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Across three pre-registered studies (n = 221 4-9-year olds, 51% female; 218 parents, 80% female; working- and middle-class backgrounds; data collected during 2019-2021) conducted in the United States (Studies 1-2; 74% White) and China (Study 3; 100% Asian), we document the emergence of a preference for "strivers." Beginning at age 7, strivers (who work really hard) were favored over naturals (who are really smart) in both cultures (R[superscript 2] ranging 0.03-0.11). We explored several lay beliefs surrounding this preference. Beliefs about outcomes and the controllability of effort predicted the striver preference: Children who expected strivers to be more successful than naturals and believed effort was more controllable than talent preferred strivers more. Implications of the striver preference in education and beyond are discussed.

Parental socioeconomic status (SES) is a well-established predictor of children's neurocognitive development. Several theories propose that specific cognitive skills are particularly vulnerable. However, this can be challenging to test, because cognitive assessments are not pure measures of distinct neurocognitive processes, and scores across different tests are often highly correlated. Aside from one previous study by Tucker-Drob, little research has tested if associations between SES and cognition are explained by differences in general cognitive ability rather than specific cognitive skills. Using structural equation modelling (SEM), we tested if parental SES is associated with individual cognitive test scores after controlling for latent general cognitive ability. Data from three large-scale cohorts totalling over 16,360 participants from the UK and USA (ages 6-19) were used. Associations between SES and cognitive test scores are mainly (but not entirely) explained through general cognitive ability. Socioeconomic advantage was associated with particularly strong vocabulary performance, unexplained by general ability. When controlling for general cognitive ability, socioeconomic disadvantage was associated with better executive functions. Better characterizing relationships between cognition and adversity is a crucial first step toward designing interventions to narrow socioeconomic gaps.

Background: Most health and developmental issues affecting young people are interrelated. However, few interventions address multiple behavioral domains simultaneously or are based on theories that encompass a holistic perspective of youth development. Aim: The purpose of this scoping review was to identify and describe the range of theory-based, multibehavioral health interventions aimed at improving two or more of the following behavioral youth outcomes: (1) sexual and reproductive health; (2) education and employment; (3) violence; and (4) substance use. Methods: Interventions conducted worldwide and published in English or Spanish between January 2000 and July 2020 were identified using four databases: PubMed, PsycINFO, LILACS, and SciELO. Results: A total of 11,084 articles were identified, of which 477 were retrieved and assessed for eligibility. Twenty-three articles (evaluating 21 interventions) ultimately met the inclusion criteria. Most interventions were conducted in the United States and addressed two behavioral domains of interest, although seven interventions incorporated three domains, and one incorporated all four. Substance use was the most common domain (16 interventions) but only in the United States/Canada, followed by sexual and reproductive health (14 interventions). All produced significant improvement in at least one outcome or for at least one subgroup of youth. The most common theoretical foundations were positive youth development and social learning theory. Conclusion: Integrated interventions that are theory based and evidence informed can support positive development and empower youth to make healthy decisions. Further efforts are needed to address structural and policy issues that affect young people's developmental opportunities and health outcomes.

The acquisition of quantifiers is a central topic in cognitive science. The present study investigated the emergence, frequency, and non-target-like production of the universal quantifiers "all," "every," and "each" in child English from a linguistic perspective, based on the data from longitudinal naturalistic observation of 10 English-speaking children and their caregivers. We found that the use of these quantifiers as adverbs or in adverbials generally appeared earlier, and was more frequent, than their use as (pre)determiners in early child English. We also found that input frequency exerts a great influence on some aspects of the acquisition of universal quantifiers, for example, the frequency of the predeterminer "all," but there are still some patterns that cannot be explained by mere input frequency, such as children's initial preference for using universal quantifiers in A(dverbial)-quantification and their non-target forms. Their initial overreliance on A-quantification may be explained by event quantification being cognitively less demanding than entity quantification, and their non-target productions likely result from their developing grammatical systems. We argue that the acquisition of universal quantifiers involves multiple factors, such as cognitive complexity, children's developing grammatical systems, and input frequency, interacting with each other.

Reading confers significant benefits to children in both social and academic domains. However, the number of children who read for pleasure is decreasing and has been shown to drop significantly between the ages of 8 and 9. Despite the rising popularity of audiobooks and podcasts, research on children's listening to spoken stories remains in its infancy. Thus, the present study explores how children engage with these realtively novel media. Fifty-two parents of children aged 8-13 years completed an online survey that asked about their children's listening habits. Results showed that 74% of children listen to spoken stories, with the vast majority (92.5%) listening at least 1-2 times per week. While the survey revealed children are engaging with both podcasts and audiobooks, being read aloud to continues to be the most popular format for story listening in this age group (77.4% of listeners). Across platforms, the genre most frequently listened to was fantasy stories (84.9%; more detailed descriptions of popular themes and sub-themes are described in text). In sum, access to technology is becoming an increasingly important part of children's lives. The data described here provide a timely perspective and a basis for informed studies of listening engagement in children.

