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Purpose: Bayesian-based models for diagnosis are common in medicine but have not been incorporated into identification models for dyslexia. The purpose of the present study was to evaluate Bayesian identification models that included a broader set of predictors and that capitalized on recent developments in modeling the prevalence of dyslexia. Method: Model-based meta-analysis was used to create a composite correlation matrix that included common predictors of dyslexia such as decoding, phonological awareness, oral language, but also included response to intervention (RTI) and family risk for dyslexia. Bayesian logistic regression models were used to predict poor reading comprehension, unexpectedly poor reading comprehension, poor decoding, and unexpectedly poor decoding, all at two levels of severity. Results: Most predictors made independent and substantial contributions to prediction, supporting models of dyslexia that rely on multiple rather than single indicators. RTI was the strongest predictor of poor reading comprehension and unexpectedly poor reading comprehension. Phonological awareness was the strongest predictor of poor decoding and unexpectedly poor decoding, followed closely by family risk. Conclusion: Bayesian-based models are a promising tool for implementing multiple-indicator models of identification. Ideas for improving prediction and implications for theory and practice are discussed.

Many of the analytical models commonly used in educational research often aim to maximize explained variance and identify variable importance within models. These models are useful for understanding general ideas and trends, but give limited insight into the individuals within said models. Data envelopment analysis (DEA), is a method rooted in organizational management that makes such insights possible. Unlike models alluded to above, DEA does not explain variance. Instead, it explains how efficiently an individual utilizes their inputs to produce outputs, and identifies which input is not being utilized optimally. This paper provides a history and usages of DEA from fields outside of education, and describes the math and processes behind it. This paper then extends DEA's usage into the educational field using a study on child reading ability. Using students from the Project KIDS dataset (n = 1987), DEA is demonstrated using a simple view of reading framework, identifying individual efficiency levels in using reading-based skills to achieve reading comprehension, determining which skills are being underutilized, and classifying new subsets of readers. New subsets of readers were identified using this method, with implications for more targeted interventions.

Despite decades of research, it has been difficult to achieve consensus on a definition of common learning disabilities such as dyslexia. This lack of consensus represents a fundamental problem for the field. Our approach to addressing this issue is to use model-based meta-analyses and Bayesian models with informative priors to combine the results of a large number of studies for the purpose of yielding a more stable and well-supported conceptualization of reading disability. A prerequisite to implementing these models is establishing informative priors for dyslexia. We illustrate a new approach for doing so based on the known distribution of the difference between correlated variables, and use this distribution to determine the proportion of poor readers whose poor reading is unexpected (i.e., likely to be due to dyslexia) as opposed to expected.

We report findings of two exploratory validation studies of a revised instrument: the "Student Risk Screening Scale for Early Childhood" version (SRSS-EC). The SRSS-EC was modified to reflect characteristics of externalizing and internalizing behaviors manifested by preschool-age children. In Study 1, we explored the reliability of SRSS-IE ("Student Risk Screening Scale-Internalizing and Externalizing") 14 scores by examining item-level data, internal consistency, and factor structure using exploratory factor analysis with 489 preschool-age students. Results supported retention of 11 items, resulting in the SRSS-EC 11 (with SRSS-EC E7 externalizing subscale and SRSS-EC I4 internalizing subscale). Next, we established convergent validity of the SRSS-EC 11 with two well-established screening tools: the Strengths and Difficulties Questionnaire and the Early Screening Project. In Study 2, we reported findings of a confirmatory factor analysis and a subsequent convergent validity study with 737 preschool-age students to determine generalizability. We offered limitations and future directions.

This study took place in the context of schools collaborating with a local university to implement an evidence-based, 3-tiered model of prevention and supports targeting academic, behavioral, and social goals. We examined whether Self-Regulated Strategy Development (SRSD) instruction, delivered by grade 2 and 3 general education teachers to all students (Tier 1), would improve story or opinion essay writing among students with and without behavioral challenges, and whether differential effects existed. SRSD instruction was effective for both groups of students in terms of genre elements and quality. Students without challenging behaviors made greater gains than those with challenging behaviors on some outcome measures. Teachers implemented SRSD with fidelity; SRSD was viewed as socially valid by teachers and students. No results were found for academic engaged time or overall level of behavioral problems. Finally, students' cognitive capabilities were a weak and inconsistent predictor of SRSD writing gains. (Contains 7 tables and 1 note.)

The present study utilized a latent variable modeling approach to examine the Simple View of Reading in a sample of students from 3rd, 7th, and 10th grades (N = 215, 188, and 180, respectively). Latent interaction modeling and other latent variable models were employed to investigate (a) the functional form of the relationship between decoding and linguistic comprehension in third grade, (b) the contribution of these predictors as children progress through school, and (c) the contribution of passage fluency, working memory, and performance IQ to a model of reading for all grades. Results did not support the Simple View of Reading for students in grades 3, 7 and 10. Additionally, it was found that passage fluency significantly predicted reading comprehension after controlling for decoding and linguistic comprehension for students in grades 7 and 10. Likewise performance IQ was found to be a significant predictor of reading comprehension for students in third grade.

