Foundations of Behavioral Research 2nd ed

Quantitative and qualitative reviews of the literature on sex differences in facial expression processing (FEP) have yielded conflicting findings regarding children. This study was designed to review quantitatively the literature on sex differences in FEP from infancy through adolescence and to evaluate consistency between the course of FEP development and predictions derived from preliminary theoretical models. Results, which indicate a female advantage at FEP, are consistent with predictions derived from an integrated neurobehavioral/social constructivist model. These findings suggest a need for research examining both neurological maturation and socialization as important factors in the development of sex differences in FEP and related skills. Possible directions for future study are discussed, with emphasis on the need to integrate the infant literature with research focused on older children and adults.

A meta-analytic review of sex differences in facial expression processing and their development in infants, children, and adolescents

ContextThe outcome into school age of regional cohorts of children born in
the 1990s with birth weights less than 1000 g (extremely low birth weight,
ELBW) or earlier than 28 weeks' gestation (very preterm) is not known.ObjectiveTo determine the cognitive, educational, and behavioral outcome of ELBW
or very preterm infants born in the 1990s compared with normal birth weight
(NBW) controls.DesignRegional cohort study.SettingVictoria, Australia.ParticipantsThe ELBW or very preterm cohort was composed of 298 consecutive survivors
born during 1991-1992. The NBW cohort was composed of 262 randomly selected
children with birth weights of more than 2499 g.Main Outcome MeasuresCognitive ability, educational progress, and behavioral problems.ResultsThe follow-up rates from birth to 8 years of age for survivors were
92.3% (275/298) for the ELBW or very preterm cohort and 85.1% (223/262) for
the NBW cohort. The ELBW or very preterm children scored significantly below
NBW controls on full-scale IQ (mean difference, –9.4; 95% confidence
interval [CI], –12.1 to –6.7; P<.001)
and indices of verbal comprehension (mean difference, –6.8; 95% CI,
–9.5 to –4.2; P<.001), perceptual
organization (mean difference, –9.9; 95% CI, –12.7 to –7.2; P<.001), freedom from distractibility (mean difference,
–8.1; 95% CI, –10.8 to –5.5; P<.001),
and processing speed (mean difference, –6.7; 95% CI, –9.4 to –4.0; P<.001). The ELBW or very preterm children performed
significantly worse than the NBW cohort on tests of reading (mean difference,
–6.7; 95% CI, –9.5 to –3.9; P<.001),
spelling (mean difference, –5.6; 95% CI, –8.0 to –3.3; P<.001), and arithmetic (mean difference, –8.8;
95% CI, –11.3 to –6.2; P<.001). Attentional
difficulties, internalizing behavior problems, and immature adaptive skills
were more prevalent in the ELBW or very preterm cohort.ConclusionSchool-aged ELBW or very preterm children born in the 1990s continue
to display cognitive, educational, and behavioral impairments.

https://jamanetwork.com/journals/jama/articlepdf/196802/joc22274.pdf

Neurobehavioral outcomes of school-age children born extremely low birth weight or very preterm in the 1990s.

Contributions of teacher–child relationships to positive school adjustment during elementary school

OBJECTIVE: This study validates the Modified Checklist for Autism in Toddlers, Revised with Follow-up (M-CHAT-R/F), a screening tool for low-risk toddlers, and demonstrates improved utility compared with the original M-CHAT. METHODS: Toddlers ( N = 16 071) were screened during 18- and 24-month well-child care visits in metropolitan Atlanta and Connecticut. Parents of toddlers at risk on M-CHAT-R completed follow-up; those who continued to show risk were evaluated. RESULTS: The reliability and validity of the M-CHAT-R/F were demonstrated, and optimal scoring was determined by using receiver operating characteristic curves. Children whose total score was ≥3 initially and ≥2 after follow-up had a 47.5% risk of being diagnosed with autism spectrum disorder (ASD; confidence interval [95% CI]: 0.41–0.54) and a 94.6% risk of any developmental delay or concern (95% CI: 0.92–0.98). Total score was more effective than alternative scores. An algorithm based on 3 risk levels is recommended to maximize clinical utility and to reduce age of diagnosis and onset of early intervention. The M-CHAT-R detects ASD at a higher rate compared with the M-CHAT while also reducing the number of children needing the follow-up. Children in the current study were diagnosed 2 years younger than the national median age of diagnosis. CONCLUSIONS: The M-CHAT-R/F detects many cases of ASD in toddlers; physicians using the 2-stage screener can be confident that most screen-positive cases warrant evaluation and referral for early intervention. Widespread implementation of universal screening can lower the age of ASD diagnosis by 2 years compared with recent surveillance findings, increasing time available for early intervention.

/pdf/validation-of-the-modified-checklist-for-autism-in-toddlers-f7ijsmscq8.pdf

Validation of the Modified Checklist for Autism in Toddlers, Revised With Follow-up (M-CHAT-R/F)

Behavior Assessment System for Children (BASC).

This study explored the ability of adolescents with emotional and behavioral disorders to recognize facial affect cues. The questions addressed in this study were (a) would adolescents with emotion...

Recognition of Facial Affect Cues by Adolescents with Emotional and Behavioral Disorders.

The purpose of this study is to examine decisions rendered by the courts with regard to compliance or noncompliance to the statutes and regulations related to Response to Intervention (RtI). The No...

Response to Intervention and the Courts: Litigation-Based Guidance

Previous research conducted by Nelson and Coorough (1994) found support for the statement that PhD programs were more research oriented, whereas doctorate of education (EdD) programs were more oriented to the educational practitioner. This previous study, however, had grouped all dissertations in education and had not looked at dissertations by content area. The current study is a comparison of PhD and EdD dissertations from 1997 to 2010 in the content area of special education on the variables of research design, statistics, target populations, significance of results as well as the age and exceptionality category of participants. No differences were found in the percentage of dissertations in special education for type of degree by gender and type of research (i.e., applied vs. basic) by degree type (i.e., PhD vs. EdD). Significant differences, however, were found on the variables of research design, statistics, target populations, significance of results, age of participants, and exceptionality categor...

Content Analysis of PhD and EdD Dissertations in Special Education

Professional confusion, as well as case law confusion, exists concerning the fidelity and integrity of response to intervention (RTI) as a defensible procedure for identifying children as having a ...

RTI: Court and Case Law--Confusion by Design.

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