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Digital media is becoming increasingly prevalent in households and classroom settings lowering the age of first exposure to technology; however, little is known about how children experience digital media and how their experiences relate to learning and social engagement. In this case study, we followed a 28-month-old boy in a naturalistic setting for 5 weeks, videotaping the process of his interactions with the iPad. Using a combination of video coding, screen recordings, and a formal academic assessment we evaluated the effects of digital media on specific learning outcomes, child affective states associated with gains in digital literacy, and the role of social interaction in the process of digital media exposure. We found that the number of errors predicted a significant amount of the variance in the child's levels of frustration, attentiveness, help-seeking behaviors, and persistence. Two main types of affect, confusion and attentiveness, predicted gains in his iPad proficiency, providing important insights into the role of emotions in digital learning. With increased levels of iPad proficiency, we observed an inconsistent pattern of child social engagement. This study is the first, to our knowledge, to use a combination of qualitative observation data, standardized assessment, and quantitative analysis of a child's behavior in the process of digital literacy learning.

The past over-usage of the DSM-IV category of 'not otherwise specified' (NOS) resulted in it becoming a vague, catch-all label. The new nomenclature in the DSM-5 is Unspecified Disruptive, Impulse-Control, and Conduct Disorder (UDICCD), however, there are little to no data available on the new nomenclature. The current article is aimed at examining the practical usage of the UDICCD diagnosis by mental health practitioners in the juvenile justice system (JJS). Among the findings, three were most notable. First, girls were more likely than boys to receive a specified diagnosis over UDICCD, in particular ODD. Second, two latent classes were identified within this sample based on various behavior and demographic risk correlates of disruptive behavior disorders. Third, animal cruelty, familial support, and alcohol/drug use predicted whether a youth would receive a UDICCD diagnosis. Results and implications are discussed., Author(s): Julia D. Kovalenko [sup.1] , Paulina A. Kulesz [sup.1] , Sascha Hein [sup.2] , Diana Quintana [sup.3] , Matthew Shelton [sup.3] , Elena L. Grigorenko [sup.1] [sup.4] [sup.5] [sup.6] [...]

Despite the vast amount of research that supports investing in early childhood development and education in emergencies (ECDEiE), this area of programming continues to be underprioritized and underfunded. We applied a strategic problem-solving framework to systematically address the challenge of low access to ECDEiE in the global context. Specifically, we addressed three root causes of this problem: low prioritization of ECDEiE across sectors; the lack of a systematic characterization of the ECDEiE institutional and programmatic landscapes; and limited consensus on strategic advocacy for ECDEiE. To address these issues, we applied a mixed methods approach. We administered an online global stocktaking survey to 118 respondents, including those working in humanitarian aid, ECDEiE, government, and academia. We also reviewed the gray literature (N=218 documents). We discuss our six main findings in order to inform strategic initiatives that could be used to increase access to ECDEiE globe-wide.

The original version of the article has unfortunately contained formatting errors in tables., Author(s): Alexandra M. Slaughter [sup.1] , Sascha Hein [sup.1] , Judy H. Hong [sup.2] , Sarah S. Mire [sup.1] , Elena L. Grigorenko [sup.2] [sup.3] [sup.4] Author Affiliations: (1) grid.266436.3, [...]

It is well documented that early social skills and inattention are linked to the development of children's emergent vocabulary skills; however, the existing literature primarily focuses on White, non-Latinx and/or African American children. Few studies have examined the relationships between these domains with Latinx dual language learners (DLLs) in preschool. The purpose of this study was to fill this gap by examining the association between social skills, inattention, and emergent English vocabulary skills in this understudied population. A secondary analysis of an existing data set investigating the effects of a shared book reading intervention on 274 preschool Latinx DLLs was used. Multilevel analyses indicated that children with higher English receptive vocabulary skills at the beginning of preschool had higher overall social skills and fewer inattention problems midway through preschool. Results also showed that children with higher overall mid-year social skills had higher expressive vocabulary skills at the end of preschool, and children with fewer mid-year inattention problems had higher receptive and expressive vocabulary skills at the end of preschool. These findings suggest that targeting emergent English vocabulary, social skills, and inattentive behaviors is important for academic and social development among preschool Latinx DLLs.