This study is a conceptual replication of a widely cited study by Moffitt et al. (2011) which found that attention and behavior problems in childhood (a composite of impulsive hyperactive, inattentive, and impulsive-aggressive behaviors labeled "self-control") predicted adult financial status, health, and criminal activity. Using data from longitudinal cohort studies in the United States (n = 1,168) and the United Kingdom (n = 16,506), we largely reproduced their pattern of findings that attention and behavior problems measured across the course of childhood predicted a range of adult outcomes including educational attainment ([beta][subscript U.S.] = -0.22, [beta][subscript U.K.] = -0.13) and spending time in jail (OR[subscript U.S.] = 1.74, OR[subscript U.K.] = 1.48). We found that associations with outcomes in education, work, and finances diminished in the presence of additional covariates for children's home environment and achievement but associations for other outcomes were more robust. We also found that attention and behavior problems across distinct periods of childhood were associated with adult outcomes. Specific attention and behavior problems showed some differences in predicting outcomes in the U.S. cohort, with attention problems predicting lower educational attainment and hyperactivity/impulsivity predicting ever spending time in jail. Together with the findings from Moffitt et al., our study makes clear that childhood attention and behavior problems are associated with a range of outcomes in adulthood for cohorts born in the 1950s, 1970s, and 1990s across three countries.

Human beings naturally prefer and support ingroup members more than outgroup members, but to what extent do we "morally value" equal treatment to ingroups and outgroups? Across four preregistered studies, we examined the development of "group-transcendent fairness," that is, the moral endorsement of allocating resources equally to ingroup members and outgroup members. We found that when allocating common resources to ingroup and outgroup members, American adults (N = 549) thought it was morally right to allocate equally instead of giving more to their family, political, or minimal ingroup members, across high and low stakes (Study 1). This normative sense of group-transcendent fairness develops gradually: 4- to 6-year-olds tended to endorse ingroup favoritism, whereas by age 8 or 9 children endorsed intergroup fairness (Studies 2-3, N = 214). Adults from China (N = 200)--a culture that values ingroup loyalty--also endorsed intergroup fairness as morally right, suggesting this moral value is not specific to western societies where egalitarianism is emphasized (Study 4). In contrast to the normative endorsement of intergroup fairness, participants in all studies did not predict most people to be fair across contexts, suggesting group-transcendent fairness was perceived more as a prescriptive than a descriptive norm (Studies 1-4). Together, our studies reveal the robust presence of group-transcendent fairness, which is valued across group contexts and cultures, develops later than ingroup support, and is prescriptive but not descriptive by nature. The findings help illuminate the nature and development of one group-transcendent moral value that helps promote intergroup relations and societal progress.

Dating and relationship violence (DRV) and gender-based violence (GBV) among children and young people incur a high cost to individuals and society. School-based interventions present an opportunity to prevent DRV and GBV early in individuals' lives. However, with school resources under pressure, policymakers require guidance on the economics of implementing interventions. As part of a large systematic review funded by the National Institute for Health and Care Research (NIHR), we searched for economic evaluations and costing studies of school-based interventions for DRV and GBV. No formal economic evaluations were identified. Seven studies reporting costs, cost savings, or resource use for eight interventions were identified. The largest costs of implementing interventions were related to staff training and salaries but savings could be made by implementing interventions on a large scale. The potential cost savings of avoided DRV and GBV far outweighed the costs of implementation.

The Supports Intensity Scale--Children's Version (SIS-C) was translated into Italian using a committee approach to translation. Latent modeling approaches enabled the leveraging of the large standardization sample from the U.S. (n = 4,015) to generate translation-specific norms from data collected in Italy (n = 435) for children and youth ranging ages 5-16 years placed in six evenly distributed age groups by country. Findings indicated the structure of the SIS-C (i.e., seven support need domains organized under an overall support needs construct), was supported in the Italian context. However, there were age-related differences in the U.S. and Italian samples. In the Italian sample, norms were established for the 5-8 years, 9-10 years, and 11-16 years age groups. Moreover, the Italian sample also differed from other European samples and SIS-C translations. The importance of understanding cultural contexts in interpreting findings from the SIS-C is discussed, along with ways in which SIS-C findings can be used to inform policy and practice in the Italian context.

