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--- - |2 Abstract Ethnic identity (EI) affirmation has been related to positive academic outcomes for Latina/o youth. However, there is a dearth of research examining mediating mechanisms to this relationship. To address this gap, we examine psychological functioning (depressive symptoms and life satisfaction) as a mediator in the relationship between EI affirmation and academic outcomes (i.e., academic motivation, academic skepticism, and ambition). Participants were 524 Mexican descent adolescents in South Texas. Participants completed a number of self‐report questionnaires to measure each of the variables in the hypothesized model. Results demonstrate that feeling good about one’s ethnic group membership (or having higher EI affirmation) is a strength that not only is related to positive psychological functioning but also promotes positive academic outcomes. Educators and mental health practitioners may benefit from engaging in a curriculum that aims to improve EI affirmation to promote positive psychological functioning, and thus better academic outcomes for Mexican descent youth. - Psychology in the Schools, EarlyView.

--- - "\nAbstract\nOur goals in this study were to examine (a) the degree to which teacher perceptions of children’s behavior in kindergarten (averaged across fall and spring for each child) predict retention by Grade 5 and (b) whether these relationships are moderated by student race, gender, or socioeconomic status (SES). Data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998‐99 (ECLS‐K) were used to examine how Externalizing Problem Behavior (EPB; e.g., aggression, defiance) and Weak Approaches To Learning (WATL; low enthusiasm for/engagement in learning) were related to retention among children identified as Black or White (\nN = 6,750). Results showed that both types of behavior ratings were significant predictors of retention. There was a 46% increase in the odds of retention for every one‐unit increase in EPB (OR = 1.46, \np < 0.001) and a 261% increase in the odds of retention for every one‐unit increase in WATL (OR = 3.61, \np < 0.001). Gender moderated the relationship between EPB and retention and WATL and retention. Students who were female with EPB or WATL were at higher risk for being retained than their male peers. Implications for educators, researchers, and policymakers are discussed.\n" - Psychology in the Schools, EarlyView.

--- - |2 Abstract The current study examined teachers’ use of diverse praise or the extent to which teachers used a variety of praise as opposed to using the same praise repeatedly. Verbatim general and behavior‐specific praise data were analyzed from a larger study where 5,721 min of direct observation were collected across 28 kindergarten through fifth‐grade classrooms. On average, teachers used 3.7 total diverse praise categories per observation. Teachers also used more general, diverse praise categories per observation per hour compared with behavior‐specific, diverse praise categories. Although results did not indicate statistically significant differences in the amount of diverse praise between early elementary school teachers and later elementary teachers, a clear pattern of diminishing diverse praise was observed such that later elementary teachers provided less diverse praise per observation per hour. - Psychology in the Schools, EarlyView.

--- - |2 Abstract Using social cognitive theory as a theoretical framework, the current study examined the mediating role of mastery experience between other sources (vicarious experience, social persuasion, and physiological state) and chemistry self‐efficacy for cognitive skills, which can be defined as students’ beliefs in their capabilities to successfully perform intellectual operations in chemistry. Data were collected from 397 high school students through the High School Chemistry Self‐Efficacy Scale and Sources of Self‐Efficacy Scale. Results of structural equation modeling indicated that mastery experience and vicarious experience directly influenced chemistry self‐efficacy. In addition, a mediation effect of mastery experience was found for social persuasion and physiological state, while no mediation was found for vicarious experience. Overall, 50% of variance in chemistry self‐efficacy for cognitive skills is explained by, or predicted from, the direct and indirect influences of mastery experience. - Psychology in the Schools, EarlyView.

--- - |2 Abstract Affective engagement to school is a precondition for success among at‐risk students who are learning in successful alternative high schools, which provide a second chance for schooling. Attachment is a well‐known main characteristic of successful alternative schools. Yet while research indicated overwhelmingly positive psychosocial outcomes, academic outcomes of alternative schools yield mixed results.The current study investigated the narratives of the students who attend a successful alternative second‐chance arts school. Our main purpose was to refine the main best practices for success as they reflect from students' narratives and to refine a theoretical model to illustrate these practices. The research consisted of 49 semistructured interviews with 36 students from all grade levels and internships of school.The results portray profound accounts of practices that enhance attachment to school and holistic pedagogical practices as two main essential practices, conceived by the interviewees that construct a genuine second chance when the two are intertwined. Enhancing attachment in a variety of methods and applying holistic pedagogical practices reduce school alienation and enhance success as they interact with one another. A theoretical model is presented to display the findings. Theoretical and practical implementations are discussed as essential for future policies regarding at risk youth for dropout. - Psychology in the Schools, EarlyView.

