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Purpose: Parallel process modeling (PPM) can be used to analyze co-occurring relationships between health and psychological variables over time. A demonstration is provided using data obtained from the British Household Panel Survey (years 2005, 2006, 2007, and 2008), examining predictors of ongoing changes in their distress and life satisfaction of a subsample from the survey., Research Method: In the 2005 survey, data were available from 7,970 participants based on the following demographic variables: gender, age, ever registered as disabled, and ever experienced any strokes (before or at 2005). Time-varying variables included distress and life satisfaction collected yearly from 2005 to 2008. Time-invariant variables included age (65 or older), gender, disability condition, and stroke survivor status., Results: Steps of fitting the PPM are presented. Four distinct distress trajectory groups-chronic, recovery, delayed, and resilient-were identified from the PPM estimates. Resilient and recovery groups showed a positive trend in life satisfaction. The delayed distress and chronic groups had a slight decrease in satisfaction. The time-invariant covariates only significantly predicted baseline levels of distress and satisfaction (i.e., their intercepts)., Conclusions: PPM is a relatively simple and powerful tool for simultaneously studying relations between multiple processes. A step-by-step approach on decomposing the significant predictive relation from the change of distress to the change of satisfaction is presented. Properly decomposing any significant growth factor regressed on another growth factor is necessary to fully comprehend the intricate relationships within the results. Practical implications and additional methodological information about fitting PPM are discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Teacher-student relationships (TSR) have been a key focus of study for developmental and educational psychology researchers interested in improving proximal and distal academic outcomes for children and youth. Although prior empirical work suggests some degree of association between TSR and achievement, the co-development of TSR and achievement during elementary grades remains unclear with most findings limited to reading and mathematics achievement. The current study used parallel process growth curve models (PPGCMs) to examine the longitudinal growth trajectories of teacher-student closeness and conflict, and science, reading, and mathematics achievement simultaneously for children followed from kindergarten to third grade in the Early Childhood Longitudinal Study, Kindergarten Class of 2010-2011 ( N  = 13,490). Findings from the final PPGCM showed teacher-student closeness in kindergarten was positively associated with science, reading and mathematics achievement in kindergarten ( r  = 0.234 to 0.277) and the linear growth of achievement through third grade ( r  = 0.068 to 0.156). Teacher-student conflict in kindergarten was negatively associated with science, reading, and mathematics achievement in kindergarten (r = -0.099 to -0.203) and the linear growth of achievement through third grade (r = -0.081 to -0.135). Child biological sex, family socioeconomic status, and child racial and ethnic identity predicted TSR and achievement developmental trends. Implications of the findings and future directions for research are discussed.

Objectives: To test the beneficial associations of a resilient personality prototype among emerging adults with chronic health conditions (CHC) over an 8-year period., Design: Longitudinal, prospective observation study., Methods: Data obtained from emerging adults in the Add Health project with a CHC and completed study measures at two time points (286 men, 459 women) were examined. Cluster analysis was used to identify a resilient personality prototype at the first time point, as defined in the Block model of personality. Differences between those with a resilient and non-resilient prototype were examined. A structural equation model (SEM) tested the association of a resilience prototype with positive affect, perceived control and family relationships in predicting distress over time., Results: A resilient personality profile was identified (n = 256). These individuals reported higher positive affect, greater perceived control and less distress at both measurement occasions than those without this profile (n = 489). Women reported more distress than men. SEM revealed the relationship of a resilient prototype to distress was explained by its beneficial association with positive affect and perceived control at the first assessment, and through its beneficial association with perceived control 8 years later. Gender independently predicted distress., Conclusions: A resilient personality prototype appears to operate through its beneficial association with perceived control to prospectively predict distress reported by emerging adults with CHC. The self-regulatory properties theoretically associated with a resilient personality prototype may function through perceptions of control which, in turn, prevent prolonged experiences of distress. Clinical implications are considered., (© 2023 The Authors. British Journal of Health Psychology published by John Wiley & Sons Ltd on behalf of British Psychological Society.)

Family health history (FHH) is an essential foundation for personalized disease prevention. As the incidence of early-onset chronic diseases is increasing among college students, it is important to provide them with the education required to learn about their FHH. This study aimed to assess college students' interest in receiving FHH education, preferred topics, and desired learning methods. We invited college students to complete an online survey from a large research-intensive university. A total of 2276 college students completed the survey. Nearly half of the participants self-identified as non-Hispanic white (45.5%). Slightly more than half of the sample (53.9%) were not interested in receiving FHH education mainly due to low prioritization. Among those who expressed interest in obtaining FHH education, the three most desired learning topics were the ability to interpret FHH information (76.1%), the application of FHH in disease prevention (72.0%), and FHH information collection strategies (63.6%). Computer-based learning (51.1%) was the most preferred educational method. Moreover, females, older individuals, those who have FHH in first-degree relatives, and participants who were members of racial and ethnic groups showed greater interests in receiving FHH education ( p s < 0.05). Strategies to promote college students' awareness, collection, and use of FHH are needed.

Family health history (FHH) can serve as an entry point for preventive medicine by providing risk estimations for many common health conditions. College is a critical time for young adults to begin to understand the value of FHH collection, and to establish healthy behaviors to prevent FHH-related diseases. This study seeks to develop an integrated theoretical framework to examine FHH collection behavior and associated factors among college students. A sample of 2670 college students with an average age of 21.1 years completed a web-based survey. Less than half (49.8%) reported actively seeking FHH information from their family members. Respondents' knowledge about FHH were generally low. Structural equation modeling findings suggested an adequate model fit between our survey data and the proposed integrated theoretical framework. Respondents who were members of racial/ethnic minority groups exhibited higher levels of anxiety and intention to obtain FHH information but had lower confidence in their ability to gather FHH information than non-Hispanic White respondents. Therefore, educational programs designed to enhance the level of young adults' FHH knowledge, efficacy, and behavior in FHH collection, and change subjective norms are critically needed in the future, especially for these who are members of racial/ethnic minority groups.

Background: Colorectal cancer (CRC) is the third most common cancer for Chinese Americans. Family history (FH) plays an important role in clinical practice for CRC prevention. Nevertheless, Chinese Americans' FH of CRC communication with primary care physicians (PCPs) are still unknown., Aims: This study examined Chinese Americans' behavior and the underlying psychological factors for FH of CRC communication with PCPs., Method: A total number of 742 Chinese Americans completed a survey developed based on the health belief model, the theory of planned behavior, and the social cognitive theory. Data were analyzed using structural equation modeling., Results: Majority of the Chinese American participants (75.3%) had never discussed FH of CRC with their PCPs. Lack of inquiries from the PCPs was the main barrier. Structural equation modeling results suggested a good model fit between our theoretical model and the survey data (comparative fit index [CFI] = .946, root mean square error of approximation [RMSEA] = .070, and standardized root mean square residual [SRMR] = .020). Participants' FH of CRC communication with PCPs was positively associated with their intention (β = .30, p < .001), which was positively correlated to attitudes (β = .29, p < .001) and self-efficacy in discussing FH of CRC with PCPs (β = .57, p < .001). Their attitudes were positively associated with perceived susceptibility to CRC (β = .08, p < .05) and the perceived benefits of communicating FH of CRC (β = .52, p < .001)., Conclusions: Given that most Chinese Americans in this study did not communicate their FH of CRC with their PCPs, it is important to promote such behavior among Chinese Americans. Our structural equation modeling findings can guide future interventions and education for this underserved racial/ethnic minority group.

