There is accumulating evidence that computerised cognitive training of inhibitory control and/or working memory can lead to behavioural improvement in children with AD/HD. Using a randomised waitlist control design, the present study examined the effects of combined working memory and inhibitory control training, with and without passive attention monitoring via EEG, for children with and without AD/HD. One hundred and twenty-eight children (60 children with AD/HD, 68 without AD/HD) were randomly allocated to one of three training conditions (waitlist; working memory and inhibitory control with attention monitoring; working memory and inhibitory control without attention monitoring) and completed with pre- and post-training assessments of overt behaviour (from 2 sources), trained and untrained cognitive task performance, and resting EEG activity. The two active training conditions completed 25 sessions of training at home over a 4- 5-week period. Results showed significant improvements in overt behaviour for children with AD/HD in both training conditions compared to the waitlist condition as rated by a parent and other adult. Post-training improvements in the areas of spatial working memory, ignoring distracting stimuli, and sustained attention were reported for children with AD/HD. Children without AD/HD showed behavioural improvements after training. The improvements for both groups were maintained over the 6-week period following training. The passive attention monitoring via EEG had a minor effect on training outcomes. Overall, the results suggest that combined WM/IC training can result in improved behavioural control for children with and without AD/HD.

Competency evaluation rating forms are widely used to assess a range of global and specific psychology practitioner competencies during and at the end of clinical placements. Surprisingly, there is little research examining the dimensional structure or the hierarchical clustering of items on these ratings. The current, multisite study Key words: competency assessment, field placement, halo bias, leniency bias, psychology internships, psychology practitioner competencies, supervisor evaluations, supervisor ratings. [Clin Psychol Sci Prac 22: 390-403, 2015] Field placements are a central aspect of training programs in professional psychology. The structure, duration, casework, and supervision requirements of these placements vary across programs and across countries, but multiple placements are typically required by training programs and mandated by regulatory bodies to provide a breadth of professional experiences for trainees

Supervisors' ratings of psychology trainees' competence in field settings are a critical component of training assessment. There has been little systematic research regarding the validity of these assessments, but the available evidence suggests we have a problem! Supervisors' judgments may be affected by systemic biases that pose a serious threat to assessment credibility. The current study is part of a research collaboration among six universities that endeavors to develop and evaluate a new method the use of vignettes against outcomes derived from a conventional rating scale. Individual vignettes were designed and subjected to a rigorous process of peer-review and revisions, before final vignettes were assigned calibration scores by a group of experts. A catalogue of vignettes (n = 41) that represent various domains of competence across several developmental stages was compiled. University and field supervisors used the conventional rating scale and the vignette-matching procedure (VMP) to evaluate competencies at end-placement. Data from a pilot (n = 20) and a follow-up study (n = 57) suggest that compared with a conventional rating scale, the VMP reduced leniency and halo biases. The VMP has the potential to improve outcomes of competency assessments in field placements and merits further research and development.

Bruggemann, J. (2012). EEG from a single-channel dry-sensor recording device. Clinical EEG and Neuroscience, 43 (2), 112-120.EEG from a single-channel dry-sensor recording device AbstractWhile a laboratory setting and research-grade electroencephalogram (EEG) equipment allow control of variables and high-quality multiple-channel EEG recording, there are situations and populations for which this is not suitable. The present studies examined the validity of a new method of single-channel EEG measurement that is portable and uses dry-sensor technology. In study 1, EEG was recorded simultaneously from the portable device and 4 standard EEG electrodes from a research system, during eyes open (EO) and eyes closed (EC) resting conditions, with 20 adult participants. Average correlations with the research system frequency spectra were highest at site F3 for portable device data processed onboard of the device (r 1/4 .90), and for device data processed in a standard manner (r 1/4 .89). Further, predictable variations in EO versus EC comparisons were observed. In study 2, twenty-three healthy children had EEGs recorded from the portable device during EO and EC resting conditions, and 3 EO active conditions (ie, relaxation, attention, and cognitive load). Absolute and relative EEG band power differed between conditions in predicted ways, including a reduction in relative theta power and an increase in relative alpha power in EC compared to EO resting conditions. Overall, the results suggest that, while limited in terms of scalp recording locations, the portable device has potential utility in certain EEG recording situations where ease of use is a priority.