Effects of Marijuana on Memory of Long-Term Users.docx

Effects of Marijuana on Memory of Long-Term Users
6
PSY625: Biological Bases of Behavior
Instructor Teresa Barttrum
10//2018
Running head: EFFECTS OF MARIJUANA ON MEMORY
1
EFFECTS OF MARIJUANA ON MEMORY
14
Outline
1. Specific Aims
2. Background
3. Significance
4. Proposed Study
4.1. Participants
4.2. Procedures

4.3. Hypotheses and Analysis
5. Budget Justification
Specific Aims
Today, marijuana is one of the most widespread drugs that are
used in recreational issues and illegally. Even though many
people consider it to be harmless, marijuana may cause
significant changes in a person’s brain, leading to memory loss,
decreased speed of thinking, and other neurocognitive
alterations. In the recent study, Sagie, Eliasi, Livneh, Bart, and
Monovich (2013) discovered that cannabinoids have an adverse
impact on both short- and long-term memory. While the former
is reversible and can be enhanced in the course of treatment, the
latter is regarded as permanent as it cannot be restored. The
authors state that their findings are consistent with the previous
research, yet there are many issues that remain unexplored,
which is primarily associated with differences in marijuana
users’ dosage, endogenous brain compensation, frequency, and
other characteristics (Sagie et al., 2013). More to the point,
psychotic attacks and sclerosis are also suggested as
consequences of long-term marijuana consumption.
The pivotal aim of the proposed study is to evaluate the impact
of marijuana use on long-term memory of respondents. The
existing evidence resorts to the fact that continuous marijuana
use may cause the development of false memories decreased
learning ability, and other memory problems. In this regard,
there is a need to experimentally understand the effects of
marijuana and provide recommendations to avoid serious
negative consequences. It is expected that results of the study
would contribute to understanding the given problem, including
its severity, prevalence, and potential damage to memory. The

specific objectives of this study are to test the stated hypotheses
based on clinical experiments and provide relevant
recommendations on the use of marijuana with regard to
memory issues.
Background
The neurocognitive impact of cannabis has been explored by
many scholars who present heterogeneous results. While some
of them state that long-term use of marijuana in appropriate
dosage and under monitoring can be beneficial, others argue
that it leads to sclerosis, psychotic deteriorations, and impaired
verbal memory (Cohen et al., 2017). Wise (2016) notes that
long-term marijuana use is related to impaired verbal memory,
but it is not linked to other cognitive functions. The 25 year
study shows that the cumulative effect of marijuana use is
closely associated with worsening verbal memory: “with each
five years, it was 0.13 standardized units lower than in those
who had never used it (95% confidence interval –0.24 to 0.02;
P=0.02 ) (Wise, 2016, para. 6). These results are consistent with
the previous research; therefore, the author suggests continuing
studies with multiple assessments that should also focus on
other functional outcomes.
The adverse impact of marijuana after the abstinent syndrome
refers to significant changes in prefrontal and hippocampus
areas that are responsible for the cognitive function and memory
(Busquets-Garcia et al., 2018; Sandler, Fetterhoff, Hampson,
Deadwyler, & Marmarelis, 2017). Ganzer, Bröning, Kraft, Sack,
and Thomasius (2016) conducted the literature review and
revealed negative neurocognitive changes occurred in
abstinence. In particular, episodic memory failures were more
frequent is adolescents compared to adults, which can be
explained by a more intensive neural activity and growing
connections between neurons. Several studies examined by
Ganzer et al. (2016) pinpoint to macrostructural brain
alterations that may cause short-term memory losses: problems
with encoding, storing, and retrieving mechanisms of memory.
Although the majority of the reviewed studies illustrate some

destructive impact of marijuana, others provide no specific
effects linked with worsening memory.
Memory problems often contain such conditions as sclerosis,
depression, psychotic states, et cetera. It seems important to
discuss the studies that examine long-term marijuana exposure
with regard to these conditions in order to understand the links
between them. According to Brenton et al. (2018), in marijuana-
using adult multiple sclerosis (MS), the deterioration of memory
is even more pronounced. Along with the studies that provide
the corresponding results, participants also present their
perceptions that are associated with problems with focus and
memory.
Even though the majority of the scholarly articles present
adverse effects of marijuana, others show the opposite findings.
In their turn, Kindred et al. (2017) also studied people with
sclerosis and Parkinson’s disease who used cannabis for both
recreational and non-medical purposes. Based on an anonymous
web-based survey, 595 participants were interviewed, while 59
percent of them reported that cannabis use allowed decreasing
prescription drug use due to its high efficiency (6.4 (SD 1.8) on
a scale from 0 to 7) (Kindred et al., 2017, p. 103). In particular,
it is emphasized that cannabis exposure was useful to handle
obesity, inability in mood, and memory problems. On the
contrary to the studies that report about the negative impact of
marijuana, the mentioned one provides positive results.
Nevertheless, the subsequent investigations are needed in order
to ensure detailed understanding of connections between
sclerosis, Parkinson’s disease, and cannabis exposure.
The interaction between depression and marijuana dependence
promotes memory decrements. With the use of the California
Verbal Learning Test-Second Edition (CVLT-II), both depressed
and non-depressed marijuana users were examined through the
clinician-rated Hamilton Depression Rating Scale (HAM-D) as
well as self-rated Beck Depression Inventory (BDI-II) (Roebke,
Vadhan, Brooks, & Levin, 2014). Both groups showed the
reduced CVLT-II, but no other significant differences were

detected. In other words, the described study is consistent with
the one conducted by Kindred et al. (2017) as both of them
revealed no decrements in verbal learning of long-term
marijuana users.
The onset of false memories is the other unfavorable
consequence of marijuana consumption that is reported by
several studies. For example, Riba et al. (2015) discovered that
false memories may occur in heavy marijuana smoker even if
they quit it months ago. According to the verified hypothesis of
this study, adolescents who used to smoke marijuana for years
are more likely to develop memory-related diseases in
adulthood compared to those who started taking it being adults.
A set of memory tests offered to the participants of the study
was performed by the above group 18 percent worse (Riba et
al., 2015). This means that teenagers are at higher risk of
memory problems, which makes this issue more alarming.
At the same time, the similar results may be viewed in the
article by Setién-Suero et al. (2018), who focused on psychotic
marijuana users: their condition, namely, verbal memory
significantly enhanced after their quitted. The paramount
difference between the latter two studies lies in the fact that
they present opposite results regarding the age of marijuana use
onset. The hypothesis for the potential study may be formulated
as follows: long-term marijuana users are more likely to
develop memory problems compared to short-term users.
Significance
It should be stressed that several concerns identify the need for
further research studies. First of all, many studies explore the
short-term impact of marijuana exposure on one’s memory
changes, yet no specific determination of how long a person
should take this drug to call it long-term was clarified. Second,
the other question is associated with causal relationships,
namely, causes and effects. Some scholars claim that brain
abnormalities may presuppose the onset of memory alterations
during chronic marijuana use, and others assume that it is
marijuana that causes brain structure impairment (Ganzer et al.,

2016). In other words, it is still unclear what exactly makes
users’ memory deteriorate in a long-term period. In this regard,
future studies should take the mentioned points into account to
eliminate the existing limitations to come up with relevant
conclusions regarding the problem of marijuana consumption.
In the view of recent decriminalization of marijuana in several
states and its extensive use in recreational means, it is possible
to expect that the drug abuse and long-term consumption will
increase (Bossong et al., 2012; Goodman & Packard, (2015).
Considering that marijuana exposure may only benefit their
health, many people are likely to take it for various reasons,
being unaware of potential consequences. Therefore, it is
essential to conduct the proposed study and increase awareness
of populations, especially those who are at risk of memory
problems (Oomen, van Hell, & Bossong, 2018). If the proposed
aims would be accomplished, both recreational and non-medical
marijuana consumption may be reconsidered by health
policymakers, care providers, patients, and people who use it on
their own. It is expected that better knowledge of long-term
marijuana use impact on memory may aid early diagnosis of
memory-related problems.
Proposed Study
Participants
Eighty adult participants – long-term users of marijuana – will
be recruited and then divided into two categories. Twenty
members of the first group will receive a placebo, and the other
half of this group will be given marijuana without
tetrahydrocannabinol (THC). The second group will be asked to
use the real marijuana provided by the researchers in order to
avoid any side effects that can be caused by other sources. The
participants will be recruited randomly from the A hospital, and
approved for the study based on memory tests.
Prior to the study, all potential participants will receive
informed consent forms and the document explaining the aims
and procedures of the experiment. It will be clarified in advance
that the participation is voluntary, and every respondent may

quit the study at any time. In addition, the study will provide
payment for participants, and they will benefit from the results
of the study by obtaining detailed understanding of marijuana
impact on their memory. No deception of any kind will be used
to ensure safety, respect, and comfort of participants.
Procedures
The proposed longitudinal mixed method study will be
conducted in inpatient setting at A hospital, where every
participant will be met at person and given necessary
documents. The study will start with providing working memory
and long-term memory tests, the results of which will be
compared and contrasted to post-study tests (Smith et al., 2017).
The intervention group will receive marijuana daily, while the
control group will be asked to use it in a similar manner. The
photo recognition test will be utilized to examine how
participants will remember the persons they will see before and
after the experiment. The intervention will take three months to
evaluate the impact of marijuana exposure on both explicit and
implicit memory of participants. The data will be collected from
participants through self-reports and tests in the process of the
intervention and after it.
Hypotheses and Analysis
The hypotheses for the proposed research are:
· Long-term marijuana consumption contributes to impaired
memory, false memories, and verbal memory deterioration.
· People with Parkinson’s disease and sclerosis using marijuana
in a long-term period are likely to encounter with worsening of
their diseases.
The intervention group is likely to show worsening memory
compared to the control group. The first signs of memory
deterioration are likely to be noted, including false memories,
sclerosis onset, and so on. The scores of both groups will be
compared based on ANOVA or SPSS software; the analysis of
variance will consist in determining the ratio of systematic
(intergroup) variance to random (intragroup) variance in the
measured data. The purpose of data analysis will be to check the

statistical significance of the difference between the means by
splitting the total variance into parts, one of which is focused
on a random error, and the second is related to the difference in
mean values.
Budget Justification
Funding is requested for the instructor and research assistant,
who will be responsible for conducting the study, including
recruitment of participants, monitoring the intervention, and
analyzing results. Travel funding will be required for principal
attendance at a national meeting to provide the study results to
the public. Each participant will be offered pay of $50 in order
to reimburse his or her time and contribution. Also, Apple
Laptop computer (15” with retina display, 2.8 GHz processor, 1
TB hard drive) will be required to collect, store, and process
data. Quality of Life scale and office supplies are requested as
well. The detailed budget planning can be viewed in Appendix
A.
References
Bossong, M. G., Jager, G., van Hell, H. H., Zuurman, L.,
Jansma, J. M., Mehta, M. A., ... Ramsey, N. F. (2012). Effects
of Δ9-tetrahydrocannabinol administration on human encoding
and recall memory function: A pharmacological fMRI
study. Journal of Cognitive Neuroscience, 24(3), 588-599.
Brenton, J. N., Schreiner, T., Karoscik, K., Richter, M.,
Ferrante, S., Waldman, A., & Banwell, B. (2018). Attitudes,
perceptions, and use of marijuana in youth with multiple
sclerosis. Journal of Neurology, 265(2), 417-423.