Background: Science, technology, engineering, and mathematics (STEM) influence almost every aspect of our daily lives. However, despite the high demand for STEM occupational talent, the STEM pipeline continues leaking, with less than one-sixth of high school students pursuing STEM majors and only 50% of entering STEM college majors matriculating into STEM fields. Science identity has been identified as the most powerful predictor of high school students pursuing an undergraduate STEM major as reported by Chang (Machine learning approach to predicting STEM college major choice, American Educational Research Association (AERA), San Francisco, 2020). Though the construct is gaining lots of attention, it remains largely ill-defined, not operationalized at the high school level, and not based upon traditional identity theory. The purpose of this study was to develop a valid and reliable instrument that measures high school students' science identity, the Science Identity (SciID) Scale., Results: Subject experts and a small group of high school students provided content validation for the proposed scale. Exploratory factor analysis revealed an optimal two-factor solution, reflecting the traditional two-dimensions of identity theory: Exploration and Commitment. Cronbach's alpha revealed good internal consistency for both factors. Finally, structural equation modeling confirmed the convergent validity of the instrument with the external variables of science achievement and science career interest. Furthermore, the divergent validity between science identity and science self-concept was also confirmed., Conclusions: Initial results indicate that the SciID Scale is a valid and reliable instrument that accurately measures a high school student's standing on this construct. The soundness of this instrument will enable policy makers and practitioners to design more effective intervention programs aimed at cultivating high school students' science identity., Competing Interests: Competing interestsThe authors declare that they have no competing interests., (© The Author(s) 2022.)

Context: National efforts have advocated for the need to deliver family health history-based interventions to the lay public for more than a decade. Yet, the numbers, characteristics, and outcomes of such interventions are unknown. This first-of-its-kind systematic literature review examines the characteristics and effectiveness of the existing family health history-based interventions., Evidence Acquisition: The research team systematically searched peer-reviewed articles published between January 2003 and July 2020 in MEDLINE, Embase, CINAHL, and Google Scholar., Evidence Synthesis: A total of 35 articles met the inclusion criteria. These studies assessed various behaviors, including family health history collection/communication with family members, family health history communication with healthcare providers, healthy diet adoption, physical activity level, uptake of medical screenings and genetic tests, and being proactive in healthcare matters. The average methodologic quality score of the studies was 9.9 (SD=1.6) of a theoretical range from 2 to 16., Conclusions: Many family health history-based interventions exist to examine a variety of behaviors. Yet, there is room for improvement in methodology because few studies used a randomized or quasi-experimental design. In addition, most included studies did not report objective or longer-term outcome data to examine the effectiveness of family health history-based interventions., (Copyright © 2021 American Journal of Preventive Medicine. Published by Elsevier Inc. All rights reserved.)

Inhibitory control (IC) is defined as the executive functioning (EF) and self-regulatory temperamental inhibition of impulsive or pre-potent behavior and has been consistently linked to multiple forms of childhood cognitive and socio-emotional maladjustment including academic and learning challenges, externalizing behaviors, and attention deficit hyperactivity disorder. However, the results of relevant investigations are somewhat dependent on the method of IC assessment and the theoretical approach of the researcher. The two primary theoretical perspectives on IC are the temperament and the EF approaches, and although there is considerable overlap between these perspectives, there are some distinctions with regard to assessment and emphases on cognition vs. emotion. Therefore, investigations including both temperament and EF approaches to IC are of considerable interest and will best inform future education, prevention, and intervention efforts. This investigation examined associations between child IC, working memory (WM), receptive vocabulary, externalizing behavioral problems, and primary caregiver depression and anxiety symptoms using a family study design. The sample was composed of 99 families with two typically developing preschool children ( n = 198; 2.5-5.5 years old; M = 3.88, SD = 1.04) and one primary caregiver/parent. Child IC was assessed using a multi-method approach consisting of one parent-rated questionnaire, three independent observer rating subscales, two videotaped in-person laboratory temperament episodes, and an EF Stroop task. Child WM and receptive vocabulary were measured in the laboratory using standard assessment techniques, and the remaining measures were parent-reported. Male child participants had significantly higher levels of observer-rated hyperactivity and impulsivity, and females had higher levels of observer-rated attention and Stroop-assessed IC. Correlational results showed that excepting IC-Stroop and a snack delay task, all IC measures were significantly correlated. All IC measures except snack delay were positively correlated with WM, and with receptive vocabulary (except Lab-TAB snack delay and observer-rated hyperactivity), and WM and receptive vocabulary were also positively correlated. All IC variables, WM, and receptive vocabulary were significantly related to externalizing behavior problems. Generally, children with higher IC, WM, and receptive vocabulary had lower levels of behavioral maladjustment. Lower parent-rated IC and higher levels of externalizing behavior problems were positively associated with maternal depression and anxiety (lower receptive vocabulary level was related to depression only). Employing structural equation modeling (SEM) analyses, we further examined the interrelationships among IC temperament variables, IC-Stroop, WM, and receptive vocabulary, controlling for age, gender, externalizing behaviors, maternal depression and anxiety, and the parent-rater variance (the multi-method effect). The results of our hypothesized model showed that the IC Temperament factor, composed of the six temperament IC measures, showed a positive effect on receptive vocabulary, while the IC-Stroop positively predicted WM. The IC Temperament factor and IC-Stroop were positively correlated with each other, and the IC Temperament factor, IC-Stroop, WM, and receptive vocabulary were positively related to age. The IC Temperament factor was also associated with fewer externalizing behavior problems, maternal depression had a negative effect on receptive vocabulary, and females showed lower levels of WM and receptive vocabulary than males. Overall, the IC Temperament factor and other covariates together accounted for 22.5% of the variance in vocabulary, whereas IC-Stroop and other controlled variables could explain 49.8% of the variance in WM. These findings indicate that theoretical perspectives (in this case temperament and EF IC contexts) and the different types of assessments used are crucial considerations when interpreting the results of studies of early childhood IC. Although most assessments of IC were associated with the outcomes under study, we found specific associations between temperament measures of IC and receptive vocabulary as well as externalizing, and IC-Stroop and WM. In addition, maternal depression had an effect on receptive vocabulary, emphasizing the developmental importance of family environment in preschool. These findings are relevant to the field of child development because they address several important questions about child EF and self-regulation. 1. Do temperament and EF conceptions of IC differentially predict outcomes? 2. How does the way we measure IC from the EF and self-regulation/temperament perspectives impact our conceptualizations of these important constructs? 3. How can we reconcile the various ways different disciplines define IC and their independence/overlap? 4. How can multi-method and multi-disciplinary perspectives and data collection approaches be combined to better understand both the temperament and EF conceptions of IC? Future studies with this sample will employ this multi-theoretical and multi-method approach on assessment in preschool to predict temperament, EF, and behavioral and academic adjustment in elementary school longitudinally., Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (Copyright © 2021 Gagne, Barker, Chang, Nwadinobi and Kwok.)

