Variability in Single Digit Addition Problem-Solving Speed Over Time Identifies Typical, Delay and Deficit Math Pathways.

We assessed the degree to which the variability in the time children took to solve single digit addition (SDA) problems longitudinally, predicted their ability to solve more complex mental addition problems. Beginning at 5 years, 164 children completed a 12-item SDA test on four occasions over 6 years. We also assessed their (1) digit span, visuospatial working memory, and non-verbal IQ, and (2) the speed with which they named single numbers and letters, as well the speed enumerating one to three dots as a measure of subitizing ability.

Number-specific and general cognitive markers of preschoolers' math ability profiles.

Different number-specific and general cognitive markers have been claimed to underlie preschoolers' math ability. It is unclear, however, whether similar/different cognitive markers, or combinations of them, are associated with different patterns of emerging math abilities (i.e.

Caregiver insightfulness and young children's violence exposure: testing a relational model of risk and resilience.

This study employed a relational post-traumatic stress frame to explore the co-contribution of young children's exposure to violence and caregiver insightfulness on child behavioral outcomes in a high-risk, non-referred sample of caregivers and preschoolers (n = 64; mean age 3.83 years, SD = .77).

Age and Adaptive Functioning in Children and Adolescents with ASD: The Effects of Intellectual Functioning and ASD Symptom Severity.

The present study examined the moderating effects of intellectual functioning and ASD symptom severity on the relation between age and adaptive functioning in 220 youth with autism spectrum disorder (ASD). Regression analysis indicated that intellectual functioning and ASD symptom severity moderated the relation between age and adaptive functioning. For younger children with lower intellectual functioning, higher ASD symptom severity was associated with better adaptive functioning than that of those with lower ASD symptom severity.

Longitudinal relations among inattention, working memory, and academic achievement: testing mediation and the moderating role of gender.

Introduction. Behavioral inattention, working memory (WM), and academic achievement share significant variance, but the direction of relationships across development is unknown. The aim of the present study was to determine whether WM mediates the pathway between inattentive behaviour and subsequent academic outcomes.

Widening the circle of security: a quasi-experimental evaluation of attachment-based professional development for family child care providers.

This pilot program evaluation was undertaken to examine the effectiveness of an attachment-based, group professional-development experience, Circle of Security-Parenting, on family childcare (FCC) providers' psychological resources and self-efficacy in managing children's challenging behaviors and supporting children's socioemotional development. Licensed FCC providers with children actively in their care (n = 34) self-selected into the program, offered in English and Spanish through a regional support network for FCC providers; a comparison group of providers was recruited from the state database of licensed providers (n = 17). A significant Time × Group interaction was observed for self-efficacy in managing challenging behaviors, F(1, 46) = 30.

Symptom Manifestation and Impairments in College Students With ADHD.

To better understand the nature of impairment resulting from attention-deficit/hyperactivity disorder (ADHD) for students in a post-secondary education (PSE) setting, the authors analyzed the symptoms and associated impairment of 135 students with a diagnosis of ADHD who were recruited via Student Disability Services in Canadian post-secondary institutions. The authors (a) developed a novel semistructured telephone interview based on the 6-item Adult ADHD Self-Report Scale Screener-Telephone Interview With Probes (ASRS-TIPS) to elicit students' descriptions of their behavior for each symptom they endorsed, (b) administered standardized tests of executive functioning (EF) and academic fluency, and (c) obtained self-reports of grade point averages (GPAs), EF, cognitive failures, psychopathology, distress, and resilience. Qualitative analysis of the ASRS-TIPS revealed significant impairment relating to symptoms of ADHD in the PSE setting.

"Am I Doing the Right Thing?": Pathways to Parenting a Gender Variant Child.

Gender variant (GV) children have a subjective sense of gender identity and/or preferences regarding clothing, activities, and/or playmates that are different from what is culturally normative for their biological sex. Despite increases in rates of GV children and their families presenting at clinics, there is little research on how raising a GV child affects the family as a whole or how families make decisions regarding their care. This study took an ecological-transactional framework to explore the question, "what is the experience of parents who raise a GV or transgender child?" Eight mothers and three fathers of GV male and female children (ages 5-13) referred through a GV support group participated in interviews.

Growth trajectories of early aggression, overactivity, and inattention: Relations to second-grade reading.

