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Measurement of adaptive skills is important in the diagnosis, intervention planning, and progress monitoring of children with intellectual and developmental disabilities (IDD). Thus, ensuring accurate measurement, including measurement invariance, across children with and without IDD is critical. In this study, we evaluate the measurement invariance using multigroup confirmatory factor analysis (MG-CFA) of the Vineland-3 Comprehensive Interview (CIF) across children ages 6-21 years with and without IDD (N = 1,192) using archival data. Results showed that the Vineland-3 CIF exhibits configural invariance but may show some metric non-invariance in children with and without IDD. Suggestions for using the Vineland-3 CIF in this population are provided and future research and measure development needs are discussed.

Parents are in a powerful position to teach sexual topics to their children, promoting positive sex attitudes and lifelong sexual health. However, parents may lack sexual knowledge and confidence to address such topics. This study, grounded in social learning theory, tested the effects of an active learning intervention to increase parental efficacy regarding sexual communication with children aged one- to five-years-old. Parents were randomly assigned to a control group (n = 55), a factsheet group (n = 58), and an active learning group (n = 56). Multi-level Modelling (MLM) analyses showed the intervention was not effective at increasing parental sexual communication efficacy. However, a dosage effect was observed for the active learning and factsheet groups. In addition, factsheet and active learning intervention groups showed significant gains in knowledge of child sexual development. The results of this study suggest active learning may be a step towards promoting lifelong sexual health.

A growing body of research has documented the phenomenon of climate change anxiety (CCA), defined broadly as negative cognitive, emotional, and behavioral responses associated with concerns about climate change. A recently validated scale of CCA indicated two subscales: cognitive emotional impairment and functional impairment (Clayton & Karazsia, 2020). However, there are few empirical studies on CCA to date and little evidence regarding whether CCA is associated with psychiatric symptoms, including symptoms of Major Depressive Disorder (MDD) and Generalized Anxiety Disorder (GAD), and whether engaging in individual and collective action to address climate change could buffer such relationships. This mixed methods study draws on data collected from a sample of emerging adult students (ages 18-35) in the United States (N = 284) to address these gaps. Results indicated that both CCA subscales were significantly associated with GAD symptoms, while only the Functional Impairment subscale was associated with higher MDD symptoms. Moreover, engaging in collective action, but not individual action, significantly attenuated the association between CCA cognitive emotional impairment and MDD symptoms. Responses to open-ended questions asking about participants' worries and actions related to climate change indicated the severity of their worries and, for some, a perception of the insignificance of their actions relative to the enormity of climate change. These results further the field's understanding of CCA, both in general and specifically among emerging adults, and suggest the importance of creating opportunities for collective action to build sense of agency in addressing climate change., Author(s): Sarah E. O. Schwartz [sup.1] , Laelia Benoit [sup.2] [sup.3] [sup.4] , Susan Clayton [sup.5] , McKenna F. Parnes [sup.1] , Lance Swenson [sup.1] , Sarah R. Lowe [sup.6] [...]

Although the prevalence of autism continues to rise, identification disparities across race/ethnicity and gender persist in schools. The under- and overidentification of specific populations receiving special education services under the classification of autism contribute to misappropriation or lack of intervention services for students. Practicing school psychologists (N = 229) reviewed one of eight vignettes depicting a student displaying possible autism symptoms that varied only by student race/ethnicity and gender. Afterward, they rated the likelihood that they would consider the classification of autism and their confidence in that likelihood rating. School psychologists were more likely to consider an autism classification for Asian female students than Latinx female students. Confidence in likelihood ratings was higher for Asian students than Black students. School psychologists endorsed specific attention to student problem behaviors with minimal notice of possible contributing cultural and linguistic factors. The results highlight that potential implicit biases and lack of cultural consideration play a role in the identification of autism in schools, which may contribute to the nationally documented race/ethnicity and gender identification disparities.

Cortical interneuron (CIN) dysfunction is thought to play a major role in neuropsychiatric conditions like epilepsy, schizophrenia and autism. It is therefore essential to understand how the development, physiology, and functions of CINs influence cortical circuit activity and behavior in model organisms such as mice and primates. While transgenic driver lines are powerful tools for studying CINs in mice, this technology is limited in other species. An alternative approach is to use viral vectors such as AAV, which can be used in multiple species including primates and also have potential for therapeutic use in humans. Thus, we sought to discover gene regulatory enhancer elements (REs) that can be used in viral vectors to drive expression in specific cell types. The present study describes the systematic genome-wide identification of putative REs (pREs) that are preferentially active in immature CINs by histone modification chromatin immunoprecipitation and sequencing (ChIP-seq). We evaluated two novel pREs in AAV vectors, alongside the well-established Dlx I12b enhancer, and found that they drove CIN-specific reporter expression in adult mice. We also showed that the identified Arl4d pRE could drive sufficient expression of channelrhodopsin for optogenetic rescue of behavioral deficits in the Dlx5/6 +/- mouse model of fast-spiking CIN dysfunction.

