Beyond Individual Tests: Youths' Cognitive Abilities, Basic Reading, and Writing.

Broadly, individuals' cognitive abilities influence their academic skills, but the significance and strength of specific cognitive abilities varies across academic domains and may vary across age. Simultaneous analyses of data from many tests and cross-battery analyses can address inconsistent findings from prior studies by creating comprehensively defined constructs, which allow for greater generalizability of findings. The purpose of this study was to examine the cross-battery direct effects and developmental differences in youths' cognitive abilities on their basic reading abilities, as well as the relations between their reading and writing achievement.

Assessment of Human Intelligence-The State of the Art in the 2020s.

Contemporary intelligence theory and assessment in the United States-a century after Lewis Terman published the in 1916-has evolved in ways that even David Wechsler could not have envisioned [...

Does the Bayley-4 measure the same constructs across girls and boys and infants, toddlers, and preschoolers?

This study tested the assumption that the Bayley Scales of Infant and Toddler Development, Fourth Edition (Bayley-4) functions similarly for boys and girls and for four age groups. The Bayley-4 American norming sample of 1,700 children ages 0-42 months (3.5 years) was used, which included 50% boys and girls.

Third variables in longitudinal research: Application of longitudinal mediation and moderation in school psychology.

Third variable models, such as mediation and moderation, can identify contextual factors that help explain the relation between two variables. Although used less frequently in school psychology research, longitudinal mediation, longitudinal moderation, and the integration of these two approaches can be used to describe the developmental changes in children's psychological and behavioral processes throughout the school years and beyond. This article provides conceptual descriptions of longitudinal mediation, longitudinal moderation, longitudinal moderated mediation, and longitudinal mediated moderation and demonstrates the use of these methods with a large sample of elementary students.

Does the Degree of Prematurity Relate to the Scores Earned by Matched Samples of Infants and Toddlers across the Cognitive, Language, and Motor Domains?

The literature on children born prematurely has consistently shown that full-term babies outperform preterm babies by about 12 IQ points, even when tested as adolescents, and this advantage for full-term infants extends to the language and motor domains as well. The results of comprehensive meta-analyses suggest that the degree of prematurity greatly influences later test performance, but these inferences are based on data from an array of separate studies with no control of potential confounding variables such as age. This study analyzed data for 66 extremely premature infants and toddlers (<32 weeks), 70 moderately premature children (32-36 weeks), and 133 full-term children.

Psychological distress and burden among family caregivers of children with and without developmental disabilities six months into the COVID-19 pandemic.

The COVID-19 pandemic has created unique challenges for family caregivers of children with developmental disabilities (DD). The purpose of this study was to conduct a 6-month follow-up on the experiences of caregiver burden and psychological distress among caregivers of children with autism (ASD) and/or attention deficit hyperactivity disorder (ADHD) during COVID-19 pandemic, compare their experiences to caregivers of children without DD, and test the interaction between opportunities for self-care and caregiver burden and psychological distress. Results indicated caregivers of children with ASD/ADHD continued to report significantly higher levels of psychological distress and caregiver burden compared to caregivers of children without DD.

Longitudinal, reciprocal effects of social skills and achievement from kindergarten to eighth grade.

Previous research suggests that students' social skills and achievement are interrelated, and some findings support bi-directional effects between the two constructs. The purpose of this research study was to estimate the possible longitudinal and reciprocal effects of social skills and achievement for kindergarten through eighth grade students. Data from the Early Childhood Longitudinal Study program were analyzed; teachers' ratings of students' social skills and students' standardized math and reading achievement performance were collected 4 and 5 times, respectively.

Parents' perspectives on transition and postsecondary outcomes for their children who are d/Deaf or hard of hearing.

Parent involvement and parent expectations are important factors in successful academic and career outcomes for students who are d/Deaf or hard of hearing. Parental roles are particularly important during the transition planning process for students with disabilities. Results are presented from an exploratory study of 56 parents that measured their involvement, perceptions, and expectations during the transition process.

Acute and maintenance effects of non-pharmacologic interventions for antipsychotic associated weight gain and metabolic abnormalities: a meta-analytic comparison of randomized controlled trials.

Objective: To evaluate the efficacy of non-pharmacological interventions for antipsychotic-associated weight gain.

Methods: Systematic literature search and meta-analysis of randomized controlled trials comparing behavioral interventions with control groups to ameliorate antipsychotic-associated weight gain.

Results: Across 17 studies (n=810, mean age: 38.