School-based Mental Health Supports During COVID-19: School Professional Perspectives.

Objective: The present study explored the ways school professionals adapted school-based mental health supports and services for remote delivery during the COVID-19 pandemic.

Method: We surveyed 81 school professionals (e.g.

Comprehensive attention training system (CATS): A computerized executive-functioning training for school-aged children with autism spectrum disorder.

Objective: Theory suggests that impaired executive functioning (EF) might explain several symptoms of autism spectrum disorder (ASD) in children. However, only a few studies have examined the efficacy of EF training for the children using randomized control trial designs, and only two of them found significant benefits of the training.

Method: We designed Comprehensive Attention Training System (CATS), and tested this new EF intervention for children with ASD in a small-sampled randomized controlled trial.

Prescription opioid misuse among university students: A systematic review.

Misuse of prescription opioids has substantially increased in the past decade among the general population, including among university students. Relative to the literature concerning opioid misuse among the general population, little information is available regarding the college student population. The purpose of the present study was to conduct a systematic review of the literature concerning the prevalence of prescription opioid misuse among the university student population.

Meta-Analysis of Associations Between Hypothalamic-Pituitary-Adrenal Axis Genes and Risk of Posttraumatic Stress Disorder.

The hypothalamic-pituitary-adrenal (HPA) axis has been of interest in attempts to identify genetic vulnerability for posttraumatic stress disorder (PTSD). Although numerous HPA-axis genes have been implicated in candidate gene studies, the findings are mixed and interpretation is limited by study design and methodological inconsistencies. To address these inconsistencies in the PTSD candidate gene literature, we conducted meta-analyses of HPA-related genes from both a traditional single nucleotide polymorphism (SNP)-level analysis and a gene-level analysis, using novel methods aggregating markers in the same gene.

Single nucleotide polymorphism heritability and differential patterns of genetic overlap between inattention and four neurocognitive factors in youth.

Theoretical models of attention-deficit/hyperactivity disorder implicate neurocognitive dysfunction, yet neurocognitive functioning covers a range of abilities that may not all be linked with inattention. This study (a) investigated the single nucleotide polymorphism (SNP) heritability (h2SNP) of inattention and aspects of neurocognitive efficiency (memory, social cognition, executive function, and complex cognition) based on additive genome-wide effects; (b) examined if there were shared genetic effects among inattention and each aspect of neurocognitive efficiency; and (c) conducted an exploratory genome-wide association study to identify genetic regions associated with inattention. The sample included 3,563 participants of the Philadelphia Neurodevelopmental Cohort, a general population sample aged 8-21 years who completed the Penn Neurocognitive Battery.

Advocates in public service settings: Voices from the field.

Numerous conceptual pieces addressing the importance of advocacy within psychology have been published over the last 20 years. Most recently, that chorus of voices has increasingly focused on the needs of historically marginalized populations (Burney et al., 2009; Garrison, DeLeon, & Smedley, 2017; Nadal, 2017).

Advancing advocacy: Lessons learned from advocates in school psychology.

Although school psychologists are called on a daily basis to advocate for the needs of our nations' schoolchildren, little is known about the factors that contribute to effective school-based advocacy. This study involved face-to-face interviews with 21 award-winning school psychology advocates. They described what led them into advocacy, obstacles faced, successes experienced, mistakes made, strategies used, resources employed, skills needed, and changes observed.