Tbr1 is a high-confidence autism spectrum disorder (ASD) gene encoding a transcription factor with distinct pre- and postnatal functions. Postnatally, Tbr1 conditional knockout (CKO) mutants and constitutive heterozygotes have immature dendritic spines and reduced synaptic density. Tbr1 regulates expression of several genes that underlie synaptic defects, including a kinesin (Kif1a) and a WNT-signaling ligand (Wnt7b). Furthermore, Tbr1 mutant corticothalamic neurons have reduced thalamic axonal arborization. LiCl and a GSK3β inhibitor, two WNT-signaling agonists, robustly rescue the dendritic spines and the synaptic and axonal defects, suggesting that this could have relevance for therapeutic approaches in some forms of ASD.

Although the racial/ethnic demographics in the United States are changing, few studies evaluate the cultural and linguistic responsiveness of commonly used autism spectrum disorder screening and diagnostic assessment measures. The purpose of this study is to evaluate item and test functioning of the Autism Spectrum Rating Scales (ASRS) in a sample of racially/ethnically diverse parents of children (nonclinical) between the ages of 6-18 (N = 806). This study is a follow-up to a prior publication examining the factor structure of the ASRS among a similar sample. The present study furthers the examination of measurement invariance of the ASRS in racially/ethnically diverse populations by conducting differential item functioning and differential test functioning with a larger sample. Results indicate test-level invariance; however, five items are noninvariant across parent reporters from different racial/ethnic groups. Implications for practice and directions for future research are discussed.

Many children with autism spectrum disorder (ASD) are at-risk for academic difficulties, particularly reading comprehension. The implementation of research-supported reading comprehension interventions for this population is critical for optimal academic success. The current meta-analysis of single-case design (SCD) studies evaluates the effectiveness of reading comprehension interventions for children with ASD through design comparable effect size (BC-SMD) analyses, log response ratio for increase (LRR-i), and multilevel modeling (MLM). We included SCD studies (20 studies, 60 participants) published in English that met What Works Clearinghouse (WWC) criteria with at least reservations with at least one participant (less than 18 years of age) who had ASD with reading comprehension defined as the dependent variable. Research on this topic is still emerging, but our preliminary results suggest that reading comprehension interventions show promise for children with ASD (BC-SMDoverall = 2.97, 95% CI = 1.85-3.97, p < 0.001). Further analyses indicate that intervention effectiveness, although broadly effective, differs across child race/ethnicity, X[superscript 2] (4) = 40.4, p < 0.001; age, X[superscript 2] (2) = 52.0, p < 0.001; participant disability (ASD vs. ASD + speech language impairment), X[superscript 2] (2) = 44.3, p < 0.001; and study method quality (meeting WWC vs. meeting WWC with reservations), X[superscript 2] (2) = 150.4, p < 0.001.

An understanding of how heterozygous loss-of-function mutations in autism spectrum disorder (ASD) risk genes, such as TBR1, contribute to ASD remains elusive. Conditional Tbr1 deletion during late mouse gestation in cortical layer 6 neurons (Tbr1layer6 mutants) provides novel insights into its function, including dendritic patterning, synaptogenesis, and cell-intrinsic physiology. These phenotypes occur in heterozygotes, providing insights into mechanisms that may underlie ASD pathophysiology. Restoring expression of Wnt7b largely rescues the synaptic deficit in Tbr1layer6 mutant neurons. Furthermore, Tbr1layer6 heterozygotes have increased anxiety-like behavior, a phenotype seen ASD. Integrating TBR1 chromatin immunoprecipitation sequencing (ChIP-seq) and RNA sequencing (RNA-seq) data from layer 6 neurons and activity of TBR1-bound candidate enhancers provides evidence for how TBR1 regulates layer 6 properties. Moreover, several putative TBR1 targets are ASD risk genes, placing TBR1 in a central position both for ASD risk and for regulating transcriptional circuits that control multiple steps in layer 6 development essential for the assembly of neural circuits.

