Martin Guhn

TL;DR: The authors used a group-based trajectory model to identify the varying academic achievement trajectories that immigrant and refugee children followed from childhood to adolescence and whether these differences could be predicted at school entry, based upon select social/migration factors and teacher-assessed literacy, numeracy, and social-emotional competencies in kindergarten.

TL;DR: The CHILD Project Rules, Rituals and Realities: From Theory to Practice What We have Learned about Poverty and Vulnerability What We Have Learned about Aboriginal Children and Families What we Have Learned About Early Identification and Screening Programs What We Had Learned about Nurturant Environments for Children What We had Learned about Interdisciplinarity What We Learned about University-Community Collaboration The Graduate Student Experience Conclusions and New Beginnings.

TL;DR: In this paper, the authors linked data from two large population monitoring surveys in British Columbia, Canada, to examine associations between teacher-rated social-emotional functioning at school entry (age 5) and child self-reported internalizing and wellbeing in Grade 4 (age 9).

TL;DR: Overall children with FASD had higher mean scores on the developmental domains compared to children with NDDs, and this can inform strategies and policies for early identification and intervention.