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Advocacy by psychologists has often been portrayed as requiring immersion in the processes of public policy. In the area of intellectual disability, many relevant laws have been passed, court cases fought, and administrative decisions made. These policy decisions have, however, sometimes been based on a division of labor, with psychologists doing the research and lawyers and representatives of parents' groups carrying out most of the advocacy. It now appears that some of the earlier advocacy by psychologists in this area had unfortunate results. This is partly because some of it was based on flawed research and partly because our values have changed over time. Some more recent instances of advocacy, better grounded scientifically, had more favorable effects. Nevertheless, there is clearly not a simple linear relation between research findings and policy. Ample illustrations of these statements are provided in the careers of four psychologists who were influential as advocates in this domain during their lifetimes: Henry Goddard, Cyril Burt, Jack Tizard, and Donald M. Baer.

We briefly describe the content of the six research articles selected by peer review for this, the first special issue of the Journal of Clinical Psychology devoted to international clinical psychology. Two of the articles address general scientific issues-illusory mental health and a theory of anorexia nervosa-not considered specific to any particular cultural setting. One article examines social anxiety in three different Western societies. One considers the development of clinical psychology in a specific country, Spain. The final two articles consider two clinical problems-sexual dysfunction and Type-I diabetes-within two different contexts in India, one Hindu, the other Moslem. The introduction concludes with some general comments on the history and present status of clinical psychology as an international field., (Copyright 2003 Wiley Periodicals, Inc. J Clin Psychol.)

Objective: To determine the neurodevelopmental effects of perinatally acquired HIV infection on children of preschool age., Methods: Participants included 40 children infected with HIV between the ages of three and five and an equal number of noninfected controls individually matched according to ethnicity, age, sex, and prenatal drug exposure. Participants were administered the Wechsler Preschool and Primary Scale of Intelligence-Revised (WPPSI-R), upon which an analysis of subtest distribution was conducted., Results: Whereas both groups evidenced mean IQ and subtest scores significantly below published norms, an effect for HIV group status was not found when a factor combining Performance IQ (PIQ) and Verbal IQ (VIQ) was analyzed. However, the group infected with HIV scored significantly lower than controls on the Block Design subtest., Conclusions: Gross cognitive deficits are not evident among preschool children infected with HIV relative to matched controls. However, this study does provides some evidence for more focal deficits. Further investigation with older children should be conducted.

This article begins with a retrospective review of the editorial written in 1945 by Frederick C. Thorne at the inauguration of his new publication, the Journal of Clinical Psychology. It first considers the predictions made by Thorne about the future of clinical psychology and which of these turned out to be accurate, partially accurate, or inaccurate. At the time, the editorial caused its author to be accused of anti-Semitism and thus got the journal off to a rather bad start, from which it may have recovered only recently. The article then moves on to consider the past, present, and future of the field of clinical psychology from a contemporary vantage-point.

Investigated the interplay of family support and peer modeling on adolescent alcohol, tobacco, and marijuana use and gang involvement within an ecosystemic model. The predominantly Hispanic sample of 236 eighth-grade students attended a public middle school in a high-density, impoverished Miami neighborhood, characterized by high rates of criminal activity, substance abuse, and other stressors, placing the adolescents at risk for negative developmental outcomes. The participants reported the level of perceived social support they received from family members and rates of drug use and gang, involvement for themselves and for peers. The results showed that family social support reduced the influence of deviant peers on some of the problem behaviors reported by these adolescents, specifically tobacco and marijuana use. Deviant peer modeling was strongly associated with levels of adolescent problem behavior for tobacco, alcohol and marijuana use and gang involvement.

This issue, redesigned in a new format, marks the beginning of Volume 25, the beginning of the "silver anniversary" year of the Journal of Abnormal Child Psychology. Data were compiled from the first 24 volumes to study changes over time, and Pearson correlations were calculated to determine linear trends in the journal's development. The number of articles per volume has doubled, from about 25 to 50. In recent years the first authors of articles were more likely to be located outside the U.S. (up from about 5% to about 25%). Also, in recent years the first authors of articles were less likely to be affiliated with nonmedical school university departments and more likely to be affiliated with medical schools or research institutes. An introduction to this special 25th anniversary issue is provided.