--- - |2 Abstract Bias‐based bullying focused on sexual orientation or gender identity in schools has significant negative implications for the academic, social, and emotional well‐being of students who identify as lesbian, gay, or bisexual, or who are perceived to behave in gender nonconforming ways. Despite empirical support for the influence of bystander behavior can have on school bullying, information about bystander behavior during bias‐based bullying remains limited. Using a thematic narrative analysis, this study analyzed high school students’ perceptions of bystander behavior in their school. Results suggest bystanders are observed to enact a range of responses that fall into three categories: (a) passive avoidance, (b) victim support, or (c) joining the bullying situation. Furthermore, the motivation of bystanders was described within the themes of (a) fear, (b) individual characteristics, (c) relationships, and (d) personal experience. By drawing from the daily lived experiences of adolescents, the current study offers greater insight into youth perspective on how future strategies could address bias‐based bullying in schools. This study is foundational to increase the ecological validity of efforts to quantify bias‐based bullying. - Psychology in the Schools, EarlyView.

--- - |2+ Abstract Background To enhance social inclusion of people with intellectual disability, policy is aimed at increasing informal support networks. Nevertheless, staff continue to play a vital role in their support networks. Method Six individuals with mild intellectual disability, living in community‐based settings, were interviewed following a semi‐structured format. In‐depth accounts of participants’ support experiences were established using Interpretative Phenomenological Analysis. Results Three main themes were identified: relationships with staff placed within a personal history, relationships with staff within an organisational context, and staff support and interviewees’ place in the world. Conclusions Relationships with staff were often one of the closest and most significant social relationships participants had. As living in the community had not necessarily led to meaningful inclusion for participants, the findings point at the important role of staff in supporting and facilitating friendships and close relationships of people with intellectual disability. - Journal of Applied Research in Intellectual Disabilities, EarlyView.

--- - |2+ Abstract Background Self‐determination involves autonomy, agency, choice and control. This study investigated how these aspects of self‐determination relate to engaging people with intellectual disability and complex support needs in setting goals and making plans. Method Body mapping was used to understand the planning experiences of 30 adults with intellectual disability and complex support needs. Each participant created two body maps using a guided group‐based process. Visual and text data were thematically analysed and a framework for planning engagement developed. Results The framework identifies the centrality of having a well‐developed sense of self which includes insight, motivation and agency, and which is shaped by contextual barriers and facilitators and influenced by helpful and unhelpful support. Conclusions A well‐developed sense of self and ability to harness resources and people is fundamental to the ability of individuals with intellectual disability and complex support needs articulating goals, identifying aspirations, and attaining valued outcomes. - Journal of Applied Research in Intellectual Disabilities, EarlyView.

--- - |2 We present first‐grade, second‐grade, and third‐grade impacts for a first‐grade intervention targeting the conceptual and procedural bases that support arithmetic. At‐risk students (average age at pretest = 6.5) were randomly assigned to three conditions: a control group (n = 224) and two variants of the intervention (same conceptual instruction but different forms of practice: speeded [n = 211] vs. nonspeeded [n = 204]). Impacts on all first‐grade content outcomes were significant and positive, but no follow‐up impacts were significant. Many intervention children achieved average mathematics achievement at the end of third grade, and prior math and reading assessment performance predicted which students will require sustained intervention. Finally, projecting impacts 2 years later based on nonexperimental estimates of effects of first‐grade math skills overestimates long‐term intervention effects. - Child Development, EarlyView.

--- - |2+ Abstract Background There is limited knowledge about how young people with intellectual disability can be facilitated in their process of deciding about parenthood. This study aimed to evaluate the feasibility of an upcoming trial to evaluate an intervention using the Toolkit “Children—what does it involve?” and the “Real‐Care‐Baby” (RCB) simulator among students with intellectual disability. Methods Six students with intellectual disability participated in an intervention with eight educational sessions and a 3‐day caring session with the RCB simulator. Data were collected with questionnaires and interviews. Results The study showed that it is possible to evaluate an intervention using these instruments among students with intellectual disability in order to provide them with further insights about parenthood. Conclusion It is feasible to evaluate the Toolkit and the RCB in a cluster‐randomized study and that such a study could add to our knowledge about possible intervention strategies regarding reproduction and parenting among students with intellectual disability. - Journal of Applied Research in Intellectual Disabilities, EarlyView.

--- - |2+ Abstract Background To help people with intellectual disabilities lead a more independent life, it is important to promote their self‐management. This study evaluated the effectiveness of a self‐management training for people with intellectual disabilities directed at independent functioning in daily life. Method In the training, 17 people with intellectual disabilities worked on personal self‐management goals covering a wide range of everyday affairs. Primary outcome measures focused on goal attainment, independence and support needs. Moreover, outcomes regarding psychopathological behaviour and quality of life were explored. Data were collected before and at the start of the training, and 3, 6, 9 and 12 months later. Results The training contributed to the attainment of self‐management goals and to the reduction in support needs (p < 0.01). There were no changes in independence, psychopathological behaviour and quality of life. Conclusions Results indicate that the training supports people with intellectual disabilities to self‐manage their daily affairs. - Journal of Applied Research in Intellectual Disabilities, EarlyView.

