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College opportunities now exist for young adults with intellectual disability. Because of this, it is common for these individuals' parents to express a desire for increased student agency (Miller et al., 2018). Yet, little is known about how parents feel about how to best support agency development for their young adult child. In the current study, authors surveyed 64 parents with a student attending an inclusive postsecondary education program to examine their perceived level of confidence related to supporting their student in developing agency. Further, we looked at parents' responses to their perception of the most important skills related to supporting agency development. Findings showed that parents felt least confident in supporting students' financial independence and felt supporting navigation of intimate relationships to be least important. Implications for practice and directions for future research are presented.

Transition-age adults with disabilities largely desire the same community employment and community participation outcomes as young adults without disabilities. One common barrier to the manifestation of these desires is the lack of reliable and accessible transportation in their communities. This study used the participatory action research method of photovoice to investigate the experiences of college students with intellectual and developmental disabilities (IDDs) accessing various transportation options within their community. Utilizing a critical constructivist theoretical framework, researchers worked with participants to co-construct situated knowledge. The overall aim of this study was to contribute to the extant literature on transportation barriers and facilitators for this population and to give emerging adults enrolled in an inclusive postsecondary education program an opportunity to share their lived experiences and raise critical consciousness related to their transportation experiences. Limitations and implications for future research, and practice are included.

This study aimed to understand the ways in which college students with intellectual and developmental disabilities (IDD) experience and develop their understanding of emotions and emotional wellness. Semi-structured interviews with college students with IDD were conducted. The research team utilized consensual qualitative research (CQR) to analyze interviews and came to consensus in generating domains, core ideas, and a cross-analysis to answer the research question, "What are the experiences of college students with IDD in developing an understanding of emotions and emotional wellness?" Findings suggest college students with IDD have experience developing and maintaining their emotional wellness, though they may experience barriers prior to and during college enrollment. Limitations and implications for future research are discussed.

Children's early accuracy on place value (PV) tasks longitudinally predicts their later multidigit calculation skills. However, another window into children's emerging base-ten concepts is the pattern of errors -- "smart errors" -- they exhibit on these measures. Past research has speculated that these smart errors -- similar to invented spelling -- might reflect children's initial PV understanding that might be important for later learning of multidigit numbers and calculation. The current study examines the development of smart errors on Base-Ten Counting (invented counting errors) and Transcoding (expanded errors) in 279 U.S. kindergartners (M[subscript age] = 5.76 years) and investigated whether the presence of smart errors is associated with (1) higher concurrent levels of PV task accuracy, (2) greater growth in PV understanding over one year, (3) higher levels of multidigit calculation in second grade. Results indicate that the two errors emerged in an overlapping waves pattern, with expanded errors appearing first and waning earlier than invented counting errors. Kindergartners who made invented counting errors but not expanded errors demonstrated the highest overall concurrent PV understanding. Second, kindergartners who made Transcoding expanded errors showed the greatest growth in PV understanding compared to those who exhibited only invented-counting errors. Third, kindergartners who made invented counting errors alone showed stronger multidigit calculation skills in second grade compared to those who made neither error. Thus, these smart errors reflect partial structural knowledge of place value that is a potentially important developmental contributor to learning multidigit number meanings.

Research has shown that ethnic-racial socialization (ERS) predicts education and mental health outcomes for adolescents. However, limited research has evaluated the ERS experiences of Latinx students. The current study examined ERS experiences of Mexican American youth in four focus group interviews that were transcribed and analyzed at both the individual and group level using interpretive phenomenological analysis. Main themes included feeling like an outsider, navigating discrimination, encountering social/emotional difficulties, and achieving a positive identity. Each theme contained two to three subcategories that provide further insight into the Mexican Americans' ERS experiences. Participants reported within-group discrimination, motivation to disprove stereotypes, and infrequent understanding or compassion from adults. Teachers, administrators, counselors, and school psychologists can attend to and seek to promote social connections, implement social-emotional learning interventions, foster resilience, work to dismantle racism, collaborate with parents, and create communities of inclusion.

Traditionally, the exogenous control of gaze by external saliencies and the endogenous control of gaze by knowledge and context have been viewed as competing systems, with late infancy seen as a period of strengthening top-down control over the vagaries of the input. Here we found that one-year-old infants control sustained attention through head movements that increase the visibility of the attended object. Freely moving one-year-old infants (n = 45) wore head-mounted eye trackers and head motion sensors while exploring sets of toys of the same physical size. The visual size of the objects, a well-documented salience, varied naturally with the infant's moment-to-moment posture and head movements. Sustained attention to an object was characterized by the tight control of head movements that created and then stabilized a visual size advantage for the attended object for sustained attention. The findings show collaboration between exogenous and endogenous attentional systems and suggest new hypotheses about the development of sustained visual attention.

In this manuscript, the authors examined the rates of food and housing insecurity experienced by student-veterans enrolled at community colleges in fall 2020. The results of a multi-institutional survey of student-veterans at 113 community colleges suggested that 37.6% of community college student-veterans experienced food insecurity and 52.5% of community college student-veterans experienced housing insecurity. Additionally, 17.8% of community college student-veterans experienced homelessness in the past year. The results also suggest that community college student-veterans who experienced food and housing insecurity had lower grade point averages, higher rates of clinically significant generalized anxiety disorder, and higher rates of clinically significant major depressive disorder. Examples of strategies to support community college student-veterans experiencing food and housing insecurity are included.