Parents play a critical role in the early identification of ASD because of their experiential knowledge and frequent observations of their children. Being knowledgeable about ASD may help parents recognize early signs and symptoms, know to which professionals to express their concerns, and better navigate systems of care. An appropriate measure of ASD knowledge for parents is essential to further understand the importance of ASD knowledge in this population. This study sought to validate the Autism Spectrum Knowledge Scale--General Population Version (ASKSG) with a sample of parents with children under the age of 18 years in the United States. Results indicate that the ASKSG is a valid and reliable measure for use with parents.

Many youth with autism spectrum disorder (ASD) may benefit from interdisciplinary care coordination. Communication and collaboration between the school and clinic settings is particularly important when youth with ASD are receiving both special education and clinic-based services. The responsibility of initiating coordinated care has historically been with the medical home (e.g., primary care clinicians), however, educational professionals (e.g., school psychologists) are also well positioned to assume a leadership role in care coordination. Little is known about the current state, feasibility, or effectiveness of school psychologists leading care coordination efforts. The current study utilizes a mixed-method approach to understand school psychologists' engagement in interdisciplinary collaboration across settings, a central tenet to coordinated care, in providing services to youth with ASD.

Despite the changing racial/ethnic demographics in the United States, few studies exist that evaluate autism spectrum disorder (ASD) screening and diagnostic assessment measures for their cultural and linguistic responsiveness. The purpose of this study was to evaluate the structure of the Autism Spectrum Rating Scales (ASRS) in a diverse sample of parents with children (nonclinical sample) between the ages of 6 and 18 years (N = 405). Confirmatory factor analyses, factor correlations, and the evaluation of item loadings were used to examine the structure of the ASRS across cultural groups. Results yielded cross-cultural differences. Implications and directions for future research are discussed.

Objective: Although much research on community colleges focuses on institutional challenges or student deficits, emerging evidence suggests that student-instructor relationships have the potential to impact student success. The current study examined factors that could influence community college students' development of relationships with instructors and how these relationships are associated with academic engagement and achievement. Drawing on literature exploring student-instructor relationships at 4-year institutions, we hypothesized that students' relationships with instructors may partially account for the association between student demographic and relational characteristics and academic outcomes (i.e., cognitive and behavioral engagement, grade point average [GPA]). Method: Survey data were collected from 646 ethnically and racially diverse participants, many of whom were first-, second-, or third-generation immigrants, or first-generation college students. Employing a between-subjects, cross-sectional design, we tested the main study hypotheses of mediation through a series of path analysis models using Mplus. Results: Students with higher support-seeking attitudes and students with a mentor reported closer relationships with instructors, whereas part-time students reported weaker relationships with instructors. In turn, student-instructor relationships were significantly associated with both cognitive and behavioral aspects of academic engagement and GPA. Conclusion: This study provides insight into the various factors that may influence community college students' development of relationships with instructors and highlights the direct and indirect influence of these relationships on student success. Implications for future practice include finding strategies that can be implemented at community colleges to foster student-instructor relationships. Future research should further explore these associations using longitudinal data to gain a deeper understanding of current findings.

It is important for all professionals who work with individuals who have ASD to have sufficient knowledge of the disorder. The development of ASD knowledge may occur during preservice training and/or through professional development. Currently, there is no "gold standard" measure of ASD knowledge. A study focusing on the development of a reliable and valid measure of ASD knowledge for practitioners and preservice professionals is warranted. To address this need, the current study provides preliminary information on the development and preliminary validation of the Autism Spectrum Knowledge Scale Professional Version-Revised (ASKSP-R) with a sample of school-based professionals (N = 427). Results suggest the ASKSP-R is a univariate measure with good reliability. Implications and suggestions for future research are discussed.

Despite the dramatic rise in Autism Spectrum Disorder (ASD) prevalence, limited information is known about ASD knowledge of the general population. The Autism Spectrum Knowledge Scale, General Population version (ASKSG) was collaboratively constructed to create a measure of ASD knowledge specifically for the general population. The ASKSG is a 31-item measure that assesses one's knowledge and understanding of ASD. Adults in the general population participated in the current study (N = 318). Findings indicate that the ASKSG is a valid and reliable measure and can adequately measure ASD knowledge in this population. A greater understanding of general population knowledge pertaining to ASD can be used to better inform identification, intervention, and advocacy, thus improving the outcomes for individuals with ASD.

