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Mark Sciutto - Muhlenberg College. Allentown, PA, UNITED STATES

Mark Sciutto

Professor of psychology | Muhlenberg College

Allentown, PA, UNITED STATES

Dr. Sciutto is focused on research about the accurate assessment and diagnosis of ADHD and other childhood behavior disorders

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Biography

Dr. Sciutto has been at Muhlenberg since the Fall of 2001. He is focused on factors that contribute to the process of seeking help for psychological disorders, especially ADHD and Autism Spectrum Disorders. His research focuses on the role that knowledge/misconceptions and stigma might play in families’ help-seeking behavior.

Areas of Expertise (7)

Abnormal Psychology

Psychological Statistics

Rational Emotive Behavior Therapy

Autism & Aspergers

ADHD

Developmental Psychopathology

School Psychology

Accomplishments (1)

Summer Fellowship in Rational Emotive Behavior Therapy (REBT) (professional)

1997-07-01

A 3 week Summer Fellowship Program to train academics in the research, theory, and practice of REBT and CBT.

Education (3)

Hofstra University: PhD., Clinical and School Psychology 1996

Hofstra University: M.A., Psychology 1993

Villanova University: B.A., Psychology 1991

Cum Laude

Affiliations (2)

  • American Psychological Association (APA)
  • National Association for School Psychologists (NASP)

Event Appearances (3)

Teachers’ knowledge and misconceptions of ADHD in the Vietnam and the United States

Hanoi National University of Education (HNUE) Psychology and Education Conference  Hanoi, Vietnam

2015-10-22

Planting the seeds: Division resources for integration

Cultivating Integration in the Classroom: An Interactive Panel Discussion  Toronto

2015-08-01

Neurodiversity and stigma toward autism spectrum disorders

American Psychological Association Annual Meeting  Washington, DC

2014-08-01

Courses (5)

Introductory Psychology

A survey of all the major areas of psychology. Includes an orientation to the attitudes and methods of the psychologist, the physiological basis of behavior, growth and development, sensation, perception, conditioning, human learning, cognitive processes, social interaction, personality, conflict adjustment, methods of measurement, behavior disorders and applied psychology.

Psychological Statistics

The role of statistics in experimental design and the formation and testing of hypotheses. Descriptive and sampling statistics, statistical inference, correlational techniques, analysis of variance, and computer applications.

Research Methods

An exploration of the methodological issues and strategies that are most germane to research in psychology. Topics include types of research designs, ethics, measurement, library resources, and a review of data analysis procedures. Scientific writing and oral presentations of research results will be emphasized.

Mental Health: Science and Public Policy

Cluster course of Abnormal Psychology and Public Health Policy, co-taught with Muhlenberg College political science professor Chris Borick

Health, Behavior and Society

Cluster course of Intro to Psychology and Issues in Public Health co-taught with Muhlenberg College director of public health Chrysan Cronin

Articles (5)

Cross-national comparisons of teachers’ knowledge and misconceptions of ADHD.


International Perspectives in Psychology

2016 Attention-deficit/hyperactivity disorder (ADHD) is among the most prevalent disorders of childhood and adolescence worldwide. Teachers are likely to play an important role in multiple stages of the help-seeking process (e.g., problem recognition) for children with ADHD. This study examined the relationship of prior exposure and ADHD training with teachers’ knowledge and misconceptions of the disorder in a multinational sample. Teachers (N = 2,307) from 9 countries (Czech Republic, Germany, Greece, Iraq, the Republic of Korea, Saudi Arabia, South Africa, United States, and Vietnam) completed measures of ADHD knowledge, prior exposure, and education or training related to ADHD. There was considerable variability in overall levels of knowledge and specific misconceptions across the countries sampled. Although the predictors of ADHD knowledge varied considerably across countries, some form of professional training and prior exposure to ADHD was associated with greater knowledge in the majority of countries. Implications for teacher training and the role teachers can play in the help-seeking process are discussed.

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Using Facebook to Supplement Participant Pools for Class Research Projects Should We Like It?


Teaching of Psychology

2015 In-class research projects are a valuable way of providing research experience for undergraduate students in psychology. This article evaluates the use of online social networks to supplement sample recruitment for in-class research projects. Specifically, this article presents a systematic analysis of seven student research projects that recruited through social networks and a traditional participant pool. Data from these studies suggest that the social network and participant pool samples were very similar in participant characteristics and overall levels of the dependent measures. Similarly, the magnitude and direction of the effect sizes were very similar across the studies. Results suggest that online recruiting may be a viable way of supplementing sample sizes while also providing additional opportunities to address learning goals related to statistical analyses. However, the pedagogical benefits of increasing sample size through online recruiting must be considered in conjunction with the potential ethical and methodological limitations of recruiting through online social networks.

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ADHD Knowledge, Misconceptions, and Treatment Acceptability


Journal of Attention Disorders

2015 Objective: Despite the availability of several effective treatments, many children with ADHD do not receive adequate services. A variety of factors may influence help-seeking behavior among families of children with ADHD. This study explores two factors that may influence help-seeking decisions: knowledge and misconceptions of ADHD and treatment acceptability. Method: A total of 196 participants completed measures of ADHD knowledge and use of information sources prior to rating the acceptability of two interventions: stimulant medication and sugar elimination diets. Results: Higher levels of ADHD misconceptions were associated with lower acceptance of medication and higher acceptance of dietary interventions. However, analysis of individual misconceptions suggests that specific misconceptions are differentially related to perceptions of individual treatments. Conclusion: It may be important for clinicians to assess and deliberately target specific misconceptions as part of treatment for ADHD.

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A qualitative analysis of the school experiences of students with Asperger syndrome


Focus on Autism and other Developmental Disabilities

2012 In this study, adults with Asperger syndrome (AS) and caregivers of children with AS provided firsthand accounts of school-related challenges and influential instructional practices. A total of 94 participants (59 parents, 27 adults with AS, and 8 unspecified) completed an online survey containing open-ended questions about their (or their children’s) school-related experiences. Participants identified specific areas of need (e.g., bullying, misunderstood intentions) related to understanding children with AS. In addition, participants described teacher qualities and instructional practices (e.g., strategies for communicating that the child is an asset, methods of structuring the environment for success) that had a positive impact on their (or their children’s) school experiences. Implications for teacher training and school-based interventions are highlighted.

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Evaluating the evidence for and against the overdiagnosis of ADHD


Journal of Attention Disorders

2007 Objective: According to the DSM-IV TR, approximately 3 to 7% of school-age children meet the criteria for ADHD. However, there is a common conception that ADHD is overdiagnosed. The purpose of this article is to evaluate the evidence for and against overdiagnosis. Method: Recent prevalence studies and research on factors affecting diagnostic accuracy were reviewed. For ADHD to be overdiagnosed, the rate of false positives (i.e., children inappropriately diagnosed with ADHD) must substantially exceed the number of false negatives (children with ADHD who are not identified or diagnosed). Results and Conclusion: Based on the review of prevalence studies and research on the diagnostic process, there does not appear to be sufficient justification for the conclusion that ADHD is systematically overdiagnosed. Yet, this conclusion is generally not reflected in public perceptions or media coverage of ADHD. Potential explanations for the persistence of the belief in the overdiagnosis of ADHD are offered.

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