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Purpose: This study examined preliminary psychometrics of the Adolescent/Young Adult Self‐Management and Independence Self‐Report Scale (AMIS II SR). Methods: Adolescents and adults (N = 159; 13–38 years old) with spina bifida from two clinics and one community sample completed the AMIS II SR. The majority (83%) had myelomeningocele, and about half were female (51.6%). The sample included 44.7% White, 11.3% Black and over one‐third Hispanic/Latino (38.4%) participants. Descriptive analyses and reliability were assessed; a confirmatory factor analysis (CFA) was conducted. Results: Item‐to‐total correlations support the AMIS II SR total scale (r =.38–.79) and its two subscales: condition (r =.49–.67) and independent living (r =.49–.85). Internal consistency reliability was high (α =.91–.96) for the AMIS II SR total scale and subscales. A higher order CFA model that included independent living and condition self‐management as first‐order factors and a second‐order overall self‐management factor had excellent fit (RMSEA = 0.06; CFI = 0.97; TLI = 0.96). Descriptive analyses findings were reported. Conclusions: This study provides psychometric evidence for the use of the AMIS II SR total (overall) scale and subscales (condition and independent living) to assess self‐management and independence. [ABSTRACT FROM AUTHOR]

Background: This longitudinal study examined growth trajectories of academic motivation in youth with and without attention‐deficit/hyperactivity disorder (ADHD) across the important developmental transition from middle school to high school, and associations with academic success. Consistent with self‐determination theory (SDT) of motivation, trajectories of amotivation, extrinsic motivation, and intrinsic motivation were modeled. Methods: The study included a robust multi‐method, multi‐source assessment of academic outcomes, including homework performance ratings; reading and mathematics standardized test scores; and grade point average (GPA) obtained from school records. Participants included 302 adolescents (ages 12–14; Mage = 13.20) in eighth grade who were specifically recruited so that approximately half (n = 162) were diagnosed with ADHD and 140 adolescents comprising a comparison sample without ADHD. The sample was predominantly White (81.80%), with 7.90% identifying as bi/multiracial, 5.30% identifying as Black/African American, 4.60% identifying as Asian, and 0.30% identifying as Indigenous/Alaskan. Results: Adolescents with ADHD had worse academic motivation at all timepoints. Growth curve analyses indicated the academic motivation of adolescents without ADHD decreased at faster rates across the transition to high school compared to adolescents with ADHD. However, for adolescents with ADHD, amotivation, extrinsic motivation, and intrinsic motivation each predicted GPA, with higher extrinsic and intrinsic motivation also predicting better homework performance and different aspects of math performance, whereas for youth without ADHD, only amotivation and extrinsic motivation predicted GPA. Conclusions: Intervention and school policy implications are discussed, including the importance of fostering autonomy and internal motivation, and consideration of whether current ADHD interventions primarily foster extrinsic motivation. [ABSTRACT FROM AUTHOR]

The current study seeks to understand the potential benefits of culturally matched cross-age peer mentoring for Black and Latinx adolescent mentors residing in low-income, urban communities. Data for the study were derived from a 4-year longitudinal project examining the effectiveness of community-based cross-age mentoring. Data from the current sample (N = 249, 60.6% female, M = 16.72 years) were analyzed using HLM. Findings indicated that the mentoring relationship bond rather than attendance predicted change on several positive outcomes. Adolescent mentors were found to experience improvements in several areas of positive youth development, ethnic identity, and GPA after the program was completed and at 9 to 12 months follow up. Researchers propose an adapted theoretical model of the impacts of youth cross-age mentoring in low-income communities of color. Findings from the current study offer key information on the value of facilitating empowering, person-focused services in concert with members of marginalized communities. [ABSTRACT FROM AUTHOR]