In this study, we examined associations between mentoring relationship quality, rejection sensitivity, and youth outcomes. Participants (N = 446) were part of a national, random assignment evaluation of Big Brothers Big Sisters of America school-based mentoring programs. Youth in more trusting mentoring relationships demonstrated reductions in teacher-reported behavioral evidence of rejection sensitivity. These reductions, in turn, were positively associated with youth's assertiveness with peers and prosocial behavior. Percentile bootstrap confidence intervals testing indirect effects demonstrated that rejection sensitivity mediated the association between mentoring relationship trust and teacher-reported assertiveness and prosocial behavior. Implications of the findings for theory and practice are discussed.

Parents play a critical role in the early identification of ASD because of their experiential knowledge and frequent observations of their children. Being knowledgeable about ASD may help parents recognize early signs and symptoms, know to which professionals to express their concerns, and better navigate systems of care. An appropriate measure of ASD knowledge for parents is essential to further understand the importance of ASD knowledge in this population. This study sought to validate the Autism Spectrum Knowledge Scale-General Population Version (ASKSG) with a sample of parents with children under the age of 18 years in the United States. Results indicate that the ASKSG is a valid and reliable measure for use with parents., Author(s): Kandice J. Benallie [sup.1] , Maryellen Brunson McClain [sup.1] , Bryn Harris [sup.2] , Sarah E. Schwartz [sup.1] Author Affiliations: (1) grid.53857.3c, 0000 0001 2185 8768, Utah State University, [...]

Many youth with autism spectrum disorder (ASD) may benefit from interdisciplinary care coordination. Communication and collaboration between the school and clinic settings is particularly important when youth with ASD are receiving both special education and clinic-based services. The responsibility of initiating coordinated care has historically been with the medical home (e.g., primary care clinicians), however, educational professionals (e.g., school psychologists) are also well positioned to assume a leadership role in care coordination. Little is known about the current state, feasibility, or effectiveness of school psychologists leading care coordination efforts. The current study utilizes a mixed-method approach to understand school psychologists' engagement in interdisciplinary collaboration across settings, a central tenet to coordinated care, in providing services to youth with ASD., Author(s): Maryellen Brunson McClain [sup.1] , Jeffrey D. Shahidullah [sup.2] [sup.4] , Katherine R. Mezher [sup.3] , Cassity R. Haverkamp [sup.1] , Kandice J. Benallie [sup.1] , Sarah E. Schwartz [...]

It is important for all professionals who work with individuals who have ASD to have sufficient knowledge of the disorder. The development of ASD knowledge may occur during preservice training and/or through professional development. Currently, there is no 'gold standard' measure of ASD knowledge. A study focusing on the development of a reliable and valid measure of ASD knowledge for practitioners and preservice professionals is warranted. To address this need, the current study provides preliminary information on the development and preliminary validation of the Autism Spectrum Knowledge Scale Professional Version-Revised (ASKSP-R) with a sample of school-based professionals (N = 427). Results suggest the ASKSP-R is a univariate measure with good reliability. Implications and suggestions for future research are discussed., Author(s): Maryellen Brunson McClain [sup.1] , Bryn Harris [sup.2] , Cassity R. Haverkamp [sup.1] , Megan E. Golson [sup.1] , Sarah E. Schwartz [sup.1] Author Affiliations: (1) grid.53857.3c, 0000 0001 [...]

Youth mentoring relationships have significant potential for promoting positive youth development. Nonetheless, the benefits derived from such relationships depend considerably on the length and quality of the bonds that are created between mentors and youth. Although some attention has been paid to youth's experience of relationship quality, few studies have focused on mentors' experience of relationship quality. In the context of a national sample of mentor and youth dyads in Big Brothers Big Sisters community-based mentoring programs (N = 5,222), the current study validated a new mentor-reported measure of relationship quality, explored associations between mentor and youth assessments of relationship quality, and investigated the capacity of early assessments of relationship quality to predict mentoring relationship duration. Implications for research and practice are discussed.

Despite the dramatic rise in Autism Spectrum Disorder (ASD) prevalence, limited information is known about ASD knowledge of the general population. The Autism Spectrum Knowledge Scale, General Population version (ASKSG) was collaboratively constructed to create a measure of ASD knowledge specifically for the general population. The ASKSG is a 31-item measure that assesses one's knowledge and understanding of ASD. Adults in the general population participated in the current study (N = 318). Findings indicate that the ASKSG is a valid and reliable measure and can adequately measure ASD knowledge in this population. A greater understanding of general population knowledge pertaining to ASD can be used to better inform identification, intervention, and advocacy, thus improving the outcomes for individuals with ASD., Author(s): Maryellen Brunson McClain [sup.1] , Bryn Harris [sup.2] , Sarah E. Schwartz [sup.1] , Kandice J. Benallie [sup.1] , Megan E. Golson [sup.1] , Chandler M. Benney [sup.1] Author [...]