--- - |2+ Abstract Background This study investigated the psychocultural perspectives concerning family quality of life among Brazilian families with children who have severe or profound intellectual disability. Methods Individual in‐depth semi‐structured interviews conducted with 15 mothers, selected by convenience, were analysed using a categorical thematic analysis technique. The themes were examined to allow for an interpretative approach of the results. Results Mothers revealed that their children with disabilities had insufficient access to services and support related to health care, transportation and recreation. Family quality of life was negatively affected by financial restrictions and social interaction difficulties. Caring for a child with disabilities seemed to be centred on the mother and religious coping appeared as a common psychological adjustment strategy. Conclusions Improving emotional and psychological cares, as well as social and practical measures comprising income support and access to appropriate health care, were inferred to be the mothers’ priorities to improve their families’ quality of life. - Journal of Applied Research in Intellectual Disabilities, EarlyView.

--- - |2+ Abstract Background There is increasing evidence that cognitive behavioural therapy (CBT) can be effective for people with intellectual disabilities. The aim of this review was to report the nature and frequency of adaptations reported in studies of CBT for people with intellectual disabilities. Method This review updated and extended a previous review by (Whitehouse et al. 2006, J Appl Res Intellect Disabil, 19, 55), which used a framework of adaptations developed by (Hurley et al., 1998, J Dev Phys Disabil, 10, 365). Adaptations included simplification, language, activities, developmental level, use of directive style, flexible methods, involve caregivers, transference/countertransference and disability/rehabilitation approaches. A search identified peer‐reviewed papers that reported individual CBT informed psychological interventions for people with an Intellectual Disability. Results The search identified 23 studies which met the inclusion criteria for review. Studies reported the majority of the categories of adaptation described by (Hurley et al., 1998, J Dev Phys Disabil, 10, 365). Conclusions The results suggest that the framework of adaptations needs further development to increase sensitivity in identifying and categorizing adaptations of CBT. Increased, systematic reporting of adaptations to studies of CBT with people with intellectual disabilities is recommended. - Journal of Applied Research in Intellectual Disabilities, EarlyView.

--- - |2+ Abstract Background Little is known about the health needs of people with intellectual disabilities who access out‐of‐hours primary care services, raising concerns about accessibility and quality of care for this group. This study aims to identify commonly presented health problems of people with intellectual disabilities in this specific setting compared with the general population. Method Cross‐sectional study with routine data at two out‐of‐hours cooperatives with a total of 41,166 persons aged 20–65 requesting outof‐hours primary care in 2014, of which 315 persons were identified as having an intellectual disability. Results Having an intellectual disability was associated with a higher probability of presenting with epilepsy (OR 45.65) and concerns about, and adverse effects of, medical treatment (OR 23.37, and 8.41, respectively). Conclusions Given the high rates of epilepsy and medication‐related concerns of people with intellectual disabilities, this study suggests that these issues require special attention to improve the accessibility and quality of out‐of‐hours primary care. - Journal of Applied Research in Intellectual Disabilities, EarlyView.

--- - |2 Developing self‐restraint, or the inhibition of behavior in response to a prohibition, is an important process during toddlerhood. The objective of this study was to gain a better understanding of individual differences in the development of self‐restraint during toddlerhood by examining stable elements and growth of temperament (i.e., attentional control, behavioral inhibition, negative emotionality), general intelligence, and self‐restraint. Participants were 412 same‐sex twin pairs (approximately 90% European American) from predominately middle‐class households in Colorado. Data were collected at 14, 20, 24, and 36 months. Results indicated that higher behavioral inhibition, attentional control, and intelligence were independently associated with better self‐restraint, whereas higher negative emotionality was an independent predictor of lower self‐restraint. The associations between temperament and self‐restraint generally appeared to be stable from 14 to 36 months. - Child Development, EarlyView.

--- - |2 Deficits in reciprocal social behavior are a characterizing feature of autism spectrum disorder (ASD). Autism‐related variation in reciprocal social behavior (AVR) in the general population is continuously distributed and highly heritable—a function of additive genetic influences that overlap substantially with those which engender clinical autistic syndromes. This is the first long‐term prospective study of the stability of AVR from childhood through early adulthood, conducted via serial ratings using the Social Responsiveness Scale, in a cohort‐sequential study involving children with ASD, other psychiatric conditions, and their siblings (N = 602, ages = 2.5–29). AVR exhibits marked stability throughout childhood in individuals with and without ASD. - Child Development, EarlyView.

--- - |2 Is earlier intervention always superior? Using two complementary forms of meta‐analysis, Gardner and colleagues find no support for the “earlier is better” hypothesis in outcomes of parenting programs for child behavior problems across the 2–11 year age range. This commentary explores possible methodological and substantive reasons for the pattern of their findings. We need additional careful analyses of this kind, assessing age variations in intervention effects across broader age ranges, and in other developmental domains, for strong tests of the “earlier is better” hypothesis. At this stage, however, Gardner et al.'s findings give us some pause for thought. - Child Development, EarlyView.