Subjects were 288 adolescents and adults with end-stage renal disease who were candidates for kidney transplantation, a group identified at risk for noncompliance. The purpose was to examine racial and ethnic variations in coping-variables that may underlie noncompliance and impact upon health outcome. Secondarily, the relationship between depression and particular styles of coping was investigated. Race/Ethnicity was divided into three categories: Black/Non-Hispanic, White/Non-Hispanic, and Hispanic. Coping and depression were assessed using the COPE and Beck Depression Inventory, respectively. Results indicated that Hispanic and Black subjects were more likely to use maladaptive styles of coping and less likely to use adaptive coping than were White subjects and that Black subjects reported more physical symptoms of depression. These findings point to possible mechanisms underlying the occurrence of noncompliance and resulting poorer health outcome for individuals of different racial and ethnic groups.

We compared interpersonal distance and coping among two groups of pre-school pediatric patients diagnosed with either HIV or cancer and a third group of healthy children. In comparison to the children with cancer, children with HIV indicated greater mother-child interpersonal distance--a finding that correlated with mothers' reports of social withdrawal. Other notable findings included increased father-child distance in the HIV population and mother-child discrepancies of perceived interpersonal distance. In addition, seven of the children with HIV indicated that the adults turn away--a finding that correlated with the children's knowledge of their illness. We also explored the possible role of protective communication in the pediatric HIV population.

Coping strategies and communication of three groups of 20 preschool children and their parents were compared. One group was composed of children infected with the human immunodeficiency virus (HIV) who displayed clinical symptoms of the disease; the second group was composed of children diagnosed with cancer; and the third group was composed of healthy children. Results indicated that the parents of children with life-threatening illnesses reported greater degrees of wishful thinking than did control subjects. Furthermore, parents of children with HIV reported more wishful thinking than did parents of children with cancer. Finally, significantly more children with cancer were aware of their diagnosis than were children with HIV. The findings in this study suggest coping and communication difficulties for parents and children with HIV.

Compared 25 preschool children with sickle cell disease (SCD) to demographically matched healthy comparison children on maternal reports of child-rearing beliefs and practices and maternal and child behaviors related to social adjustment. Mothers of children with SCD possessed significantly more knowledge of appropriate discipline techniques. The groups did not differ on maternal reports of socially relevant child behavior. However, when mother-child interactions were observed in free play and structured play settings, mothers of children with SCD treated their children as competent significantly more, and treated their children as incompetent significantly less, than comparison mothers. Mothers of children with SCD also used significantly more reinforcement during the final toy pick-up condition. There were no observed differences between groups in the children's behavior.

Manipulated experimentally mothers' verbal behavior during a routine intramuscular injection in order to help clarify the role of nonprocedural talk (distraction) and parental reassurance on children's reaction to the injection. 42 child-mother dyads were recruited from a general pediatric primary care clinic and were randomly assigned to a parental reassurance, parental nonprocedural talk (distraction) or minimal-treatment control group. Children in the maternal distraction condition exhibited significantly less distress during the immunization injection than those in the reassurance and control conditions. Specifically, children in the maternal distraction group exhibited less crying than children in the other two groups. Children in the reassurance and control groups did not differ from each other in terms of behavioral distress. The present findings serve further to bolster the evidence for the efficacy of maternal distraction as a way to ameliorate child distress during invasive medical procedures.

Recalled abuse was examined in relation to dissociation in a sample of 312 undergraduates. The Physical Abuse Scale of the Assessing Environments III (Berger & Knutson, 1984) and a newly developed sexual abuse questionnaire measured recalled physical and sexual abuse. The Harvard Group Scale of Hypnotic Susceptibility (Shor & Orne, 1962), Tellegen Absorption Scale (Tellegen, 1982), and Dissociative Experiences Scale (Bernstein & Putnam, 1986) measured dissociation. Significant correlations were found between the abuse variables and the dissociation variables, for all the measures except the Harvard Group Scale. Prevalence of sexual abuse, but not physical abuse was found to be significantly higher for females than males.