Purpose: The present study examined the nature of concurrent and predictive associations between conversational language use and reading development during early school-age years. Method: Language and reading data from 380 twins in the Western Reserve Reading Project were examined via phenotypic correlations and multilevel modeling on exploratory latent factors. Results: In the concurrent prediction of children's early reading abilities, a significant interaction emerged between children's conversational language abilities and their history of reported language difficulties. Specifically, conversational language concurrently predicted reading development above and beyond variance accounted for by formal vocabulary scores, but only in children with a history of reported language difficulties. A similar trend was noted in predicting reading skills 1 year later, but the interaction was not statistically significant. Conclusions: Findings suggest a more nuanced view of the association between spoken language and early reading than is commonly proposed. One possibility is that children with and without a history of reported language difficulties rely on different skills, or the same skills to differing degrees, when completing early reading-related tasks. Future studies should examine the causal link between conversational language and early reading specifically in children with a history of reported language difficulties.

Background: Despite the well-replicated relationship between the home literacy environment and expressive vocabulary, few studies have examined the extent to which the home literacy environment is associated with the development of early vocabulary ability in the context of genetic influences. This study examined the influence of the home literacy environment on the longitudinal covariance of expressive vocabulary within a genetically sensitive design. Methods: Participants were drawn from the Western Reserve Reading Project, a longitudinal twin project of 314 twin pairs based in Ohio. Twins were assessed via three annual home visits during early elementary school; expressive vocabulary was measured via the Boston Naming Test (BNT), and the Home Literacy Environment (HLE) was assessed using mothers' report. Results: The heritability of the BNT was moderate and significant at each measurement occasion, h[superscript 2] = 0.29-0.49, as were the estimates of the shared environment, c[superscript 2] = 0.27-0.39. HLE accounted for between 6-10% of the total variance in each year of vocabulary assessment. Furthermore, 7-9% of the total variance of the stability over time in BNT was accounted for by covariance in the home literacy environment. Conclusions: These results indicate that aspects of the home literacy environment, as reported by mothers, account for some of the shared environmental variance associated with expressive vocabulary in school aged children.

This study investigated the role of the amount, content, and implementation of reading instruction provided by 17 kindergarten teachers in eight "Reading First" elementary schools as it related to students' progress (n = 286 students) on early reading assessments of phonological awareness and letter naming-decoding fluency. Children's phonological awareness and letter naming-decoding fluency grew significantly from fall to spring. On average, across the three 60 min observations, teachers provided over 30 min a day of phonological awareness and phonics instruction and 15 min a day of vocabulary and comprehension instruction. Global ratings of instructional quality revealed two implementation factors: explicit and individualized implementation and meaningful interactions around text. Hierarchical linear modeling revealed that the amounts of specific instructional content, as well as how this instruction was implemented, was related to students' letter knowledge and phonological awareness skill growth.

Purpose: This study examined (a) the extent of genetic and environmental influences on children's articulation and language difficulties and (b) the phenotypic associations between such difficulties and direct assessments of reading-related skills during early school-age years. Method: Behavioral genetic analyses focused on parent-report data regarding the speech-language skills of 248 twin pairs (M = 6.08 years) from the Western Reserve Reading Project. In addition, phenotypic associations between children's speech-language status and direct assessments of early reading-related abilities were examined through hierarchical linear modeling (HLM). Results: Probandwise concordance rates and intraclass tetrachoric correlations indicated high heritability for children's difficulties in expressive language and articulation, with estimates of 0.54 and 0.97 accordingly. HLM results indicated that children with histories of speech-language difficulties scored significantly lower than unaffected children on various measures of early reading-related abilities. Conclusions: Results from the parent-report survey provided converging evidence of genetic effects on children's speech and language difficulties and suggest that children with a history of speech-language difficulties are at risk for lower performance on early reading-related measures. The extent of risk differed across measures and appeared greatest for children who demonstrated a history of difficulties across articulation, expressive language, and receptive language. Implications for future genetic research and clinical practice are discussed.

Background: Differences in personality profiles were examined between children who differed in their co-morbidity of externalizing disorders: attention-deficit/hyperactivity disorder (ADHD) and conduct disorder (CD). Methods: 11- and 17-year-old male and female twins from a community sample were categorized as ADHD only, CD only, co-morbid CD-ADHD, and controls (no ADHD or CD) based on threshold and subthreshold CD and ADHD diagnoses assessed with structured interviews. Multivariate analyses were used to identify patterns of personality that differentiate these four diagnostic groups. It was hypothesized that significant differences would be found in the pattern of personality variables between participants in the co-morbid group, compared to the other three groups, and that these differences would hold across developmental periods. Results: As expected, the co-morbid group had a pattern of personality marked by higher Negative Emotionality and lower Constraint than the other diagnostic groups. This pattern was evidenced across gender and age cohort. Conclusions: An extreme personality profile may represent a liability toward the occurrence of ADHD and CD with more extreme profiles contributing to the occurrence of both disorders among boys and girls. Implications for treatment planning and theoretical development are discussed.

