Development of the MIND: a Screening Measure Assessing Mental Health Treatment Needs.

Early identification and treatment of mental illness symptoms results in better outcomes, yet few screeners are available that can be efficiently used in community settings. The Mental Illness Needs Detection (MIND) Screener was developed to identify the need for mental health treatment and administered to 820 adults across the USA. Confirmatory factor analysis supported the internal consistency of the MIND.

The Influences of Multiple Informants' Ratings of Inattention on Preschoolers' Emergent Literacy Skills Growth.

There is strong evidence that inattention is a correlate of reading-related skills; however, less research has examined the unique and longitudinal relations between multiple informants' ratings of inattention and the development of early reading skills across the preschool year. This study used latent growth curve analysis to examine whether ratings of inattention, completed by multiple informants, were unique predictors of emergent literacy development in preschoolers. Participants included 284 preschool children.

Relations between inhibitory control and the development of academic skills in preschool and kindergarten: a meta-analysis.

Although there is evidence that young children's inhibitory control (IC) is related to their academic skills, the nature of this relation and the role of potential moderators of it are not well understood. In this meta-analytic study, we summarized results from 75 peer-reviewed studies of preschool and kindergarten children (14,424 children; 32-80 months old [M = 54.71 months; SD = 9.

Early literacy and early numeracy: the value of including early literacy skills in the prediction of numeracy development.

The purpose of this study was to examine whether early literacy skills uniquely predict early numeracy skills development. During the first year of the study, 69 3- to 5-year-old preschoolers were assessed on the Preschool Early Numeracy Skills (PENS) test and the Test of Preschool Early Literacy Skills (TOPEL). Participants were assessed again a year later on the PENS test and on the Applied Problems and Calculation subtests of the Woodcock-Johnson III Tests of Achievement.

An individual differences analysis of the self-teaching hypothesis.

The self-teaching hypothesis suggests that children learn orthographic structure of words through the experience of phonologically recoding them. The current study is an individual differences analysis of the self-teaching hypothesis. A total of 40 children in Grades 2 and 3 (7-9 years of age) completed tests of phonological recoding, word identification, and orthographic knowledge.