Busquets-Garcia, A., Gomis-González, M., Salgado-
Mendialdúa, V., Galera-López, L., Puighermanal, E., Martín-
García, E., ... Ozaita, A. (2018). Hippocampal protein Kinase C
signaling mediates the short-term memory impairment induced
by Delta9-
Tetrahydrocannabinol. Neuropsychopharmacology, 43(5), 1021-
1031.
Cohen, K., Kapitány-Fövény, M., Mama, Y., Arieli, M., Rosca,
P., Demetrovics, Z., & Weinstein, A. (2017). The effects of
synthetic cannabinoids on executive
function. Psychopharmacology, 234(7), 1121-1134.
Ganzer, F., Bröning, S., Kraft, S., Sack, P. M., & Thomasius, R.
(2016). Weighing the evidence: A systematic review on long-
term neurocognitive effects of cannabis use in abstinent
adolescents and adults. Neuropsychology Review, 26(2), 186-
222.
Goodman, J., & Packard, M. G. (2015). The influence of
cannabinoids on learning and memory processes of the dorsal
striatum. Neurobiology of Learning and Memory, 125, 1-14.
Kindred, J. H., Li, K., Ketelhut, N. B., Proessl, F., Fling, B. W.,
Honce, J. M., ... Rudroff, T. (2017). Cannabis use in people
with Parkinson’s disease and multiple sclerosis: A web-based
investigation. Complementary Therapies in Medicine, 33, 99-
104.
Oomen, P. P., van Hell, H. H., & Bossong, M. G. (2018). The
acute effects of cannabis on human executive
function. Behavioural Pharmacology, 29(7), 605-616.
Riba, J., Valle, M., Sampedro, F., Rodriguez-Pujadas, A.,
Martinez-Horta, S., Kulisevsky, J., & Rodriguez-Fornells, A.
(2015). Telling true from false: Cannabis users show increased
susceptibility to false memories. Molecular Psychiatry, 20(6),
772-777.
Roebke, P. V., Vadhan, N. P., Brooks, D. J., & Levin, F. R.
(2014). Verbal learning in marijuana users seeking treatment: A
comparison between depressed and non-depressed samples. The
American Journal of Drug and Alcohol Abuse, 40(4), 274-279.

Sagie, S., Eliasi, Y., Livneh, I., Bart, Y., & Monovich, E.
(2013). Short-and long-term effects of cannabinoids on memory,
cognition and mental illness. Harefuah, 152(12), 737-741.
Sandler, R. A., Fetterhoff, D., Hampson, R. E., Deadwyler, S.
A., & Marmarelis, V. Z. (2017). Cannabinoids disrupt memory
encoding by functionally isolating hippocampal CA1 from
CA3. PLoS Computational Biology, 13(7), 1-16.
Setién-Suero, E., Martínez-García, O., de la Foz, V. O. G.,
Vázquez-Bourgon, J., Correa-Ghisays, P., Ferro, A., ... Ayesa-
Arriola, R. (2018). Age of onset of cannabis use and cognitive
function in first-episode non-affective psychosis patients:
Outcome at three-year follow-up. Schizophrenia Research, 1-8.
doi:10.1016/j.schres.2018.05.036
Smith, J. L., De Blasio, F. M., Iredale, J. M., Matthews, A. J.,
Bruno, R., Dwyer, M., ... Mattick, R. P. (2017). Verbal learning
and memory in cannabis and alcohol users: An event-related
potential investigation. Frontiers in Psychology, 8, 1-18.
Wise, J. (2016). Long term marijuana use is linked to impaired
verbal memory. British Medical Journal (Online), 352.
Retrieved from
https://search.proquest.com/openview/7002c79cb4b2835d14d60
4921be2f0ba/1?pq-origsite=gscholar&cbl=2043523
Appendix A: Budget
Running head:
EFFE
CTS OF MARIJUANA ON MEMORY

1
Effects of Marijuana on Memory of Long
-
Term Users
6
10/
/2018
Running head: EFFECTS OF MARIJUANA ON MEMORY
1

6
10//2018
Unit II Homework
Answer the following from the Problems Appendix in the back
of your textbook on pp. 326-328, and upload your answers
through Blackboard:
Chapter 3: Questions 1 and 10
Chapter 4: Questions 2, 3, 4, and 12
Your completed Homework assignment should be at least four
pages in length. All sources used, including the textbook, must
be referenced; paraphrased and quoted material must have
accompanying citations. All references and citations used must
be in APA style.
Information about accessing the Blackboard Grading Rubric for
this assignment is provided below.
Unit III Homework
Answer the following from the Problems Appendix in the back

of your textbook on pp. 328-329, and upload your answers
through Blackboard:
Chapter 5: Questions 3 and 6
Chapter 6: Questions 1, 2, 8, and 9
Your completed Homework assignment should be at least four
pages in length. All sources used, including the textbook, must
be referenced; paraphrased and quoted material must have
accompanying citations. All references and citations used must
be in APA style.
Proposed Study
Participants
The study is designed to see the effects mindfulness techniques
has on the brain compared to others who does not use the
techniques. The study being conducted on the neural effects of
mindfulness techniques will require 40 participants from a
school in large school district. The study will look for children
ages 6 to 10 years old. The focus of the study is to determine
how mindfulness techniques can alter the brain function through
meditation. The students will be assigned to two random groups
with a mixture of ages, intervention and the control group. The
study will be an 8-week course. The control group will not be
using the mindfulness techniques during the 8-week trial but
will given use of the techniques after the trial is over to ensure
fairness to all participants.
Procedure
Once candidates are identified and enrolled in the 8-week trial a
research assistant will sit with the child and parent to go over
the questionnaire used to assess the child’s cognitive
development. Each session will be given to the participant at
home for twenty minutes for three days out of the week which
will be chosen by the participants and their parents. A
functional magnetic resonance imaging will be used to take

pictures and record the activity of the brain at each session. The
scans of the fMRI will detect changes in the brain activity of
the participants.
Hypothesis/Analysis
The goal of this study is to evaluate how mindfulness
techniques impacts the neural activity of elementary students.
At the completion of the 8-week trial period the intervention
group should show a reduction in stress that also correlated with
decreased gray matter density in the amygdala which is known
to play an important role in stress and anxiety (Labier, D,
2015).
Funding will be needed for two half time research assistants to
be responsible for data collection, recruitment and training.
Additional funding will be needed for travel expenses for
research assistant to travel to and from participant’s home. Each
participant will be paid the amount of $75 to reimburse for the
participants times. Funding is needed for the purchase of an
Apple laptop computer for data collection and analysis.
Additional funding will be needed for office supplies.
References
Labier, D. (2015). Retrieved from www.psychologytoday.com
Appendix A
Principal Investigator: Instructor B. Jones, PhD
5

Grant Title:
Neural Effects of Mindfulness Techniques

Period of Performance: 9/1/15 - 8/31/16
11/1/18-12/28/18

Full Time Faculty Annual Salary
$ 99,000

Full Time A/P (10% time 12 Mo)
$ 6,600

Full Time Graduate Assistant Annual
$ 32,000

Graduate Assistant (50% time, 12 months)
$ 10,667

Travel for PI to one meeting to present results
$ 1,500

Travel for research assistant to particpants homes
$ 1,000

Total Participant Cost
$ 3,000

Office supplies (postage, paper, etc)
$ 700

Total Funds Requested
$ 36,253

Proposed Study
Participants
has on the brain
compared to others who does not use the techniques. The study
being conducted on the neural
effects of mindfulness techniques will require 40 p
articipants from a school in large
school
district. The study will look for children ages 6 to 10 years old.
The focus of the study is to
determine how mindfulness techniques can alter the brain
function through meditation. The

students will be assigned to
two random groups with a mixture of ages, intervention and the
control group. The study will be an 8
-
week course. The control group will not be using the
mindfulness techniques during the 8
-
week trial but will given use of the techniques after the
trial
is over to ensure fairness to all participants.
Procedure
Once candidates are identified and enrolled in the 8
-
week trial a research assistant will
sit with the child and parent to go over the questionnaire used to
assess the child’s cognitive
development
. Each session will be given to the participant at home for
twenty minutes for
three days out of the week which will be chosen by the
participants and their parents.
A
functional
magnetic resonance imaging will be used to take pictures and
record the activ
ity of
the brain at each session. The scans of the fMRI will detect
changes in the brain activity of the
participants.
Hypothesis/Analysis
Proposed Study

Participants
has on the brain
compared to others who does not use the techniques. The study
being conducted on the neural
effects of mindfulness techniques will require 40 participants
from a school in large school
district. The study will look for children ages 6 to 10 years old.
The focus of the study is to
determine how mindfulness techniques can alter the brain
function through meditation. The
students will be assigned to two random groups with a mixture
of ages, intervention and the
control group. The study will be an 8-week course. The control
group will not be using the
mindfulness techniques during the 8-week trial but will given
use of the techniques after the
trial is over to ensure fairness to all participants.
Procedure
Once candidates are identified and enrolled in the 8-week trial a
research assistant will
sit with the child and parent to go over the questionnaire used to
assess the child’s cognitive
development. Each session will be given to the participant at
home for twenty minutes for
three days out of the week which will be chosen by the
participants and their parents. A
functional magnetic resonance imaging will be used to take
pictures and record the activity of
the brain at each session. The scans of the fMRI will detect
changes in the brain activity of the
participants.
Hypothesis/Analysis

Running Head: NEUROCOGNITIVE PROBLEMS CAUSED BY
ARV THERAPY 1
Grant Proposal: Neurocognitive Problems Caused by Anti-
Retroviral Therapy
La’Shawn Tubman
PSY: 625
✴❅❒❅▲❁ ✢❁❒▼▼❒◆❍
October 23, 2018
Proposed Study.
- 1 -
1
1. GdÌdv ` )`Ì w w Ì xr
Instructor: Teresa Barttrum,
Psy. D. [Teresa Barttrum]
NEUROCOGNITIVE PROBLEMS CAUSED BY ARV
THERAPY 2
Participants.
100 participants will be included in the research study.

