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.

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.

A meta-analysis of school-based interventions for student refugees, migrants, and immigrants.

How do mental health practitioners and educators support child migrants, child immigrants, child refugees, and their families? This article examines the scope of current interventions for these populations. A meta-analysis of interventions used in schools over the last two decades is discussed to provide an overview of the current evidence base in this area worldwide. Recommendations are made to facilitate the application of these interventions to support child-migrants, child-immigrants, and child-refugees in the schools, and their families.

Past, present, and future of research in school psychology: The biopsychosocial ecological model as an overarching framework.

Conoley, Powers, and Gutkin (2020) called for an increased emphasis on models of psychological service delivery that are primarily indirect, adult-focused, and geared toward systems-level change in the schools. They asserted that research in school psychology should not focus on the problems of individual children and youth but address the "powerful ecosystems" that surround them. Although school- and system-wide interventions are certainly important and can have a positive impact on student outcomes, we contend that biopsychosocial models of human development that integrate the effects of genetics, personal characteristics and behaviors, environments, and broad social contexts are better frameworks for guiding future research in school psychology.

Thomas John Kehle (1943-2018).

Presents the obituary of Thomas John Kehle (1943-2018). Tom was born in Toledo, Ohio, on July 15, 1943, where he had many fond memories of his boyhood experiences, portrayed in his published short story . He moved to Pompano Beach, Florida, as a teenager, where he met his wife, Gretchen Koll.

Relationship between reading and long-term storage and retrieval (Glr) in college students.

The purpose of this study was to (a) identify the relationship between specific types of reading ability, different forms of learning, and long-term memory and retrieval (Glr); and then (b) to determine the degree to which self-assessed reading ability and a Glr measure could predict objective reading ability. College students were administered three different reading assessments from the Kaufman Test of Educational Achievement, Second Edition (KTEA-II): word reading, reading comprehension, and nonsense word decoding. They were also given two pairs of Glr subtests that consisted of immediate and delayed versions from the Kaufman Assessment Battery for Children, Second Edition (KABC-II).

The relationship of self-efficacy and depression to stuttering.

This study investigated the relationship of self-efficacy for verbal fluency, academic self-efficacy, and depression between adolescents who stutter and fluent speakers. Two separate discriminant function analyses were performed. The first analysis used the self-efficacy and depression scores as response variables and fluency classification as the grouping variable.