Background: Prior studies examining the sleep of adolescents with and without attention‐deficit/hyperactivity disorder (ADHD) have relied on mean values such as average sleep duration, which masks intraindividual variability (IIV). The objective was to investigate whether adolescents with ADHD have greater IIV of sleep/wake patterns than adolescents without ADHD using actigraphy and daily sleep diaries. Method: Adolescents (ages 13.17 ± 0.40 years; 45% female) with (n = 162) and without (n = 140) ADHD were recruited from middle schools at two sites. Participants wore actigraphs and completed sleep diaries for an average of 2 weeks. Results: Multilevel models were conducted with sex, sleep medication use, ADHD medication use, number of days with data, and social jetlag controlled for in analyses. For actigraphy, adolescents with ADHD had greater variability for time in bed, sleep onset and offset, and wake after sleep onset than adolescents without ADHD. For sleep diary data, adolescents with ADHD had greater variability in bedtime, wake time, sleep duration, sleep onset latency, sleep quality, and night wakings than adolescents without ADHD. Social jetlag was a significant predictor of variability in sleep measures based on both actigraph and daily diaries; however, ADHD status was not associated with social jetlag. Conclusions: This is the first study to show that adolescents with ADHD have more variable sleep/wake patterns than their peers using both objective and subjective sleep measures. IIV of sleep/wake patterns may be important for clinicians to assess and monitor as part of treatment. Research is needed to understand the mechanisms underlying increased IIV of sleep/wake patterns in adolescents with ADHD and potential consequences for daytime functioning. [ABSTRACT FROM AUTHOR]

Objectives: This study used a multi-informant approach to examine differences in types and rates of technology used by adolescents with and without attention-deficit/hyperactivity disorder (ADHD), associations between technology use and sleep/daytime sleepiness, and whether technology use was differentially related to sleep/daytime sleepiness in adolescents with and without ADHD.Methods: Eighth graders with (n = 162) and without (n = 140) ADHD were recruited. Adolescents completed questionnaires assessing time spent using technology, sleep-wake problems, school-night time in bed, and daytime sleepiness. Parents and teachers reported on adolescents' technology use and daytime sleepiness, respectively.Results: Adolescents with ADHD had significantly greater total technology, television/movie viewing, video game, and phone/video chatting use than adolescents without ADHD. Adolescents with ADHD engaged in twice as much daily video game use compared to those without ADHD (61 vs. 31 min). Controlling for medication use, ADHD status, pubertal development, sex, and internalizing symptoms, greater parent- and adolescent-reported technology use was associated with more sleep-wake problems and less time in bed. ADHD status did not moderate the relations between technology use and these sleep parameters. In contrast, ADHD status moderated the association between parent-reported technology use and teacher-reported daytime sleepiness, such that this association was significant only for adolescents with ADHD.Conclusions: Technology use, although more prevalent in adolescents with ADHD, is linked with more sleep problems and reduced school-night sleep duration regardless of ADHD status. Technology use is associated with teacher-rated daytime sleepiness only in adolescents with ADHD. Clinicians should consider technology usage when assessing and treating sleep problems. [ABSTRACT FROM AUTHOR]

Objective/Background Sleep restriction (SR) impairs adolescents' attention, which could contribute to high rates of driving crashes. Here, we examine the impact of experimental SR on adolescent drivers, considering whether that impact is moderated by the nature of the drive (urban/suburban vs. rural) or how vulnerable each adolescent is to attentional decline after SR. Participants/Methods A total of 17 healthy 16–18-year-old licensed drivers completed two five-night sleep conditions: SR (6.5 h in bed) versus extended sleep (ES; 10 h in bed) in counterbalanced order. After each, participants completed rural and urban/suburban courses in a driving simulator, and parents rated participants' attention in day-to-day settings. Vulnerability to SR was computed as cross-condition change in parent ratings. Dependent variables included standard deviation (SD) of lateral lane position (SDLP), mean speed, SD of speed, and crashes. Multivariate models examined the main and interaction effects of sleep condition, driving environment, and vulnerability to SR, covarying for years licensed. Results Although the effects for the other outcomes were nonsignificant, there were three-way interactions (sleep × drive × vulnerability) for mean speed and SDLP ( p  <   0.02). During the rural drive, adolescents had less consistent lateral vehicle control in SR than ES, despite slower driving among those reported to be vulnerable to SR. During the urban/suburban drive, SR worsened SDLP only among adolescents reported to be vulnerable to SR. Conclusions These preliminary findings suggest that even a moderate degree of SR may be a modifiable contributor to adolescent driving problems for some. This impact is widely present during monotonous rural drives and in a subgroup during interesting urban/suburban drives. [ABSTRACT FROM AUTHOR]