Families of autistic children from underserved populations participate in support services at lower rates than other families. To better understand possible reasons for this inequity, we reviewed qualitative studies examining parent-reported barriers and facilitators to accessing and participating in support services. A systematic search identified 18 articles that met inclusion criteria. Resulting thematic analysis located three themes: (a) support service accessibility, (b) diversity of support services, and (c) community. Parents reported that financial pressures, geographic location, and service flexibility influenced their ability to obtain support services. Implications for service delivery and areas for future research are discussed.

The purpose of this study was to examine the factor structure of the Family Involvement Questionnaire--Elementary Version with families in Belize. Participants were 185 primary caregivers of children in primary education settings in Belize. Caregivers were given the Family Involvement Questionnaire--Elementary Version to measure their educational involvement in their children's schooling. Findings indicated the factor structure of the Family Involvement Questionnaire--Elementary Version in Belize was not congruent with the factor structures with samples from the United States and New Zealand. Exploratory factor analysis suggested a five-factor solution: (a) home-school communication, (b) home expectations and monitoring, (c) educational support, (d) school and community involvement, and (e) school attendance. In light of similar measurement studies in the literature, these data indicate that family educational involvement varies across geographic and cultural contexts. This suggests that interventions and policies to improve education outcomes via family involvement ought to consider the unique structure of families' involvement in the educational system. [For the corresponding grantee submission, see ED605729.]

Purpose: Understanding what is known about the language profiles of children with hearing loss (CHL) is vital so that researchers and teachers can identify the specific complex syntactic structures that CHL may struggle to master. An understanding of which aspects of complex syntax pose difficulties for CHL is necessary to inform the kind of intervention that will facilitate learning complex syntax for this cohort of children. This scoping review aims to identify what is currently known about the complex syntax use of CHL who communicate through spoken language, and uncover gaps in the literature to guide further research. Method: A scoping review was conducted following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews guidelines. The Covidence software was utilized to manage the initial and full-text screening process for the search. Results: From a total of 304 studies, 42 studies were identified that met the eligibility criteria. The review highlights the use of broad-based language assessments and limited use of specific descriptions of the types of complex syntactic structures and skills. Conclusions: Findings highlight the need for assessment protocols and analysis methods that better support the description of complex syntax profiles for CHL. School-age CHL continue to display challenges with complex syntax development. The review highlighted the need for further research to improve understanding of the complex syntax strengths and vulnerabilities of CHL. Further investigation is needed to better understand their ability to combine ideas and build complexity in their language use, which in turn can inform teaching in schools and interventions for children who require support.

To establish the factor structure of the Emotion Regulation Questionnaire for Children and Adolescents (ERQ-CA) in Chinese and American adolescent samples; to assess measurement invariance of the ERQ-CA in Chinese and American adolescent samples and latent means across early adolescents from two diverse cultural settings. The ERQ-CA was administered to 1221 Chinese adolescents (49.3% males) and 1148 American adolescents (50.1% males), and multi-group confirmatory factor analysis was performed to evaluate measurement invariance. (1) Multi-group confirmatory factor analysis of the ERQ-CA demonstrated full configural invariance, full metric invariance, partial scalar invariance, and partial strict invariance. (2) The latent variable mean comparisons revealed significant differences between the two samples; specifically, Chinese adolescents' mean scores on the latent variables of cognitive reappraisal (CR) and expressive suppression (ES) were significantly higher than American adolescents' scores. The findings demonstrated that the ERQ-CA displays appropriate measurement invariance across Chinese and America adolescents and that Chinese adolescents reported higher scores on CR and ES.

In this longitudinal case study, Catherine Compton-­Lilly and Margaret R. Hawkins explore one immigrant youth's engagement with transglobal activities and flows of information and his emerging awareness of the world. Contending that transglobal flows create learning opportunities that are rarely available to children raised in mononational and monocultural spaces, the authors add to scholarship that highlights the knowledge, awareness, understandings, and literacies that children in transglobal families bring to class rooms. Specifically, they exam ine twelve years of longitudinal data following the youth's development of a critical cosmopolitan stance and then apply a transliteracies framework to analyze complementary facets of emergence, uptake, resonance, and scale implicated in transglobal relations and comparisons. The article closes with recommendations for educational practice.

