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https://www.readbyqxmd.com/read/27933019/reduced-working-memory-mediates-the-link-between-early-institutional-rearing-and-symptoms-of-adhd-at-12-years
#1
Florin Tibu, Margaret A Sheridan, Katie A McLaughlin, Charles A Nelson, Nathan A Fox, Charles H Zeanah
Children who are raised in institutions show severe delays across multiple domains of development and high levels of psychopathology, including attention deficit/hyperactivity disorder (ADHD). Low performance in executive functions (EFs) are also common in institutionally reared children and often do not remediate following improvements in the caregiving environment. ADHD symptomatology also remains elevated even after children are removed from institutional care and placed in families. We investigate whether poor EF is a mechanism explaining elevated rates of ADHD in children reared in institutional settings in the Bucharest Early Intervention Project (BEIP)...
2016: Frontiers in Psychology
https://www.readbyqxmd.com/read/27933006/system-to-detect-racial-based-bullying-through-gamification
#2
José A Álvarez-Bermejo, Luis J Belmonte-Ureña, Africa Martos-Martínez, Ana B Barragán-Martín, María Del Mar Simón-Marquez
Prevention and detection of bullying due to racial stigma was studied in school contexts using a system designed following "gamification" principles and integrating less usual elements, such as social interaction, augmented reality and cell phones in educational scenarios. "Grounded Theory" and "User Centered Design" were employed to explore coexistence inside and outside the classroom in terms of preferences and distrust in several areas of action and social frameworks of activity, and to direct the development of a cell phone app for early detection of school bullying scenarios...
2016: Frontiers in Psychology
https://www.readbyqxmd.com/read/27933004/policy-implications-of-achievement-testing-using-multilevel-models-the-case-of-brazilian-elementary-schools
#3
Igor G Menezes, Victor R Duran, Euclides J Mendonça Filho, Tainã J Veloso, Stella M S Sarmento, Christine L Paget, Kai Ruggeri
Large-scale educational assessment has been established as source of descriptive, evaluative and interpretative information that influence educational policies worldwide throughout the last third of the twentieth century. In the 1990s the Brazilian Ministry of Education developed the National Basic Education Assessment System (SAEB) that regularly measures management, resource and contextual school features and academic achievement in public and private institutions. In 2005, after significant piloting and review of the SAEB, a new sampling strategy was taken and Prova Brasil became the new instrument used by the Ministry to assess skills in Portuguese (reading comprehension) and Mathematics (problem solving), as well as collecting contextual information concerning the school, principal, teacher, and the students...
2016: Frontiers in Psychology
https://www.readbyqxmd.com/read/27931743/a-longitudinal-study-of-emotion-regulation-among-sexually-abused-preschoolers
#4
Ariane Séguin-Lemire, Martine Hébert, Louise Cossette, Rachel Langevin
The aim of the present study was to investigate the evolution of emotion regulation competencies in sexually abused preschoolers. Children's emotion regulation abilities and their emotional lability and negativity were assessed shortly after disclosure of sexual abuse and one year later, and compared to those of non-abused children. A sample of 47 sexually abused (37 girls, 10 boys) and 74 non-abused children (54 girls, 20 boys), aged 3-7 years (M=56.83months; SD=9.55), participated in the study. Parents and daycare educators or teachers completed the Emotion Regulation Checklist (Shields & Cicchetti, 1997) and an adapted version of the History of Victimization Form (Parent & Hébert, 2006)...
December 5, 2016: Child Abuse & Neglect
https://www.readbyqxmd.com/read/27929579/-%C3%A2-to-whom-it-will-be-extremly-usefull-dr-william-cullen-s-adoption-of-james-watt-s-copying-machine
#5
H Wheelock
Dr William Cullen (1710-1790) was a leading physician of the Enlightenment era. As professor in Edinburgh he became the most influential teacher of theoretical and practical medicine in 18th century Britain. A renowned private practitioner, Cullen systematically archived his postal 'consultations', now held by the Royal College of Physicians of Edinburgh. Initially Cullen preserved his replies as transcriptions, but from April 1781 he began using a mechanical copier, newly devised by the Scottish engineer James Watt...
June 2016: Journal of the Royal College of Physicians of Edinburgh
https://www.readbyqxmd.com/read/27929341/personality-stability-from-age-14-to-age-77-years
#6
Mathew A Harris, Caroline E Brett, Wendy Johnson, Ian J Deary
There is evidence for differential stability in personality trait differences, even over decades. The authors used data from a sample of the Scottish Mental Survey, 1947 to study personality stability from childhood to older age. The 6-Day Sample (N = 1,208) were rated on six personality characteristics by their teachers at around age 14. In 2012, the authors traced as many of these participants as possible and invited them to take part in a follow-up study. Those who agreed (N = 174) completed a questionnaire booklet at age 77 years, which included rating themselves and asking someone who knew them well to rate them on the same 6 characteristics on which they were rated in adolescence...