Although they will randomly be selected,
it is expected that each participant should either have a close
relative diagnosed or living with
HIV/AIDS or individually be diagnosed and living with
HIV/AIDS. The sex ratio of males:
females taking part in the research will be 50:50.
Procedures
In a qualitative research design, a geographical area with
a high concentration of
HIV/AIDS prevalence will be selected for the research. All
participants will be informed that the
right of confidentiality will be upheld and that they will
be paid equally for their time and
participation in the research according to the proposed budget.
All participants will be informed
on why it is significant to provide true and accurate
information as this is what will help in
making conclusions and inform decision making. Besides,
the channels through which the
research results will be distributed and how they will be
disseminated will be communicated to
all participants before the beginning of data collection. The
areas for evaluation will be 3 in

number:
i. A test for cognitive symptoms that will have six questions
with values that range from A
to D. Each of these letters will have specific values as follows;
A=0, B=1, C=2, and D=3.
ii. A quiz that assesses for depression that will have 10
questions with values ranging from
A to D where A=0, B=1, C=2, and D=3.
iii. An appraisal interview where questions that will be
asked will relate to the specific
medications used for HIV/AIDS and the duration of therapy
iv. Participants who admit to requiring mental health assistance
will be issued with a
referral note to a licensed psychologist who will assist with
coping skills.
- 2 -
[no notes on this page]
THERAPY 3
Hypotheses and Analysis
The null hypotheses for this research study will be:

antiretroviral therapy does not cause any
neurocognitive effects among patients diagnosed and living with
HIV/AIDS.
For the success of this research study, a total funding of
$60,000 will be required to meet
several expenses. This starts with travel expenses of the
research assistant to the residence of
each participant. Therefore, the graduate research assistant will
take responsibility for the entire
processes of recruiting participants, informing them and
collecting data.
For the principal investigator, an additional funding of 10% is
asked for whose purpose
will be to oversee the research study, analyze data alongside
publishing. For travel expenses of
the principal investigator, travel funding is necessary since
he will be required to present the
preliminary results of the study in a regional meeting.
An Apple Computer will be used in the study to collect,
store and analyze data.
Therefore, the funding of this laptop is also requested for.
More funds will be utilized in the

purchasing of office supplies and to facilitate follow-up
payment to the psychologist who will
assist clients that need further assistance with coping skills.
Besides, to appreciate the support of
participants, each one of them will receive a stipend of $50 for
their time in taking part in the
study. A Summary of the Proposed Budget is provided in
Appendix A.
Appendix A: BUDGET SUMMARY
- 3 -
THERAPY 4
- 4 -
Running Head: NEUROCOGNITIVE PROBLEMS CAUSED BY
ARV THERAPY
1

Retroviral Therapy
LaShawn Tubman
PSY: 625
Teresa Barttrum
October 15, 2018
- 1 -
1
1. Barttrum
Barttrum, Psy. D. [Teresa
Barttrum]
THERAPY
2
Background
Anand et al., (2010) note that the manner in which HIV drugs
affects the brain has been a
difficult subject to understand this has been a recent focus of
most researches. They also note that
the blood-brain barrier allows small HIV drug molecules to

penetrate into the Cerebrospinal fluid
although large compounds are blocked (Anan et al., 2010).
Some of the HIV medications that
cross the blood-brain barrier include non-nucleoside reverse
transcriptase inhibitors such as
efavirenz, nevirapine, and delavirdine, nucleoside reverse
transcriptase such as zidovudine,
tenofovir, and abacavir, protein inhibitors such as ritonavir,
lopinavir and indinavir among others
(Carter, (2007). Therefore, HIV patients who use drugs that are
able to cross the blood-brain
barrier as listed are a high risk of cognitive impairment as
compared to those using drugs that
have a low BBB penetration.
Individuals who are HIV positive suffer neurocognitive
impairment barely 5 months after
the initiation of HAART. The rates of deaths and suffering have
reduced significantly since the
availability of treatment in the year 1996 (Cysique & Brew,
2009). This is attributed to the fact
that ARVs are capable of decreasing the viral load in CSF
and blood thus a reduction in the
incidences of neurologic diseases associated with HIV
(Nightingale, et al., 2014). However,

close to a fifth of this population face cognitive dysfunction in
the forms of confusion, loss of
memory, inability to pay attention, personality changes, anxiety,
and depression. As supported by
Awori et al., (2018), this increases the difficulty in
diagnosing the co-existence of other
conditions such as underlying psychiatric issues more so
depression, substance abuse, and
alcoholism.
Winston, et al. (2013) notes that, even in countries where
HAART is readily available, people
stiff suffer from HIV associated dementia. Although
dementia associated with HIV is rarely
- 2 -
1
23
4
1. Anand
see in-text formatting for four
authors in first use [Teresa
Barttrum]

2. Cerebrospinal
does not need capitalized
[Teresa Barttrum]
3. barrier
(BBB) [Teresa Barttrum]
4. HAART.
which is what? [Teresa
Barttrum]
THERAPY
3
diagnosed today, there exists a lot of evidence that HIV
medications significantly affect people’s
brains and can easily be noted through psychological and
neurological testing (Ghate, et al.,
2015). Several medications used in the management of HIV
such as efavirenz, zidovudine, and
abacavir cause symptoms of neurocognitive issues since they
are able to penetrate the blood-
brain barrier resulting to problems in memory, thinking,

mood, physical function, and
coordination (Ances & Clifford, 2008). In the mild form where
the symptoms are unnoticed and
undetectable by an individual, it is referred to as asymptomatic
neurocognitive impairment. In
instances where moderate symptoms are experienced, it is called
mild neurocognitive disorder
(Cysique, et al., 2009). In the most severe forms, the most
noticeable neurocognitive problems
that patients develop include: difficulty to pay attention for
a long period of time, weakened
reflexes, anxiety, and feelings of hopelessness and sadness,
difficulty to learn new tasks and poor
memory (Borjabad, et al., 2011).
Significance
According to the World Health Organization, patients diagnosed
with HIV/AIDS without
ARV therapy are twice more likely to develop
neurocognitive problems. Similarly, those
receiving ARV therapy are also at risk of neurocognitive
problems (Watkins & Treisman, 2015).
With continued advancement in treatments and therapy so does
the adverse and side effects of

HIV/AIDS medications. This study will be essential in
identifying the relationship that exists
between HIV medications and the neurocognitive state of
patients under HIV/AIDS treatment. It
will inform clinical decision making on the possible
precautionary measures that healthcare
providers should take to maintain the cognitive function of
patients taking specific ARV drugs.
- 3 -
THERAPY
4
References
Anand, P., Springer, S. A., Copenhaver, M. M., & Altice, F. L.
(2010). Neurocognitive
Impairment and HIV Risk Factors: A Reciprocal Relationship.
AIDS and Behavior, 14(6), 1213–
1226.
Ances, B. M., & Clifford, D. B. (2008). HIV-Associated
Neurocognitive Disorders and the
Impact of Combination Antiretroviral Therapies. Current

Neurology and Neuroscience
Reports, 8(6), 455–461.
Awori, V., Mativo, P., Yonga, G., & Shah, R. (2018). The
association between asymptomatic
and mild neurocognitive impairment and adherence to
antiretroviral therapy among people living
with human immunodeficiency virus. Southern African Journal
of HIV Medicine, 19(1),
674.
Bhatti, A. B., Usman, M., & Kandi, V. (2016). Current Scenario
of HIV/AIDS, Treatment
Options, and Major Challenges with Compliance to
Antiretroviral Therapy. Cureus, 8(3), 515.
Borjabad, A., Morgello, S., Chao, W., Kim, S.-Y., Brooks, A. I.,
Murray, J., Volsky, D. J.
(2011). Significant Effects of Antiretroviral Therapy on Global
Gene Expression in Brain Tissues
of Patients with HIV-1-Associated Neurocognitive Disorders.
PLoS Pathogens, 7(9),
e1002213.
Cysique, L. A., Vaida, F., Letendre, S., Gibson, S., Cherner, M.,
Woods, S. P., llis, R. J. (2009).
Dynamics of cognitive change in impaired HIV-positive patients

initiating antiretroviral
therapy. Neurology, 73(5), 342–348.
Carter M., (2007). Cognitive impairment common in people
with HIV on antiretroviral therapy. In
Robertson KR et al. The prevalence and incidence of
neurocognitive impairment in the HAART
era. AIDS 21: 1915 – 1921, 2007
- 4 -
THERAPY
5
Cysique L.A., & Brew B. J., (2009). Neuropsychological
functioning and antiretroviral
treatment in HIV/AIDS: a review. Neuropsychol Rev. 2009;
19:169–185.
Ghate, M., Mehendale, S., Meyer, R., Umlauf, A., Deutsch, R.,
Kamat, R., Marcotte, T.
(2015). The effects of anti-retroviral treatment initiation on
cognition in HIV-infected individuals
with advanced disease in Pune, India. Journal of Neurovirology,
21(4), 391–398.

Kenedi, C. A., & Goforth, H. W. (2011). A systematic review of
the psychiatric side-effects of
Efavirenz. AIDS and Behavior, 15(8), 1803-1818
Mwesigire, D. M., Wu, A. W., Martin, F., Katamba, A., &
Seeley, J. (2015). Quality of life in
Patients treated with first-line antiretroviral therapy containing
nevirapine or efavirenz in
Uganda: a prospective non-randomized study. BMC Health
Services Research, 15292.
Nightingale, S., Winsto, A., Letendre, S., Michael, B. D.,
McArthur, J. C., Khoo, S., & Solomon,
T. (2014). Controversies in HIV-associated neurocognitive
disorders. The Lancet.
Neurology, 13(11), 1139–1151.
Saylor, D., Dickens, A. M., Sacktor, N., Haughey, N., Slusher,
B., Pletnikov, M., & McArthur,
J. C. (2016). HIV-associated neurocognitive disorder —
pathogenesis and prospects for
treatment. Nature Reviews. Neurology, 12(4), 234–248.
Winston, A., Arenas-Pinto, A., Stöhr, W., Fisher, M., Orkin, C.
M., Aderogba, K., for the
PIVOT Trial Team. (2013). Neurocognitive Function in HIV
Infected Patients on Antiretroviral

Therapy. PLoS ONE, 8(4), e61949.
Watkins, C. C., & Treisman, G. J. (2015). Cognitive impairment
in patients with AIDS –
Prevalence and severity. HIV/AIDS (Auckland, N.Z.), 7, 35–47.
- 5 -
THERAPY
6
- 6 -
NEUROCOGNITIVE PROBLEMS IN ANTI-RETROVIRAL
THERAPY. 1
Retroviral Therapy
La’Shawn Tubman
PSY: 625

Teresa Barttrum
October 8, 2018
Specific Aims.
- 1 -
1
1. Barttrum
Barttrum, Psy. D. - please use
my credentials on the title
page [Teresa Barttrum]
THERAPY.
2
As noted by Bhatti, Usman & Kandi, (2016), HIV/AIDS has
grown to become a disease
burden of great public health concern among all populations
since its discovery that dates back to
the year 1968. Approximately 38.6 million individuals live with
HIV/AIDS globally and more
than 25 million have died so far. In the year 2014, new HIV
infections were 4.2 million and