Introduction: Social skills are acquired primarily through imitation using the visual system. As a result, people with visual impairments may experience difficulties in this area at any age, which can have a major effect on their social participation and on their quality of life. The objective of this study was to systematically review the effects of targeted interventions on social skills in children and adolescents with visual impairments. Methods: A systematic literature search was performed using databases Web of Science, OvidSP, EBSCOhost, Sage Journals. The scientific quality of the studies was assessed using two scales dedicated to single case studies and group studies, respectively. Results: Out of 1866 hits, 32 studies were included in the review. A total of 397 children and adolescents with visual impairments (aged 3-20 years) received different types of social skills interventions. "Peer relation" interventions were most often studied (n = 21) and effects were mainly analyzed using observational tools. The scientific quality rating scales indicated moderate (for group studies) to high general quality (for single case studies). Overall, most studies reported improvements in targeted social skills. Discussion: Given the heterogeneity of the studies considered, both in content and in the measures used to document effects, these results should be interpreted with caution. Consequently, it is not clear which interventions should be recommended for use in practice such as in special education. Implications for Practitioners: Given the high rate of social skills difficulties reported in this population and the effect of these difficulties on all stages of development, it seems particularly relevant for practitioners to integrate social skills assessment and explicit teaching into intervention programs. In the future, researchers, stakeholders, and practitioners should work together to develop, implement, and evaluate evidence-based interventions for children and adolescents with visual impairments.

In order for children to understand and reason about the world in an adult-like fashion, they need to learn that conceptual categories are organized in a hierarchical fashion (e.g., a dog is also an animal). While children learn from their first-hand observation of the world, social knowledge transmission via language can also play an important role in this learning. Previous studies have documented several cues in parental talk that can help children learn about conceptual hierarchy. However, these studies have used different datasets and methods that have made it difficult to compare the relative usefulness of various linguistic cues to conceptual knowledge and to test whether they scale up to naturalistic speech. Here, we study a large-scale corpus of English child-directed speech -- collected in North America and the UK -- and used a unified classification-based evaluation method which allowed us to investigate and compare cues that vary in terms of how explicit the information they offer is. We found the more explicit cues to be too sparse or too noisy in child-directed speech, making them unlikely to support robust learning. In contrast, the implicit cues offered a more reliable source of information. Further, we investigated developmental changes from 3 to 6 years of age, and we found no differences in the availability of these cues in the input. Our work confirms the utility of caregiver talk for conveying conceptual information and supporting the development of early taxonomic knowledge. It provides a first step toward a cognitive model that would combine perceptual- and language-based mechanisms, leading to a more comprehensive account of children's conceptual development.

Child abuse can have serious long-term physical, psychological, behavioural, societal and economic consequences. The aim of this scoping review was to map the literature on abuse prevention programs conducted at schools for pre-teenage children. The review outlines the specific components and methods of the programs, the measurements used and the results obtained. The review included 4135 children, 1841 parents, 16 teachers and two school counsellors. A scoping review of published articles was conducted following the Joanna Briggs methodology. PubMed, PSYCInfo, ERIC, The Cochrane Library and CINAHL were searched for articles published between 1989 and 2018. The search yielded 2042 publications of which nine met the inclusion criteria. Eight of the publications reported positive results. One publication reported mixed results in terms of the safety skills and knowledge of the participating children. There were several similarities between the programs regarding key components and methods of delivery. None of the articles included children with disabilities, even though they are particularly vulnerable of becoming victims of abuse.

A 10 week supportive arts program was conducted in Jinja, Uganda via the collaboration between a local nongovernmental organization, a Ugandan artist, and two art therapists from the United States. The artist facilitated weekly artmaking sessions for former unhoused youth being served by the organization, as well as engaged in weekly virtual meetings with the art therapists. Anecdotal observations of the program indicated therapeutic benefits, such as participant's general willingness and flexibility, increased adaptability to art making, and investment in program sessions. Further implications include the impact of colonialism and the resulting power imbalance that influences the relationship between artists and art therapists.

This online ethnographic study illuminates how Korean immigrant mothers of children with disabilities use their capitals to communicate, build community, and share resources in an online space. Employing the construct of community cultural wealth (CCW), we analyzed posts and comments by the mothers in an online forum on a transnational website. Findings revealed that the mothers actively (1) leverage their linguistic capital for sharing information and experience; (2) support each other through building a social network; and (3) cultivate aspirational capital through sharing feelings and empathy. This study counters the deficit-oriented paradigm on immigrant mothers of children with disabilities and reframes mothers as advocates who build community to collaboratively navigate their parenting journeys. This study also calls attention to the transnational network of capitals that immigrant mothers collaboratively build and encourages researchers and professionals to inquire into ways to better support immigrant mothers and their children.

Mental health literacy (MHL) encompasses understanding mental health and learning how to obtain and maintain good mental health. Increasing MHL may increase help-seeking behaviors and positive mental health. This study aimed to identify school-based MHL interventions for children/youth using a scoping review methodology following the Johanna Briggs Model. The interventions were assessed for quality of evidence using the National Institutes of Health Study Quality Assessment Tools. Six databases were searched: Scopus, APA PsycInfo, Cochrane Library, ERIC, PubMed, and ProQuest Psychology. Search terms included "mental health literacy," "intervention," and "children." The search yielded 27 studies after applying inclusion criteria. Eight of these studies were assessed as "poor" quality, twelve as "fair" quality, and seven as "good" quality. The results highlight the need for more research to implement and evaluate interventions to sustainably and feasibly incorporate school-based MHL interventions for children and youth into practice.