--- - |2 The Children's Test of Nonword Repetition (CNRep) is one of the most popular tests of nonword repetition. The test is composed of nonwords of different length, and normative data suggest that children experience more difficulties in repeating long nonwords. An analysis of the distribution of phonological clusters in the test shows that noninitial clusters are unequally distributed in the test: They only appear in long nonwords (four and five syllables). For this reason, we hypothesized that the difficulties children encounter with long nonwords may be influenced by the phonological complexity of the clusters and not just by the challenge for working memory associated with length. To test the hypothesis, we compared repetition performance in long nonwords with and without a noninitial cluster in 18 children with language impairment and 18 typically developing children. The analysis shows that long nonwords with noninitial clusters are repeated less accurately by both groups. In addition, there was an interaction between cluster and age: The effect of cluster is absent in younger children and gradually increases with age. These findings suggest that phonological complexity may be having an impact on the length effect normally observed in the CNRep, and this impact may be particularly evident in older children. - Dyslexia, EarlyView.

--- - |2 Although many immigrant children to the United States arrive with their parents, a notable proportion are first separated and later reunited with their parents. How do the experiences of separation and reunification shape the well‐being of immigrant children? Data were from a national survey of legal adult immigrants and their families, the New Immigrant Survey from 2003 to 2004 (for academic achievement, age 6–12, N = 876; for psychosocial well‐being, age 6–17, N = 1,084). Results indicated that immigrant children who were once separated from their parents exhibited poorer literacy and higher risk of emotional and behavioral problems than those who migrated with parents. A protracted period of separation and previous undocumented status of parents amplified the disadvantages experienced by these children. - Child Development, EarlyView.

--- - |2 Abstract Having a sudden insight is often associated with inherent confidence, enough for Archimedes to run naked through the streets shouting “Eureka!”. Recent evidence demonstrates that public displays of enthusiasm, such as the ancient polymath's, are actually supported by a higher likelihood of being correct. - The Journal of Creative Behavior, EarlyView.

--- - |2 The invention of imaginary worlds (“paracosms”) is a creative activity of middle childhood that has previously been investigated primarily with retrospective adult reports and biographical accounts. In descriptions collected from 8‐ to 12‐year‐old children, the prevalence was 16.9% in Study 1 (n = 77) and 17.4% in Study 2 (n = 92). Children with and without paracosms did not differ in verbal comprehension, divergent thinking (Studies 1 and 2) or working memory (Study 2). However, children with paracosms had more difficulty with inhibitory control (Study 2) and had higher creativity scores on a story‐telling task (Studies 1 and 2). Paracosms provided a vehicle for stories associated with imaginary companions and/or for developing complex narratives alone or with friends. - Child Development, EarlyView.

--- - |2 Children are capable of viewing object ownership as categorical and exclusive, but ownership claims can also vary by degree. This study investigated how children use these different conceptions of ownership in a giving and a taking task. In two studies, 4‐ to 7‐year olds (N = 105) could give and take craft objects that they or another child had found (weaker claim) and made (stronger claim). In Study 1, no additional ownership information was given, and in Study 2 categorical ownership was stated (“these belong to you”). The results showed that children used categorical ownership for their own objects but used ownership strength for the other child's objects, taking more of the found items. - Child Development, EarlyView.

--- - |2 Relational aggression—a psychological form of aggression—has numerous negative consequences for physical and emotional health. However, little is known about the risk factors that lead youth to engage in relational aggression. Using multimethod data from a longitudinal research of 674 Mexican‐origin youth, this study examined the influence of parents, siblings, and peers on the development of relational aggression. Increases in relational aggression from age 10 to 16 were associated with: (a) low levels of parental monitoring and (b) increased association with deviant peers and siblings. These results held across gender and nativity status. The findings suggest that multiple socialization agents contribute to the development of relational aggression. We discuss the practical implications for reducing relational aggression during adolescence. - Child Development, EarlyView.

--- - |2 When and how do infants learn color words? It is generally supposed that color words are learned late and with a great deal of difficulty. By examining infant language surveys in British English and 11 other languages, this study shows that color word learning occurs earlier than has been previously suggested and that the order of acquisition of color words is similar in related languages. This study also demonstrates that frequency and syllabic complexity can be used to predict variability in infant color word learning across languages. In light of recent evidence indicating that color categories have universal biological foundations, these findings suggest that infants’ experience and linguistic exposure drive their shift to culturally and linguistically mediated adult‐like understandings of color words. - Child Development, EarlyView.