AIDS-related deaths were 3.0 million (Watkins &
Treisman, 2015). With regards to these
estimates, the dynamic nature of HIV/AIDS as a rapidly
evolving epidemic with regards to its
epidemiology and transmission are concealed. To date, every
region across the globe is touched
by the HIV/AIDS pandemic.
Over the years, extensive research in treatment and
management modalities for
HIV/AIDS patients has yielded different results. Currently,
available HAART treatment regimens
yield good results which contribute positively to the
quality of life and improved health
outcomes by increasing the number of CD4 cell count and
decreasing the viral load to prevent
high chances of transmission (Mwesigire et al., 2015).
However, the medications that are
currently in use have a wide range of neurocognitive effects that
contribute to several cognitive
behavioral problems among patients with HIV/AIDS who
are under ARV treatment. For
healthcare providers, cognitive impairment is a huge barrier to
managing risky behaviors which
increases the mortalities and morbidity rates (Kenedi &

Goforth, 2011). Therefore, this paper
seeks to extensively analyze the neurocognitive problems
which are caused by ARV therapy
among patients diagnosed with HIV/AIDS.
Annotated Bibliography
Anand, P., Springer, S. A., Copenhaver, M. M., & Altice, F. L.
(2010). Neurocognitive
- 2 -
1
2
1. Therefore, this paper
seeks to extensively
analyze the neurocognitive
problems which are caused
by ARV therapy among
patients diagnosed with
HIV/AIDS.
You have a great introduction,
but this sentence is the only

line that address the
guidelines for this section.
You were to include: [Teresa
Barttrum]
2. Annotated Bibliography
this should begin on a new
page; see formatting [Teresa
Barttrum]
THERAPY.
3
Impairment and HIV Risk Factors: A Reciprocal Relationship.
AIDS and Behavior, 14(6),
1213–1226.
Pria Anand, Sandra Springer, Michael Copenhaven, and
Frederick Altice draw their
extensively-researched findings from their backgrounds in
infectious diseases, AIDS, and
psychology programs. The researchers determine the
relationship between cognitive impairment

and HIV among patients. They find an association between HIV
risk-behaviors, adherence to
medication among other cofactors and cognitive function. More
importantly, this research draws
from multiple literature sources to determine the reciprocal
relationship between the two
variables under study. Pria and her team of researchers
acknowledge the role that arises in risk
behaviors play in the development of neurocognitive
impairment, particularly among optimized
medication. These findings are useful for guiding the scope of
research for this paper.
Ances, B. M., & Clifford, D. B. (2008). HIV-Associated
Neurocognitive Disorders and the
Impact of Combination Antiretroviral Therapies. Current
Neurology and Neuroscience
Reports, 8(6), 455–461.
Bau Ances and David Clifford have established researchers
at the Department of
Neurology at the University of Washington. This
background provides them with a guided
academic and expert understanding of the functioning of the
human neurological system. In this
study, the duo recognizes the role of HIV-associated

neurocognitive disorder as a precursor to
dementia. According to the researchers, dementia is the
most severe form of HIV-associated
neurocognitive disorder and is further induced with
antiretroviral therapy. However, they note
that less severe cases of neurocognitive disorders are more
prevalent with antiretroviral therapy.
This observation is key to the study as it explains the different
results resulting from the study of
the correlations between the studied variables.
- 3 -
THERAPY.
4
Awori, V., Mativo, P., Yonga, G., & Shah, R. (2018). The
association between asymptomatic
and mild neurocognitive impairment and adherence to
antiretroviral therapy among
people living with human immunodeficiency virus. Southern
African Journal of HIV
Medicine, 19(1), 674.

Violet Awori, Peter Mativo, Gerald Yonga, and Reena
Shah’s research are based on a
sample of patients visiting a hospital in Sub-Saharan Africa,
one of the most affected areas by the
disease. The setting, therefore, provides an optimal
environment to find a more informed
correlation between the variables. The researchers’ aim to
determine the degree of the association
between adherence to antiretroviral therapy and neurocognitive
impairment. At 128, the sample
size is also large enough to provide sufficient data. In their
study, the researchers determined a
correlation between mild neurocognitive impairment and
antiretroviral therapy among 69 percent
of the sample.
Bhatti, A. B., Usman, M., & Kandi, V. (2016). Current Scenario
of HIV/AIDS, Treatment
Options, and Major Challenges with Compliance to
Antiretroviral Therapy. Cureus, 8(3),
515.
Adnan Bashir, Muhammad Usman, and Venkataramana Kandi
all have academic and practitioner
awareness of the effects of HIV from their application of

academic knowledge to medical
therapy. In this study, they seek to determine current HIV
scenario, the available options for
treatment of the disease, and the challenges that patients have
with antiretroviral therapy. This
approach provides a holistic understanding of the disease and
the available treatment options as
well as the outcome of such treatment. The development
of the study is progressive, with a
review of the attempts at containing the disease and why
medical options fail to achieve their
- 4 -
THERAPY.
5
objective. This study is relevant as it gives a complete
understanding of the variables. Borjabad,
A., Morgello, S., Chao, W., Kim, S.-Y., Brooks, A. I., Murray,
J., Volsky, D. J.
(2011). Significant Effects of Antiretroviral Therapy on Global
Gene Expression in Brain

Tissues of Patients with HIV-1-Associated Neurocognitive
Disorders. PLoS Pathogens, 7(9),
e1002213.
This study is the product of a team of eight researchers who are
experienced in the fields
of molecular virology, pathology and neuroscience, human
genomics, genetics and occupational
health, and pathology. These backgrounds provide a
spectrum of knowledge into the
understanding of the relationship among disease, treatment
schedules, and the patient. The study
follows a unique path in its attempt to explain the rise of
neurocognitive impairments in the wake
of antiretroviral therapy breakthroughs. The use of genomic
analysis to compare the gene
expression profiles among both treated and untreated samples is
a unique undertaking, but that
which provides insight that is needed to understand the scope of
the study.
Cysique, L. A., Vaida, F., Letendre, S., Gibson, S., Cherner,
M., Woods, S. P., llis, R. J.
(2009). Dynamics of cognitive change in impaired HIV-
positive patients initiating
antiretroviral therapy. Neurology, 73(5), 342–348.

Cysique, Vaida, Letendre, Gibson, Cherner, Woods,
McCutchan, Heaton, and Ellis have
all contributed immensely to the study of HID and its treatment.
This background provides them
with the understanding of the response of patients to rugs.
However, their focus on the less
understood psychological and neurological aspects of HIV
patients under antiretroviral therapy
provides insight that is relevant to the study. The study aims to
evaluate the cognitive change in
HIV patients over a period of time. To understand the
correlation between antiretroviral therapy
- 5 -
THERAPY.
6
and neurological impairment levels, the study examines the
trend among patients with different
exposures to neuropsychological impairment and studies the
progression rate among them.
Robertson KR et al. The prevalence and incidence of

neurocognitive impairment in the
HAART era. AIDS 21: 1915 – 1921, 2007
Robertson studies the prevalence and incidence of
neurocognitive impairment in the era
of human antiretroviral therapy. As a specialist in medical
health, neurology, and AIDS research,
his findings are dependable. He notes that the impact of
antiretroviral therapy on neurology are
less understood giving room for research in that area of
HIV treatment. The study finds a
correlation between immunosuppression as a result of
antiretroviral therapy and an increase in
neurocognitive impairment among HIV patients. This gives
credence to the conclusion that
antiretroviral therapy causes neurological impairment, which
validates the aim of this study. An
important conclusion from the study is the observation that
antiretroviral therapy leads to a
sustained damage to the neurocognitive capacity.
Cysique L.A., & Brew B. J., (2009). Neuropsychological
functioning and antiretroviral
treatment in HIV/AIDS: a review. Neuropsychol Rev. 2009;
19:169–185.

Lucette Cysique is a specialist in brain sciences at the
University of New South Wales’
Department of Neurology. This background provides her with
the academic knowledge of how
the brain is coordinated with the neurological system. In this
study, she provides a review of
previous studies on the neuropsychological results of
antiretroviral therapy among HIV-1
patients. The review acknowledges the persistence of
neurocognitive impairments despite the
success of antiretroviral therapy at suppressing the virus.
They provide a number of possible
causes for the sustained prevalence of neurocognitive
impairment among HIV patients. This
- 6 -
THERAPY.
7
study is relevant to the study as it acknowledges the
inefficiency of antiretroviral therapy in as
far as neurocognitive problems are concerned.

Ghate, M., Mehendale, S., Meyer, R., Umlauf, A.,
Deutsch, R., Kamat, R., Marcotte, T.
(2015). The effects of anti-retroviral treatment initiation on
cognition in HIV-infected
individuals with advanced disease in Pune, India. Journal of
Neurovirology, 21(4), 391–398.
All the contributors to this article have a background in AIDS
research, epidemiology,
and neurobehavioral research either in India or the United
States. The researchers note that
whereas severe cases of neurocognitive impairments have
significantly been reduced over time,
there remain a huge number of mild neurocognitive impairments
that remain unattended to. The
study is set in India, where the effect of HIV-1 is massively
prevalent. The focus of the study is
in finding the impact of antiretroviral therapy on HIV-1 patients
and the relationship between
their response to antiretroviral therapy and their neurocognitive
performance. Most importantly,
the researchers determine the correlation between
neurocognitive performance and CD4 count,
the measure of the effectiveness of antiretroviral therapy.
Kenedi, C. A., & Goforth, H. W. (2011). A systematic review of

the psychiatric side-effects
of Efavirenz. AIDS and Behavior, 15(8), 1803-1818.
In this study, Christopher Kenedi and Harold Goforth examine
the psychiatric side-effects
of Efavirenz, the leading antiretroviral therapy against HIV-1.
The researchers begin by noting
that efavirenz is not recommended for patients with a history of
mental illness, despite its being
recommended as a suitable defense against HIV virus
multiplication. They examine data
regarding neurocognitive impairment among patients under this
antiretroviral therapy. They find
a high correlation between neurocognitive impairment and
sustained use of efavirenz.
Additionally, they also note the progression rate of
neurocognitive impairment from the time of
- 7 -
THERAPY.
8
initial use of the therapy, noting that there are higher chances of

the patient progressing to an
acute case of the neurocognitive disease. The results of this
study confirm that neurocognitive
diseases exist among HIV patients under ART, which can
escalate over time.
- 8 -
CURRICULUM VITAE
234Street #23 (La Shawn Tubman) Home :( 243) 618-2509
Georgia, Atlanta 3468 [email protected]
EDUCATION
Georgia School of Business Psychology, Atlanta, Georgia
06/15-Present
A fourth-year student in Ph.D. Psychology Program, Consulting
Track
Master of Science in Organizational Psychology, awarded
September 2013
University of Georgia, Georgia, Atlanta 12/06-15/10
Bachelor of Science, awarded May 2010

Major: Business Psychology
ORGANIZATIONAL EXPERIENCE
The Coca-Cola Company 06/14-Present
Intermediate Practicum Extern
• Human Resource: evaluation of employee performance,
organizational and behavioral
assessment, organizing training of employees. Supervise time
sheets, solving co-worker
conflicts, selecting, interviewing and hiring new employees.
• Market Research: study market conditions; analyze economic
and demographic data to
assess the success of new services, analyze consumer thoughts,
processes and purchasing
choices for market expansion, designing fresh advertising
campaigns to improve market
strategies.
• Counseling: confidential employee counseling and mentorship,
design screening tools
for hiring employees, advice on conflict resolution strategies.
- 1 -
1