Administered Zabin and Melamed's (1980) Child Development Questionnaire in their native languages to 20 Haitian, 20 Hispanic, 20 black American, and 20 white American mothers in a public hospital setting to inquire how they dealt with their children in various fearful situations. The white Americans were significantly more likely than black Americans or Haitians to report use of modeling and reassurance, whereas Haitians were less likely than the other groups to report use of these methods. Conversely, the Haitians were more likely than some of the other groups to report use of force in these situations. There were no significant differences in the groups' reported use of positive reinforcement or in reinforcement of dependency once two culturally inappropriate items were removed. The reported differences, especially those involving Haitians, were interpreted as reflecting historical and cultural trends.

The performance of 38 male third- and fourth-grade reading disabled/poor decoders and above-average readers/good decoders was compared on a series of six measures of phonological awareness, including tasks that required the ability to segment, blend, and manipulate phonemes. Performance on these tasks was also correlated with phonetic decoding of pseudowords. Significant but varying intercorrelations were obtained among tasks in both groups. For the poor decoders, deletion was the most highly correlated with the other tasks. However, all good decoders performed at ceiling level on this task. For the poor decoders, deletion was significantly correlated with phonetic decoding (r = .74 and r = .78 for timed and untimed decoding measures, respectively). While all good decoders had good phonological awareness, not all those with good phonological awareness were good decoders. The results suggest that tasks that require blending and manipulation of phonemes, in addition to segmentation, may predict decoding ability best.

A group of 16 children from a normal community population was compared with two groups of 16 children referred for clinical evaluation of hyperactivity. These three groups were matched on age, sex, and race. One of the clinic groups was matched with the community sample on IQ and social class as well, while the children in the other clinic group were mentally retarded and of somewhat lower social class. All children were observed in a standardized playroom for two 15-minute sessions, one under free play instructions and the other under instructions restricting activity and toy-changing behavior. The two groups of children referred for evaluation of hyperactivity had significantly higher playroom activity scores than controls under both instructional conditions and significantly higher toy-change scores under restrictive instructions. Parental ratings of activity were also significantly higher in both clinic groups than in the community group. The mentally retarded clinic sample did not differ from the other clinic sample on any of the measures of activity or toy switching.

Observed 47 children ranging in age from 13 months to 7 years 9 months receiving injections as part of a regular visit to a pediatric clinic. Twenty-three children were randomly assigned to a condition with parent (mainly mothers) present and 24 to a condition with parent absent. During the medical procedure, the child's reactions were observed via videotape (for later behavioral coding) and physiological recording (to measure heart rates). Following the injection, data were collected on the child's preference of condition (either parent present or parent absent) for future injections. Older children (but not younger ones) showed significantly more behavioral distress when the parent was present. However, the oldest children's preference of condition for future injections was overwhelmingly that of parent present (86%).

Ten male patients with Duchenne muscular dystrophy (DMD) and 10 age-matched controls were tested with the WISC-R and a memory test requiring recall of the serial positions of drawings of easily named objects. After statistically controlling for differences in IQ, the two groups did not differ in their ability to recall the most recently presented items. However, the DMD patients were severely impaired in remembering items presented early in the list. The DMD patients also performed poorly on the WISC-R subtests Digit Span and Arithmetic. This pattern of impairment is discussed in terms of possible verbal mediation and attentional deficits.

Subjects were 30 fourth grade children with average intellectual ability but reading achievement at least 1.5 years below grade level. Each child was given two word-recognition lists, the first one as a pretest and the second list under one of three different experimental conditions: control, positive reinforcement (1 nickel for each word read correctly), and response cost (1 of 40 nickels taken back for each word read incorrectly). Relative to the control condition, positive reinforcement led to a significant increase in response latency but no change in errors, while response cost led to both a significant increase in latency and a significant decrease in reading errors. The entire group was found to be impulsive on the Matching Familiar Figures test. The successful reduction in impulsive reading errors was interpreted as support for Kagan's hypothesis that the impulsive child evidences low concern about errors on such academic tasks.