Objective: This study examined the effects of the first family health history (FHH)-based colorectal cancer (CRC) prevention education on 1) FHH of CRC communication with family members and primary care physicians (PCPs), 2) fecal occult blood test (FOBT) uptake, and 3) CRC preventive lifestyle modifications among 50- to 75-year-old Chinese Americans non-adherent to CRC screening guidelines., Methods: Using a community-based participatory research approach, we developed and implemented 62 culturally and linguistically appropriate, theory-driven, FHH-based CRC prevention educational workshops across Texas for 344 Chinese Americans (mostly with low education/income) aged 50-75 years who were non-adherent to CRC screening guidelines., Results: Linear mixed modeling analyses showed that participants' FHH of CRC communication with PCPs and family members significantly increased two-week post-workshop compared to pre-workshop data (ps<0.001). Moreover, at two-weeks post-workshop, 91.9 % of participants underwent FOBT. Nevertheless, no significant changes were found in participants' lifestyles., Conclusion: Our educational workshops successfully increased Chinese Americans' FHH of CRC communication and FOBT uptake. Personalized education with longer follow-ups may be needed in future studies to promote lifestyle changes among Chinese Americans., Practice Implications: Health and public health professionals may adopt our workshop educational materials to provide patient and public CRC prevention education for Chinese Americans., Competing Interests: Declaration of Competing Interest The authors report no declarations of interest., (Copyright © 2020 Elsevier B.V. All rights reserved.)

The American Academy of Pediatrics, the American College of Medical Genetics and Genomics, and the American Academy of Neurology recommend genetic testing, as a genetic evaluation tool, for children diagnosed with autism spectrum disorders (ASD). Despite the potential benefits, the utilization of genetic testing is low. We proposed an integrated theoretical framework to examine parents' intention and associated psychosocial factors in pursuing genetic testing for their children with ASD. Recruiting primarily from the Interactive Autism Network, a nationwide sample of 411 parents of children with ASD who had never pursued genetic testing for their children completed our theory-based online survey. Data were analyzed using structural equation modeling. About half of the parents were willing to pursue genetic testing for their children with ASD. Findings of the structural equation modeling suggested a good model fit between our integrated theoretical framework and survey data. Parents' intention was significantly and positively associated with their attitudes toward genetic testing, subjective norm, and self-efficacy in having their children tested. This study serves as an initial window to understand parental intention to pursue genetic testing for their children with ASD. Our findings can help physicians and genetic counselors understand, educate, counsel, and support parents' decision-making about having their children with ASD genetically tested. Furthermore, our study can also assist physicians and genetic counselors in developing theory- and evidence-based patient education materials to enhance genetic testing knowledge among parents of children with ASD., (© 2020 National Society of Genetic Counselors.)

Due to the increased prevalence of Autism Spectrum Disorder (ASD), more children with ASD may be referred for genetic testing. It is important to develop a tool to help parents consider the benefits and drawbacks of genetic testing for ASD before pursuing genetic testing for children with ASD. We developed the first theory-based survey-Perceptions of ASD Genetic Testing Survey (POAGTS), as a tool to assist healthcare providers to better understand parents' perceptions and concerns regarding ASD genetic testing. The psychometric properties of POAGTS were first pre-tested and then formally tested with 308 parents of children with ASD who had not decided whether to pursue genetic testing for their children diagnosed with ASD. Findings suggest that the eight scales of the POAGTS were psychometrically sound, and had acceptable data reliability and validity. Additional research with various samples, such as parents of children with ASD who belong to diverse racial/ethnic and socioeconomic groups, is warranted in the future to determine whether the POAGTS is applicable to these particular groups. Condensing and refining this tool to a shorter, more user-friendly version is also recommended for future research.

We investigated the performance of two single indicator methods: latent moderated structural equation (LMS) and reliability-adjusted product indicator (RAPI) methods, on testing interaction effects with congeneric measures, which vary in factor loadings and error variances under a common factor. Additionally, in the simulation study, we compared the performance of four reliability estimates (Cronbach's alpha, omega composite, Coefficient H , and greatest lower bound [GLB]) to adjust for the exogenous composites' measurement errors. Results from the study showed that: while estimating interaction effects with exogenous composites from congeneric measures, the four reliability estimates performed comparably well. Recommendations on the choice of reliability estimates between the LMS and the RAPI methods under different sample sizes and population reliability conditions are further discussed.

Background: Health educators (HEs), who are specialized in health education, can provide basic genomics education/services to the public. Such practice of HEs is unknown. We examined HEs' genomics knowledge and practice, intention, attitudes, self-efficacy and perceived barriers in providing basic genomics education/services. Materials & methods: Texas HEs (n = 662) were invited to complete the survey that was developed based on theoretical constructs (i.e., practice/behavior, intention, attitudes, self-efficacy, knowledge and perceived barriers) from various health behavior theories. Results: Among 182 HEs completed the survey, most had never/seldom provided basic genomics education/services. Participants' practice was positively associated with their intention in performing basic genomics education/services and previous genomics training. Intention to offer such education/services was positively related to HEs' self-efficacy and attitudes, which were correlated to previous genomics training. Conclusion: Texas HEs lacked basic genomics education/services practice. As previous genomics training was associated with HEs' practice, providing continuing education may enhance their practice.

Fluency with skills that operate below the word level (i.e., sublexical), such as phonemic awareness and alphabetic knowledge, may ease the acquisition of decoding skills (Ritchey & Speece, 2006). Measures of sublexical fluency such as phoneme segmentation fluency (PSF), letter naming fluency (LNF), and letter sound fluency (LSF) are widely available for monitoring kindergarten reading progress, but less is known about the relative importance of growth in each skill across the early months of formal reading instruction and their relation to subsequent decoding acquisition. With a sample of kindergarten students at risk for reading difficulties, this study investigated the extent to which initial status and growth in PSF, LNF, and LSF, administered on a progress-monitoring basis during the fall of kindergarten, were differentially predictive of word reading fluency skills at mid-year and growth across the second half the school year. We used two different fluency-based progress monitoring measures of word reading across the spring, one consisting entirely of phonetically regular consonant-vowel-consonant words, and the other that included phonetically regular and irregular words that varied in length. Results indicated that although initial status and fall growth in all sublexical fluency measures were positively associated with subsequent word reading, LSF across the fall of kindergarten was the strongest overall predictor of mid-year level and growth on both word reading measures, and unique in its prediction over the effects of LNF and PSF. Results underscore the importance of letter-sound knowledge for word reading development, and provide additional evidence for LSF as a key index of progress for at-risk learners across the early months of formal reading instruction., (Copyright © 2020 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.)

With the rapid growing rate of autism spectrum disorders (ASDs), prenatal genetic testing (PGT) has been offered to detect various genomic disorders, including ASD, in Taiwan. However, disparities exist in this area, as there is limited research on factors associated with PGT utilization and relevant decision-making that may guide the regulations and ethical guidelines for culturally appropriate PGT services in Taiwan. This study proposed a comprehensively integrated theoretical framework for examining the intention to undergo PGT to detect ASD susceptibility genes and subsequent abortion decision-making among Taiwanese mothers of children affected by ASD. Survey data from 333 mothers of children with ASD in 236 elementary schools with special education services in Taiwan were collected and analyzed using structural equation modeling. Approximately two-thirds of the participants (66.6%) would undergo PGT to detect ASD susceptibility genes; more than half (53.1%) would terminate the hypothetically ASD-affected pregnancy. Abortion intention was associated with age, religion, attitudes toward PGT for detecting ASD susceptibility genes, and willingness to undergo such PGT. This study explores the potential impacts of PGT on Taiwanese society, and the findings are applicable to countries heavily influenced by Chinese culture, areas with Asian immigrants, and Western countries with such PGT services and/or research available.