--- - |2+ Abstract Background People with intellectual disability experience higher rates of mental health disorders than the rest of the population, and expert opinion holds that multiple barriers prevent people with intellectual disability from accessing appropriate services. Methods A qualitative study was designed to explore the lived experience of barriers and enablers to access to mental health services among people with intellectual disability. Interviews and focus groups were conducted with people with intellectual disability, carers and service providers. Results Barriers and enablers were identified across four key dimensions of access: utilization of services; service availability; relevance, effectiveness and access; and equity and access. These factors operated at both systemic and personal levels. Conclusions The findings from this study provide empirical evidence of anecdotal experiences of access to mental health services and provide insight into the ways users, carers and service providers navigate an often hostile system and indicate further directions for research. - Journal of Applied Research in Intellectual Disabilities, EarlyView.

--- - |2+ Background Balance alterations are one of the main problems in people with intellectual disabilities (ID), increasing their risk of falls and impacting their life. Aims To describe a vestibular rehabilitation programme (VRP) and evaluate its effects on the ability to maintain balance and risk of suffering a fall. Methods Forty‐seven adults with mild to moderate ID were randomly assigned to two groups: a control group (CG, N = 24), which performed a general physical exercise only, and an experimental group (EG, N = 23) which also completed a VRP. The variables, used pre‐ and post‐training and 1 month after the intervention, were as follows: Center of Pressure Displacement, Berg Scale, Timed Up and Go Test, and the Modified Clinical Test of Sensory Interaction and Balance. Results The EG improved significantly in each variable. The CG did not show changes for any of the parameters. Conclusions A programme based on VRP may improve balance and reduce the risk of falling. - Journal of Applied Research in Intellectual Disabilities, EarlyView.

--- - |2 Adolescence can be a time of unconstructive behavior for many youth. This research examined if an intervention countering youth's stereotypes of teens as irresponsible fosters their constructive behavior. In two experimental intervention studies (Ns = 124 and 319) with seventh graders, stereotypes of teens as irresponsible were described as inaccurate portrayals; youth then provided their own observations of teens acting responsibly. Youth in this counterstereotyping intervention (vs. the control) held higher intentions for academic engagement and performed better on an academic task (i.e., a word‐search puzzle). Over the 3 days following the intervention, their academic engagement was higher. Youth's risk taking was also reduced. Redirecting youth to see teens as responsible has the potential to provide a foundation for flourishing. - Child Development, EarlyView.

--- - |2 This study examines the effect of demographic variables on the beliefs of teachers of English as a foreign language (EFL) about their preparedness to include dyslexic learners in mainstream classrooms in Greece, Cyprus, and Poland and identifies their professional development needs. Statistically significant multivariate analysis effects were obtained for country, training, teaching experience with dyslexic learners, and school type. Unlike overall teaching experience and completed level of education (degree), the type of teaching experience with dyslexic EFL learners (direct contact and personal involvement in teaching) seems to shape the perception of teacher preparedness to successfully include these learners. Other interesting tendencies were identified such as between‐country differences concerning sources of prior professional knowledge on EFL and dyslexia as well as preferences for particular modes of training. The paper highlights the demand for professional training on EFL and dyslexia as this was confirmed across the three countries. - Dyslexia, EarlyView.

--- - - Journal of Applied Research in Intellectual Disabilities, Volume 31, Issue 6, Page 1-4, November 2018.

--- - |2 Young children view social category members as morally obligated toward one another, and expect these obligations to shape people's social behavior. The present work investigates how children specify which behaviors are constrained by social categories in this way. In two studies (N = 128), 4‐ and 5‐year‐old children predicted that morally positive behaviors would be directed toward in‐group members, and that morally negative behaviors would be directed toward out‐group members, but did not hold equally strong expectations about behaviors described as positive or negative for reasons irrelevant to morality. Thus, notions of morality are embedded within children's representations of social categories, such that when learning about novel moral norms, children immediately expect those obligations to uniquely hold within social groups. - Child Development, EarlyView.

--- - |2 This study contrasted the early literacy outcomes of children who are hard of hearing (CHH) with children with normal hearing (CNH). At age 5, prereading skills of oral language, phonological processing, and print knowledge were examined in CHH (N = 180) and CNH (N = 80). The CHH had poorer oral language and phonological processing abilities than the CNH but comparable knowledge of print. At age 8, measures of word reading, and reading comprehension yielded no differences between CHH (N = 108) and CNH (N = 62) except for reading comprehension for the moderately severe CHH. Reading achievement in CHH was found to exceed predictions based on prereading performance. This resilience was associated with gains in oral language during the early school years. - Child Development, EarlyView.

--- - |2 Abstract For individuals with intellectual disabilities (ID), transition services increase access to postschool opportunities. School psychologists should contribute to transition services but have reportedly limited involvement in this area. This study distributed a national survey (N = 176) assessing school psychologists’ current knowledge, attitudes, and behaviors regarding transition services for students with ID. Results indicated that attitudes toward and knowledge of the ID population were significant predictors of transition task performance, and knowledge was a significant predictor of transition‐related attitudes and behaviors. The results provided preliminary evidence that increasing school psychologists’ specific knowledge of transition services and encouraging positive attitudes toward the transition needs of students with ID may increase school psychologists’ performance in transition practice. Specific recommendations are provided. - Psychology in the Schools, EarlyView.

