interviews and a direct therapist-child intervention phase supported individualization of the intervention. Families were provided speech generating devices as part of their children's intervention protocol. Caregivers were taught to use EMT en Español Para Autismo strategies with aided language input. Strategies included contingent target-level and proximal target-level language modeling, linguistic expansions, and communication elicitations. Secondary variables measured included generalization of strategy use to unsupported interactions and at a 2-month follow-up, child communication outcomes, and social validity. There was a strong functional relation for one dyad between the adapted and collaborative intervention and caregiver use of EMT strategies. The functional relation was weakened by behavioral covariation for the other dyad. Children increased the quantity and diversity of their communication during the study. Caregivers generalized their use of most EMT strategies and reported most aspects of the approach to be socially valid. The current study provides an initial demonstration of an effective model for adaptation and individualization of naturalistic developmental behavioral interventions for Latino Spanish-speaking families with children on the autism spectrum.
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Affiliation(s)
- Natalie S Pak
- Department of Special Education, Peabody College, Vanderbilt University, Nashville, TN, USA.
- Department of Communication Sciences and Disorders, University of South Florida, Tampa, FL, USA.
| | | | - Ana Paula Madero Ucero
- Department of Special Education, Peabody College, Vanderbilt University, Nashville, TN, USA
| | - Ann P Kaiser
- Department of Special Education, Peabody College, Vanderbilt University, Nashville, TN, USA
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Terol AK, Meadan H, Gómez LR, Magaña S. Cultural adaptation of an intervention for caregivers of young autistic children: Community members' perspectives. FAMILY PROCESS 2024. [PMID: 38605389 DOI: 10.1111/famp.12999] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/09/2023] [Revised: 02/08/2024] [Accepted: 03/27/2024] [Indexed: 04/13/2024]
Abstract
Caregivers of autistic children in low-to-middle-income countries experience many barriers to access resources to support their child's development. Caregiver training is considered an evidence-based practice and may be a cost-effective way to support caregivers of autistic children in such settings. This study focuses on the cultural adaptation of Parents Taking Action (PTA; Magaña et al., Family Process, 56, 57-74, 2017) to support caregivers of autistic children in Paraguay. We conducted focus groups and individual interviews with 28 caregivers, autistic individuals, and professionals in Paraguay to understand caregivers' needs and to explore needed cultural adaptations of PTA to achieve contextual fit. Participants identified caregivers' need for accurate and reliable information, strategies to support children's growth, and emotional support and strategies to manage stress. Additionally, participants provided recommendations for adapting PTA considering the dimensions within the Cultural Adaptation Checklist (Lee et al., International Journal of Developmental Disabilities, 2023). This study is the first step in the iterative process of culturally adapting an intervention and the process described in this study may be appropriate for culturally adapting other interventions.
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Affiliation(s)
- Adriana Kaori Terol
- Department of Special Education, University of Illinois Urbana Champaign, Champaign, Illinois, USA
| | - Hedda Meadan
- Department of Special Education, University of Illinois Urbana Champaign, Champaign, Illinois, USA
| | - Laura R Gómez
- School of Special Education, School Psychology, and Early Childhood Studies, University of Florida, Gainesville, Florida, USA
| | - Sandy Magaña
- Steve Hicks School of Social Work, The University of Texas at Austin, Austin, Texas, USA
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Lee JD, Kang VY, Terol AK, Joo S. Examining the Efficacy of Culturally Responsive Interventions for Autistic Children and Their Families: A Meta-Analysis. J Autism Dev Disord 2024:10.1007/s10803-023-06212-2. [PMID: 38246962 DOI: 10.1007/s10803-023-06212-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 12/04/2023] [Indexed: 01/23/2024]
Abstract
Culturally responsive interventions for autistic children and their families have been developed and implemented to address issues related to limited representation, inequities, and disparities in access to care of minoritized families in research. Currently available reviews are relatively limited in scope or do not synthesize interventions specifically. Therefore, we conducted a meta-analysis to synthesize autism intervention literature that specifically targeted autistic individuals and their family members from minoritized backgrounds, such as immigrant families. We used four databases to identify studies that used culturally responsive interventions with minoritized autistic children and their families. An article was included if it included empirical intervention data using an experimental design. A total of 354 studies were initially screened, and 24 studies were included. Effect sizes of these studies were extracted across two levels (i.e., child and family levels). Data from group design studies were extracted manually, and data from single-case design studies were extracted using a web-based tool. We used design-comparable standardized effect sizes to compare across both designs. The analysis revealed a large, positive, and significant overall effect size across culturally responsive interventions. Specifically, social-communication and mental health outcomes yielded significant effects at the child level. Additionally, parents' mental health and fidelity of strategy implementation also yielded significant results. Our results suggest that culturally responsive interventions yield comparable outcomes to unadapted, original interventions. Future research should examine the distinction between the effect of cultural adaptation and the efficacy of the intervention itself.