December 2016: Psychology and Aging
https://www.readbyqxmd.com/read/27929325/social-competence-in-pediatric-burn-survivors-a-systematic-review
#7
Margo M Szabo, Kaitlyn A Ferris, Lauryn Urso, Ariel M Aballay, Christina L Duncan
OBJECTIVE: Youth sustaining burn injuries during childhood have dramatically increased survival rates due to improvements in medical treatment and multidisciplinary approaches to burn critical care and recovery. Despite positive advancements in burn treatment, youth sustaining such injuries may experience social deficits. Thus, this systematic review without meta-analysis investigation contributes to the growing literature on this topic by comparing social competence of pediatric burn survivors to youth without burns, and examining potential correlates of social competence among children and adolescents who have sustained burn injuries...
December 8, 2016: Rehabilitation Psychology
https://www.readbyqxmd.com/read/27929318/family-involvement-and-parent-teacher-relationships-for-students-with-autism-spectrum-disorders
#8
S Andrew Garbacz, Laura Lee McIntyre, Rachel T Santiago
Family educational involvement and parent-teacher relationships are important for supporting student outcomes and have unique implications for families of children with autism spectrum disorder (ASD). However, little research has examined child and family characteristics among families of children with ASD as predictors of family involvement and parent-teacher relationships. The present study examined child and family variables that may affect family involvement and parent-teacher relationships for families of children with ASD...
December 2016: School Psychology Quarterly
https://www.readbyqxmd.com/read/27929317/informant-discrepancies-in-externalizing-and-internalizing-symptoms-and-adaptive-skills-of-high-functioning-children-with-autism-spectrum-disorder
#9
Christin A McDonald, Christopher Lopata, James P Donnelly, Marcus L Thomeer, Jonathan D Rodgers, Allyson K Jordan
Assessment of clinical symptoms requires information from multiple informants. Discrepancies between informants' ratings can have significant implications in school settings (e.g., access to services, treatment planning, progress monitoring). This study examined parent-teacher discrepancies for ratings of internalizing and externalizing symptoms, and adaptive skills of high-functioning children with autism spectrum disorder. A total of 236 Behavior Assessment System for Children-2nd Edition ratings of children with high-functioning children with autism spectrum disorder from 2 informant groups (parents and teachers) were analyzed...
December 2016: School Psychology Quarterly
https://www.readbyqxmd.com/read/27929316/assessing-understanding-and-supporting-students-with-autism-at-school-contemporary-science-practice-and-policy
#10
Janine P Stichter, T Chris Riley-Tillman, Shane R Jimerson
Over the past 3 decades, there has been an unprecedented increase in students identified as eligible for special education as a result of students meeting criteria for autism spectrum disorder (ASD). The increasing number of students with ASD in the schools presents significant challenges to teachers, school psychologists, and other school professionals working with this population. Although there is considerable research addressing assessment, identification, and support services for children with ASD, there is a need for further research focused on these topics within the school context...
December 2016: School Psychology Quarterly
https://www.readbyqxmd.com/read/27929315/pathways-from-maternal-effortful-control-to-child-self-regulation-the-role-of-maternal-emotional-support
#11
Selin Zeytinoglu, Susan D Calkins, Margaret M Swingler, Esther M Leerkes
This study examined the direct and indirect pathways from maternal effortful control to 2 aspects of children's self-regulation-executive functioning and behavioral regulation-via maternal emotional support. Two hundred seventy-eight children and their primary caregivers (96% mothers) participated in laboratory visits when children were 4 and 5 years, and teachers reported on children's behavior at kindergarten. At the 4-year assessment, maternal effortful control was measured using the Adult Temperament Questionnaire (Evans & Rothbart, 2007) and maternal emotional support was observed during a semistructured mother-child problem-solving task...
December 8, 2016: Journal of Family Psychology: JFP
https://www.readbyqxmd.com/read/27928201/sport-education-and-direct-instruction-units-comparison-of-student-knowledge-development-in-athletics
#12
José Pereira, Rui Araújo, Cláudio Farias, Cristiana Bessa, Isabel Mesquita
This study conducted a comparative analysis of students' knowledge development on athletics in Sport Education and in a Direct Instruction unit taking into account sex and initial skill level. The participants were an experienced Physical Education teacher and two sixth-grade classes totaling 47 students (25 boys and 22 girls). Each class was randomly placed in either Sport Education or Direct Instruction classes and participated in 20, 45-minutes lessons focused on shot put, hurdles and triple jump. Knowledge on athletics was assessed through a 25-items written and video-based test...
December 2016: Journal of Sports Science & Medicine
https://www.readbyqxmd.com/read/27927980/child-maltreatment-optimizing-recognition-and-reporting-by-school-nurses
#13
Kathleen S Jordan, Peggy MacKay, Stephanie J Woods
School nurses perform a crucial role in the prevention, identification, intervention, and reporting of child maltreatment. The purpose of this article is to share the highlights of a research project conducted to (a) examine the effectiveness of an educational intervention program in increasing the knowledge, confidence, and self-efficacy in school nurses regarding children at risk of maltreatment; and (b) discover issues surrounding the comfort level engaging with children, communicating with teachers and other personnel, and ethical issues...