--- - |2 The current study examined how discrimination relates to adjustment outcomes in a sample of internationally, transracially adopted Korean Americans from the Minnesota Sibling Interaction and Behavior Study (N = 456 adoptees; Mage at T1 = 14.9, Mage at T2 = 18.3, Mage at T3 = 22.3). The moderating roles of ethnic socialization and preparation for bias by parents (i.e., ethnic‐racial socialization) were also examined. Results indicated that discrimination predicted higher levels of depressive and externalizing symptoms in youth who reported less preparation for bias. In those experiencing more preparation for bias, associations were not significantly different from zero. Ethnic socialization did not moderate these associations. Such findings provide important information for adoptive parents regarding how to prepare their children to cope with discrimination. - Child Development, EarlyView.

--- - |2 This study examined disruptions in caregiving, as well as the association of these disruptions, with cognitive, behavioral, and social outcomes at age 12 in a sample of 136 Romanian children who were abandoned to institutions as infants and who experienced a range of subsequent types of care. Children were found to experience significantly more caregiving disruptions (CGD) earlier in life than later in childhood. More frequent CGD predicted increases in externalizing and internalizing behavior problems at age 12. Results are discussed in terms of the association between CGD and the long‐term development of children who have experienced institutional rearing. - Child Development, EarlyView.

--- - |2 This study aimed to test a four‐wave sequential mediation model linking mother–child attachment to children's school readiness through child executive functioning (EF) and prosociality in toddlerhood and the preschool years. Mother–child attachment security was assessed when children (N = 255) were aged 15 months and 2 years, child EF at age 2, prosocial behavior at age 4, and finally cognitive school readiness in kindergarten (age 6). The results revealed three indirect pathways linking attachment to school readiness: one through EF only, one through prosocial behavior only, and a last pathway involving both EF and prosocial behavior serially. These findings suggest that secure attachment may equip children with both cognitive and social skills that are instrumental to their preparedness for school. - Child Development, EarlyView.

--- - |2 The stressors associated with poverty increase the risks for externalizing psychopathology; however, specific patterns of neurobiology and higher self‐regulation may buffer against these effects. This study leveraged a randomized control trial, aimed at increasing self‐regulation at ~11 years of age. As adults, these same individuals completed functional MRI scanning (Mage = 24.88 years; intervention n = 44; control n = 49). Functional connectivity between the hippocampus and ventromedial prefrontal cortex was examined in relation to the intervention, gains in self‐regulation, and present‐day externalizing symptoms. Increased connectivity between these brain areas was noted in the intervention group compared to controls. Furthermore, individual gains in self‐regulation, instilled by the intervention, statistically explained this brain difference. These results begin to connect neurobiological and psychosocial markers of risk and resiliency. - Child Development, EarlyView.

--- - |2 We examined how infants’ attentional disengagement from happy, fearful, neutral, and phase‐scrambled faces at 8 months, as assessed by eye tracking, is associated with trajectories of maternal depressive symptoms from early pregnancy to 6 months postpartum (decreasing n = 48, increasing n = 34, and consistently low symptom levels n = 280). The sample (mother–infant dyads belonging to a larger FinnBrain Birth Cohort Study) was collected between 5/2013–6/2016. The overall disengagement probability from faces to distractors was not related to maternal depressive symptoms, but fear bias was heightened in infants whose mothers reported decreasing or increasing depressive symptoms. Exacerbated attention to fearful faces in infants of mothers with depressive symptoms may be independent of the timing of the symptoms in the pre‐ and postnatal stages. - Child Development, EarlyView.

--- - |2 Both salient visual events and scene‐based memories can influence attention, but it is unclear how they interact in children and adults. In Experiment 1, children (N = 27; ages 7–12) were faster to discriminate targets when they appeared at the same versus different location as they had previously learned or as a salient visual event. In contrast, adults (N = 30; ages 18–31) responded faster only when cued by visual events. While Experiment 2 confirmed that adults (N = 27) can use memories to orient attention, Experiment 3 showed that, even in the absence of visual events, the effects of memories on attention were larger in children (N = 27) versus adults (N = 28). These findings suggest that memories may be a robust source of influence on children's attention. - Child Development, EarlyView.

--- - |2 Abstract Performance on figure copying tasks is empirically linked to the school readiness, learning, cognition, and neuropsychological functioning. These nonverbal tasks are frequently used to evaluate children from diverse backgrounds to minimize bias due to factors such as language, ethnicity, culture, or socioeconomic status on test performance. The current study examined the possible Differential Item Functioning across African American and Caucasian groups, ages 4 to 7 years, in Bender Motor Gestalt Test, Second Edition (BG‐II) visual‐motor scores. Results indicated that in general the BG‐II can be considered invariant across these ethnic groups in this age range. - Psychology in the Schools, EarlyView.