This study examined the experiences of Autism Spectrum Disorder (ASD) genetic testing among parents of children with ASD. A nationwide sample of 552 parents of children with ASD completed an online survey. Nearly one-quarter (22.5%) of the parents reported that their affected children had undergone ASD genetic testing. The testing utilization was associated with awareness of ASD genetic testing and whether information was received from healthcare providers. Among parents whose children with ASD were tested, 37.6% had negative experiences, which mainly due to lack of perceived testing benefits to their affected children and unpleasant testing experiences with healthcare providers. To provide better healthcare services, it is critical to ensure parents understand the purposes, benefits, and results of ASD genetic testing.

Purpose: The purpose of this study is to evaluate the effects of genomics training workshops for public health professionals and professionals-in-training., Design: A pre- and post-test evaluation design with 3-month follow-up., Setting and Participants: Thirteen genomics training workshops were delivered across Texas to 377 public health professionals and professionals-in-training (66.7% were ethnic minorities)., Intervention: Three-hour theory-based, face-to-face genomics training workshops focusing on family health history practice were delivered., Methods: We administered surveys prior to the workshops, immediately post-workshops, and at 3-month follow-up to examine the changes in participants' knowledge, attitudes, intention, self-efficacy, and behavior in adopting genomics into public health practice. Linear mixed modeling analyses were used to analyze the quantitative survey data. A content analysis was also conducted for qualitative survey data analysis., Results: Genomics practice significantly improved among public health professionals at 3-month follow-up ( P < .01). For all participants, knowledge, attitudes, intention, and self-efficacy scores increased significantly immediately post-workshop compared to the pre-workshop scores (all P s < .01). Knowledge and attitudes scores at the 3-month follow-up remained significantly higher than those scores at the pre-workshop (all P s < .01). The feedback from workshop participants was positive., Conclusion: Our genomics training workshop is an effective program that can be disseminated at a national level to establish genomic competencies among public health professionals and professionals-in-training in the United States.

Objectives: Although many Iraq/Afghanistan warzone veterans report few problems with adjustment, a substantial proportion report debilitating mental health symptoms and functional impairment, suggesting the influence of personal factors that may promote adjustment. A significant minority also incur warzone-related traumatic brain injury (TBI), the majority of which are of mild severity (mTBI). We tested direct and indirect pathways through which a resilient personality prototype predicts adjustment of warzone veterans with and without mTBI over time., Method: A sample of 264 war veterans (181 men) completed measures of lifetime and warzone-related TBIs, personality traits, psychological adjustment, quality of life, and functional impairment. Social support, coping, and psychological flexibility were examined as mediators of the resilience-adjustment relationship. Instruments were administered at baseline, 4-, 8-, and 12-month assessments. Structural equation models accounted for combat exposure and response style., Results: Compared with a nonresilient personality prototype, a resilient prototype was directly associated with lower PTSD, depression, and functional disability, and higher quality of life at all time-points. Warzone mTBIs frequency was associated with higher scores on a measure of functional disability. Indirect effects via psychological flexibility were observed from personality to all outcomes, and from warzone-related mTBIs to PTSD, depression, and functional disability, at each time-point., Conclusions: Several characteristics differentiate veterans who are resilient from those who are less so. These findings reveal several factors through which a resilient personality prototype and the number of mTBIs may be associated with veteran adjustment. Psychological flexibility appears to be a critical modifiable factor in veteran adjustment. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

Understanding parents' educational needs concerning genetic testing for their children with autism spectrum disorder (ASD) is important in developing tailored, evidence-based health education materials for clinical use. Since research is lacking in this area, to bridge the gap, we examined genetic testing education needs using a nationwide sample of parents of biological children with ASD in the United States. Prospective participants were recruited from the interactive autism network, and 552 parents of biological children with ASD completed the online survey. Most participants (73.7%) were interested in receiving health education about genetic testing. Yet, the majority of them (64.7%) reported that they did not receive the information needed from physicians. Parents who identified as racial/ethnic minorities (P = 0.029), who had an education degree below college (P = 0.002), or displayed low/no awareness of genetic testing (P = 0.003) were more interested in receiving health education regarding genetic testing. Parents' most desired topics for health education include the accuracy of genetic testing (88.4%), cost (85.9%), relevant benefits of such testing (83.8%), testing procedure (77.8%), eligibility to undergo genetic testing for their children with ASD (62.4%), potential harms caused by genetic testing (56.1%), previous use and experience among individuals affected by ASD (50.8%), and confidentiality issues (48.0%). Furthermore, web-based education was the preferable approach (85.4%). Our findings can help develop health education programs and/or materials regarding genetic testing for parents and physicians to facilitate better physician-parent communication and assist parents in making informed medical decisions regarding genetic testing. Autism Res 2019, 12: 1162-1170. © 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: This study examined educational needs on genetic testing among 552 American parents of children with autism spectrum disorder (ASD). Results showed that most parents expressed interests in receiving health education regarding genetic testing (73.7%) and favored online education resources (85.4%). Preferred topics included accuracy, cost, and testing benefits. Our findings can help develop genetic testing related health education programs and materials for parents of children with ASD., (© 2019 International Society for Autism Research, Wiley Periodicals, Inc.)

Background: Chinese Americans, the largest subgroup of Asian Americans with a 63% of first-generation immigrants, suffer from high incidence and mortality rates of colorectal cancer (CRC). As an identification marker to classify the CRC risk level, family health history (FHH) of CRC can help physicians provide patients personalized recommendations towards CRC. Yet, Chinese Americans' communication of FHH of CRC with family members is unknown. The purpose of this first-of-its-kind study is to examine Chinese Americans' behavior and the associated psychological factors of FHH of CRC communication with family members., Methods: We developed an integrated theoretical framework based on the Health Belief Model, the Theory of Planned Behavior, and the Social Cognitive Theory to assess Chinese Americans' FHH of CRC communication with family members and the psychological factors affecting such communication behavior. Using structural equation modeling, the framework was tested with the baseline survey data from 742 Chinese American participants from a FHH-based CRC prevention program in Texas., Results: The majority of Chinese American participants (with an average age of 47.7 years) were female (60.0%), married (72.0%), born outside the US (95.4%), did not speak English at home (95.5%), and had some kind of health insurance (75.2%). About half were employed (52.7%) and had college degrees or above (54.5%), some religious beliefs (52.5%), and primary care physicians (45.1%). Most Chinese Americans in our sample had either never or seldom collected and discussed with their family members about their FHH of CRC. The integrated theoretical framework was supported by the survey data. Perceived susceptibility for getting CRC, perceived severity for CRC, and perceived benefits of FHH of CRC communication with family members were significantly and positively associated with Chinese American participants' attitudes toward FHH communication with family members (β =0.089, P<0.005; β =0.141, P<0.001; and β =0.479, P<0.001, respectively). Attitudes (β =0.324, P<0.001) and self-efficacy (β =0.577, P<0.001) in FHH of CRC communication were positively and significantly associated with the Chinese American sample's intention in communicating FHH of CRC with their family members. Stronger intention, older age, lack of health insurance, and non-English spoken at home were correlated with participants' behavior in FHH of CRC communication (β =0.410, P<0.001; β =0.113, P<0.05; β =-0.112, P<0.05; β =0.096, P<0.05, respectively)., Conclusions: Given that most Chinese Americans in our sample lacked FHH of CRC communication with family members, interventions and education for this particular racial/ethnic population are needed. Our integrated theoretical framework may provide a guideline for such interventions and education in the future., Competing Interests: Conflicts of Interest: All authors have completed the ICMJE uniform disclosure form (available at http://dx.doi.org/10.21037/tcr.2019.05.18). The series “Population Science in Cancer” was commissioned by the editorial office without any funding or sponsorship. The authors have no other conflicts of interest to declare., (2019 Translational Cancer Research. All rights reserved.)