Most research on youth mentoring relationships has focused on the mentor–mentee dyad, yet caregivers play an important role in supporting these relationships. Drawing on a large, multisite sample of youth in formal mentoring programs (N = 2165), this study investigated associations between caregiver–mentor collaboration and mentoring relationship outcomes in the context of environmental and individual youth risk factors. Analysis of novel quantitative measures assessing caregivers' experiences of the mentoring relationships revealed two factors reflecting caregivers' collaboration with mentors (caregiver involvement and mentor backing), and three factors reflecting caregivers' perceptions of mentor effectiveness (meeting youth needs, advocating for youth, and supporting youth behavior). Results indicated that greater caregiver involvement was associated with higher‐quality and longer‐lasting mentoring relationships. Few associations between risk and mentoring relationships were observed; however, indirect effects indicated that youth environmental risk was positively associated with caregiver involvement, which, in turn, was positively associated with mentoring relationship outcomes. [ABSTRACT FROM AUTHOR]

Youth initiated mentoring (YIM) is an innovative approach to mentoring being implemented by the National Guard Youth ChalleNGe Program in which youth identify and select their mentors. There is great interest in this approach; however, there has been little study of YIM or its implementation in ChalleNGe. Retrospective in-depth qualitative interviews with former ChalleNGe participants (n = 30) were conducted to gain a descriptive understanding of the mentor selection process, the role these relationships played in participants' experiences of the ChalleNGe program and in their lives more generally, and the nature and strength of these connections. Findings indicate that youth were able to successfully enlist the participation of mentors and YIM yielded enduring and emotionally supportive relationships. That the adults came from within their communities was viewed by these participants as having expedited the development of feelings of trust and contributed to the relevancy and meaningfulness of the guidance and advice offered.

Measurement of adaptive skills is important in the diagnosis, intervention planning, and progress monitoring of children with intellectual and developmental disabilities (IDD). Thus, ensuring accurate measurement, including measurement invariance, across children with and without IDD is critical. In this study, we evaluate the measurement invariance using multigroup confirmatory factor analysis (MG-CFA) of the Vineland-3 Comprehensive Interview (CIF) across children ages 6–21 years with and without IDD (N = 1,192) using archival data. Results showed that the Vineland-3 CIF exhibits configural invariance but may show some metric non-invariance in children with and without IDD. Suggestions for using the Vineland-3 CIF in this population are provided and future research and measure development needs are discussed. [ABSTRACT FROM AUTHOR]

Although assigned mentoring relationships have typically involved same-gender matches, a growing number of programs, particularly those in schools, have begun pairing female mentors with male mentees. This practice stems, in large part, from the relative dearth of male mentors and programs' efforts to increase the availability of youth mentoring to young males on waiting lists. We drew on secondary data from the two largest random assignment evaluations of school-based mentoring programs, the Department of Education's Student Mentoring Program and Big Brothers Big Sisters of America's School-based Mentoring, to explore the characteristics and effects of same- versus cross-gender mentoring relationships for male mentees. Our sample included 1,513 male youth from the respective programs. With only a few exceptions, male youth in same- versus cross-gender mentoring relationships experienced similar relationship processes and outcomes. Implications for research and practice are discussed along with limitations including the nonexperimental design of the study and unmeasured effects of selection bias.

This study explores the pathways through which school-based mentoring relationships are associated with improvements in elementary and high school students' socio-emotional, academic, and behavioral outcomes. Participants in the study (N = 526) were part of a national evaluation of the Big Brothers Big Sisters school-based mentoring programs, all of whom had been randomly assigned to receive mentoring at their schools over the course of one academic year. Students were assessed at the beginning and end of the school year. The results of structural equation modeling showed that mentoring relationship quality, as measured by the Youth-Centered Relationship scale and the Youth's Emotional Engagement scale, was significantly associated with positive changes in youths' relationships with parents and teachers, as measured by subscales of the Inventory of Parent and Peer Attachment, the Teacher Relationship Quality scale, and the Hemingway Measure of Adolescent Connectedness. Higher quality relationships with parents and teachers, in turn, were significantly associated with better youth outcomes, including self-esteem, academic attitudes, prosocial behaviors, and misconduct. The effect sizes of the associations ranged from 0.12 to 0.52. Mediation analysis found that mentoring relationship quality was indirectly associated with some of the outcomes through its association with improved parent and teacher relationships. Implications of the findings for theory and research are discussed. (Contains 3 tables and 3 figures.)