Tests of measurement invariance are essential to determining whether individual scores or group averages are comparable across populations. While international comparisons of mean IQ scores are common, tests of measurement invariance for intelligence test batteries (necessary for comparisons to be empirically supported) are rare. In this study, four archival sets of Wechsler test IQ scores from Ghana, Kenya, Pakistan, and Sudan were tested for measurement invariance when compared to the American norm data for the same tests. Results indicate that two datasets - from Ghana and Kenya - demonstrated strict measurement invariance. However, the other two data sets failed to meet the requirements of scalar or strict measurement invariance, which indicates that global IQ scores from these latter data sets cannot be compared to American IQ scores on the same tests. Tests of measurement invariance should be regularly conducted when making comparisons of scores between industrialized and economically developing nations.

This bibliometric study analyzed characteristics of publications related to art therapy for children from 1990 to 2020, based on the datasets taken from Web of Science (WoS) core collections. The results indicate that the USA, Israel, Germany, UK, Australia, and Canada were six leading countries in this field of research interest. The Top 5 most influential journals were identified by the number of publications, TLCS, TGCS and by their impact factor. Five leading journals in the art therapy studies include "Arts in Psychotherapy," "American Journal of Art Therapy," "Child & Family Social Work," "Frontiers in Psychology," and "Monatsschrift Kinderheilkunde." Core themes from the 87 articles focus on surrounding socialization and attachment relationship, art therapy for the well-being of children with learning disabilities, alternative intervention for art therapy, and parent-child art therapy. This bibliometric study portrayed the development of art therapy for children by means of visualization techniques. The potential issues emerging from the data will contribute to future studies in this field. Multiple methods of art therapy are applied for all children's well-being; as such, children's art therapy in schools can be seen as the potential trend for researchers and teachers.

The typical process for assessing inter-rater reliability is facilitated by training raters within a research team. Lacking is an understanding if inter-rater reliability scores "between" research teams demonstrate adequate reliability. This study examined inter-rater reliability between 16 researchers who assessed fundamental motor skills using the Test of Gross Motor Development-3rd edition. Total score agreement (ICC = 0.363) and locomotor subscale agreement (ICC = 0.383) were "very poor," while ball skills subscale agreement (ICC = 0.478) was "poor." Consistencies of total (ICC = 0.757), locomotor (ICC = 0.730), and ball skills (ICC = 0.746) scores were "fair." Component percentage agreement ranged from 40.5% to 96.2%. These data suggest that there are significant differences in how different research groups evaluate fundamental motor skills based on the subjective nature of scoring. Consistency and agreement among users need to be addressed in motor development research to allow for direct comparisons across studies that use process-oriented measures.

Purpose/Objectives: This study evaluated the effects of the COVID-19 pandemic on children within the U.S. by assessing how parents' perceptions of children's nutritional patterns changed in relationship to school nutrition assistance program participation. Methods: A cross-sectional survey of American parents was used to evaluate changes to their children's nutritional patterns during the pandemic. Participants were recruited through Facebook advertisements and snowball sampling. Data was collected through an electronic survey. Descriptive statistics and Pearson correlation were calculated. Qualitative data was organized by question stem. Once organized, responses were summarized by topics and sub-topics. Results: There was not a significant change in the perceived intake of foods from the major food groups, however parents reported increased snacking behavior, including processed foods. Participation in school nutrition assistance programs, including free or reduced price meals did increase during the pandemic and parents perceived these programs as more important. Applications To Child Nutrition Professionals: School nutrition programs were perceived as increasingly important as families navigated the fallout of the pandemic which was complicated by financial strain and food insecurity. The increase in snacking behavior raises concerns about the long term consequences of the pandemic. It is possible the change in snacking behavior was the product of food access concerns and children being at home during the pandemic. Administrators and policymakers should build upon what was learned during the pandemic to improve community infrastructure and capacity to support school nutrition assistance program participation.

Childhood disadvantage is associated with psychological distress throughout the lifespan. Poor children are alleged to give up more often than their more privileged peers when facing challenges. Yet little research has examined the role of task persistence in poverty and mental health. We test whether poverty-related deficits in persistence contribute to the well-documented link between childhood disadvantage and mental health. We used growth curve modeling to analyze three waves (ages 9, 13, and 17) of data assessing the trajectories of persistence on challenging tasks and mental health. Childhood poverty is the proportion of time participants lived in poverty from birth to age 9. We found that individuals experiencing more poverty in early childhood demonstrate less persistence and deteriorated mental health from ages 9 to 17. As expected, task persistence accounts for a portion of the robust childhood poverty--worsening mental health association. Clinical research on childhood disadvantage is in the early stages of unpacking underlying reasons why childhood poverty is bad for psychological well-being throughout life, revealing potential points of intervention.