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Affiliation(s)
- James D Lee
- Department of Psychiatry and Behavioral Sciences, University of Washington, 6901 Sand Point Ave NE, Seattle, WA, 98115, USA.
| | - Veronica Y Kang
- Department of Counseling, Higher Education, and Special Education, University of Maryland, College Park, USA
| | - Adriana Kaori Terol
- Department of Special Education, University of Illinois Urbana-Champaign, Champaign, USA
| | - Sean Joo
- Department of Educational Psychology, University of Kansas, Lawrence, USA
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Ağırkan M, Koç M, Avcı ÖH. How effective are group-based psychoeducation programs for parents of children with ASD in Turkey? A systematic review and meta-analysis. RESEARCH IN DEVELOPMENTAL DISABILITIES 2023; 139:104554. [PMID: 37301054 DOI: 10.1016/j.ridd.2023.104554] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/06/2022] [Revised: 05/23/2023] [Accepted: 06/02/2023] [Indexed: 06/12/2023]
Abstract
Recent research shows that group-based psychoeducation programs designed for parents of children with ASD have grown in popularity over time. The international evidence for the effectiveness of psychoeducation programs designed for parents of children with ASD in developed societies emphasizes the importance of providing a synthesis of the effectiveness of programs in developing societies. This study's primary aim is to assess the efficacy of group-based psychoeducation programs in Turkey for parents of children with ASD. The second aim is to investigate how the programs are influenced by the potential moderators (type of involvement, research design, number of sessions, duration of sessions, and number of participants). For these purposes, a database search was conducted that included group-based psychoeducation programs for parents of children with ASD implemented in Turkey. Twelve group-based psychoeducation programs that met the inclusion criteria were included in the study. The results showed that group-based psychoeducation programs for parents of children with ASD had "medium" effects on psychological symptoms [ES(SE) = 0.65 (.08), 95%CI (0.48-0.81)], "low" effects on social skills [ES(SE) = 0.32 (.16), 95%CI (0.02-0.62)], and "high" effects on well-being [ES(SE) = 1.05 (.19), 95%CI (0.66-1.43)]. According to moderator analyses, the type of involvement and the number of sessions were statistically significant moderators of psychological symptoms, but not the research design, duration of sessions, or number of participants.
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Affiliation(s)
- Murat Ağırkan
- Department of Psychological Counseling and Guidance, Faculty of Education, Erzincan Binali Yıldırım University, 23200 Erzincan, Turkey.
| | - Muharrem Koç
- Department of Psychological Counseling and Guidance, Hacettepe University, 06530 Beytepe, Ankara, Turkey.
| | - Özlem Haskan Avcı
- Department of Psychological Counseling and Guidance, Hacettepe University, 06530 Beytepe, Ankara, Turkey.
