Search

Although students with stronger executive functions (EFs) tend to do better on math computation (MC) assessments than students with weaker EFs, stressful testing situations may lower or affect their mathematical ability. Rumination is one maladaptive coping strategy that can negatively affect EF processes, but little is known about how it impacts the relationship between EFs and MC. This study aimed to examine the relationship between students' performance on a standardized MC task and ratings of EF ability as a function of their level of rumination. In a sample of students from Grades 4 to 6 (n = 72, mean age = 10.74), there was an interaction between EF scores and rumination in predicting MC. Students with weaker EF scores demonstrated worse math performance than students with stronger EF scores. Interestingly, their level of rumination moderated this association. Specifically, EF difficulties were only associated with less proficient MC performance among high ruminators; this association was not observed among those students reporting low rumination levels. For school psychologists, these findings provide insight into the potential causes of poor MC performance among students with average or better EFs.

Although students with stronger executive functions (EFs) tend to do better on math computation (MC) assessments than students with weaker EFs, stressful testing situations may lower or affect their mathematical ability. Rumination is one maladaptive coping strategy that can negatively affect EF processes, but little is known about how it impacts the relationship between EFs and MC. This study aimed to examine the relationship between students' performance on a standardized MC task and ratings of EF ability as a function of their level of rumination. In a sample of students from Grades 4 to 6 (n = 72, mean age = 10.74), there was an interaction between EF scores and rumination in predicting MC. Students with weaker EF scores demonstrated worse math performance than students with stronger EF scores. Interestingly, their level of rumination moderated this association. Specifically, EF difficulties were only associated with less proficient MC performance among high ruminators; this association was not observed among those students reporting low rumination levels. For school psychologists, these findings provide insight into the potential causes of poor MC performance among students with average or better EFs. [ABSTRACT FROM AUTHOR]

Background: We recently developed the Child Behavior Checklist-Mania Scale (CBCL-MS), a novel and short instrument for the assessment of mania-like symptoms in children and adolescents derived from the CBCL item pool and have demonstrated its construct validity and temporal stability in a longitudinal general population sample. objective: The aim of this study was to evaluate the construct validity of the 19-item CBCL-MS in a clinical sample and to compare its discriminatory ability to that of the 40-item CBCL-dysregulation profile (CBCL-DP) and the 34-item CBCL-Externalizing Scale. Methods: The study sample comprised 202 children, aged 7-12 years, diagnosed with DSM-defined attention deficit hyperactivity disorder (ADHD), conduct disorder (CD), oppositional defiant disorder (ODD), and mood and anxiety disorders based on the Diagnostic Interview Schedule for Children. The construct validity of the CBCL-MS was tested by means of a confirmatory factor analysis. Receiver operating characteristics (ROC) curves and logistic regression analyses adjusted for sex and age were used to assess the discriminatory ability relative to that of the CBCL-DP and the CBCLExternalizing Scale. Results: The CBCL-MS had excellent construct validity (comparative fit index = 0.97; Tucker-Lewis index = 0.96; root mean square error of approximation = 0.04). Despite similar overall performance across scales, the clinical range scores of the CBCL-DP and the CBCL-Externalizing Scale were associated with higher odds for ODD and CD, while the clinical range scores of the CBCL-MS were associated with higher odds for mood disorders. The concordance rate among the children who scored within the clinical range of each scale was over 90%. conclusion: CBCL-MS has good construct validity in general population and clinical samples and is therefore suitable for both clinical practice and research. [ABSTRACT FROM AUTHOR]

Objective: Impact of speech and language therapy (ST) and occupational/physical therapy (OT/PT) on language and motor skills was examined in hyperactive/inattentive children. Methods: Preschoolers were divided into those receiving and not receiving ST or OT/PT. Results: Children receiving ST showed no gains in language functioning relative to those not receiving ST. OT/PT yielded similar results for motor functions. Hours of a service did not predict improvement. However, children who received ST showed improvement in social skills. Discussion: The apparent lack of benefit suggests the need for further investigation into efficacy of these treatments in hyperactive/inattentive preschool children. [ABSTRACT FROM AUTHOR]