The association of overweight/obesity, and central obesity with thiocyanate (SCN), perchlorate (CIO), and nitrate (NO) in childhood and adolescence is unclear. Therefore, this study aimed to explore this association in 4447 participants comprising children and adolescents (aged 6-19 years) using data from the United States National Health and Nutrition Examination Survey 2005-2016. SCN level was positively associated with overweight/obesity in both children and adolescents, while CIO level was negatively associated with overweight/obesity only in children; however, no significant association was found for NO level. Similar associations were found between SCN level and central obesity. Thus, our results suggest that SCN exposure was associated with overweight/obesity and central obesity in both children and adolescents, while a negative association was observed for CIO in children. Strategies to monitor the exposure levels and the mechanisms underlying the relationship between exposure and the weight parameters are recommended.

Purpose: The purpose of this study was to describe evidenced-based assessment practices for school-age children with any severity of traumatic brain injury (TBI) that could inform the practice of speech-language pathologists (SLPs). Method: A scoping review of the literature was conducted following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews guidelines. Included studies were assigned thematic labels related to the International Classification of Functioning, Disability and Health framework. Results: A total of 30 articles met inclusion criteria for this study. Most studies included adolescent or teenage participants with mild TBIs in the acute stages of recovery. Twenty-two different assessments were reported on for children with TBI addressing body structure/function (n = 19 assessments), activities and participation (n = 1 assessment), and contextual factors (n = 3 assessments). Conclusions: Current assessments have a clear focus on body structure/ function for adolescents after childhood TBI, with little research evidence to address activities and participation or contextual factors. The limited amount of functional assessments directly related to the SLP scope of practice stresses the need for additional research on ecologically valid and comprehensive assessment approaches for school-age children with TBI. The results of this review could be utilized as a resource in providing theoretical, evidence-based, and person-centered evaluation methods for children with TBI.

The use of the Internet among children and adolescents is now a norm in many parts of the world. As the Internet offers a wide range of benefits to these ones, so does it expose them to possible various risks and harm. Researchers in different countries across the world have engaged in the production of relevant research-based knowledge in order to make the virtual world a safe place for the younger ones. However, while studies have been carried out on the subject of Internet risk among children and adolescents, there is a dearth of information on the assessment of research activities across different parts of the world. The present study employed Bibliometric techniques to determine research productivity patterns across the different regions and countries of the world. All relevant publications indexed in Google Scholar were collected between November and December, 2018. The findings of the study reveal that while countries in the American and European regions of the world have been very productive in researching on the subject, the same is not the case with their African counterparts.

Autism spectrum disorder and attention deficit/hyperactivity disorder are neurodevelopmental disorders with high rates of co-occurrence. However, there is a dearth of large, nationally representative studies examining the prevalence of co-occurring autism spectrum disorder and attention deficit/hyperactivity disorder among children. The aim of this study was to estimate the prevalence of parent-reported co-occurring autism spectrum disorder and attention deficit/hyperactivity disorder in the United States and examine correlates of co-occurring autism spectrum disorder and attention deficit/hyperactivity disorder by sociodemographic and household factors. Data were analyzed from the 2016-2018 National Survey of Children's Health. A total of 88,051 children aged 3-17 years were included in the analysis. Bivariate and multivariable analyses were conducted to assess the associations between sociodemographic and household characteristics and current co-occurrence of autism spectrum disorder and attention deficit/hyperactivity disorder. An estimated 1.2% of children (740,816) aged 3-17 years had co-occurring autism spectrum disorder and attention deficit/hyperactivity disorder. Sex, age, race/ethnicity, health status, and health insurance were associated with having co-occurring autism spectrum disorder and attention deficit/hyperactivity disorder. Children who were Black, non-Hispanic (adjusted odds ratio = 0.63; 95% confidence interval [0.40, 0.99]) or multi-racial/other, non-Hispanic (adjusted odds ratio = 0.58; 95% confidence interval [0.42, 0.80]) had significantly lower odds of co-occurring autism spectrum disorder and attention deficit/hyperactivity disorder than White non-Hispanics. Findings suggest implementing early developmental screening and surveillance for co-occurring autism spectrum disorder and attention deficit/hyperactivity disorder and coordinating strategies that optimize early identification and intervention for all children suspected of having co-occurring autism spectrum disorder and attention deficit/hyperactivity disorder, particularly those from underrepresented groups.