Posttraumatic stress disorder (PTSD) and alcohol use disorder (AUD) frequently co-occur and are associated with worse outcomes together than either disorder alone. A lack of consensus regarding recommendations for treating PTSD-AUD exists, and treatment dropout is a persistent problem. Acceptance and Commitment Therapy (ACT), a transdiagnostic, mindfulness- and acceptance-based form of behavior therapy, has potential as a treatment option for PTSD-AUD. In this uncontrolled pilot study, we examined ACT for PTSD-AUD in 43 veterans; 29 (67%) completed the outpatient individual therapy protocol (i.e., ≥ 10 of 12 sessions). Clinician-assessed and self-reported PTSD symptoms were reduced at posttreatment, ds = 0.79 and 0.96, respectively. Self-reported symptoms of PTSD remained lower at 3-month follow-up, d = 0.88. There were reductions on all alcohol-related outcomes (clinician-assessed and self-reported symptoms, total drinks, and heavy drinking days) at posttreatment and 3-month follow-up, d mean = 0.91 (d range: 0.65-1.30). Quality of life increased at posttreatment and follow-up, ds = 0.55-0.56. Functional disability improved marginally at posttreatment, d = 0.35; this effect became significant by follow-up, d = 0.52. Fewer depressive symptoms were reported at posttreatment, d = 0.50, and follow-up, d = 0.44. Individuals experiencing suicidal ideation reported significant reductions by follow-up. Consistent with the ACT theoretical model, these improvements were associated with more between-session mindfulness practice and reductions in experiential avoidance and psychological inflexibility. Recommendations for adapting ACT to address PTSD-AUD include assigning frequent between-session mindfulness practice and initiating values clarification work and values-based behavior assignments early in treatment., (Published 2018. This article is a U.S. Government work and is in the public domain in the U.S.A.)

Purpose: Genomics services have the potential to reduce incidence and mortality of diseases by providing individualized, family health history (FHH)-based prevention strategies to clients. These services may benefit from the involvement of community health workers (CHWs) in the provision of FHH-based genomics education and services, as CHWs are frontline public health workers and lay health educators, who share similar ethnicities, languages, socioeconomic statuses, and life experiences with the communities they serve. We developed, implemented, and evaluated the FHH-based genomics training program for CHWs., Methods: This theory- and evidence-based FHH-focused genomics curriculum was developed by an interdisciplinary team. Full-day workshops in English and Spanish were delivered to 145 Texas CHWs (91.6% were Hispanic/black). Preworkshop, postworkshop, and 3-month follow-up data were collected., Results: CHWs significantly improved their attitudes, intention, self-efficacy, and knowledge regarding adopting FHH-based genomics into their practice after the workshops. At 3-month follow-up, these scores remained higher, and there was a significant increase in CHWs' genomics practices., Conclusion: This FHH-based genomics training successfully educated Texas CHWs, and the outcomes were promising. Dissemination of training to CHWs in and outside of Texas is needed to promote better access to and delivery of personalized genomics services for the lay and underserved communities.

When analyzing complex longitudinal data, especially data from different educational settings, researchers generally focus only on the mean part (i.e., the regression coefficients), ignoring the equally important random part (i.e., the random effect variances) of the model. By using Project English Language and Literacy Acquisition (ELLA) data, we demonstrated the importance of taking the complex data structure into account by carefully specifying the random part of the model, showing that not only can it affect the variance estimates, the standard errors, and the tests of significance of the regression coefficients, it also can offer different perspectives of the data, such as information related to the developmental process. We used xxM (Mehta, 2013), which can flexibly estimate different grade-level variances separately and the potential carryover effect from each grade factor to the later time measures. Implications of the findings and limitations of the study are discussed.

Path models with observed composites based on multiple items (e.g., mean or sum score of the items) are commonly used to test interaction effects. Under this practice, researchers generally assume that the observed composites are measured without errors. In this study, we reviewed and evaluated two alternative methods within the structural equation modeling (SEM) framework, namely, the reliability-adjusted product indicator (RAPI) method and the latent moderated structural equations (LMS) method, which can both flexibly take into account measurement errors. Results showed that both these methods generally produced unbiased estimates of the interaction effects. On the other hand, the path model-without considering measurement errors-led to substantial bias and a low confidence interval coverage rate of nonzero interaction effects. Other findings and implications for future studies are discussed., Competing Interests: Declaration of Conflicting Interests: The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

This simulation study aims to propose an optimal starting model to search for the accurate growth trajectory in Latent Growth Models (LGM). We examine the performance of four different starting models in terms of the complexity of the mean and within-subject variance-covariance (V-CV) structures when there are time-invariant covariates embedded in the population models. Results showed that the model search starting with the fully saturated model (i.e., the most complex mean and within-subject V-CV model) recovers best for the true growth trajectory in simulations. Specifically, the fully saturated starting model with using ΔBIC and ΔAIC performed best (over 95%) and recommended for researchers. An illustration of the proposed method is given using the empirical secondary dataset. Implications of the findings and limitations are discussed.

The research literature has paid little attention to the issue of finite population at a higher level in hierarchical linear modeling. In this article, we propose a method to obtain finite-population-adjusted standard errors of Level-1 and Level-2 fixed effects in 2-level hierarchical linear models. When the finite population at Level-2 is incorrectly assumed as being infinite, the standard errors of the fixed effects are overestimated, resulting in lower statistical power and wider confidence intervals. The impact of ignoring finite population correction is illustrated by using both a real data example and a simulation study with a random intercept model and a random slope model. Simulation results indicated that the bias in the unadjusted fixed-effect standard errors was substantial when the Level-2 sample size exceeded 10% of the Level-2 population size; the bias increased with a larger intraclass correlation, a larger number of clusters, and a larger average cluster size. We also found that the proposed adjustment produced unbiased standard errors, particularly when the number of clusters was at least 30 and the average cluster size was at least 10. We encourage researchers to consider the characteristics of the target population for their studies and adjust for finite population when appropriate. (PsycINFO Database Record, ((c) 2018 APA, all rights reserved).)

