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This study examined a typology of adaptive and maladaptive behaviors of 2,552 ethnically diverse early adolescents who attended sixth grade in public schools and lived in disadvantaged communities. Behavioral adjustment of adolescents was measured by teacher ratings using the Behavior Assessment System for Children (BASC). Although typologies of children based on the BASC have been available in the literature for the past decade, little research exists on typologies of adolescents using the same instrument. The present study extended into early adolescence previous classification works focusing on childhood. A series of cluster analyses supported a seven-cluster solution: well-adapted, average, adaptive skills deficits, internalizing problems, mildly disruptive, disruptive behavior problems, and severe problems. Results appear similar to prior investigations with unique features reflecting the high-risk characteristics of the current sample. Implications of this research are discussed with regard to prevention and intervention efforts implemented within the schools. (Contains 2 tables.)

This study is one of the first to investigate the relationship between low birth weight and cognitive outcomes in an urban, poor, prospectively designed African-American birth cohort. Multivariate analyses of the Pathways to Adulthood study, a subset of the Johns Hopkins Collaborative Perinatal study, compared low birth weight African-American children with normal birth weight African-American children on the Wechsler Intelligence Scale for Children (WISC) at seven years of age. When controlling for various sociodemographic factors, associations were obtained for the very low birth weight group (less than 2000 g) indicating an overall 7 point IQ difference. Milder associations were reported in the moderately low birth weight (MLBW) group (2000 to 2500 g) resulting in a 3 IQ point decrement compared to a normal birth weight reference group. There were no differential effects for gender. Our study revealed a gradient relationship between low birth weight/preterm birth and cognitive ability. Implications for school psychology prevention, assessment, and intervention are discussed.

Background: Access to specialists facilitates appropriate Alzheimer's disease and related dementia (ADRD) medication use and adherence. However, there is little information on the impact of specialists' availability on ADRD medication adherence, especially in regions of the United States (US) where specialists are scarce, e.g., the Deep South (DS). Objective: To ascertain whether the availability of specialty physicians in the DS and other US regions predicts ADRD medication adherence among community-dwelling older adults Methods: We conducted secondary analyses of claims data for 54,194 Medicare beneficiaries with ADRD in 2013–2015. Medication adherence was measured using the proportion of days covered (PDC). Multivariable-adjusted Modified Poisson regression was used to examine associations of adherence with physicians' availability by region. Results: The race/ethnicity distribution was 81.44% white, 9.17% black, 6.24% Hispanic, 2.25% Asian, and 1% other; 71.81% were female, and 42.36% were older than 85 years. Beneficiaries across regions differed in all individual and contextual characteristics except sex and comorbidities. Neurologists and psychiatrists' availability was not significantly associated with adherence (DS = 1.00, 0.97–1.03 & non-DS = 1.01, 1.00–1.01). Race and having ≥1 specialist visits were associated with a lower risk of adherence in both regions (p < 0.0001). Advanced age, dual Medicare/Medicaid eligibility, and living in non-large metropolitan areas, were associated with adherence in the non-DS region. Conclusion: Among older Americans with ADRD, a context defined by specialist availability does not affect adherence, but other context characteristics related to socioeconomic status may. Research should further examine the influence of individual and contextual factors on ADRD treatment among older adults. [ABSTRACT FROM AUTHOR]

Hippocampal dentation (HD) refers to a series of ridges (dentes) seen on the inferior aspect of the hippocampus. The degree of HD varies dramatically across healthy individuals, and hippocampal pathology may result in loss of HD. Existing studies show associations between HD and memory performance in healthy adults as well as temporal lobe epilepsy (TLE) patients. However, until now studies relied on visual assessment of HD as no objective methods to quantify HD have been described. In this work, we describe a method to objectively quantify HD by transforming the characteristic 3D surface morphology of HD into a simplified 2D plot for which area under the curve (AUC) was calculated. This was applied to T1w scans of 59 TLE subjects, each with one epileptic hippocampus and one normal appearing hippocampus. Results showed that AUC significantly correlated with the number of dentes based on visual inspection (p <.05) and correctly sorted a set of hippocampi from least to most prominently dentated. Intra‐ and inter‐rater reliability was nearly perfect (ICC ≥ 0.99). AUC values were significantly lower in epileptic hippocampi compared to contralateral hippocampi (p =.00019), consistent with previously published findings. In the left TLE group, the AUC values from the contralateral hippocampi showed a positive trend (p =.07) with verbal memory acquisition scores but was not statistically significant. The proposed approach is the first objective, quantitative measurement of dentation described in the literature. The AUC values numerically capture the complex surface contour information of HD and will enable future study of this interesting morphologic feature. [ABSTRACT FROM AUTHOR]

A sizable literature has demonstrated that the achievement of children in early elementary school is related to their season of birth: Those born in summer typically perform less well than those born in the fall. A small literature indicates that more children diagnosed with specific learning disabilities (SLD) are born in the summer. We have begun to explore the possibility that the same processes may account for both outcomes. In order to better understand these processes, the standardized achievement levels and rates of diagnosis of SLD for children born during each season were studied in one geographical area of the State of Georgia served by 28 school districts. Standardized achievement scores in reading, mathematics, and science were reliably lower for those born in the summer. Furthermore, there was a strong relationship between season of birth and the rate at which children received a diagnosis of SLD. Summer-born children were diagnosed with SLD at a higher rate than their peers. Four hypotheses for both the lower performance in the general school population and the greater rate of SLD diagnosis among these children are discussed.