Colombia has endured one of the world's longest internal displacement crises in recent history. Programs that address the practices and psychosocial wellbeing of the community of caregivers of young children in protracted crises are urgently needed. We developed and implemented a program aimed at strengthening the resilience and wellbeing of caregivers (parents, grandparents, and educators) of children enrolled in home-based and institutional centers for early childhood development in Colombia. The program, Conmigo, Contigo, Con Todos, or 3Cs, used purposive sampling across 14 municipalities disproportionately impacted by the armed conflict in Colombia. It consisted of two modules, a skills-building program (SBP) module and a psychotherapy intervention (PTI). The program content drew from cognitive behavioral therapy and mindfulness, and from inputs from local stakeholders. By applying a pragmatic evaluation strategy, we explored the pre-post intervention changes in parental resilience (the primary outcome of interest) through self-reports on the Connor-Davidson Resilience Scale (CD-RISC). The analysis of the pre-post intervention outcomes showed statistically significant improvements in CD-RISC in both intervention arms (SBP and PTI). Caregivers in the PTI group started with lower CD-RISC scores than caregivers who did not receive the PTI, and they showed the most improvement over time. Caregivers who had lower than average participation in the SBP (M=1-3 sessions out of a total of 6) did not show significant changes in CD-RISC. Additionally, caregivers who had higher than average participation in the SBP showed significantly more improvement in CD-RISC scores than caregivers who did not attend any sessions. We discuss the implications of these findings for future applications of the program and substantiate the measurable impact of interventions for caregivers in conflict settings.

Background: Engineering identity is associated with students' academic success and retention in engineering programs. However, there is a lack of psychometrically evaluated measures for assessing engineering identity formation. Purpose: This cross-sectional study aimed to adapt the Utrecht-Management of Identity Commitments Scale (U-MICS) to assess engineering identity formation and evaluate its factor structure, reliability, and associations with demographic characteristics of engineering students. Design/Method: Survey data were collected from 237 engineering students. Confirmatory factor analysis (CFA) was performed to examine the factor structure of the U-MICS. Multiple indicators multiple causes (MIMIC) analysis was performed to investigate how demographic characteristics of engineering students related to the latent variables underlying the U-MICS. Results: CFA supported the hypothesized three-dimensional model of identity formation (i.e., commitment, in-depth exploration, and reconsideration of commitment) after excluding one item originally designed for assessing in-depth exploration. Good internal consistencies were found for each subscale (Cronbach's [alpha] = 0.72-0.88). MIMIC analysis showed mean differences in the commitment factor and the in-depth exploration factor by undergraduate classification and mean differences in the reconsideration of commitment factor by race/ethnicity, but no differences in the three latent factors by gender and transfer status. Conclusions: The U-MICS may be a viable measure to assess engineering identity formation. This measure can help researchers gauge how engineering students develop, validate, and revise their commitment to pursue an engineering degree.

Given the significant amount of time that refugee and asylum-seeking children (RASC) spend in schools, these institutions play an important role in their lives and represent an ideal environment in which to help them to adapt to their host society. The present study aimed to draw attention to the possibility of transferring intervention methods designed for children with ASD to formal education settings welcoming newly arrived RASC to support their adaptation to their new school environment. For this purpose, a systematic review was undertaken to assess the feasibility of implementing three specific ASD intervention methods (i.e., TEACCH, PECS, and PMI) in schools welcoming RASC. While the review did not reveal previous attempts to implement and evaluate ASD intervention methods with newcomer RASC, 21 records were uncovered providing preliminary evidence in support of this idea. Hypothesized strengths and limitations, as well as considerations about implementation, are discussed.