This study examined the predictive validity of formative assessments embedded in a Tier 2 intervention curriculum for kindergarten students identified as at risk for reading difficulty. We examined when (i.e., months during the school year) measures could predict reading outcomes gathered at the end of kindergarten and whether the predictive validity of measures changed across the kindergarten year. Participants consisted of 137 kindergarten students whose reading development was assessed four times from October to February. Measures aligned with content taught in the curriculum and assessed a range of phonologic, alphabetic, and word-reading skills. Results from structural equation modeling indicate that 36.3% to 65.2% of the variance was explained on the latent decoding outcome and 62.0% to 86.8% on the latent phonological outcome across the four time points. Furthermore, the predictive validity of specific skills increased over the kindergarten year, with more complicated tasks (e.g., word segmentation) becoming more predictive at subsequent measurement occasions. Results suggest that curriculum-embedded measures may be viable tools for assessing and predicting reading performance.

Objective: We examined the degree to which a resilient personality prototype predicted adjustment among war Veterans with and without a traumatic brain injury (TBI) while covarying the level of combat exposure., Method: A total of 127 war Veterans (107 men, 20 women; average age = 37 years) participated. Personality prototypes were derived from the Multidimensional Personality Questionnaire (Patrick, Curtain, & Tellegen, 2002). Measures were administered at baseline, and a subset was administered at 4- and 8-month follow-ups., Results: Veterans with resilient personalities reported less sleep disturbance, more health-promoting behaviors, psychological flexibility, and emotional distress tolerance than Veterans with undercontrolled or overcontrolled prototypes. Path models revealed that resilience significantly predicted posttraumatic stress disorder (PTSD), depression, quality of life, and social support over time. TBI had unique and consistent effects only on PTSD., Conclusion: Personality characteristics influence distress and quality of life among war Veterans with and without TBI. Implications for assessment, interventions, and research are discussed., (© 2016 Wiley Periodicals, Inc.)

Several researchers have recommended that level-specific fit indices should be applied to detect the lack of model fit at any level in multilevel structural equation models. Although we concur with their view, we note that these studies did not sufficiently consider the impact of intraclass correlation (ICC) on the performance of level-specific fit indices. Our study proposed to fill this gap in the methodological literature. A Monte Carlo study was conducted to investigate the performance of (a) level-specific fit indices derived by a partially saturated model method (e.g., [Formula: see text] and [Formula: see text]) and (b) [Formula: see text] and [Formula: see text] in terms of their performance in multilevel structural equation models across varying ICCs. The design factors included intraclass correlation (ICC: ICC1 = 0.091 to ICC6 = 0.500), numbers of groups in between-level models (NG: 50, 100, 200, and 1,000), group size (GS: 30, 50, and 100), and type of misspecification (no misspecification, between-level misspecification, and within-level misspecification). Our simulation findings raise a concern regarding the performance of between-level-specific partial saturated fit indices in low ICC conditions: the performances of both [Formula: see text] and [Formula: see text] were more influenced by ICC compared with [Formula: see text] and SRMR B . However, when traditional cutoff values ( RMSEA ≤ 0.06; CFI, TLI ≥ 0.95; SRMR ≤ 0.08) were applied, [Formula: see text] and [Formula: see text] were still able to detect misspecified between-level models even when ICC was as low as 0.091 (ICC1). On the other hand, both [Formula: see text] and [Formula: see text] were not recommended under low ICC conditions., Competing Interests: Declaration of Conflicting Interests: The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Students who participate in extracurricular activities in middle school exhibit higher levels of academic motivation and achievement, including graduation from high school. However, the mechanisms responsible for these beneficial effects are poorly understood. Guided by the bioecological models of development, this study tested the indirect effects of participation in grade 8 in school sports or performance arts and clubs on grade 9 academic achievement, academic competence beliefs, and school belonging, via adolescents' perceptions of their friends' prosocial norms. Participants were 495 (45 % female) ethnically diverse students (mean age at grade 8 = 13.9 years; SD = .58) who were recruited into a longitudinal study on the basis of below average literacy in grade 1. Using weighted propensity score analyses to control for potential confounders, results of longitudinal SEM found indirect effect of participation in sports, but not of participation in performance arts and clubs, on grade 9 outcomes noted above. Implications of findings for improving educational attainment of at-risk youth are discussed.

Although previous research has discussed an effect size estimator for partially nested cluster randomized designs, the existing estimator (a) is not efficient when used with primary data, (b) can be biased when the homogeneity of variance assumption is violated, and (c) has not yet been empirically evaluated for its finite sample properties. The present paper addresses these limitations by proposing an alternative maximum likelihood estimator for obtaining standardized mean difference effect size and the corresponding sampling variance for partially nested data, as well as the variants that do not make an assumption of homogeneity of variance. The typical estimator, denoted as d (d W with pooled SD and d C with control arm SD), requires input of summary statistics such as observed means, variances, and the intraclass correlation, and is useful for meta-analyses and secondary data analyses; the newly proposed estimator [Formula: see text] ([Formula: see text] and [Formula: see text]) takes parameter estimates from a correctly specified multilevel model as input and is mainly of interest to researchers doing primary research. The simulation results showed that the two methods (d and [Formula: see text]) produced unbiased point and variance estimates for effect size. As expected, in general, [Formula: see text] was more efficient than d with unequal cluster sizes, especially with large average cluster size and large intraclass correlation. Furthermore, under heterogeneous variances, [Formula: see text] demonstrated a greater relative efficiency with small sample size for the unclustered control arm. Real data examples, one from a youth preventive program and one from an eating disorder intervention, were used to demonstrate the methods presented. In addition, we extend the discussion to a scenario with a three-level treatment arm and an unclustered control arm, and illustrate the procedures for effect size estimation using a hypothetical example of multiple therapy groups of clients clustered within therapists.

In educational settings, researchers are likely to encounter multilevel data with cross-classified structure. However, due to the lack of familiarity and limitations of statistical software for cross-classified modeling, most researchers adopt less optimal approaches to analyze cross-classified multilevel data in testing measurement invariance. We conducted two Monte Carlo studies to investigate the performances of testing measurement invariance with cross-classified multilevel data when the noninvarinace is at the between-level: (a) the impact of ignoring crossed factor using conventional multilevel confirmatory factor analysis (MCFA) which assumes hierarchical multilevel data in testing measurement invariance and (b) the adequacy of the cross-classified multiple indicators multiple causes (MIMIC) models with cross-classified data. We considered two design factors, intraclass correlation (ICC) and magnitude of non-invariance. Generally, MCFA demonstrated very low statistical power to detect non-invariance. The low power was plausibly related to the underestimated factor loading differences and the underestimated ICC due to the redistribution of the variance component from the ignored crossed factor. The results demonstrated possible incorrect statistical inferences with conventional MCFA analyses that assume multilevel data as hierarchical structure for testing measurement invariance with cross-classified data (non-hierarchical structure). On the contrary, the cross-classified MIMIC model demonstrated acceptable performance with cross-classified data.

