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Research has indicated that school aged (6-16 years) versions of cognitive assessment instruments have varying levels of linguistic demand, which could impact assessment results for placement purposes. However, a significant limitation to this research is the fact that it has not been replicated with cognitive assessment instruments used in preschool populations. As such, the purpose of this study is to address this gap in the research literature by examining linguistic demands of cognitive test batteries used for preschool aged children. The Kaufman Assessment Battery for Children, Second Edition (KABC-II), Woodcock Johnson Test of Cognitive Abilities Fourth Edition (WJ Cog-IV), and the Wechsler Preschool and Primary Scale of Intelligence Fourth Edition were used for this examination. Overall results demonstrated that the oral directions of preschool assessments have relatively low linguistic demands. However, several subtests on WJ Cog-IV have high Complexity, Verbosity, and Total Demand indices, which can pose difficulty for students with limited word knowledge. Furthermore, the KABC-II was the least demanding assessment from a linguistic standpoint. Implications are discussed in terms of the assessment of early childhood populations.

The purpose of this article is to discuss issues of language, specifically African American Vernacular English (AAVE), as it relates to the reading performance of African American children. Previous research on the science of reading provides a research-based framework that is a starting point for evidence-based research that can be used to improve the reading outcomes of African American children. School psychology literature is limited in its inclusion of issues posed by deficit perspectives of AAVE with Black children and reading achievement. Given that practicing school psychologists spend significant portions of their time conducting assessments related to identifying and remediating reading problems, an increased awareness on how AAVE can impact African American children's reading performance is necessary. Implications for research and practice will be discussed, such as inclusion of instruments to differentiate between reading difficulties and dialect differences (i.e., Diagnostic Evaluation of Language Variation).

Social-emotional interventions (SEL) are purported to be beneficial toward all students, yet researchers call into question their effectiveness toward Black boys because of the limited SEL interventions that have been culturally adapted for them to account for their lived experiences (e.g. experiencing disparate discipline within schools). Within this review, we discuss the state of research on Black boys, provide an overview of SEL interventions, and discuss the strengths and weaknesses of the current SEL intervention research base. Next, we emphasize the need for culturally relevant SEL interventions and how practitioners can make SEL interventions culturally relevant for Black boys using a universal Afrocentric framework. Finally, this article highlights recommendations for practitioners, policymakers, and researchers to improve the cultural adaptation of SEL interventions for Black boys to promote improved school outcomes.

In this commentary on the special issue Promoting the Positive Development of Black Males: Supporting Social, Behavioral, Emotional, and Academic Success, five current Black male school psychology graduate students highlight the necessity for social justice and equitable practices to be a critical component embedded within school psychology graduate programs to better support positive outcomes for Black males in schools. The authors incorporated their experiences to highlight inequitable practices and cultures within public schools that impact Black boys and provide suggestions for implementing systemic and individualized strength-based supports for Black students in schools. Furthermore, recommendations are discussed to help Black male graduate students prosper and feel safe within school psychology programs. [ABSTRACT FROM AUTHOR]

OBJECTIVE:To investigate the rate of clearance of human papillomavirus (HPV) infection after surgical treatment for cervical intraepithelial neoplasia (CIN).METHODS:One hundred nine women with CIN I–III, treated with cryosurgery or conization at a university hospital, were observed with cervical HPV deoxyribonucleic acid (DNA) testing by general primer polymerase chain reaction and HPV typing at 0, 3, 6, 9, 12, and 24 months after treatment. Penile HPV DNA was analyzed from current sexual partners.RESULTS:Eighty-one percent of evaluable women were HPV DNA positive at treatment or enrollment. One year later, seven women (9%) remained positive for the same HPV type. Most women had cleared the HPV infection diagnosed at treatment within 3 months. The cryotherapy group had lower CIN grades, was younger, and had a slower HPV clearance rate (P < .002). Only four couples had HPV DNA of the same type detected.CONCLUSION:Surgical treatment of CIN usually results in clearance of HPV infection within 3 months. Human papillomavirus DNA testing may be useful as a rapid intermediate end point for monitoring the efficacy of treatments. [Copyright &y& Elsevier]

Polymerase chain reaction (PCR)-based assays that use consensus primers to detect DNA of a broad spectrum of human papillomavirus (HPV) types in a single assay belong to the most frequently used methods to detect HPV in clinical specimens. Here, we describe in detail one of these assays, the so-called GP5+/6+ PCR method, which can be used to detect and type HPV DNA in crude extracts of cervical scrapes and biopsy specimens. Following PCR with GP5+ and GP6+ primers, the latter of which is biotinylated at its 5' end, the presence of DNA of any of the high-risk genotypes can easily be determined by an enzyme immunoassay (EIA). In this assay, PCR products are captured in streptavidin-coated wells of a microtiter plate, denatured by alkaline treatment, and hybridized to cocktails of digoxigenin-labeled oligonucleotides specific for high-risk or low-risk HPV types. The resulting hybrids can then be detected by alkaline phosphatase conjugated anti-digoxigenin polyclonal antibodies and substrate followed by optical density reading. Subsequently, EIA-positive PCR products can be typed by a reverse line blot genotyping procedure that, using a miniblotter device, enables typing of up to 39 samples with specific oligonucleotide probes for 37 different HPV (sub)types in a single assay.