This systematic literature review investigated school counselling needs in East and Southeast Asia based on 109 studies from 14 countries published since 2011. School counselling needs were categorised using an international taxonomy (Morshed & Carey, 2020, Development of a taxonomy of policy levers to promote high quality school-based counseling. Journal of School-Based Counseling Policy and Evaluation, 2(2), 95–101). We found similarities and differences between the countries and nine main needs characterising the region. These include the need for (1) up-to-date training, (2) country specificmodels of school counselling practices stating school counsellors' roles and responsibilities, and (3) overcoming societal-level barriers such as stigma towards mental health. We recommend context-sensitive steps to policymakers seeking to improve school counselling services. Highlights School counselling needs across East and Southeast Asia present certain similarities such as the need to provide school counsellors with up-to-date, relevant training, and the need for the school counselling profession to be guided by a specific school counselling model. The Taxonomy of Policy Levers to Promote High Quality School-Based Counselling is a useful tool to identify specific levers to improve school counselling services. New levers are suggested focusing on providing up-to-date training and regular supervision to school counsellors, aligning school counselling policy with the school environment and taking initiatives to overcome societal level barriers such as stigma towards mental health. [ABSTRACT FROM AUTHOR]

This document is a list of contributors and acknowledgements for a study on the generation and characterization of monoclonal antibodies for a specific protein. It also includes a conflict of interest statement and information about the availability of the data. The document does not provide a summary of the study's findings or any additional information about the topic Low. [Extracted from the article]

Although developmental science has always been evolving, these times of fast-paced and profound social and scientific changes easily lead to disorienting fragmentation rather than coherent scientific advances. What directions should developmental science pursue to meaningfully address real-world problems that impact human development throughout the lifespan? What conceptual or policy shifts are needed to steer the field in these directions? The present manifesto is proposed by a group of scholars from various disciplines and perspectives within developmental science to spark conversations and action plans in response to these questions. After highlighting four critical content domains that merit concentrated and often urgent research efforts, two issues regarding "how" we do developmental science and "what for" are outlined. This manifesto concludes with five proposals, calling for "integrative," "inclusive," "transdisciplinary," "transparent," and "actionable" developmental science. Specific recommendations, prospects, pitfalls, and challenges to reach this goal are discussed.

There is an urgent need to strengthen early childhood development and education in emergencies (ECDEiE) globally. Colombia has faced protracted and acute crises for decades. Also, the country has applied a unique approach to holistic and integrated ECDE policy formulation. We argue that these characteristics offer a valuable country-case to identify barriers and levers to the operationalization of ECDEiE. We applied a sector-wide analysis protocol that harmonized components of the Humanitarian Programme Cycle by the Inter-Agency Standing Committee and of a framework to characterize the governance of ECDE systems. The study outlines how the policy and program characteristics identified may represent levers or barriers to the effective operationalization of ECDEiE in Colombia. We discuss how these attributes could be considered in the trans-sectoral dialogue between ECDE and humanitarian actors with the aim of strengthening ECDEiE systems globally.

Across the United States, the rapid spread of "zero-tolerance" policies has generated a pipeline of youth from schools into prisons. Once youth reenter their community and home school, they often struggle to reintegrate. There is relatively little research about school reentry for juvenile justice-involved youth, and yet these students are at risk of low academic achievement, dropping out of school, and recidivism. We propose a conceptual framework for understanding the school reentry process, and then we use that framework to review existing research and suggests areas for future research. We discuss the areas where we found some research and those where we found little to no research. We suggest areas for future research and collaboration with practitioners.

The objective was to delineate the prevalence of criminal behavior and school discipline in juvenile justice-involved youth (JJY) with autism. A sample of 143 JJY with autism was matched to comparison groups of JJY without a special education classification, JJY with learning disabilities, and JJY with other special educational needs (N = 572). Results showed that JJY with autism committed significantly fewer property crimes. With regard to school discipline, JJY with autism were least likely to receive policy violations, out-of-school suspensions, and in-school suspensions. Finally, regardless of special education classification, JJY who had a history of fighting in school were more likely to recidivate. Our results suggest that JJY with autism are not more likely to commit crimes compared to JJY without SEN.

In this article we present a summary of the literature on the associations between learning difficulties/disabilities and juvenile delinquency. This literature is almost a hundred years old, but, although reportedly demonstrating the low academic achievement-delinquency connection, contains numerous unanswered questions regarding the frequency, strength, direction, stability, and causality of these associations. We then use this literature to contextualize the research taking place at the Houston Learning Disabilities (LD) Hub, a member of the LD Centers and Hubs Network, supported by National Institute of Child Health and Human Development (NICHD). In doing so, we present our previous studies and our current research. We conclude by discussing a number of shortcomings in the literature, some--but far from all--of which we hope to address in our ongoing work.