We investigated the effect of participating in two domains of extracurricular activities (sports and performance arts/clubs) in Grades 7 and 8 on Grade 9 academic motivation and letter grades, above baseline performance. Participants were 483 students (55% male; 33% Euro-American, 25% African American, and 39% Latino). Propensity score weighting controlled for potential confounders in all analyses. Delayed (Grade 8 only) and continuous participation (Grades 7 and 8) in sports predicted competence beliefs and valuing education; delayed and continuous participation in performance arts/clubs predicted teacher-rated engagement and letter grades. Benefits of participation were similar across gender and ethnicity; however, Latino youth were least likely to participate in extracurricular activities. Implications for reducing ethnic and income disparities in educational attainment are discussed.

Participants were 204 academically at-risk Latino students recruited into a study when in first grade and followed for 9 years. Using piecewise latent growth curve analyses, we investigated trajectories of teacher-rated behavioral engagement and student-reported school belonging during elementary school and middle school and the association between trajectories and enrollment in bilingual education classes in elementary school and a change in school ethnic congruence across the transition to middle school. Overall, students experienced a drop in school belonging and behavioral engagement across the transition. A moderating effect of ethnic congruence on bilingual enrollment was found. A decline in ethnic congruence was associated with more positive trajectories for students previously enrolled in bilingual classes but more negative trajectories for non-bilingual students.

Objectives: To examine Texas health educators' practice of providing family health history (FHH)-based services, alongside factors shaping their practice., Methods: A theoretical model of factors influencing health educators' FHH-based practice was developed and tested through structural equation modeling. (Master) Certified Health Education Specialists (N = 228; 40.93%) in Texas completed a baseline survey immediately before online or workshop FHH training., Results: Participants incorporated FHH into their practice at low rates (on average=37.10%). Our model fit the data adequately based on the overall model chi-square test and model-fit-indices (ie, χ(2) [df = 21]=27.20; p = .16; RMSEA=0.04; SRMR=0.05; CFI=0.97). Intention, self-efficacy, attitudes, and knowledge were associated with practice., Conclusions: Training health educators to incorporate FHH into their practice is needed. Our theoretical model suggests intervention points for future training.

Objective: We examined the prospective influence of the resilient, undercontrolled, and overcontrolled personality prototypes on depression and posttraumatic stress disorder (PTSD) symptoms among Iraq/Afghanistan war veterans. After accounting for the possible influence of combat exposure, we expected that the resilient prototype would predict lower depression and PTSD over time and would be associated with adaptive coping strategies, higher social support, lower psychological inflexibility, and higher self-reported resilience relative to overcontrolled and undercontrolled prototypes, independent of traumatic brain injury (TBI) status., Method: One hundred twenty-seven veterans (107 men, 20 women; average age = 37) participated in the study. Personality was assessed at baseline, and PTSD and depression symptoms were assessed 8 months later. Path analysis was used to test the direct and indirect effects of personality on distress., Results: No direct effects were observed from personality to distress. The resilient prototype did have significant indirect effects on PTSD and depression through its beneficial effects on social support, coping and psychological inflexibility. TBI also had direct effects on PTSD., Conclusions: A resilient personality prototype appears to influence veteran adjustment through its positive associations with greater social support and psychological flexibility, and lower use of avoidant coping. Low social support, avoidant coping, and psychological inflexibility are related to overcontrolled and undercontrolled personality prototypes, and these behaviors seem to characterize veterans who experience problems with depression and PTSD over time. A positive TBI status is directly and prospectively associated with PTSD symptomology independent of personality prototype. Implications for clinical interventions and future research are discussed., ((c) 2015 APA, all rights reserved).)

Despite the emerging evidence base on response to intervention, there is limited research regarding how to effectively use progress-monitoring data to adjust instruction for students in Tier 2 intervention. In this study, we analyzed extant data from a series of randomized experimental studies of a kindergarten supplemental reading intervention to determine whether linking performance on formative assessments to curriculum progression improved kindergarten reading outcomes over standard implementation. We were interested in whether specific progression adjustments would enhance the effects of supplemental reading intervention. Growth-mixture modeling using data from kindergarteners (n = 136) whose intervention progression (e.g. repeat lessons, skip lessons) was adjusted every 4 weeks based on mastery data identified four latent classes characterized by unique profiles of curriculum progression adjustments. Multilevel analyses comparing the performance of students in the four classes with that of propensity matched groups whose intervention was not adjusted (n = 101) indicated positive effects of curriculum progression for (a) students whose formative assessment performance exceeded 90% and received early and sustained lesson acceleration and (b) students who initially performed below 70% on assessments and who repeated early lessons and progressed to conventional implementation. Effects of curriculum adjustments for the two smallest groups were less clear., (© Hammill Institute on Disabilities 2013.)

This study investigated the sensitivity of common fit indices (i.e., RMSEA, CFI, TLI, SRMR-W, and SRMR-B) for detecting misspecified multilevel SEMs. The design factors for the Monte Carlo study were numbers of groups in between-group models (100, 150, and 300), group size (10, 20, 30, and 60), intra-class correlation (low, medium, and high), and the types of model misspecification (Simple and Complex). The simulation results showed that CFI, TLI, and RMSEA could only identify the misspecification in the within-group model. Additionally, CFI, TLI, and RMSEA were more sensitive to misspecification in pattern coefficients while SRMR-W was more sensitive to misspecification in factor covariance. Moreover, TLI outperformed both CFI and RMSEA in terms of the hit rates of detecting the within-group misspecification in factor covariance. On the other hand, SRMR-B was the only fit index sensitive to misspecification in the between-group model and more sensitive to misspecification in factor covariance than misspecification in pattern coefficients. Finally, we found that the influence of ICC on the performance of targeted fit indices was trivial.

This study demonstrates how a variant of growth curve modeling known as longitudinal parallel-process modeling can yield an understanding of the effect of symptoms on quality of life (QOL). A two-level hierarchical linear model with random intercepts and slopes was implemented within a structural equation modeling approach. The data (N = 367) comes from a large database of persons with HIV-associated illness. Twenty-three symptoms based on the Sign and Symptom Checklist for Persons with HIV disease and items measuring QOL from the general health status scales were used. Each respondent completed from 1 to 11 questionnaires. The number of reported symptoms had a significant association with patient QOL over time. These findings suggest that appropriate symptom management has the potential to improve patient QOL. This study demonstrates how a state-of-the-art longitudinal modeling technique evaluates the relationship between concurrent rates of change in measurements of two relevant variables., (© The Author(s) 2013.)

Purpose: With advanced genomic developments, better prevention strategies are available via personalized genomic services. Because there is a shortage of genetic professionals, and primary-care providers are overwhelmed with routine practice, involving health educators--whose expertise includes educating the general public and promoting healthy behavior--to provide basic genomics education may facilitate better services. We developed the first evidence- and theory-based family health history Web-based training for Texas health educators. This report presents its evaluation results., Methods: Approximately one-third of Texas health educators holding (Master) Certified Health Education Specialist designation (~40% were racial/ethnic minorities) participated in the family health history Web-based training. Attitudes, self-efficacy, intention, knowledge, and practice were assessed at baseline, immediately after training, and 3 months posttraining. Qualitative data were collected to provide additional evaluation findings., Results: Participants significantly improved their attitudes, knowledge, intention, and self-efficacy regarding family health history education, immediately posttraining and after 3 months. The number of participants practicing family health history was significantly increased. Participants' overall assessment of the program was positive., Conclusion: This family health history Web-based training successfully increased the number of genomically competent and culturally diverse Texas health educators. Ongoing efforts are needed to sustain and expand this education as well as to disseminate it to all health educators in the United States.