We report the effects of aspartame on anxiety-like behavior, neurotransmitter signaling and gene expression in the amygdala, a brain region associated with the regulation of anxiety and fear responses. C57BL/6 mice consumed drinking water containing 0.015% or 0.03% aspartame, a dose equivalent of 8 to 15% of the FDA recommended maximum human daily intake, or plain drinking water. Robust anxiety-like behavior (evaluated using open field test and elevated zero maze) was observed in male and female mice consuming the aspartame-containing water. Diazepam, an allosteric modulator of the GABA-A receptor, alleviated the anxiety-like behavior. RNA sequencing of the amygdala followed by KEGG biological pathway analysis of differentially expressed genes showed glutamatergic and GABAergic synapse pathways as significantly enriched. Quantitative PCR showed upregulation of mRNA for the glutamate NMDA receptor subunit 2D (Grin2d) and metabotropic receptor 4 (Grm4) and downregulation of the GABA-A receptor associated protein (Gabarap) mRNA. Thus, taken together, our diazepam and gene expression data show that aspartame consumption shifted the excitation-inhibition equilibrium in the amygdala toward excitation. Even more strikingly, the anxiety-like behavior, its response to diazepam, and changes in amygdala gene expression were transmitted to male and female offspring in two generations descending from the aspartame-exposed males. Extrapolation of the findings to humans suggests that aspartame consumption at doses below the FDA recommended maximum daily intake may produce neurobehavioral changes in aspartame-consuming individuals and their descendants. Thus, human population at risk of aspartame's potential mental health effects may be larger than current expectations, which only include aspartame-consuming individuals. [ABSTRACT FROM AUTHOR]

A diagnostic and statistical manual (DSM)-IV diagnosis of agoraphobia in the context of panic disorder (PD) is based on three nosologically sufficient criteria: (1) avoidance, (2) use of companions, and (3) endurance of situations despite distress. Therefore, an agoraphobia diagnosis can be made across an extremely broad range of cases including when there are no avoidance behaviors (e.g., the patient endures the situation). It was hypothesized that clinicians do not weight these criteria equally and that the DSMs individual, sufficient criteria lead to poor inter-rater reliability. Clinicians (N = 48) rated hypothetical patients with symptom profiles emphasizing each of these three criteria. Consistent with expectation, clinicians differentially weighted these criteria. Avoidance was relatively more apt to produce a diagnosis when only one criterion was emphasized in clinical vignettes. Inter-rater reliability was poor in instances when only one sufficient criterion was highlighted. Knowledge concerning DSM criteria resulted in a greater rate of agoraphobia endorsement, but knowledge did not account for the overall pattern of findings. [c] 2004 Elsevier Ltd. All rights reserved. Keywords: Agoraphobia; Panic disorder; Diagnosis; Reliability; Decision making

Research showing how HIV-infected infants in Uganda had lower motor and mental development is presented. The lack of correlation of this data with the expectation of group differences in growth rates and mean performance is discussed.

Objective: This cluster randomized trial (CRT) evaluated the efficacy of the Classroom Social, Communication, Emotional Regulation, and Transactional Support (SCERTS) Intervention (CSI) compared with usual school-based education with autism training modules (ATM). Method: Sixty schools with 197 students with autism spectrum disorder (ASD) in 129 classrooms were randomly assigned to CSI or ATM. Mean student age was 6.79 years (SD 1.05) and 81.2% were male. CSI teachers were trained on the model and provided coaching throughout the school year to assist with implementation. A CRT, with students nested within general and special education classrooms nested within schools, was used to evaluate student outcomes. Results: The CSI group showed significantly better outcomes than the ATM group on observed measures of classroom active engagement with respect to social interaction. The CSI group also had significantly better outcomes on measures of adaptive communication, social skills, and executive functioning with Cohen's d effect sizes ranging from 0.31 to 0.45. Conclusion: These findings support the preliminary efficacy of CSI, a classroom-based, teacher-implemented intervention for improving active engagement, adaptive communication, social skills, executive functioning, and problem behavior within a heterogeneous sample of students with ASD. This makes a significant contribution to the literature by demonstrating efficacy of a classroom-based teacher-implemented intervention with a heterogeneous group of students with ASD using both observed and reported measures. [ABSTRACT FROM AUTHOR]

