Examining the association between psychosocial functioning and concussion symptom severity in youth.

Objective: Guidelines recommend examining psychosocial variables as contributors to postconcussive symptoms. However, few studies examined this relation in a clinic-referred sample and fewer accounted for parent perspective, limiting practitioners implementation of this guidance. Therefore, this longitudinal study examined youth and parent-reported psychosocial variables and their association with concussion symptom severity in a clinic-referred sample of youth receiving treatment for concussion.

The impact of the good behavior game on writing quantity and quality.

Results from research indicate writing is a critical skill linked to several academic outcomes. To promote improvements in writing quantity and quality, intervention might target increasing students' academic engagement during time designated to practice writing. The purpose of this study was to implement an evidence-based classwide behavioral intervention, the Good Behavior Game (GBG), during daily writing practice time in two classrooms.

Assessing children's perceptions of academic interventions: The Kids Intervention Profile.

The psychometric properties of the Kids Intervention Profile (KIP), a rating scale designed to measure academic intervention acceptability from the perspective of students, were examined as well as the influence of background factors on students' acceptability ratings. Data were extracted from 4 randomized controlled trials investigating the effects of a performance feedback intervention on third-grade students' writing fluency (n = 228). Results indicated that the KIP contains 2 factors (General Intervention Acceptability, Skill Improvement) and has adequate internal consistency and stability across a 3-week period.