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Rollins PR, Rangel-Uribe C, Rojas R, Brantley S. Examining Cultural and Linguistic Sensitivity of Pathways Early Autism Intervention with Hispanic Families. J Autism Dev Disord 2023:10.1007/s10803-023-06003-9. [PMID: 37142911 PMCID: PMC10159226 DOI: 10.1007/s10803-023-06003-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 04/20/2023] [Indexed: 05/06/2023]
Abstract
PURPOSE This research aimed to evaluate evidence of Pathways parent-mediated early autism intervention as a culturally and linguistically sensitive intervention (CLSI) for Hispanic families with autistic children. METHODS We used Bernal et al.'s ecologically valid (EV) framework to evaluate current practice and Hispanic parents' perceptions of Pathways 1 ½ years after completing the intervention. Both quantitative and qualitative methods were used. Nineteen parents were contacted, of which 11 completed a semi-structured interview about their experience with Pathways. RESULTS On average, the group that completed the interview was less educated, had more monolingual Spanish speakers, and rated their general experience with the intervention slightly more positively than those who did not agree to complete the interview. A review of Pathways's current practices through the lens of the EV framework suggested that Pathways was a CLSI for Hispanic participants in the domains of context, methods, language, and persons. Parental interviews echoed these strengths. However, Pathways did less well balancing evidence-based intervention strategies for autistic children with the heritage value of respeto. CONCLUSION Pathways demonstrated strengths regarding cultural and linguistic sensitivity for Hispanic families with young autistic children. Future work with our community stakeholder group will integrate heritage and majority culture perspectives to strengthen Pathways as a CLSI.
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Affiliation(s)
- Pamela Rosenthal Rollins
- Department of Speech, Language and Hearing, Callier Center for Communication Disorders, University of Texas at Dallas-Richardson, 1966 Inwood Road, Dallas, TX, 75235, USA.
| | - Cristina Rangel-Uribe
- Department of Speech, Language and Hearing, Callier Center for Communication Disorders, University of Texas at Dallas-Richardson, 1966 Inwood Road, Dallas, TX, 75235, USA
| | - Raúl Rojas
- Department of Speech-Language-Hearing: Sciences and Disorders, University of Kansas, Lawrence, KS, 66045, USA
| | - Sara Brantley
- Department of Speech, Language and Hearing, Callier Center for Communication Disorders, University of Texas at Dallas-Richardson, 1966 Inwood Road, Dallas, TX, 75235, USA
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DuBay M. Cultural Adaptations to Parent-Mediated Autism Spectrum Disorder Interventions for Latin American Families: A Scoping Review. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2022; 31:1517-1534. [PMID: 35302877 DOI: 10.1044/2022_ajslp-21-00239] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/22/2023]
Abstract
PURPOSE This scoping review maps research in parent-mediated autism spectrum disorder interventions culturally adapted for Latin American populations, to provide an overview of the available evidence across perspectives and disciplines and to identify gaps in the research knowledge base. METHOD A systematic search for relevant articles was conducted using six databases and archival and forward hand searches of articles that met inclusion criteria. Titles and abstracts were reviewed by three authors, followed by full-text reviews of remaining articles. Twenty-one articles met inclusion criteria and were retained for data extraction. The ecological validity framework was used to frame data analysis and results. RESULTS In total, 19 studies described unique implementations of 16 different interventions, which spanned 21 articles, representing a range of study designs and implementing a variety of adaptations. Most adaptations consisted of surface-structure changes, spanning the dimensions of language, concepts, methods, context, and persons. Few articles were identified that described international studies or studies examining direct parent-mediated strategies with large sample sizes and strong methodological designs. CONCLUSIONS Several intervention adaptations that have potential for clinical utility are presented. Clinicians working with Latin American families are encouraged to discuss potential adaptations openly with families before choosing and implementing specific strategies.