An estimated three million American youth are in formal, one-to-one mentoring relationships, and countless more have meaningful, natural mentoring relationships with extended family members, teachers, neighbors, coaches and other caring, non-parental adults. The empirical literature generally indicates that close and enduring mentoring relationships can have a positive effect on youth self-esteem. This article begins by discussing different types of youth mentoring, then it summarizes the research on 1) the effects of mentoring relationships on self-esteem; 2) factors that predict variation in relationship effectiveness, leading to either positive or negative effects; and 3) the processes through which these relationships exert such effects. It concludes with recommended practices for mentoring programs which can contribute to positive youth outcomes. (Contains 1 figure and 1 table.)

Associations between youths' relationship profiles and mentoring outcomes were explored in the context of a national, randomized study of 1,139 youths (54% female) in geographically diverse Big Brothers Big Sisters school-based mentoring programs. The sample included youths in Grades 4-9 from diverse racial and ethnic backgrounds, the majority of whom were receiving free or reduced-price lunch. Latent profile analysis, a person-oriented approach, was used to identify 3 distinct relational profiles. Mentoring was found to have differential effects depending on youths' preintervention approach to relationships. In particular, youths who, at baseline, had satisfactory, but not particularly strong, relationships benefited more from mentoring than did youths with profiles characterized by either strongly positive or negative relationships. Implications for research and practice are discussed. (Contains 1 figure and 8 tables.)

The RALLY practitioner implements RALLY's prevention and intervention strategies, working with all of the students in a class to deliver nonstigmatizing, developmentally based services. The practitioner model is based on the philosophy that relationships are key to allowing students to achieve their full health and academic potential. RALLY practitioners work within the classroom individually, in small groups, and in after-school time. In all of these contexts, RALLY practitioners focus on four major functions: (1) building strong relationships with students, (2) providing developmental and academic support, (3) referring students to services based on their needs and interests, and (4) connecting with teachers, families, clinicians, after-school staff, and other service providers in order to bridge these worlds. RALLY practitioners offer an in-novative model to bring mental health and educational support into schools. They have varying educational backgrounds, from high school graduates, to college students, to graduate interns in mental health or education professions. Training and supervision, however, are crucial in helping practitioners of all levels to create integrated systems of support that take all of a student's interests and needs into consideration while moving toward academic success. (Contains 15 notes.)

In order to maximize the effectiveness of prevention and intervention efforts with youth and address the needs of the whole student, it is necessary to work not only directly with youth, but also to partner with other key adults in a young person's life: parents and guardians, teachers, after-school staff, and clinicians. Inherent in RALLY's philosophy is a dual strategy of working intensively with students and teachers in the school while creating partnerships that bring students' families and a network of community agencies into the school as well. These partnerships bring important resources to school communities and create richer opportunities for young people and their families. Furthermore, a key to working effectively with youth lies in providing them not only with services that match their needs and interests, but also opportunities for participation and empowerment. Such opportunities can result in significant individual change in the students involved in these opportunities as well as broader community. (Contains 6 notes.)

Evaluation is an important program component of RALLY and helps to document the gains that stem from this program. This article describes the quality of RALLY implementation and selected student outcomes of an exemplary RALLY program at an urban middle school. The findings showed effects on students' resiliency as well as academic success, as indicated by student, practitioner, and teacher reports. The practitioners and teachers also reported a decrease in students' behavioral problems. Relationships to practitioners and a developmental orientation proved to be of key significance for changes in students' resiliency and academic outcomes. (Contains 1 figure and 8 notes.)

Parents are in a powerful position to teach sexual topics to their children, promoting positive sex attitudes and lifelong sexual health. However, parents may lack sexual knowledge and confidence to address such topics. This study, grounded in social learning theory, tested the effects of an active learning intervention to increase parental efficacy regarding sexual communication with children aged one- to five-years-old. Parents were randomly assigned to a control group (n = 55), a factsheet group (n = 58), and an active learning group (n = 56). Multi-level Modelling (MLM) analyses showed the intervention was not effective at increasing parental sexual communication efficacy. However, a dosage effect was observed for the active learning and factsheet groups. In addition, factsheet and active learning intervention groups showed significant gains in knowledge of child sexual development. The results of this study suggest active learning may be a step towards promoting lifelong sexual health. [ABSTRACT FROM AUTHOR]