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The importance of well-specified research questions in the evaluation of early predictors of later inattention and hyperactivity is examined. In an analysis of a nationally representative sample of 2,717 children aged 4 to 10, latent growth trajectories for television viewing and inattention and hyperactivity are determined and the relationship of the two constructs examined. Analyses reveal a logistic latent growth model as the best description of the trajectory of television viewing across time, whereas a quadratic trend represents the best portrayal of the trajectory for symptoms of inattention and hyperactivity. Results do not support the presence of a meaningful relationship between television viewing and inattention and hyperactivity, which is inconsistent with previous findings from the same data set. The importance of the nature of well-specified research questions and the need to use contemporary longitudinal evaluation techniques to avoid misleading conclusions based on limited analyses and results are discussed. (Contains 2 tables and 1 figure.)

When using baseline logic with single case experimental designs (SCEDs), one critical step involves collecting enough treatment data points, relative to the number of data points in the previous baseline phase, to set the occasion for relatively equivalent samples of the target behavior across phases. The fail safe k metric for SCED data provides a robust metric to complement visual inspection of graphed data to determine if enough sessions were conducted within a phase of the SCED to adequately predict the level, trend, and stability of the data path if more sessions were conducted in that phase. There was a strong relationship between fail safe k values and statistical power to detect differences in the dependent variable across phases relative to different criteria for estimating treatment effect sizes. Both quantifications suggested that decision rules for changing phases are associated with achieving an acceptable level of statistical power but with varying degrees of sensitivity and specificity for detecting treatment effects. [ABSTRACT FROM AUTHOR]

Wandering is a potentially dangerous event for individuals living with dementia and is equally as stressful for their caregivers. The purpose of the current study was to examine the validity of the Risk of Wandering (RoW) scale in terms of predicting wandering. We compared the RoW scale's validity against two widely used scales that assessed dementia as reported by caregivers: Informant Questionnaire on Cognitive Decline in the Elderly (IQCODE; Jorm) and Revised Memory and Behavior Problems Checklist (RMBPC; Roth et al.). The RoW scale predicted wandering events better than the IQCODE and comparably with the RMBPC, which is longer and less specific to wandering. [ABSTRACT FROM AUTHOR]

Little is known about the shared and separate traits for adults diagnosed with some form of psychopathy and autism. The primary distinction between a person with autism versus psychopathy is that a person with autistic traits is often unaware that their behavior is aversive to other people while a person with psychopathic traits is typically can articulate that their behaviors inflict pain or discomfort on other people they but still exhibit the offensive behavior. The primary purpose this was to examine the relation between psychopathic and autistic traits among a general population sample of adults. Next, we examined for overlap (or shared variance) and differences in psychopathy scores among individuals who met the ASD screening score cutoff, high levels of psychopathy traits, or both high levels of ASD and psychopathy traits. Results suggested that individuals of with high levels of ASD traits had the most severely impaired social interaction skills, while people with high levels of psychopathy traits had the highest levels of restricted and repetitive behavior. These preliminary results are discussed in terms of implications for future research on the possible comorbidity of autism and psychopathy traits, and how these two historically separate research literatures may benefit from collaboration across investigators in these two fields of mental disorders. [ABSTRACT FROM AUTHOR]

Objective: Pharmacological interventions combined with behavioral treatment have been associated with better outcomes for children with ADHD. Yet, as children age into adolescence and gain autonomy, they may choose not to adhere to taking a prescribed medication. The purpose of the current study was to examine school outcomes among adolescents with ADHD who take medication breaks versus resisting medication with respect to grades and school behaviors. Method: We statistically controlled for a variety of variables such as the child's age, sex, the presence of side effects, and parent's relationship with child. Approximately half of the sample of adolescents with ADHD exhibited some form of medication nonadherence. Results: The results of the current study suggest that more positive school outcomes in terms of behaviors and grades are associated with adolescents taking breaks from their ADHD medication rather than resisting their medication. Conclusion: This result would indicate that not all forms of medication nonadherence have the same association with school outcomes in terms of grades and behaviors. [ABSTRACT FROM AUTHOR]

The purpose of the present study was first to investigate whether both teacher‐reported classroom aggression (ATT) and teachers' interaction with school shooting media (ISSM) are predictors of teachers' secondary trauma related to school shootings (STSS) and to second, consider how participation in lockdown drills may moderate these relationships. Two measures were created to understand the levels of aggression teachers report occurs in their classrooms and to understand how teachers interact with media related to school shootings. Both ISSM and ATT were associated with higher levels of STSS. Lockdown drills did not appear to interact with these relationships to either strengthen or weaken them. Considering the importance of teachers' well‐being and how it influences their ability to be effective teachers, continued investigation is warranted. [ABSTRACT FROM AUTHOR]

The current study examined 2 sets of variables associated with parents prematurely exiting early intervention services for their child. The first set consisted of the variables predictive of premature parent withdrawal, and the second set consisted of variables predictive of a parent and child being dismissed from early intervention services because of failure in being able to contact them. This study represents the first empirical examination of variables associated with parents prematurely exiting early intervention services despite having children who continued to qualify for services. [ABSTRACT FROM AUTHOR]

Objective: The purpose of the current study was to examine the association between structured physical activity, specifically physical education, and symptoms of Attention Deficit Hyperactivity Disorder (ADHD). Physical activity may be associated with lower levels of symptoms of ADHD and this rationale provided the impetus for the current study. Methods: A community-based, nationally representative sample of children from the Early Childhood Longitudinal Study, Kindergarten cohort (ECLS-K) was used. Structural equation modeling was used to examine the association of physical activity with symptoms of Attention Deficit Hyperactivity Disorder. Two random subsamples were drawn for the purposes of cross-validation of our model. Statistics reflecting model fit are reported. Results: With a standardized path coefficient value of -.23, findings from the current study indicate a significant, inverse association between physical education, as a structured form of physical activity, with the symptoms of Attention Deficit Hyperactivity Disorder in children. Conclusions: Using a community-based, nationally representative sample of children aged 5 to 7 years old from the United States, the results of the current study suggest that physical education, as a structured form of physical activity, may be considered as associated with lower levels of symptoms of ADHD across time. [ABSTRACT FROM AUTHOR]

* Extended school year services refer to those special education services received by students during the summer break. These services are needed for those students who receive special education services who would otherwise regress and not readily recoup skills when returning to school. Identifying students who should receive extended school year services is not clear cut and guidelines are the result of a patchwork from case law. * Our study assessed state (n = 13) and respective local (n = 128) directors of special education on the importance of better determining eligibility for extended school year services. We found that state and local special education directors were split with regard to whether there was a need for screening instrument. However, state and respective local special education directors' responses from the same state were not related to one another. * We also found that local special education directors who reported a need for a screening instrument also reported lower percentages of students who received extended school year services. [ABSTRACT FROM AUTHOR]