This article views appropriate processing time through various lenses considering diverse needs of students/children. After noting significant differences between school cultures of Italian (Reggio Emilia and Montessori) and U.S. schools, the researchers conducted a qualitative case study where they collected data from a heterogenous group of participants. The participants logged "hurry up" commands given to students/children over the course of two weeks. While the number of "hurry up" commands dramatically decreased from week one to week two, and the participants realized that using imperatives to hurry students/children along were ineffective, merely illustrating these points to the participants was not enough to create lasting change. The researchers propose for U.S. classrooms to truly increase depth of learning and collaboration, the competitive nature found in these classrooms must be eliminated, and students/children must have increased processing time to consider learning from a meaningful and relevant stance.

Experiencing bereavement due to the death of a close person is rife in the lives of young people. This review aimed to investigate how bereavement affects educational outcomes of students at various educational levels and what factors may be involved in moderating these outcomes. The systemic review was conducted according to the PRISMA guidelines with searches of peer-reviewed literature in Embase, Emcare, Medline, PsycINFO and Scopus. Twenty-two studies (17 quantitative and 5 qualitative) were included. In general, bereavement can constitute a barrier to educational achievement in young people compromising academic performance, and educational engagement and attainment. Several factors can place young people at greater risk of experiencing this disadvantage and further research into these mechanisms and interventions to mitigate short- and long-term consequences, especially among high-risk groups, is warranted.

Background: Motor skill assessment is time-consuming and some difficulties are inherent in the administration of motor tests, especially in children with neurodevelopment disorders. Purpose: This study aimed to develop and investigate the face, content, and criterion validity of a Motor Skills Sequential Pictures (MSSP) for the Test of Gross Motor Development -- 3 (TGMD-3) to be animated and used in a mobile application (App). Methods: The MSSP was created representing each of the 13 TGMD-3 skills, performance criteria and accuracy was assessed by 23 experts, 52 undergraduate students, and 66 children (range 3-10 years; n = 48 with neurotypical development, n = 18 with Autism Spectrum Disorder, ASD). We conducted two rounds of MSSP expert evaluations to improve the MSSP accuracy. Content validity was conducted with the experts' results using percentage of agreement, content validity coefficient (CVC), kappa, and Chi[superscript 2] tests for the first and final version of the MSSP. University students participated in the face validity evaluation of the MSSP final version using percentage of agreement. Further content validity was conducted with experts and university students' scores using Chi[superscript 2]. Children participated in the last phase of the study and were requested to identify and perform the skills, and if unsuccessful, they received verbal support based on the motor performance criteria. Results: For content validity results associated with the experts' agreement, scores were high and increased from the first to the second round (CVC from 87.0% to 96.1%; Kappa coefficient >0.60, p > 0.0001). High agreement was obtained for the face validity of all skills (range 94.1-100%). Further, significant associations were found for experts and university students scores for the MSSP final version (p [less than or equal to] 0.002), providing further evidence for the MSSP content validity. The results for children with neurotypical development showed that children aged 3-4 had more difficulties in identifying the skills compared to older children. Developmental criterion validity was found for several skills (hop, jump, slide, one-hand strike, two-hand strike; p values from <0.0001 to .050); the MSSP was a more robust support as children age. In the ASD group, identifying skills was difficult for all ages, but mainly in locomotor skills. Furthermore, an inverse trend was found for the developmental validity criteria for children with ASD for several skills (sSkip, jump, slide, catch, kick; p values from .016 to .050), younger children relied more on the MSSP support to identify the skills. Conclusion: The MSSP, mainly ball skills, proved to be valid to illustrate the TGMD-3 motor performance criteria and may be useful as a visual pedagogical support for children to facilitate skill understanding. Future directions will be to evaluate whether the MSSP animation, in an app-based program, will improve children's motor skill performance.

Heritage language maintenance can be very challenging for diaspora communities worldwide. The role of technology on heritage language maintenance has recently started to spark the interest of researchers as a new emerging field but it still needs a lot of exploration. This exploratory study aims to provide an insight into Macedonian diaspora parents' experiences with digital tools and heritage language maintenance for younger children using a phenomenological approach. Data collected from 23 participants examined the parents' experience as members of these communities through surveys and follow-up interviews. Results reveal a strong interest in language maintenance, along with challenges such as lack of time and exposure and lack of digital resources for heritage language learning. Participants show a primary interest in using educational apps, emphasizing the need for interactional and engaging resources. Based on these findings, we provide recommendations for developing technology-mediated heritage language maintenance tools.