2
3
1. 234Street #23 (La Shawn
Tubman) Home :( 243) 618-
2509
Georgia, Atlanta 3468
[email protected]
I would reformat this upper
section to have your name
above your contact
information; rather than on
the same line as [Teresa
Barttrum]
2. EDUCATION
I might add GPA, minors, or
awards received to each
entry. [Teresa Barttrum]
3. 12/06-15/10

5/10 possibly? proof read
prior to submitting; especially
on a CV [Teresa Barttrum]
• Talent Management: analyze organizational culture and
practices, developed employee
new strategies for employee motivation and morale. Develop
programs that improve and
boost employee satisfaction.
Supervisors: Henry Kenry, Psy. D., Pierre Leone, Ph.D.
McKinsey & Company 06/13-06/14
Basic Practicum Extern
• Leadership and Development: Provided unbiased and credible
guidance to the
management on a broad range of issues starting with user-
friendly and safe environments
to organizational change. Create solutions to challenges within
the organization using
assessment exercises and psychometric tools to improve
performance.
• Employee Engagement: Actively engaged employees in
continuous performance

assessments, designing interventions to reduce employee
turnover and improve efficiency
and productivity. Set short-term and long-term goals,
implemented incentive programs
and inspired a transparency culture.
Supervisor: Lesley Peratot, Ph.D.
TEACHING AND ACADEMIC WORK EXPERIENCE
Georgia School of Business Psychology- 09/13-Present Georgia
Faculty Assistant
• Helped the lecturer to: develop lesson plans, to grade course
assignments, to meet
administrative deadlines and to address the concerns of students
• Helped to analyze data on scholarship awards, to formulate
and edit journals publications
and to prepare presentations for business psychology workshops
and conferences.
Supervisor: Joanne Den, Psy. D.
- 2 -

RESEARCH EXPERIENCE
09/13-Present Georgia, A
Title: Driving cultural change in a highly volatile and
demanding marketplace
• Conducted a qualitative research and reviewed literature on
topics including how to drive
change in organizational culture and value creation.
• Assessed how globally established corporations drive cultural
change by examining their
organizational cultures and value creation.
• Chairperson: Brent Smith, Ph.D., Committee Member: GSU,
Psy.D
• Dissertation Proposal Approved: 09/15
• Dissertation Oral Defense: 12/ 18 expected.
08/12-Present, Georgia, A
Education Development Researcher
• Researched and presented on emerging challenges and
imperatives in higher education
and how this impacts businesses.
• Designed and conducted an interview for a group of students

and staff.
• Reviewed the current teaching approaches, developed and
trained staff on new teaching
strategies.
Supervisor: Lecolin Brown, Psy. D.
University of Georgia, Georgia, Atlanta
Research Assistant
• Helped a Marketing Consultant with data collection on
consumer needs and preferences
of a certain product
• Qualitatively analyzed consumer buying trends and compiled
data
- 3 -
• Conducted and interpreted a study on how to Stimulate
Innovation and growth through
specific leadership behaviors
Supervisor: Anna King, Psy. D
PRESENTATIONS

Georgia School of Business Psychology
Kidd A., & Student A., (2011 March). Role of Consumer
Psychology in Business Innovation.
Paper presented at the meeting Board of trustees, Atlanta,
Georgia.
Society of Psychologists in Management
Gerald C. K., Student A., Doug P., Nguyen P. A., David K., &
Buckley N., (2016, July)
Maturing a new organization while transforming the existing
culture and operating
practices. Paper Presented at the conference of the Georgia
Association for Industrial and
Organizational Psychology, Chicago.
PROFESSIONAL EXPERIENCES
American Psychological Association for Graduate Students-
03/10-03/11 Georgia, Atlanta
APAGS- Chair-Elect
• Organized, chaired and ensured full participation of committee
meetings
• Provided leadership through strategic decision making and
networking
• Co-ordinated with the committee in establishing policies and
procedures for the effective

management of graduate students
• Served as a connection between the APA executive board and
the association of graduate
students
Bethwel Community Center- 03/09-03/11 Georgia, Atlanta
Peer Counselor
- 4 -
• Designed and implemented several programs for peer
counseling for children, teenagers,
young adults, and adults.
• Helped to resolve conflicts among community members and
organizing community
outreach services.
VOLUNTEER EXPERIENCES
North Point Community Church
Volunteer Counselor- 09/10-06/11
• Identified issues and helped to design solutions to improve the
church’s performance.

• Actively engaged in analyzing the expected performance of
the church, church personnel,
and worshippers, to determine areas of weakness and assess for
improvement areas.
• Helped in counseling church members and staff at individual
and group levels.
Georgia Technology Research Institute
Volunteer Research Assistant- 04/09-10/11
• Worked as a volunteer research assistant with a team of
researchers to research
organizational improvement strategies for homeland security,
private and public
companies.
• Assisted the researchers to collect, analyze and compile data,
to prepare reports, maintain
records and research publication.
PROFESSIONAL MEMBERSHIPS
• Society of Psychologists in Management, Student Affiliate
• Georgia Psychological Association, Student Affiliate
• American Psychological Association, Student Affiliate
CONFERENCES/WORKSHOPS ATTENDED

- 5 -
• Georgia Association for Industrial and Organizational
Psychology, Inc.: Behavior-Based
Interviewing: Where We Are, and Where We Are Going, June
12, 2011.
• Society of Psychologists in Management Conference:
Developing talent and
discouraging misbehavior in a context of a resource-poor
environment, March 18, 2011.
SPECIAL SKILLS
• Fluent speaking and writing skills in the German language
• Capable of providing group and individual counseling,
assessing crises and developing
intervention programs in identifying and articulating plans that
will resolve a problem,
reduce stress or alleviate threats
• Skills in conducting research, analyzing results, interpreting
and sharing the findings
• High standard computer literacy with good written and verbal
communication skills.

• Passionate, self-driven and determined.
REFEREES
• Henry Kenry, Ph. D.,
Director of Training and Business Psychology
1900 E. East St., Admin Bld., 11th Fl. Georgia, Atlanta 2687
352-876-4587
[email protected]
• Anna King, Psy. D
Chief Executive Officer
American Psychological Association
534N. Sixth Street, Georgia, Atlanta 5807
- 6 -
1
1. REFEREES
References: Ensure that you
edit [Teresa Barttrum]

654-986-4126
[email protected]
• Brentt Smith, Ph.D.
Head of Faculty, Business Psychology
1900 E. East St., Admin Bld., 11th Fl. Georgia, Atlanta 2687
654-786-3425
[email protected]
- 7 -
BudgetPrincipal Investigator: Instructor B. Jones, PhDGrant
Title:Period of Performance: 9/1/15 - 8/31/16Funds
RequestedSalariesFull Time Faculty Annual Salary$
90,000Percentage of effort10%Number of months12Full Time
A/P (10% time 12 Mo)$ 9,000Full Time Graduate Assistant
Annual$ 50,000Percentage of effort50%Number of
months12Graduate Assistant (50% time, 12 months)$
25,000Total Salaries$ 34,000Equipment$ - 0TravelTravel for
PI to one meeting to present results$ 1,500Travel for research
assistant to particpants homes$ 1,000Total Travel Costs$
2,500Participantsnumber of subjects:40payment per
subject:$50Total Participant Cost$ 2,000SuppliesComputer$
3,247Quality of Life Scale$ 1,200Office supplies (postage,
paper, etc)$ 689Total Supplies$ 5,136Total Direct Costs$
43,63637.5%Indirect Costs*16,364Total Funds Requested$
60,000
Inflation Factor - emp 1Employee Name:Contract Term:Health

Insurance TypeHealth Insurance $:(Yearly Total)Retirement
Match $$:(Yearly Total)ORP (1) or VRS (2)Fill in red cells
onlyInflation FactorInflation Factor3.00%10.00%Time
PeriodSalary + inflation IncreaseFringe Benefits (not incl
health care)Health CareTotal FringeCalculated Benefit Rate for
this salaryFICA Salary Caps7/1/2009 - 6/30/2010$ - 0- 0-
00%FICA 6.2% of $109,300, Medicare @ 1.45%7/1/2010 -
6/30/2011- 0$ - 0- 0- 00%FICA 6.2% of $114,417, Medicare
@ 1.45%7/1/2011 - 6/30/2012- 0$ - 0- 0- 00%FICA 6.2% of
$119,774, Medicare @ 1.45%7/1/2012 - 6/30/2013- 0$ - 0- 0-
00%FICA 6.2% of $125,382, Medicare @ 1.45%7/1/2013 -
6/30/2014- 0$ - 0- 0- 00%FICA 6.2% of $131,252, Medicare
@ 1.45%7/1/2014 - 6/30/2015- 0$ - 0- 0- 00%FICA 6.2% of
$137,397, Medicare @ 1.45%7/1/2015 - 6/30/2016- 0$ - 0- 0-
00%FICA 6.2% of $143,830, Medicare @ 1.45%7/1/2016 -
6/30/2017- 0$ - 0- 0- 00%FICA 6.2% of $150,564, Medicare
@ 1.45%7/1/2017 - 6/30/2018- 0$ - 0- 0- 00%FICA 6.2% of
$157,613, Medicare @ 1.45%
Inflation - emp 2Employee Name:Contract Term:Health
00%FICA 6.2% of $109,300, Medicare @ 1.45%7/1/2010 -
6/30/2011- 0$ - 0- 0- 00%FICA 6.2% of $114,417, Medicare
@ 1.45%7/1/2011 - 6/30/2012- 0$ - 0- 0- 00%FICA 6.2% of
$119,774, Medicare @ 1.45%7/1/2012 - 6/30/2013- 0$ - 0- 0-
00%FICA 6.2% of $125,382, Medicare @ 1.45%7/1/2013 -
6/30/2014- 0$ - 0- 0- 00%FICA 6.2% of $131,252, Medicare
@ 1.45%7/1/2014 - 6/30/2015- 0$ - 0- 0- 00%FICA 6.2% of
$137,397, Medicare @ 1.45%7/1/2015 - 6/30/2016- 0$ - 0- 0-
00%FICA 6.2% of $143,830, Medicare @ 1.45%7/1/2016 -
6/30/2017- 0$ - 0- 0- 00%FICA 6.2% of $150,564, Medicare
@ 1.45%7/1/2017 - 6/30/2018- 0$ - 0- 0- 00%FICA 6.2% of

$157,613, Medicare @ 1.45%
Inflation - emp 3Employee Name:Contract Term:Health
00%FICA 6.2% of $109,300, Medicare @ 1.45%7/1/2010 -
6/30/2011- 0$ - 0- 0- 00%FICA 6.2% of $114,417, Medicare
@ 1.45%7/1/2011 - 6/30/2012- 0$ - 0- 0- 00%FICA 6.2% of
$119,774, Medicare @ 1.45%7/1/2012 - 6/30/2013- 0$ - 0- 0-
00%FICA 6.2% of $125,382, Medicare @ 1.45%7/1/2013 -
6/30/2014- 0$ - 0- 0- 00%FICA 6.2% of $131,252, Medicare
@ 1.45%7/1/2014 - 6/30/2015- 0$ - 0- 0- 00%FICA 6.2% of
$137,397, Medicare @ 1.45%7/1/2015 - 6/30/2016- 0$ - 0- 0-
00%FICA 6.2% of $143,830, Medicare @ 1.45%7/1/2016 -
6/30/2017- 0$ - 0- 0- 00%FICA 6.2% of $150,564, Medicare
@ 1.45%7/1/2017 - 6/30/2018- 0$ - 0- 0- 00%FICA 6.2% of
$157,613, Medicare @ 1.45%
Sheet4
Sheet5
Running Head: EFFECTS OF TRAINING ON COGNITION
2
EFFECTS OF TRAINING ON COGNITION
[Type over the sample text in this document to create your
Grant Proposal. Delete these instructions before submitting your
proposal.]

