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Background: In minimally displaced Weber B ankle fractures, the distal fibular fracture fragment can be externally rotated. This malrotation is difficult to detect on radiographs and, when left malreduced through nonoperative treatment, may contribute to altered joint mechanics, predisposing to posttraumatic osteoarthritis. This study evaluates the effects of fibular malrotation on tibiotalar joint contact mechanics. Methods: Six cadaveric ankles were tested using a materials testing system (MTS) machine. A tibiotalar joint sensor recorded contact area and pressure. Samples were tested in the intact, neutrally rotated, and malrotated state. Each trial applied a 686N axial load and a 147N Achilles tendon load in neutral position, 15° dorsiflexion, and 15° plantarflexion. Results: In the comparison of malrotated to intact ankles, peak contact pressure was found to be significantly greater at neutral flexion (intact 5.56 MPa ± 1.39, malrotated 7.21 MPa ± 1.07, P =.03), not significantly different in dorsiflexion, and significantly decreased in plantarflexion (intact 11.2 MPa ± 3.04, malrotated 9.01 MPa ± 1.84, P =.01). Significant differences in contact area were not found between conditions. Conclusion: The findings suggest that fibular malrotation contributes to significant alterations in tibiotalar joint contact pressures, which may contribute to the development of posttraumatic osteoarthritis. When malrotation of the fibula is suspected on plain radiographs, a computer tomography (CT) scan should be obtained to evaluate its extent and further consideration should be given to surgical treatment. Levels of Evidence: Level V: Bench testing [ABSTRACT FROM AUTHOR]

Many prominent intelligence tests (e.g., Wechsler Intelligence Scale for Children, Fifth Edition [WISC‐V] and Reynolds Intellectual Abilities Scale, Second Edition [RIAS‐2]) offer methods for computing subtest‐ and composite‐level difference scores. This study uses data provided in the technical manual of the WISC‐V and RIAS‐2 to calculate reliability coefficients for difference scores. Subtest‐level difference score reliabilities range from 0.59 to 0.99 for the RIAS‐2 and from 0.53 to 0.87 for the WISC‐V. Composite‐level difference score reliabilities generally range from 0.23 to 0.95 for the RIAS‐2 and from 0.36 to 0.87 for the WISC‐V. Emphasis is placed on comparisons recommended by test publishers and a discussion of minimum requirements for interpretation of differences scores is provided. [ABSTRACT FROM AUTHOR]

Recently, an increasing number of researchers and school psychologists have advocated for the use of School-Based Motivational Interviewing (SBMI) for working directly with students and for consulting with teachers and parents. However, little attention has been given to the possible ethical implications of school psychologists' use of SBMI with various stakeholders in school settings. In this paper, unique ethical challenges are highlighted and recommendations for implementing SBMI techniques in relation to both MI ethical guidelines and the National Association of School Psychologists (NASP) Principles for Professional Ethics are provided. [ABSTRACT FROM AUTHOR]

The current study examined (1) if the Strengths and Difficulties Questionnaire (SDQ) would yield alternative factor structures related to either symptoms or strengths with early adolescent students when an exploratory factor analysis (EFA) is used; (2) which scales best predicted suspensions of typically developing early adolescents; and (3) what cutoff scores were useful for identifying youth at risk for suspensions. The current study included 321 parent-student dyads, who were followed from the middle of eighth grade until the end of tenth grade. A symptoms-based EFA yielded three factors: Misbehavior, Isolation, and Agitation. A strength-based EFA yielded three factors, as well: Emotional, Social, and Moral competence. Logistic regression path analyses were used to predict risk of any suspension at the end of eighth, ninth, and tenth grades. The predictor variables were the original SDQ Conduct Problems and Hyperactivity scales in one model, the Misbehavior and Agitation scales in a second model, and the Emotional and Moral competence scales in the third model. Only the Misbehavior scale consistently predicted suspensions across each grade (b =.27, OR = 1.32, p <.001; b =.15, OR = 1.18, p =.029; b =.17, OR = 1.18, p =.029, respectively). For the Misbehavior scale, cutoff scores were established that reflected the 75th and 90th percentile; however, each cutoff demonstrated strengths and weaknesses for identifying at-risk students. The expectation of screening to identify youth at risk for suspensions, a complex school discipline decision, is discussed. [ABSTRACT FROM AUTHOR]

School bullying is associated with a host of unfavorable psychosocial outcomes, even as victims enter college. Thus, the identification of modifiable protective factors remains an important goal of psychological research in the context of resilience theory. The purpose of this study was to examine the moderating effect of natural mentoring relationships (NMRs) on the association between peer victimization and college adjustment. Participants were 239 undergraduate students from a rural Midwestern university. Results indicated that higher levels of past peer victimization were associated with higher levels of depression and interpersonal problems. The presence of NMRs moderated the relationship between past peer victimization and interpersonal problems. Though further study is necessary, NMRs among school-aged students who experience bullying may be beneficial. [ABSTRACT FROM AUTHOR]

BackgroundWe investigated the experience of siblings of children with CHARGE syndrome (n = 29). Siblings of children with a disability are an understudied population, and, to our knowledge, this is the first investigation of the sibling relationship in CHARGE. MethodParticipants were asked to complete 5 measures: (a) Sibling Evaluation Questionnaire, (b) UCLA Loneliness Scale, (c) Network Orientation Scale, (d) Family Hardiness Index, and (e) Family Member Well-Being Index. ResultsParticipants accepted their sibling with CHARGE, with the relationship being neither highly negative nor positive. Although siblings reported to be somewhat less lonely, they were no less likely to access social support than college-aged peers. Participants did not indicate adjustment issues; however, more than half of the siblings reported avoiding adding to their parents’ stress. Further, they rated their own personal wellbeing very positively. ConclusionIn spite of acknowledging stress within the family, these siblings represent themselves as well adjusted with a somewhat typical sibling relationship. [ABSTRACT FROM PUBLISHER]