For many minoritized communities, sustaining or at least holding on to their home language and cultural identity has been a constant uphill battle. Nevertheless, Latina/o/x who speak Spanish, for example, have demonstrated to be linguistically and culturally resilient against hegemonic societal, institutional, political, and monolithic national ideologies. This article explores a single case study of a Latina transfronteriza child's embodied critical language awareness. Merging Critical Language Awareness and Chicana Feminist Theory, the findings demonstrate how a Latina child makes sense of linguistic hierarchies, language loss, and how she challenges deficit perspectives imposed on her home language by relying on her senses and feelings. The article concludes by offering ways to understand and support critical language awareness with Latina/o/x students that stems from knowledge rooted in the brown body and their lived experience.

Longstanding impressions of children as innocent to human frailty, alongside the emphasis on efficiency and management in schools, play undeniable roles in the way teachers engage with children experiencing death and illness. This paper draws from a larger study of 116 written childhood memories from prospective teachers and practitioners enrolled across four universities in Canada and the United States and focuses on the 12 memories that specifically reference childhood experiences with death or illness. Bearing witness to death evoked a range of participant responses, including guilt and shame, a sense of childhood immaturity, or the need to "grow up" in the face of mortality. In contrast, memories of illness almost always occurred in school, featuring a neglectful teacher or adult figure with anxiety about disrupting normalcy and order. Drawing on affect studies and psychoanalysis, our examination surfaces three repeating motifs: (1) the management of the bodily 'normal' in school, (2) the appeal to childhood innocence as a refusal of affective experience, and (3) the abjection of illness as an opening to thinking about vulnerability in education. Although these memories account for a small portion of the overall collection, they linger in our minds as significant, made even more so by the current context of COVID-19. For educators, the challenge may be how to engage with children as they attempt to make sense of the turmoil they are living, all of which may require teachers to support a wide range of childhood experiences unburdened by the ideal of innocence. A study of these tropes demonstrate the affective challenges that bodies pose to education, and open critical ways to think about the relationship between illness, childhood, and education as the ethical ground to reimagine post-pandemic schooling.

Previous research studying language brokers (i.e. children/adolescents who translate for family members) has indicated some positive correlations between frequent language brokering and gains in cognitive development, although little of this research has been conducted on language brokers during the university/higher education years. At the same time, there is evidence documenting elevated levels of depression and anxiety in brokers who translate frequently, which may undermine positive cognitive developments. The purpose of this study was to examine the impact of accumulated brokering frequency on academic motivation and learning strategies in United States university students, while accounting for psychological health symptoms. Greater brokering experience uniquely predicted increases in academic motivation and learning strategies. In particular, these relations were driven by greater value components (i.e. intrinsic and extrinsic goal orientation, task value understanding) and cognitive and metacognitive strategy use. This suggests greater self-regulated learning abilities in the university setting for language brokers with more translation experience. The brokers' reported psychological health symptoms did not interact with these positive correlations. Overall, these findings help to more directly understand the context of the language broker in higher academia and the impact on cognitive outcomes during this important transition into adulthood.

Introduction: This study analyzed survey responses from 114 orientation and mobility (O&M) specialists regarding the content and procedures they used in completing O&M assessments. Methods: O&M specialists completed an online survey in 2020 on their assessment practices for children and youths who are visually impaired. Results: Over 85% of participants identified that they interview the student, parent, classroom teacher, and teacher of students with visual impairments as part of the assessment. The only visual skills addressed by at least 80% of participants were depth perception, distance acuity, scanning, and peripheral visual fields. Students without additional disabilities in kindergarten through 12th grade were more likely to be taught the two-point touch cane technique when compared to students with additional disabilities, who were more likely to be taught constant contact. Discussion: Participants identified that O&M assessments for students in 9th-12th grade were more likely to focus on skills that would be needed for employment or post-secondary education or both, such as the use of public transportation. For students with additional disabilities or children under the age of five years, participants were more likely to conduct assessments focused on safety and immediate needs and environments. Implications for Practitioners: Appropriate O&M assessments need to be conducted in natural environments that provide equal challenges to the environments where students need to travel. O&M specialists must adapt the assessment content and procedures to address the current and future travel needs of all students with visual impairments.

This paper draws from the writings of Michel Foucault and his recently reconsidered provocations on race and racialization. Using Foucault's definition of 'internal racism,' race is understood as a complex set of correlations that are employed for the purpose of establishing (ab)normality and exercising various forms of expulsion. Racialization is then seen as the circulation of knowledge that makes racial categorization evident as scientific truth, linked to themes of science, developmentality, and the governing of population. To illustrate its subjective materialization, I analyze childhood memories of school told by undergraduates of color at one large public university in New York City. In what follows, I present three narratives that exemplify the production of difference and abnormality, as a biopolitical strategy with racial significance, arguing that positivist school reforms and developmental theories in education cannot be thought of as separate from the mobilization of racial identity and experience. At its end, I argue that we must unravel our familiar ways of thinking about race and push against the constructs of normality that can have detrimental effects on everyday economic, political and social life.