Autonomy (or self-determination) is a crucial construct in understanding adolescents' development and well-being. This paper presents current knowledge about the features of autonomy in learning, parental autonomy support, and psychological control, and their relations with psychological well-being and academic functioning of Chinese adolescents. Cross-sectional and longitudinal evidence supports the generalizability of Self-Determination Theory to Chinese adolescents. Cross-cultural evidence not only highlights similarities regarding the beneficial effects of autonomy in learning and autonomy support, and the detrimental effects of psychological control on well-being, but also demonstrates differences regarding these associations across Western and Chinese cultures. We conclude with recommendations for future research by focusing on specific profiles of self-determined regulation, more longitudinal studies focusing on the psychological processes underlying the associations between autonomy and development in Chinese adolescents, and conducting culturally sensitive research on parental psychological control.

This study investigated item- and test-level functioning of the Structured Assessment of Violence Risk in Youth (SAVRY) and differential item functioning (DIF) across gender and race/ethnicity in justice-involved youth (JIY) using item response theory analysis. Participants were 868 JIY (23.7% female; 26.9% White, 50.9% Black, and 22.2% Hispanic) in pre-trial detention centers in Connecticut. Results obtained from the application of the graded response model showed that the SAVRY items were not equally discriminating JIY with varying levels of the latent trait, with "Poor compliance" as the most discriminating item and "History of self-harm or suicide attempts" as the least discriminating item. At the test level, the SAVRY provided precise (reliable) information about the latent trait for the majority of JIY whose latent trait between two standard deviations below and above the mean. Results of DIF revealed that six items operated inconsistently between White, Black, and Hispanic JIY, among which two items also functioned differentially across gender. [ABSTRACT FROM AUTHOR]

Differences in learning patterns of vocabulary acquisition in children at risk (+SRD) and not at risk (-SRD) for Specific Reading Disability (SRD) were examined using a microdevelopmental paradigm applied to the multi-trial Foreign Language Learning Task (FLLT; Baddeley et al., 1995). The FLLT was administered to 905 children from rural Chitonga-speaking Zambia. A multi-group Latent Growth Curve Model (LGCM) was implemented to study interindividual differences in intraindividual change across trials. Results showed that the +SRD group recalled fewer words correctly in the first trial, learned at a slower rate during the subsequent trials, and demonstrated a more linear learning pattern compared to the -SRD group. This study illustrates the promise of LGCM applied to multi-trial learning tasks, by isolating three components of the learning process (initial recall, rate of learning, and functional pattern of learning). Implications of this microdevelopmental approach to SRD research in low-to-middle income countries are discussed.

This study attempted to establish and quantify the connections between parenting, offspring psychosocial adjustment, and the epigenome. The participants, 35 African American young adults (19 females and 16 males; age = 17-29.5 years), represented a subsample of a 3-wave longitudinal 15-year study on the developmental trajectories of low-income urban mother-offspring dyads. Mothers were assessed on their perceptions of maternal stress at each wave. Offspring were assessed on their perceptions of maternal parenting at each wave and on their adaptive and maladaptive behavior at the last wave. Genome-wide DNA methylation in peripheral T lymphocytes at the third wave was assayed using Methyl Binding Domain(MBD) sequencing. Statistically significant associations were identified between the change in offspring's perception of parenting from middle childhood to adulthood and the DNA methylation in offspring's adult genomes. Specifically, the slope of perceived parental rejection across the 3 time points was related to an increase in methylation, or a potential downregulation, of 565 genes thought to be involved in the control of a broad spectrum of biological functions generally related to cellular signaling. A subset of these epigenetic marks, clustered in 23 genes, some of which participate in the development and functioning of the CNS, were in turn associated with psychosocial adjustment as captured by interpersonal relationships and emotional self-evaluation. This appears to be one of the first investigations of the modulating role of the methylome in associations between developmental dynamics of parenting throughout the formative years of child and adolescent development and psychosocial adjustment in adulthood.