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Affiliation(s)
- Michaela DuBay
- Department of Human Services, School of Education and Human Development, University of Virginia, Charlottesville
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Chen Y, Cheng T, Lv F. Sense of Parenting Efficacy, Perceived Family Interactions, and Parenting Stress Among Mothers of Children With Autistic Spectrum Disorders. Front Psychol 2022; 13:878158. [PMID: 35572279 PMCID: PMC9097081 DOI: 10.3389/fpsyg.2022.878158] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/17/2022] [Accepted: 03/23/2022] [Indexed: 11/13/2022] Open
Abstract
This study examined the relationship between maternal sense of parenting efficacy and parental stress in children with autism and the moderating effect of family interaction. A total of 263 mothers of children with autism were investigated with the Parenting Ability Scale, Family Interaction Scale (FIS), and Parental Stress Scale. The results showed that (1) maternal sense of parenting efficacy significantly predicted parental stress in children with autism; and (2) family interaction significantly moderated the relationship between maternal sense of parenting efficacy and parental stress in children with autism, that is, when family interaction was lower than -1.54 standard deviation (SD), the sense of parenting efficacy did not significantly predict parental stress. When family interaction was higher than -1.54 SD, parenting efficacy had a significant negative predictive effect on parenting stress.
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Affiliation(s)
- Yirong Chen
- School of Educational Science, Quan Zhou Normal University, Quanzhou, China
| | - Tianyi Cheng
- School of Psychology, Nanjing Normal University, Nanjing, China
| | - Fangyan Lv
- Department of Psychology, Guangdong Provincial Key Laboratory of Social Cognitive Neuroscience and Mental Health, Sun Yat-sen University, Guangzhou, China
- School of Marxism, Sun Yat-sen University, Guangzhou, China
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Salgado-Cacho JM, Moreno-Jiménez MDP, Ríos-Rodríguez ML. Intensive Family Intervention as Support for Professional Treatment: Evolution of Symptoms in a Diagnosed Case of Autism Spectrum Disorder. CHILDREN (BASEL, SWITZERLAND) 2022; 9:400. [PMID: 35327776 PMCID: PMC8946976 DOI: 10.3390/children9030400] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/20/2021] [Revised: 03/09/2022] [Accepted: 03/09/2022] [Indexed: 06/14/2023]
Abstract
This article shows the progress achieved in a child who has received professional treatment combined with a family intervention at home. It discusses a 22-month-old patient identified as showing warning signs of autism spectrum disorder (ASD), a diagnosis that was subsequently confirmed through a standardized ADOS-2 test at 31 months of age. To establish the initial working objectives, a functional diagnosis was carried out at 23 months of age using the Battelle Developmental Inventory; a maturational delay was detected, situating the child at an age equivalent to 16 months. A professional intervention was designed in an early childhood care center, complemented by family intervention, so that the hours in which the child participated in learning experiences were increased. Notable advances were made in the areas of cognitive and motor skills, with more standard scores than when initially evaluated. Progress was also observed (though to a lesser extent) in other developmental areas such as language total, adaptive behavior, and self-help, while slight delays in the areas of socio-emotional development and reasoning and academic skills were found.
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Affiliation(s)
- José María Salgado-Cacho
- Faculty of Psychology, University of Málaga, 29010 Málaga, Spain; (M.d.P.M.-J.); (M.L.R.-R.)
- Hogar Abierto Foundation, 29001 Málaga, Spain
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Esposito G, Setoh P. Parental involvement in developmental disabilities across cultures. RESEARCH IN DEVELOPMENTAL DISABILITIES 2021; 116:104023. [PMID: 34243028 DOI: 10.1016/j.ridd.2021.104023] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Affiliation(s)
- Gianluca Esposito
- Psychology Program, School of Social Sciences, Nanyang Technological University, Singapore; Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore, Singapore; Affiliative Behavior and Physiology Lab, Department of Psychology and Cognitive Science, University of Trento, Trento, Italy.
| | - Peipei Setoh
- Psychology Program, School of Social Sciences, Nanyang Technological University, Singapore
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