--- - |2 Abstract ClassDojo and Tootling are two intervention techniques rooted in behavioral theory used in classwide behavior management purposes. ClassDojo is a technology‐based behavior tracking system, allowing users to provide or remove points to students based on their classroom behaviors. Tootling provides students with the opportunity to deliver positive feedback to their peers in the form of tootles. The goal of the current study was to evaluate the effects of ClassDojo alone and Tootling plus ClassDojo for decreasing the problem behavior in a postsecondary classroom. Participants included seven emerging adult students (19–24 years old) with intellectual disabilities in a Comprehensive Transitional Program at a major university. A single subject A/A + B + C alternating treatment design was implemented to compare the intervention conditions in both baseline and ongoing control conditions. Visual analysis suggested that the ClassDojo‐alone condition produced the greatest reduction in problem behavior for the classroom as a whole and across most individual students. Further, there were strong effects using nonoverlap of all pairs of both ClassDojo and Tootling plus ClassDojo relative to baseline conditions. Limitations of the study, implication for practice, and future research are discussed. - Psychology in the Schools, EarlyView.

--- - |2 Abstract Clinicians and training programs strive to implement evidence‐based practices and manualized treatments with fidelity. However, the constraints of a local setting may limit the extent to which this is possible. In the current study, an adapted model of an evidence‐based social–emotional learning small group curriculum, the Incredible Years Children’s Small Group Training Series (Webster‐Stratton, 2004), was implemented and evaluated in an elementary school setting. Results of the study demonstrated statistically significant decreases in problem behaviors and intensity of problem behaviors, as rated by teachers. Teachers also reported improvement in classroom behavior, emotion regulation, problem‐solving, and friendship skills, as well as a high overall level of satisfaction with the intervention itself. Discussion of the results includes a review of the strengths and limitations associated with outcome research in a naturalistic setting, suggestions to consider when adapting evidence‐based programs, and recommendations for future research. - Psychology in the Schools, EarlyView.

--- - |2 Abstract Using the ecological approach, the goal of this study was to determine the predictors of physical and verbal peer aggressive behavior. The participants were 880 school students from the fifth to eighth grade (48% boys and 52% girls) and the same number of parents (19% fathers and 61% mothers) as well as 107 teachers. The main analysis was performed using multivariate–multilevel modeling. The following significant predictors of physical peer aggression were obtained: Boys, a greater degree of impulsivity, more parental punishment, poorer school success, more time spent with the media, and the perception of great neighborhood dangerousness. For verbal peer aggression, the significant predictors were: A greater degree of impulsivity, lower level of affective empathy, more parental punishment, lack of parental supervision, lesser peer acceptance, large differences in family income, more time spent with the media, and the perception of great neighborhood dangerousness. A moderating effect of neighborhood dangerousness and parental supervision was found. The results were interpreted within Bronfenbrenner's ecological model. - Psychology in the Schools, EarlyView.

--- - |2 Abstract Oral reading fluency has been established in previous literature as a key component in becoming an effective reader. Repeated reading (RR) and listening passage preview (LPP) are both oral reading fluency interventions well‐supported in the research literature, however, most of this study explores their use with elementary‐aged children, with only a handful of studies over the last 20 years evaluating their use in middle‐school children. The overall goal of the current study was to explore the effectiveness of both of these interventions independent and relative to one another. An alternating treatment design (A/ABC), including the use of baseline, was implemented to compare RR, LPP, and a control. Three middle school‐aged struggling readers were randomly exposed to the conditions over time, with oral reading fluency acting as the primary dependent variable. Data were analyzed using visual analysis and effect size calculated using nonoverlap of all pairs (NAP). The results indicated primarily large effects for RR, with LPP effects ranging from small to large across participants. Limitations, implications, and future directions are also discussed. - Psychology in the Schools, EarlyView.

--- - |2 Abstract Supervision is a distinct competency area in professional psychology with a burgeoning research base. Yet it remains unclear to what extent the broad supervision research base generalizes specifically to supervision of psychological services in schools for both preservice trainees and credentialed school psychologists. The purposes of this study were to map and review current evidence regarding supervision in school psychology; consider the evidence in the context of the broader psychology supervision literature; and reflect on next steps for training, practice, and research of supervision in school psychology. A systematic review across school psychology journals and psychological supervision journals found only 37 peer refereed articles (21 empirical and 16 conceptual) published on the topic of supervision in school psychology since the year 2000. The topical coverage of these articles is summarized, including its contributions and limitations. Implications are drawn for future research of supervision in school psychology. - Psychology in the Schools, EarlyView.