Sixty fourth-grade children were given two different series of the Porteus Maze Test. The first series was given as a baseline, and the second series was administered under one of four different experimental conditions: control, response cost, positive reinforcement, or negative verbal feedback. Response cost and positive reinforcement, but not negative verbal feedback, led to significant decreases in the number of all types of qualitative errors in relation to the control group. The reduction of nontargeted as well as targeted errors provides evidence for the generalized effects of response cost and positive reinforcement.

Forty-five children 4 to 8 yr of age who had been exposed to environmental lead were studied, consisting of an acute encephalopathy group and groups with short- and long-term exposure but without encephalopathy. Control children were matched for age, sex, race, and socioeconomic status with lead-exposed subjects, but lived in post-1945 housing and had negative neurological history and blood tests. The encephalopathy group had a significantly higher incidence of neurological deficits, retarded mental development, and higher hyperactivity than control subjects. Children with short- and long-term exposure short of encephalopathy were somewhat inferior to matched control subjects, but not to a statistically significant extent.

Twenty-five mothers of all social class levels were asked to tell, as if to a 6-year-old child, the stories suggested by several cartoon picture sequences. These stories, tape-recorded, were played to a hundred 6-year-old white male children of high and low social class levels, who were then asked standard comprehension questions about their content. Analysis of the comprehension scores revealed significant main effects of social class of adult speaker and of social class of child listener but no interaction of these two variables. Further analysis of transcriptions of the stories revealed two characteristics, namely the factual information included in the stories and the use of nonstandard grammar, which seemed to mediate the effects of both social class and speaker IQ on comprehension.

In a study of humor disguised as a psychophysical task, 60 subjects judged an initial series of 10 weights which was either light or heavy and then a shift weight which was either light, medium, or heavy. Degree of humorous response varied with the discrepancy of the shift weight and its absolute magnitude.

An attempt was made to teach a modified version of American Sign Language to mute 5-year-old boy who had been diagnosed autistic and who had a Merrill-Palmer IQ of 65. Previous attempts to teach imitative spoken language had failed, and baseline data indicated that the child's signing vocabulary was also nonexistent. Data were collected during 20 structured sessions involving presentation of stimuli, prompting and manual guidance when necessary, and reinforcement. Continuous use of signs as communication in class and at home was emphasized. The child had mastered 12 signs at the end of the study. Spontaneous signing frequency as recorded by parents and teachers during several 48 hour periods rose from 15 to 42 emitted signs over the 3 months of the study. The child made 6 months' developmental progress during this time, as measured by a sign-language adaptation of the Alpern-Boll Communication Scale. However, the child made no apparent progress in acquiring spoken language.

Three experiments examined the influence of videotaped classroom events on the academic performance and study behavior of reading-disabled and normally reading children in grades 1 through 6. In experiments 1 and 2a an experimenter-controlled presentation of these distractors resulted in performance decrements, the magnitude of which was greater for higher difficulty tasks. The distractor effects were similar for the two groups in this condition. However, when the children themselves were allowed to control their degree of exposure to the same distractors in experiment 2b, the reading-disabled children were less likely to act to escape the distraction. Results are discussed in terms of children's metacognitive awareness of distraction, and implications for the classroom are considered.

Forty-five first-grade children of average intellectual ability were studied, consisting of one group of average readers, one group with mild reading difficulty, and one group with severe reading disability. A striking deficit in phonemic analysis was observed in children with severe reading disability. These children were unable to segment spoken syllables into individual speech sounds, while children with only mild reading difficulty or none were quite proficient at this skill. In fact, using phonemic analysis scores, it was possible to distinguish the severe reading disability group from the others with perfect accuracy.

The behavior of preadolescent and adolescent boys, rated as aggressive and nonaggressive, was examined to test predictions from Bandura and Walters' social-learning theory and from Weiss and Miller's punishment model of audience-observation effects. The subjects were given a bogus motor task, actually insoluble, with help available on each trial. For half the subjects, help was given through the mediation of a social agent; for the rest, help was on a nonsocial, mechanically mediated basis. The groups for whom help was socially mediated made fewer help-seeking responses and decreased the number of such responses over successive trial blocks. The predictions from Bandura and Walters' theory were not supported, since neither age nor degree of aggressiveness had an effect on help-seeking responses. The results were, however, consistent with the punishment model of audience effects.