Effects of Internet Based Training on Cognition in Older Adults
Student A. Smith
Instructor B. Jones, PhD.
September 19, 2014
Effects of Internet Based Training on Cognition in Older Adults
Specific Aims
The idea that maintaining high levels of cognitive activity
protects the brain from neurodegeneration is not new, and much
evidence has accumulated that people with high levels of
cognitive ability and activity tend to maintain cognitive
function well as they age (Hertzog et al. 2009). Beyond the idea
of maintaining cognitive function in healthy aging, studies such
as Verghese et al. (2003) found that higher levels of cognitive
activity were associated with lower rates of dementia in a 21-
year longitudinal study. While much of the data indicating
higher levels of cognitive activity leads to better long-term
function is necessarily correlational, a number of studies have
begun to systematically assess the effect of cognitive
interventions on cognitive function. The largest of these, the
Advanced Cognitive Training for Independent and Vital Elderly
(ACTIVE; Jobe et al. 2001) has found long lasting effects (5
years; Willis et al. 2006) of relatively short cognitive training
activities (10 hours).
The specific aim of this proposal is to assess the effectiveness
of A Fictitious Brain Training Program on research participants
followed longitudinally who may be experiencing the very
earliest signs of cognitive decline. Recent research tracking the

trajectory of age related cognitive decline (e.g., Mungas et al.
2010) has suggested that it may be possible to identify
cognitively healthy individuals at risk for significant imminent
cognitive decline by examining baseline cognitive assessments
or recent change, even though test scores do not reach the
abnormal range.
Background
Techniques for maintaining and enhancing cognitive function in
an increasingly aging population are of great potential benefit to
those who might suffer from Alzheimer’s disease and related
disorders and also to society as a whole. Higher cognitive
function leads to better maintenance of activities of daily life,
less need for chronic care, and direct improvements in quality
of life. Research examining effective methods for cognitive
enhancement is becoming increasingly prevalent and has led to
a number of recent review studies, e.g., Hertzog et al. (2009),
Lustig et al. (2009), Green & Bavalier (2008). These studies
review evidence from both longitudinal studies of increased
levels of mental activity on maintenance of cognitive function
and intervention studies aimed at directly improving cognition
with targeted cognitive training. For these cognitive
interventions to provide widespread benefit, it is critical to
identify who will gain from cognitive intervention studies and
to assess methods of administering effective cognitive training.
In a large scale cognitive intervention study (ACTIVE), Ball et
al. (2002) found that training increased cognitive function with
as little as 10 hours of task-specific training and these gains
were still evident 5 years later (Willis et al. 2006). However,
none of the three types of training used in that study were found
to generalize to the other types of cognitive function.
Participants were trained on either verbal episodic memory,
reasoning (pattern identification), or speed-of-processing
(visual search skills). Gains were observed in the domain of
training, but not on the other two domains. As noted by
Salthouse (2006), this result is inconsistent with the strongest

form of the “use it or lose it” hypothesis. However, it does hold
promise for cognitive training interventions that train broadly
across a wide variety of domains. The hypotheses implied by
the “use it or lose it” hypothesis is that cognitive training is
protective broadly against the cognitive decline associated with
aging. The more commonly observed specific areas of training
improvement suggest an analogy to physical fitness training: the
brain should not be thought of as a single “muscle” to be
strengthened but as a collection of individual abilities that
could each be improved through “exercise.” In addition, the
analogy could be extended to the idea that cognitive training
“exercise” should be thought of as an activity to be engaged in
on a regular basis, not as a single intervention.
The cognitive training that will be used in the proposed project
is based on an internet delivered set of activities designed by
the company BrainExercise. The training is based on practice
across a wide range of cognitive abilities, and by being highly
available via the internet, is also available for regular follow-up
re-training to maintain benefits. With this type of intervention,
even if a cognitive intervention training does not provide a
global benefit and delay decline across all types of cognition,
training can be used across many areas to increase overall
function. The ability to deliver cognitive training via the
internet becomes important logistically since the benefit of
training may depend on regular access to a broad array of
cognitive activities. In the successful ACTIVE study, training
was administered in face-to-face sessions requiring significant
personnel and logistical support.
The issue of identifying tasks suitable for cognitive training
with memory-impaired patients is an important one. In a follow-
up reanalysis of the ACTIVE study data, Unverzagt et al. (2007)
found that patients scoring >1.5 standard deviations low on
memory tests did not benefit from the verbal episodic memory
training in ACTIVE. In addition to seeing cognitive training as
a method for delaying or reducing the onset of memory
disorders such as MCI or AD (as in Verghese et al. 2003),

suitable interventions to try to rehabilitate memory function or
train compensatory strategies may provide an important benefit
to MCI and AD patients.
Numerous studies have suggested that elderly who are currently
cognitively within the normal range, but on the lower end of the
range are at risk for subsequent cognitive decline, including the
development of Alzheimer’s Disease (Rubin et al, 1998;
Sliwinski, Lipton, Buschke, & Stewart, 1996).
Older participants who score within normal cognitive ranges but
who exhibit personal cognitive decline within that normal range
are also at higher risk for the later development of Alzheimer’s
Disease (Villemagne et al, 2008; Collie et al, 2001). The most
at-risk group of currently healthy elderly may be those who
have shown some cognitive decline and are now at the bottom
of the healthy range. Since this proposal is to investigate at the
effectiveness of cognitive training in patients at risk for
Alzheimer’s Disease, the ideal comparison groups are healthy
older adults who are at increased risk relative to their age group
(cognitively normal, but lower scoring) and those who are
cognitively normal and exhibiting no current evidence of
memory impairment.
Significance
The proposed research will use an online-based software
company to administer a structured intervention of cognitive
skill training to patients experiencing some memory decline.
Prior intervention studies have typically provided cognitive
training in individual or small-group environments with the
patients physically present with a trainer. If interventions based
on training via the internet are shown to have similar benefits,
many more people can gain these benefits since the labor
involved in administering this type of training is much lower. In
addition, improvements in the type of training administered can
be made centrally and more quickly positively impact many
more patients. For the pilot intervention study proposed here,
we will be working with the Brain Science division at A

Fictitious Company. The Fictitious program is a home-based,
computerized, cognitive training program in which a customized
training plan is developed for each participant based on an
initial baseline cognitive assessment and ongoing training
progress. The training plan is based on 21 different tasks that
each focus on one or two of 14 different specific cognitive
abilities. To collaborate on examining the effectiveness of their
training plan, they are making available licenses for all study
participants to access the training program without cost. In
addition, all performance data on all compliance, cognitive
assessments and performance on training components will be
available for collaborative analysis to assess efficacy of specific
training elements in our study population.
The ability to deliver cognitive training via the internet holds
tremendous promise for making training benefits available
widely. Concerns about the task-specificity of benefits and the
need for consistent training to maintain cognitive function can
be met by making training easily available at home. The
proposed research will work with the cognitive science research
group of the A Fictitious company to assess the effectiveness of
their targeted, individually customized cognitive training
methods to improve cognitive functions in patients engaged in
long-term outcome research at the Brain Center at an Important
University.
Proposed Study
Participants:
Forty cognitively normal participants will be recruited,
including 20 participants scoring 1 SD below age and IQ-
adjusted norms on neuropsychological tests of memory (Rentz
et al. 2004), and 20 participants scoring no worse than .5 SD
below adjusted norms. Participants will be recruited from A
University. The patients will be randomly assigned to two
groups: intervention and waitlist (baseline) control. The
intervention group will receive cognitive training via Fictitious
Brain Training Program over a two month period. The waitlist
control will not initially receive training. However, since we

expect that the training will provide benefits to the patients,
participants in the waitlist control group will be given access to
the Fictitious Brain Training Program software at the end of the
protocol following the “post-training” assessment. This ensures
fair and ethical treatment of groups as well as providing
additional data about the effectiveness of the Fictitious Brain
Training Program.
There are no major risks to patients who participate in the
research. The training program is designed to be self-paced so
that patients can manage fatigue or frustration. Patients may
elect to stop participating in the study at any time. The potential
benefits of the proposed research are considerable. The study
protocol may provide a treatment to slow or reverse the
cognitive decline associated with MCI (and Alzheimer’s
Disease) using the internet, making this treatment broadly and
inexpensively accessible.
Procedures:
Once identified as a candidate for enrollment, patients will be
met with in person at their residence. Patients will have the
training protocol described and provide informed consent if
they wish to enroll. Availability of necessary internet access
will be assessed. Once enrolled, patients will be provided with a
license to access The Brain Training Program and a research
assistant will guide them through the initial setup process. The
intervention will follow the standard Brain Training Program
practice: initial assessment on a range of cognitive functions
followed by 24 20-minute training sessions over approximately
8 weeks. The rate of training sessions recommended is 3
sessions per week but is ultimately chosen by the patient.
These sessions are followed by a re-assessment within the Brain
Training Program of performance on their identified group of 14
cognitive functions.
Participants’ self-rating of quality of life will be assessed with a
Quality of Life-Alzheimer’s disease (QoL-AD) scale described
by Logson et al. (2002). While the current participants do not
require an assessment of quality of life appropriate for

cognitively impaired individuals, all cognitive training
improvement in these participants will also be compared with a
group of patients who have a diagnosis of MCI and who are
currently involved on an ongoing assessment of A Fictitious
Brain Training Program. The same set of performance
improvement instruments will be used in both studies to provide
maximum comparability across all groups.
Hypotheses & Analysis:
The intervention group is expected to exhibit reliably higher
scores on all post-training assessments than the waitlist control
group. Scores on the Fictitious Brain Training Program
cognitive assessments are very likely to improve reflecting the
training invested in those specific cognitive tasks.
Improvements on specific cognitive assessments will be
compared to estimates of improved domain-specific
performance available via the Brain Training Program.
For the current population of cognitively normal participants
who might be showing the first signs of memory impairment,
changes in self-rating of their quality of life (via the QoL-AD)
will be examined carefully. While improvements in activities of
daily life may not be significantly improved as these patients
are not generally impaired, increases in general cognitive
function may lead to better overall quality of life by improving
problem solving, language comprehension and general attention
skills. Improvements on this measure would be a key indicator
of the potential of cognitive training to provide significant
benefits to older adults.
Assessment of improvement will be made for only participants
who complete the training course of 24 sessions. Performance of
patients who do not complete the training will not indicate
whether the training is effective at improving cognitive
function. However, the drop-out rate is a key element to assess
for evaluating the overall effectiveness of internet-delivered
cognitive training. High rates of drop-out (e.g., >25%) may
indicate that the cognitive training needs to be adjusted in
difficulty to meet the needs of older adults or that additional