Executive function is a broad construct that encompasses various processes involved in goal-directed behaviour in non-routine situations (Banich, 2009). The present study uses a sample of 560 5- to 16-year-old twin pairs ( M = 11.14, SD = 2.53): 219 monozygotic twin pairs (114 female; 105 male) and 341 dizygotic twin pairs (136 female, 107 male; 98 opposite sex) to extend prior literature by providing information about the factor structure and the genetic and environmental architecture of the Behavior Rating Inventory of Executive Function ( BRIEF; Gioia et al., 2000, Child Neuropsychol., 6, 235; Gioia et al., 2000, Behavior rating inventory of executive function, Lutz, FL: Psychological Assessment Resources), a multifaceted rating scale of everyday executive functions. Phenotypic results revealed a 9-scale, 3-factor model best represents the BRIEF structure within the current sample. Results of the genetically sensitive analyses indicated the presence of rater bias/contrast effects for the Initiate, Working Memory, and Task-Monitor scales. Additive genetic and non-shared environmental influences were present for the Initiate, Plan/Organize, Organization of Materials, Shift, and Monitor and Self-Monitor scales. Influences on Emotional Control were solely environmental. Interestingly, the aetiological architecture observed was similar to that of performance-based measures of executive function. This observed similarity provided additional evidence for the usefulness of the BRIEF as a measure of 'everyday' executive function. [ABSTRACT FROM AUTHOR]

The purpose of this study was to determine if modeling school and classroom effects was necessary in estimating passage reading growth across elementary grades. Longitudinal data from 8367 students in 2989 classrooms in 202 Reading First schools were used in this study and were obtained from the Progress Monitoring and Reporting Network maintained by the Florida Center for Reading Research. Oral reading fluency (ORF) was assessed four times per school year. Five growth models with varying levels of data (student, classroom, and school) were estimated in order to determine which structures were necessary to correctly partition variance and accurately estimate standard errors for growth parameters. Because the results illustrate that not modeling higher-level clustering inflated lower-level variance estimates and in some cases led to biased standard errors, the authors recommend the practice of including classroom cross-classification and school nesting when predicting longitudinal student outcomes. [ABSTRACT FROM AUTHOR]

Objectives: The present study examined the influence of participant's perception that their basic needs were not being met on their physical functioning problems. The association between lower social economic status (SES), typically indexed by income and education, and physical disability has been clearly established. Although income and education are not easily modifiable among older adults, perceptions of resource deficits may be more easily influenced through interventions. Method: Among community-dwelling older adults (N = 4,162), the authors examined the influence of participants' perception that their basic needs were not being met on physical functioning problems during a 10-year period using growth curve analyses. Results: Baseline problems meeting basic needs influenced the growth in physical functioning problems, even alter controlling for more objective indices of SES and for health problems and behaviors. Discussion: Interventions focused on providing older adults with resources for meeting basic needs may substantially reduce the subsequent level of disability. [ABSTRACT FROM AUTHOR]

Differences in the comprehension, production, and appreciation of humor were explored among students who were achieving normally (20 second graders, 21 fourth graders) or had learning disabilities (14 fourth graders) or developmental handicaps (12 fourth graders). Comprehension of humor was assessed by explanations of what made cartoons funny. Production was assessed by completion of captionless cartoons. Appreciation was evaluated by ratings of funniness and facial mirth. Results indicated that children without handicaps comprehended the cartoons better than did the students with intellectual handicaps. No production differences were observed. Students who had intellectual handicaps demonstrated age-appropriate appreciation ratings; however, students with developmental handicaps lacked differential sensitivity. [ABSTRACT FROM AUTHOR]

Evidence supporting the use of glucagon-like peptide-1 (GLP-1) analogues to pharmacologically treat disorders beyond type 2 diabetes and obesity is increasing. However, little is known about how activation of the GLP-1 receptor (GLP-1R) during pregnancy affects maternal and offspring outcomes. We treated female C57Bl/6 J mice prior to conception and throughout gestation with a long-lasting GLP-1R agonist, Exendin-4. While GLP-1R activation has significant effects on food and drug reward, depression, locomotor activity, and cognition in adults, we found few changes in these domains in exendin-4-exposed offspring. Repeated injections of Exendin-4 had minimal effects on the dams and may have enhanced maternal care. Offspring exposed to the drug weighed significantly more than their control counterparts during the preweaning period and demonstrated alterations in anxiety-like outcomes, which indicate a developmental role for GLP-1R modulation in the stress response that may be sex-specific. • GLP-1R activation during pregnancy had no negative effects on maternal outcomes. • Prenatal GLP-1 agonist exposure did not affect cognition or locomotor activity. • Anxiety-like behaviors were altered differentially after in utero GLP-1R activation. • These data highlight the potential safety of GLP-1R agonist use during pregnancy. [ABSTRACT FROM AUTHOR]