The authors investigated the differential effect of retention on the development of academic achievement from grade one to five on children retained in first grade over six years. Growth Mixture Model (GMM) analyses supported the existence of two distinct trajectory groups of retained children for both reading and math among 125 ethnically and linguistically diverse retained children. For each achievement domain, a low intercept/higher growth group (Class 1) and a high intercept/slower growth group (Class 2) were identified. Furthermore, Class 1 children were found to score lower on several measures of learning related skills (LRS) variables and were characterized by having poorer self-regulation and less prosocial behaviors, compared to the other group. Findings suggest that some children appear to benefit more from retention, in terms of higher reading and math growth, than others. Study findings have implications for selecting children into retention intervention and early intervention.

Background and Objectives: Standardized testing has become a common form of student evaluation with high stakes, and limited research exists on understanding the roles of students' personality traits and social-evaluative threat on their academic performance. This study examined the roles of avoidance temperament (i.e., fear and behavioral inhibition) and evaluative threat (i.e., fear of failure and being viewed as unintelligent) in standardized math test and course grades in college students., Design and Methods: Undergraduate students (N=184) from a large public university were assessed on temperamental fear and behavioral inhibition. They were then given 15 minutes to complete a standardized math test. After the test, students provided data on evaluative threat and their math performance (scores on standardized college entrance exam and average grades in college math courses)., Results: Results indicate that avoidance temperament was linked to social-evaluative threat and low standardized math test scores. Furthermore, evaluative threat mediated the influence of avoidance temperament on both types of math performance., Conclusions: Results have educational and clinical implications, particularly for students at risk for test anxiety and underperformance. Interventions targeting emotion regulation and stress management skills may help individuals reduce their math and test anxieties.

The authors investigated the effects of retention in grades 1 to 5 on students' reading and math achievement, teacher-rated engagement, and student-reported school belonging in middle school. From a multiethnic sample (N=784) of children who scored below the median on a test of literacy in grade 1, an average of 75 students subsequently retained in grades 1 to 5 were matched with an average of 299 continuously promoted students on the basis of propensity to be retained in the elementary grades. A total of 20 imputed datasets were analyzed, all of which showed good balance across the 67 baseline covariates used to calculate propensity scores. The hypothesis that retained students, who are "old for grade" when they make the transition to middle school, would have a more difficult transition to middle school than promoted peers was tested with 3-level, piecewise growth modeling. Piece 1 included assessments prior to the transition to middle school, and piece 2 included assessments after the transition. Retained and continuously promoted students did not differ on any of the outcome measures during the year prior to transition, nor did they differ in their post-transition trajectories. Discrepancies between these results and results of prior research are discussed in terms of demographic and generational differences as well as differences in methodological rigor., (Copyright © 2013 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.)

This exploratory study examined the influences of student, teacher, and setting characteristics on kindergarteners' early reading outcomes and investigated whether those relations were moderated by type of intervention. Participants included 206 kindergarteners identified as at risk for reading difficulties and randomly assigned to one of two supplemental interventions: (a) an experimental explicit, systematic, code-based program or (b) their schools' typical kindergarten reading intervention. Results from separate multilevel structural equation models indicated that among student variables, entry-level alphabet knowledge was positively associated with phonemic and decoding outcomes in both conditions. Entry-level rapid automatized naming also positively influenced decoding outcomes in both conditions. However, its effect on phonemic outcomes was statistically significant only among children in the typical practice comparison condition. Regarding teacher variables, the quality of instruction was associated with significantly higher decoding outcomes in the typical reading intervention condition but had no statistically significant influence on phonemic outcomes in either condition. Among setting variables, instruction in smaller group sizes was associated with better phonemic outcomes in the comparison condition but had no statistically significant influence on outcomes of children in the intervention group. Mode of delivery (i.e., pullout vs. in class) had no statistically significant influence on either outcome variable.

This study examined the prevalence rates of bully victimization and risk for repeated victimization among students with disabilities using the Special Education Elementary Longitudinal Study and the National Longitudinal Transition Study-2 longitudinal datasets. Results revealed that a prevalence rate ranging from 24.5% in elementary school to 34.1% in middle school. This is one to one and a half times the national average for students without disabilities. The rate of bully victimization was highest for students with emotional disturbance across school levels. Findings from this study also indicated that students with disabilities who were bullied once were at high risk of being bullied repeatedly. Elementary and middle school students with autism and high school students with orthopedic impairments were at the greatest risk of experiencing repeated victimization. Implications of the findings are discussed., (PsycINFO Database Record (c) 2013 APA, all rights reserved.)

This study modeled teacher-student relationship trajectories throughout elementary school to predict gains in achievement in an ethnic-diverse sample of 657 academically at-risk students (mean age = 6.57 years, SD = .39). Teacher reports of warmth and conflict were collected in Grades 1-5. Achievement was tested in Grades 1 and 6. For conflict, low-stable (normative), low-increasing, high-declining, and high-stable trajectories were found. For warmth, high-declining (normative) and low-increasing patterns were found. Children with early behavioral, academic, or social risks were underrepresented in the normative trajectory groups. Chronic conflict was most strongly associated with underachievement. Rising conflict but not declining Conflict coincided with underachievement. The probability of school failure increased as a function of the timing and length of time children were exposed to relational adversity., (© 2012 The Authors. Child Development © 2012 Society for Research in Child Development, Inc.)

This study investigated the construct validity of measures of teacher-student support in a sample of 709 ethnically diverse 2nd- and 3rd-grade academically at-risk students. Confirmatory factor analysis investigated the convergent and discriminant validities of teacher, child, and peer reports of teacher-student support and child conduct problems. Results supported the convergent and discriminant validity of scores on the measures. Peer reports accounted for the largest proportion of trait variance and nonsignificant method variance. Child reports accounted for the smallest proportion of trait variance and the largest method variance. A model with 2 latent factors provided a better fit to the data than a model with 1 factor, providing further evidence of the discriminant validity of measures of teacher-student support. Implications for research, policy, and practice are discussed.

The effect of student-reported teacher-student relationship quality (TSRQ) on academic motivation and achievement was investigated among a sample of 690 academically at risk elementary students (52.8% male). Measures of TSRQ, achievement, and motivation were collected annually for 3 consecutive years, beginning when participants were in grade 2 (24.8%) or grade 3 (74.6%). Child-reported conflict was stable across the 3 years, whereas warmth declined. Boys and African American students reported greater conflict than did girls and Caucasian and Hispanic students. Girls and African American students reported higher warmth than boys and non-African American students. Using path analysis, the authors tested the hypothesis that measures of student motivation in Year 2 mediated the effects of conflict and warmth in Year 1 on reading and math achievement in Year 3. Child-perceived conflict predicted cross-year changes in teacher-rated behavioral engagement, which, in turn, predicted cross-year changes in reading and math achievement. Math competence beliefs also mediated the effect of child- perceived warmth on math achievement. Effects controlled for stability of measures across time, the within-wave association between measures, and baseline measures of IQ and economic adversity. Implications of findings for improving the academic achievement of students at-risk for school failure are discussed.