Properties of white matter tract diffusivity in children with developmental dyslexia and comorbid attention deficit/hyperactivity disorder.

Background: Developmental dyslexia (DD) and attention deficit/hyperactivity disorder (ADHD) are highly comorbid neurodevelopmental disorders. Individuals with DD or ADHD have both been shown to have deficits in white matter tracts associated with reading and attentional control networks. However, white matter diffusivity in individuals comorbid with both DD and ADHD (DD + ADHD) has not been specifically explored.

How Untidiness Moves the Motor System.

Humans tend to prefer order to disorder. Orderly environments may provide individuals with comfort due to predictability, allowing a more efficient interaction with objects. Accordingly, a disorderly environment may elicit a tendency to restore order.

Glioblastoma: Pathogenesis and Current Status of Chemotherapy and Other Novel Treatments.

Glioblastoma is one of the most common and detrimental forms of solid brain tumor, with over 10,000 new cases reported every year in the United States. Despite aggressive multimodal treatment approaches, the overall survival period is reported to be less than 15 months after diagnosis. A widely used approach for the treatment of glioblastoma is surgical removal of the tumor, followed by radiotherapy and chemotherapy.

A Preliminary Evaluation of a School-Based Media Education and Reduction Intervention.

While media education and reduction programs have been proposed to prevent adverse health and academic outcomes related to heavy electronic media use among school-aged children, few have been formally piloted and evaluated. We used a quasi-experimental design to evaluate the effectiveness of Take the Challenge (TtC), a school-based media education/reduction program for the primary prevention of sleep deprivation, dysfunctional social-emotional behaviors, and poor academic performance. Sixth- to eighth-grade students at a rural Midwestern U.

Rethinking the bystander role in school violence prevention.

Public concerns about school shootings and safety draw attention to the role bystanders can play in preventing school violence. Although school violence prevention plans are often required, there is little guidance about whether these should address the roles of bystanders and what actions bystanders should take in different circumstances, from more common instances of bullying and fighting to rare, but potentially lethal, threats and use of weapons. Literature pertaining to bystanders is reviewed and applied to the school setting.

Prevention of peer and community violence: the pediatrician's role.

Pediatric practitioners can play a pivotal preventative role in helping their young patients to lower their risk of becoming involved in peer and community violence by developing a sound program and implementing specific preventative treatments. The recommendations presented here are derived from the integration of two sources: (1) research evidence on children's involvement with peer violence as aggressors, victims, bystanders who support violence, nonviolent problem-solvers, gender-role-related participants, or witnesses to community violence; and (2) the practical experience of developing a pediatric violence prevention program in a neighborhood health center over the last 12 years. To develop a sound violence prevention program, it is recommended that pediatricians (1) define violence as a major health problem that can be prevented, (2) develop a thorough knowledge of both the factors underlying violence and the misleading popular myths regarding violence, (3) adopt a clear strategy by which to organize and focus these findings in the service of creating behavioral change, and (4) build collaborative partnerships with community leaders and violence prevention researchers to enhance the value of their clinical interventions.

Evaluative factors in social problem solving by aggressive boys.

Components of social problem solving (problem definition, generation and prioritization of solutions, and generation and evaluation of consequences) were assessed in high aggressive and low aggressive boys from grades 2-3 and 5-6. When compared with their low aggressive peers, high aggressive boys at both grade levels were more likely to (1) define social problems based on the perception that others were hostilely-motivated adversaries, (2) generate few consequences for exhibiting aggression, (3) choose a "second-best" solution that was rated as ineffective, and (4) evaluate their own affective reactions to self-generated consequences of aggression as "wouldn't care" or as not "unhappy." In addition, within the group of aggressive boys, problem definition was found to be significantly related to both number of solutions generated and effectiveness of solutions that subjects chose as best and second-best.

Infant visual and vocal responses to television.

To provide a first assessment of television influences on infants in the naturalistic setting of the home, visual and vocal behaviors of 72 infants 6 months of age were recorded during 4 days of exposure to various components of broadcast television programs: sound only, picture only, sound plus picture, or a control stimulus of unpatterned sound plus picture. Infants looked longer at the television set during the sound-plus-picture condition than during the picture-only condition, and they looked longer during both of these patterned picture conditions than during both of the other conditions that lacked a patterned picture. Also, infants vocalized more during the picture-only condition than during the sound-only condition.

Development of gender constancy and selective attention to same-sex models.

4 developmental levels of gender constancy were identified in 55 preschool-age children on the basis of a reproducible Guttman scale of answers to sets of questions pertaining to gender identity, gender stability over time, and gender consistency across situations. Children's developmental level of gender constancy was predictive of the amount and the proportion of time they attended to an adult male and an adult female film model. As boys developed gender constancy, their relative preference for watching the male model increased significantly; as girls developed gender constancy, their relative preference for watching the female model increased, though not significantly.