--- - |2 Abstract The aim of this study was to identify the association between type D personality and smoking cessation among high school students who had participated in a stop smoking program. From 27 high schools, we recruited 279 smoking students who had participated in a stop smoking program between May 29, 2015, and January 25, 2016. About 26.5% of participants had a type D personality. A logistic regression analysis revealed that initiating smoking before or during 5th grade, smoking 21 or more cigarettes daily, and having a type D personality were significantly related to smoking cessation failure. Type D personality was significantly associated with social nicotine dependency and was a predictor of smoking cessation failure after a stop smoking program. Accordingly, type D personality should be considered along with other smoking‐related factors when attempting to promote smoking cessation among high school adolescents. - Psychology in the Schools, EarlyView.

--- - |2- Abstract Confirmatory latent profile analysis (CLPA) was used with the normative sample from the Kaufman Test of Educational Achievement, 3rd ed. (KTEA‐3) to determine whether it was possible to identify a latent class of individuals whose scores were consistent with the academic strengths and weaknesses related to dyslexia. The CLPA identified a class of individuals consistent with dyslexia across four‐grade level groups (first–second, third–fifth, sixth–eighth, and ninth–twelfth). The results of the CLPA were applied to the KTEA‐3 clinical samples of those with known clinical diagnoses. Individuals with Specific Learning Disorder in Reading and/or Written Expression had a higher probability of being in the dyslexia latent class. The use of CLPA as a tool for learning disability diagnosis appears plausible, though much more research is needed. The strengths, limitations, and future directions for the use of CLPA in diagnosis are discussed. - Psychology in the Schools, EarlyView.

--- - |2 The N1 effect is an electrophysiological marker of visual specialization for print. The phonological mapping hypothesis (Maurer & McCandliss, 2007) posits that the left‐lateralized effect reflects grapheme‐phoneme integration. In this event‐related potential study, first (age = 7.06 years, N = 32) and third‐grade readers (age = 9.29 years, N = 28) were presented with pairs of pseudowords and Armenian character strings in a novel implicit same‐different paradigm. To test the phonological mapping hypothesis, stimuli were presented in visual‐only and audiovisual conditions. The results demonstrated that tuning for print already emerges in first grade. Moreover, the parallel presentation of auditory stimuli enhanced the N1 effect suggesting a role of orthographic‐phonological mapping in the development of specialization for print. - Child Development, EarlyView.

--- - |2 Maternal reminiscing and preschoolers’ (M = 5.00 years, SD = 1.11) autobiographical memory specificity (AMS) were examined among abusive (n = 24), neglecting (n = 78), emotionally maltreating (n = 32), and demographically similar nonmaltreating families (n = 74). Neglect was negatively associated with child AMS and the quantity of maternal elaborations. In a moderated mediation model, neglect was negatively associated with the quantity of maternal elaborations, which was positively associated with AMS when mothers reminisced in a coherent and sensitive manner (i.e., affective quality). In the context of high maternal affective quality, maternal elaborative quantity accounted for reduced AMS among neglected preschoolers. The findings extend observations of reduced AMS to neglected preschoolers and inform theoretical models of autobiographical memory development. - Child Development, EarlyView.

--- - |2 This study investigated if crying, sleeping or feeding problems that co‐occur (multiple regulatory problems [RPs]) or are persistent predict attention problems and diagnoses of attention deficit hyperactivity disorder (ADHD) in childhood and adulthood. Participants were 342 individuals who were assessed at 5, 20, and 56 months for crying, sleeping, and feeding (RPs) and at 6, 8, and 28 years for ADHD diagnoses, attention problems, and attention span. Infants/toddlers with multiple/persistent RPs had an increased risk of receiving an ADHD diagnosis both in childhood and adulthood compared to those who never had RPs. Multiple/persistent RPs were further associated with a high‐decreasing attention problems trajectory from childhood to adulthood. Interventions to alleviate early RPs may prevent the development of attention problems. - Child Development, EarlyView.

--- - |2 The analysis of spatial relations among components of a character is important in identifying visual word forms. We investigated such spatial configuration processing for Chinese characters in dyslexic children (aged 9–12 years) and two groups of typically developing children, matched according to chronological age or reading level. In this study, we used real characters and noncharacters to manipulate the spatial configuration between character components while preserving their local features. Both characters were displayed either in an upright or inverted position. Participants were asked to quickly determine whether the two presented stimuli were identical. A significant interaction between character type and character orientation showed children's matching performance was better in upright real characters than in the inverted version, but such effect was absent in noncharacters. This indicated that regardless of reading skills, children developed the ability to use local configuration information to visually identify words. Dyslexic children performed poorly in both real‐character and noncharacter conditions. Furthermore, compared with control groups, dyslexic children performed worse in real‐character conditions, which were close to the noncharacter performance of other groups. This reflected an impairment of global visual word‐form processing (i.e., spatial configuration between components) in dyslexia. - Dyslexia, EarlyView.