The link between behavior problems and low academic achievement is well established, but few studies have examined longitudinal relations between early externalizing behaviors before school entry and low academic achievement following transition to formal schooling. Early inattention has been particularly overlooked, despite strong associations between inattention and reading difficulties later in development. Trajectories of infant and toddler aggression, overactivity, and inattention, developed from parent reports about 1- to 3-year-old children, were examined as predictors of direct assessments of 2nd-grade reading in an at-risk epidemiological study subsample (N = 359).

Preschoolers' dot enumeration abilities are markers of their arithmetic competence.

The abilities to enumerate small sets of items (e.g., dots) and to compare magnitudes are claimed to be indexes of core numerical competences that scaffold early math development.

Preschool children's observed disruptive behavior: variations across sex, interactional context, and disruptive psychopathology.

Sex differences in disruptive behavior and sensitivity to social context are documented, but the intersection between them is rarely examined empirically. This report focuses on sex differences in observed disruptive behavior across interactional contexts and diagnostic status. Preschoolers (n = 327) were classified as nondisruptive (51%), clinically at risk (26%), and disruptive (23%) using parent and teacher reports on developmentally validated measures of disruptive behavior and impairment.

Prevalence of DSM-IV disorder in a representative, healthy birth cohort at school entry: sociodemographic risks and social adaptation.

Objective: The aims of this paper are as follows: to present past-year prevalence data for DSM-IV disorders in the early elementary school years; to examine the impact of impairment criteria on prevalence estimates; to examine the relation of sociodemographic and psychosocial risk factors to disorders; and to explore associations between "internalizing" and "externalizing" disorders and social competence and family burden as further validation of the impairing nature of these disorders.

Method: As part of a longitudinal representative population study of children born healthy between July 1995 and September 1997 in the New Haven-Meriden Standard Metropolitan Statistical Area of the 1990 Census (n = 1,329), parents of a subsample enriched for child psychopathology (n = 442; 77.6% response rate, 69.

Stability and individual change in depressive symptoms among mothers raising young children with ASD: maternal and child correlates.

Mothers raising children with Autism Spectrum Disorders (ASD) evidence elevated depressive symptoms, but symptom stability has not been examined. Mothers (N=143) of toddlers with ASD (77% boys) were enrolled and assessed when their children were 18 to 33 months old and followed annually for 2 years. Multilevel modeling revealed no significant change in group depressive symptom level, which was in the moderately elevated range (Intercept=13.

A comparative study of professional student stress.

A study was conducted involving a group of 290 medical and dental students to directly compare perceived stress levels encountered during their education. A modified questionnaire based on Garbee et al.'s Dental Environmental Stress survey was provided to the students by either email or paper.

Student learning preferences and teaching implications.

One of the most serious challenges that dental educators face today is improving the level of student satisfaction with the curriculum and learning environment. To determine whether a particular teaching method might enhance student satisfaction with the learning process, a learning preference survey linked to sensory modalities was given to students in the four classes of the Temple University School of Dentistry. New Zealand educator Neil Fleming developed the survey called VARK (an acronym for Visual, Aural, Read/Write, and Kinesthetic) in 1998.

The predictive utility of computer-simulated exercises for preclinical technique performance.

The objective of this research was to determine if a computerized simulated dental exercise predicts students' subsequent performance in preclinical technique courses. Twenty-nine first-year dental students voluntarily participated in the investigation prior to their first experience with a dental handpiece. These students prepared an ideal Class I amalgam on an ivorine mandibular first molar tooth after viewing ten-minute videotaped instructions.

Are traditional cognitive tests useful in predicting clinical success?

The purpose of this research was to determine the predictive value of the Dental Admission Test (DAT) for clinical success using Ackerman's theory of ability determinants of skilled performance. The Ackerman theory is a valid, reliable schema in the applied psychology literature used to predict complex skill acquisition. Inconsistent stimulus-response skill acquisition depends primarily on determinants of cognitive ability.

Predicting student performance in preclinical technique courses using the theory of ability determinants of skilled performance.

The purpose of this research was to validate Ackerman's theory of ability determinants of skilled performance using sub-test scores of the Dental Admission Test (DAT) in predicting student performance in preclinical technique courses. The Ackerman theory is a valid, reliable schema in the applied psychology literature used to predict complex skill acquisition. Inconsistent stimulus-response skill acquisition depends primarily on determinants of cognitive ability.