December 7, 2016: NASN School Nurse
https://www.readbyqxmd.com/read/27927685/influences-on-facial-emotion-recognition-in-deaf-children
#14
Francesc Sidera, Anna Amadó, Laura Martínez
This exploratory research is aimed at studying facial emotion recognition abilities in deaf children and how they relate to linguistic skills and the characteristics of deafness. A total of 166 participants (75 deaf) aged 3-8 years were administered the following tasks: facial emotion recognition, naming vocabulary and cognitive ability. The children's teachers or speech therapists also responded to two questionnaires, one on children's linguistic-communicative skills and the other providing personal information...
December 6, 2016: Journal of Deaf Studies and Deaf Education
https://www.readbyqxmd.com/read/27925532/john-adams-an-outstanding-career
#15
David Lewin
A distinguished nurse, teacher, researcher and historian, John Adams was educated at Aylesbury Grammar School and graduated from Selwyn College, Cambridge, with a degree in theological and religious studies.
December 7, 2016: Nursing Standard
https://www.readbyqxmd.com/read/27924656/assistive-technology-as-reading-interventions-for-children-with-reading-impairments-with-a-one-year-follow-up
#16
Emma Lindeblad, Staffan Nilsson, Stefan Gustafson, Idor Svensson
PURPOSE: This pilot study investigated the possible transfer effect on reading ability in children with reading difficulties after a systematic intervention to train and compensate for reading deficiencies by using applications in smartphones and tablets. The effects of using assistive technology (AT) one year after the interventions were completely studied. School related motivation, independent learning and family relations were also considered. METHOD: 35 pupils aged 10-12 years participated...
December 7, 2016: Disability and Rehabilitation. Assistive Technology
https://www.readbyqxmd.com/read/27924311/setting-a-standard-for-chemistry-education-in-the-next-generation-a-retrosynthetic-analysis
#17
Gregory T Rushton, Andrew Dewar, Herman E Ray, Brett A Criswell, Lisa Shah
A diverse and highly qualified chemistry teaching workforce is critical for preparing equally diverse, qualified STEM professionals. Here, we analyze National Center for Education Statistics (NCES) Schools and Staffing Survey (SASS) data to provide a demographic comparison of the U.S. secondary chemistry teaching population in high-needs and non-high-needs public schools as well as private schools during the 2011-2012 academic year. Our analysis reveals that the chemistry teaching workforce is predominantly white and significantly lacks in-field degrees or certification across school types, though high-needs and private schools are most affected by this lack of teacher qualification...
November 23, 2016: ACS Central Science
https://www.readbyqxmd.com/read/27923443/child-care-chaos-and-teachers-responsiveness-the-indirect-associations-through-teachers-emotion-regulation-and-coping
#18
Lieny Jeon, Eunhye Hur, Cynthia K Buettner
Teachers in early child-care settings are key contributors to children's development. However, the role of teachers' emotional abilities (i.e., emotion regulation and coping skills) and the role of teacher-perceived environmental chaos in relation to their responsiveness to children are understudied. The current study explored the direct and indirect associations between teachers' perceptions of child-care chaos and their self-reported contingent reactions towards children's negative emotions and challenging social interactions via teachers' emotional regulation and coping strategies...
December 2016: Journal of School Psychology
https://www.readbyqxmd.com/read/27923441/she-s-supporting-them-who-s-supporting-her-preschool-center-level-social-emotional-supports-and-teacher-well-being
#19
Katherine M Zinsser, Claire G Christensen, Luz Torres
Preschool teachers across the country have been charged to prepare children socially and emotionally for kindergarten. Teachers working in preschool centers are supporting children's social and emotional learning (SEL) within a rich ecology of emotion and social relationships and the present study considers how the supports implemented for children's SEL at the center-level are associated with teachers' psychological health and workplace experiences. Hierarchical linear models were constructed using data from the Head Start Family and Child Experiences Survey 2009 cohort...
December 2016: Journal of School Psychology
https://www.readbyqxmd.com/read/27923438/the-combined-effects-of-teacher-child-and-peer-relationships-on-children-s-social-emotional-adjustment
#20
Cen Wang, Maria Hatzigianni, Ameneh Shahaeian, Elizabeth Murray, Linda J Harrison
Teachers and peers represent two important dimensions of the classroom social ecology that have important implications for children's social-emotional adjustment. This study examined the combined effects of teacher-child relationships (TCR) and peer relationships for 6-7year-old children on their social-emotional adjustment at 8-9years. The sample was comprised of children and their teachers participating in the Longitudinal Study of Australian Children (n=2857). Teachers reported on TCR, peer relationships, and children's emotional well-being, and children provided self-reported self-concept and school liking during a face-to-face interview...
December 2016: Journal of School Psychology
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