support (e.g., more patient contact) is needed to guide the
patients through the training. An important element of the
current project is the assessment of difficulty of completing the
training and obtaining feedback from participants about their
experiences with the online cognitive training.
Funding is requested for a half-time graduate research assistant
to be responsible for all aspects of subject recruitment, training
and data collection. Addition funding of 10% is requested for
the principal investigator who will oversee the study and
conduct data analysis and publication of results.
Travel funding is requested for the PI to attend one national
meeting to present the preliminary results of the study.
Additional travel expenses are requested to pay for costs of
transportation by the research assistant to each subject’s home.
Subject payment of $50 for each subject (40 total) is requested
to reimburse subjects for their participation time.
Funding is requested for an Apple Laptop computer (15” with
retina display, 2.8 GHz processor, 1 TB hard drive) that will be
used for data collection and analysis. Additional funding will be
used to purchase the Quality of Life Scale and office supplies.
See Appendix A: Budget for detailed budget figures.
References
Ball, K., Berch, D. B., Helmers, K. F., Jobe, J. B., Leveck, M.
D., Marsiske, M., . . . Willis, S. L. (2002). Effects of cognitive
training interventions with older adults: a randomized
controlled trial. JAMA: Journal of the American Medical
Association, 288(18), 2271-2281.
Collie, A., Maruff, P., Shafiq-Antonacci, R., Smith, M., Hallup,
M., Schofield, P. R., . . . Currie, J. (2001). Memory decline in
healthy older people: implications for identifying mild cognitive
impairment. Neurology, 56(11), 1533-1538.
Green, C. S., & Bavelier, D. (2008). Exercising your brain: a

review of human brain plasticity and training-induced learning.
Psychology of Aging, 23(4), 692-701.
Hertzog, C., Kramer, A., Wilson, R., & Lindenberger, U.
(2008). Enrichment effects on adult cognitive development: Can
the functional capacity of older adults be preserved and
enhanced. Psychological Science in the Public Interest, 9(1), 1-
65.
Jobe, J. B., Smith, D. M., Ball, K., Tennstedt, S. L., Marsiske,
M., Willis, S. L., . . . Kleinman, K. (2001). ACTIVE: a
cognitive intervention trial to promote independence in older
adults. Controlled Clinical Trials, 22(4), 453-479.
Logsdon, R. G., Gibbons, L. E., McCurry, S. M., & Teri, L.
(2002). Assessing quality of life in older adults with cognitive
impairment. Psychosomatic Medicine, 64(3), 510-519.
Lustig, C., Shah, P., Seidler, R., & Reuter-Lorenz, P. A. (2009).
Aging, training, and the brain: a review and future directions.
Neuropsychology Review, 19(4), 504-522.
Mungas, D., Beckett, L., Harvey, D., Farias, S. T., Reed, B.,
Carmichael, O., . . . DeCarli, C. (2010). Heterogeneity of
cognitive trajectories in diverse older persons. Psychology of
Aging, 25(3), 606-619.
Rentz, D. M., Huh, T. J., Faust, R. R., Budson, A. E., Scinto, L.
F., Sperling, R. A., & Daffner, K. R. (2004). Use of IQ-adjusted
norms to predict progressive cognitive decline in highly
intelligent older individuals. Neuropsychology, 18(1), 38-49.
Rubin, E. H., Storandt, M., Miller, J. P., Kinscherf, D. A.,
Grant, E. A., Morris, J. C., & Berg, L. (1998). A prospective
study of cognitive function and onset of dementia in cognitively
healthy elders. Archives of Neurology, 55(3), 395-401.
Salthouse, T. (2006). Mental exercise and mental aging:
Evaluating the validity of the “use it or lose it” hypothesis.
Perspectives on Psychological Science, 1(1), 68-87.
Sliwinski, M., Lipton, R. B., Buschke, H., & Stewart, W.
(1996). The effects of preclinical dementia on estimates of
normal cognitive functioning in aging. Journal of Gerontology:
Series B Psychological Sciences and Social Sciences, 51(4),

P217-P225.
Unverzagt, F. W., Kasten, L., Johnson, K. E., Rebok, G. W.,
Marsiske, M., Koepke, K. M., . . . Tennstedt, S. L. (2007).
Effect of memory impairment on training outcomes in ACTIVE.
Journal of the International Neuropsychology Society, 13(6),
953-960.
Verghese, J., Lipton, R. B., Katz, M. J., Hall, C. B., Derby, C.
A., Kuslansky, G., . . . Buschke, H. (2003). Leisure activities
and the risk of dementia in the elderly. New England Journal of
Medicine, 348(25), 2508-2516
Villemagne, V. L., Pike, K. E., Darby, D., Maruff, P., Savage,
G., Ng, S., . . . Rowe, C. (2008). Aβ deposits in older non-
demented individuals with cognitive decline are indicative of
preclinical Alzheimer's disease. Neuropsychologia, 46(6), 1688-
1697.
Willis, S. L., Tennstedt, S. L., Marsiske, M., Ball, K., Elias, J.,
Koepke, K. M., . . . Wright, E. (2006). Long-term effects of
cognitive training on everyday functional outcomes in older
adults. JAMA: Journal of the American Medical Society,
296(23), 2805-2814
Appendix A: Budget
SUMMARY PROPOSAL BUDGET
FOR INSTITUTION USE ONLY
ORGANIZATION
PROPOSAL NO.
DURATION (MONTHS)
PRINCIPAL INVESTIGATOR (PI)/PROJECT DIRECTOR
Instructor B. Jones, PhD
AWARD NO.
A. PERSONNEL: PI/PD, Co-PIs, Faculty, Graduate Assistants,
etc.
Funds
List each separately with name and title.
Requested By

Proposer
1. Instructor B. Jones, PhD ($90,000/year) - 10% effort for
12 months
$9,000
2. Research Assistant (RA) - 50% effort for 12 months
$25,000
TOTAL SALARIES
$34,000
B. EQUIPMENT (LIST ITEM AND DOLLAR AMOUNT FOR
EACH ITEM EXCEEDING $5,000.)
None
TOTAL EQUIPMENT
$0
C. TRAVEL
1. DOMESTIC - PI attendance at national meeting
$1,500
2. OTHER - Travel for RA to participants home
$1,000
TOTALTRAVEL
$2,500
D. PARTICIPANT SUPPORT
$2,000
1. STIPENDS
$
50

2. TRAVEL
3. SUBSISTENCE
4. OTHER
TOTAL NUMBER OF PARTICIPANTS (40)
TOTAL PARTICIPANT COSTS
$2000
E. OTHER DIRECT COSTS
1. MATERIALS AND SUPPLIES- Computer for patient
training, data collection and analysis
$3200
2. OTHER Quality of Life scale
$1200
3 OTHER Office supplies
$736
4. OTHER
TOTAL OTHER DIRECT COSTS
$5,136
F. TOTAL DIRECT COSTS (A THROUGH E)
$43,636
G. TOTAL INDIRECT COSTS (F&A) (Rate = 37.5%)
$16,364

H. TOTAL DIRECT AND INDIRECT COSTS (F + G)
$60,000
PSY625: Biological Bases of Behavior Ashford
University
Grant Proposal Guidelines – Final Project
Instructions: This assignment involves preparing a grant
proposal requesting support for a 12-month
research project. The total amount of support you may request is
$60,000 (including direct and indirect
costs). You will choose a specific topic in neuroscience or
neuropsychology and develop a grant proposal
based on a review of the literature and identification of a
research hypothesis. The grant proposal must
be six to eight double-spaced pages in length (not including title
page, references list, and appendix), 12-
point font, and formatted according to APA style as outlined in
the Ashford Writing Center. You must use
at least 15 peer-reviewed sources in addition to the text.
The components of your proposal are outlined below. View the
Sample Grant Proposal to see an example
of a completed proposal in APA format. Use the Grant Proposal
Template to create your grant proposal.

NOTE: All titles should be centered and all content should be
formatted as in the Grant Proposal
Template and the Sample Grant Proposal, not as outlined below
in this guidelines document.
Title Page (1 page):
• Title of your grant proposal
• Your full name
• Course name and number
• Instructor’s name
• Date submitted
Specific Aims: (1 page)
Clearly and concisely state the goals of your grant proposal.
Summarize the expected outcome(s),
including the impact that the results of the proposed research
will exert on the research field(s) involved.
List the specific objectives of your grant proposal (e.g., to test a
stated hypothesis, create a novel design,
solve a specific problem, challenge an existing paradigm or
clinical practice, address a critical barrier to
progress in the field, or develop new technology).
Background: (6 - 8 pages for Background, Significance,
Proposed Study, and Budget Justification
sections)
The goal of this section is to provide a well-developed literature
review that provides the basis for the
research problem and illustrates to the reader that you are
knowledgeable about the scope of the theory.
Research as many studies pertaining to the theory as possible,
and summarize them in a succinct manner.

In most respects, this section is precisely what you do when you
write the introduction section to a
research paper. Your background section should clearly state
the rationale for the topic you have chosen.
It includes the literature review you conducted to identify an
area of neuroscience or neuropsychology
that has not yet been studied. At the end of this section, you
should clearly specify your research
hypotheses.
Significance:
Explain the importance of the problem or critical barriers to
progress in the field that the proposed project
addresses. Explain how the proposed project will improve
scientific knowledge, technical capability,
and/or clinical practice in one or more broad fields. Describe
how the concepts, methods, technologies,
treatments, services, or preventative interventions that drive
this field will be changed if the proposed
aims are achieved.
PSY625: Biological Bases of Behavior Ashford University
https://awc.ashford.edu/Index.html
https://bridgepoint.equella.ecollege.com/curriculum/file/02cbc3
91-db64-4663-887b-
fb9af6cef106/1/PSY625_Sample%20Grant%20Proposal.pdf
https://bridgepoint.equella.ecollege.com/curriculum/file/6bcb83
04-d28a-486a-90f5-
22527ac0a293/1/Grant%20Proposal_Template_blank.docx

Grant Proposal Guidelines
Proposed Study:
This section will very much resemble a typical methods section
like the one you would write in an
empirical paper (except that the data have not yet been
collected). You should describe the study that you
are proposing to conduct to test your hypothesis. This section
should include the following subsections:
• Participants: include a description of the population that will
be used for the study. Point out
any procedures, situations, or materials that may be hazardous
to personnel and precautions to be
exercised.
• Procedures: include a description of how the study will be
conducted including any instruments
that will be used and how the data will be collected.
• Hypotheses and Analysis: state hypotheses of the proposed
study and general outline of how
data will be collected and used to accomplish the specific aims
of the project.
Budget Justification:
Provide a brief summary justifying your budget and the needs
for the items listed in Appendix A: Budget.
The actual numbers will be listed in Appendix A. The budget
for this proposal is limited to $60,000.
References:
Cite a minimum of 15 peer-reviewed articles from the Ashford

University Library or PubMed Central
(PMC). All sources must be current (published within the 10
years unless it’s a seminal work) and
relevant to your topic. Format all sources in APA style as
outlined in the Ashford Writing Center.
Appendix A: Budget: (see Grant Proposal Template, Appendix
A)
A typical grant proposal has a very detailed budget. For our
purposes here, you should include an
appendix with a completed budget. Your figures are just an
estimate so feel free to make up the budget
numbers and figures. Use the template called Summary Proposal
Budget in the Grant Proposal Template,
Appendix A to create your budget. There is also an optional
Budget Calculation Spreadsheet to help you
calculate your figures. The goal of this exercise is for you to
spend time thinking about the costs of
conducting research. Here are some examples of expenses you
could include:
Direct Costs:
• Personnel:
o Graduate research assistant salary – 20-hours per week for 12
months is roughly $25,000
(this covers salary, tuition, and fringe benefits).
o Principal Investigator Salary - make-up your annual salary
and divide it by 12, then
multiple this number by the number of months of salary you
wish to pay yourself (this
can range from 1-12 months; and from 10% to 100% effort).

• Equipment:
o List major purchases (greater than $5000) that will be
necessary to complete your project
(e.g., computers, video equipment, physiological measures,
expensive software, etc.) and
costs.
• Travel
o Conference Travel
o Other (e.g., travel for research assistant if needed for study)
• Participant Support
o Costs for subject participation (e.g., reimbursement for time,
travel, etc.)
• Other
o Computers or other equipment less than $5000
o Miscellaneous Expenses (e.g., postage, phone bills,
photocopying, etc.)
http://www.ncbi.nlm.nih.gov/pmc/
https://awc.ashford.edu/Index.html
04-d28a-486a-90f5-
04-d28a-486a-90f5-
https://bridgepoint.equella.ecollege.com/curriculum/file/e68a2c
0b-136c-40bc-8260-
17678c2038b2/1/PSY625_BudgetCalculationSpreadsheet.xls

Grant Proposal Guidelines
Indirect Costs:
Multiply the total direct costs budget by 0.375. This amount
(37.5%) represents the indirect costs of your
grant application. This money goes to the university toward
operating costs, overhead, etc.
Total Costs:
Sum up your direct and indirect costs (must not exceed
$60,000).
SAMPLE CURRICULUM VITAE
Chris Student, M.A.
111 Street #2 Home: (773) 111-1111
Anytown, IL 60000 [email protected]
EDUCATION
The Chicago School of Professional Psychology, Chicago,
Illinois 09/03-Present
Fourth-year student in the APA-Accredited Psy.D. Program.
The Chicago School of Professional Psychology, Chicago,
Illinois
Master of Arts in Clinical Psychology, awarded May 2005.

University of Toronto, Ontario, Canada 09/98-
12/02
Bachelor of Science, awarded December 2002.
Majors: Psychology and Sociology.
Honors: Candidate for the University of Toronto Book Award,
1998;
Ontario Scholar for excellent academic performance
CLINICAL EXPERIENCE
John Stroger Hospital of Cook County 07/06-Present
Advanced Practicum Extern Chicago, IL
• Child and Adolescent Psychiatry: Provide weekly individual,
family, and group outpatient
treatment to individuals from underserved populations.
Participate in didactic workshops and
present clinical cases to multidisciplinary teams.
• Adolescent and Young Adult Clinic: Coordinate with a
medical team to provide intake
assessments. Provide weekly individual and family outpatient
therapy in a combined medical
and psychiatric setting.
• Emergency Room Rotation: Provide psychiatric consultations
and assessments of
individuals who present to the Adult and Pediatric Emergency
Rooms.
• Pediatric Consultation: Offer psychiatric consultations to
Pediatric Inpatient Medicine,
Trauma Unit, Burn Unit, Obstetrics, and Gynecology.

• Supervisors: Robert Busy, Ph.D., Karen Overtime, Psy.D.
Advocate Illinois Masonic Medical Center, Behavior Health
Services 07/05-06/06
Intermediate Practicum Extern Chicago, IL
• Adolescent Intensive Outpatient Program: Conducted intensive
therapy sessions with
culturally diverse adolescents between the ages of 12 and 17
years in a milieu-oriented
program. Adolescents were recently discharged from psychiatric
hospitalization, at risk for
substance use and/or incarceration.
• Diagnostic Interviews and Case Management: Conducted
interviews with children and
families, young adults, and adults. Extensive intake interviews,
case conceptualizations,
treatment planning, and weekly didactic seminars were also a
part of the training experience.
• Supervisors: David Trainalong, Ph.D., Denise
Supersuperviser, Ph.D.
United Stand Counseling Center 07/04-06/05
Basic Practicum Extern Chicago,
IL
• Assessment: Evaluated culturally diverse children between the
ages of four and eighteen
years who presented with various clinical diagnoses in school
and community mental health

center settings. Administered, scored, and interpreted various
standardized psychological
tests.
• Psychological Report Writing: Wrote integrative diagnostic
reports based on test data
regarding clients’ cognitive, intellectual and emotional
functioning. Reports included
extensive treatment recommendations and were primarily aimed
towards teachers and
parents.
• School Therapist: Conducted weekly outpatient therapy with
several children who presented
with emotional and academic concerns in a school setting.
• Supervisor: Kim Devoted, Psy.D.
TEACHING AND ACADEMIC WORK EXPERIENCE
The Chicago School of Professional Psychology 09/05-Present
Faculty Assistant Chicago, IL
• Aid the professor in developing and implementing lesson
plans, grading assignments for
various courses, completing administrative tasks, and aiding in
addressing student concerns.
• Assist with scholarship activities such as data analysis,
formulating and editing journal
publications, preparing for conference presentations, and
formulating grants.
• Supervisor: Peter Pan, Psy.D.

The Chicago School of Professional Psychology 01/05-08/05
Teaching Assistant Chicago, IL
• Aided the instructor in developing weekly lesson plans,
grading various class assignments
and tests, and organizing the presentation of class materials.
• Supervisor: George Glass, Ph.D.
RESEARCH EXPERIENCE
The Chicago School of Professional Psychology
09/05-Present
Doctoral Dissertation Chicago, IL
Title: Interracial Adoption: A Tale of Two Identities
• Conducted quantitative research involving statistical analysis
and original data collection
from 22 participants.
• Reviewed literature on topics including the foster care system
and adoption.
• Assessed how interracially adopted children develop their
identities by examining their peer
relationships, self-perception, and ethnic identification.
• Chairperson: Matt Smith, Ph.D., Committee Member: Mar
Woods, Psy.D.
• Dissertation Proposal Approved: 12/05
• Dissertation Oral Defense: 05/07 expected
ChildServ – The Chicago School of Professional Psychology

04/04-Present
Research Assistant / Point Person Chicago, IL
• Coordinated and led a research-based review of assessment
tools for three group homes in the
Chicago-area. Research review focused on adolescents who
presented with mood and anxiety
disorders, and behavioral disorders.
• Created a clinician’s handbook on the assessment tools to
provide reliability and validity of
tools.
• Supervisor: Ian Brilliant, Psy.D.
ChildServ – The Chicago School of Professional Psychology
06/04-09/05
Program Development Researcher
Chicago, IL
• Researched and presented on behavior point systems.
• Created and administered an interview for group home staff
and clients.
• Reviewed the current program, and developed and trained staff
on a new treatment program.
• Supervisor: Ian Brilliant, Psy.D.
University of Toronto, Child Studies Lab 12/01-02/03
Research Assistant Toronto, Canada
• Assisted a Child Psychologist by collecting data on social
development and family systems.
• Quantitatively analyzed children’s drawings and entered data.
• Co-created and disseminated a study on adolescent views of
their childhood experiences and

the way in which culture functions in the representations of
their experiences.
• Supervisor: Joanna Superstar, Psy.D.
PRESENTATIONS
Chicago School of Professional Psychology
Nealon-Woods, M., Student, C., Nicoletta, S., Tiberi, T., &
Tilley, A. (2006, January).
ChildServ: Helping Children in Need. Presented at the
meeting of the Board of
Trustees, Chicago, IL
Illinois Psychology Association
Smith, M. C., Student, C., Corn, V., & Brayton, A. (2004,
November). Diversity Within
Families: Racial/Ethical Identity Development in Transracial
Adoption. Paper
presented at the meeting of the Illinois Psychological
Association, Northbrook, IL
PROFESSIONAL EXPERIENCES
Illinois Psychological Association for Graduate Students
06/04-06/05
IPAGS Chair -Elect Chicago, IL
• Co-led committee meetings, created and maintained quarterly
newsletters to student affiliates,
and aided in establishing goals of the student association.
• Served as IPA convention liaison between IPA board
executives and the graduate student

association.
• Substituted for Chair when the Chair was unavailable.
University of Toronto, Student Services 09/01- 06/02
Peer Counselor Toronto, Canada
• Volunteered in the Student Services center working with
students who presented with various
concerns such as symptoms of depression, suicidal ideation,
anxiety, eating disorders,
adjustment disorders, family conflict, sexual orientation
conflicts, and relationship
difficulties.
Grand Ravine Community Center 09/00-06/02
Community Center Supervisor Toronto, Canada
• Organized and implemented various programs and special
events for children and families
recently immigrated to the country.
• Resolved concerns of staff and/or participants.
• Instructed monthly training sessions for staff members to
increase motivation levels, and to
offer strategies for assuaging difficult participants.
VOLUNTEER EXPERIENCE
St. Clair of Assisi Parish
09/02-06/03

Church Center Supervisor Assistant City, State
• Devised unity programs for at-risk and minority children.
• Organized food and clothing drives, Scott’s Mission
excursions, a Sharelife campaign, and
pajama programs for underserved populations.
HollyHawk Group Home 06/01-04/03
Therapist Assistant City, State
• Worked as a volunteer with a team of therapists to provide
treatment for an adolescent male
diagnosed with ADHD and Conduct Disorder.
• Assisted the adolescent to develop both social skills and
increased executive cognitive
functioning for school and home. This was implemented using
play therapy methods in a one-
on-one setting, cognitive restructuring, positive reinforcement
as well as modeled behavior.
PROFESSIONAL MEMBERSHIPS
• American Psychological Association, Student Affiliate
• Illinois Psychological Association, Student Affiliate
CONFERENCES/WORKSHOPS ATTENDED
• Chicago School of Professional Psychology, Cultural Impact

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