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Background Most individuals who typically receive palliative care (PC) tend to have cancer and a relatively short prognosis ( Methods A cross-sectional analysis was conducted using interRAI Palliative Care (interRAI PC) assessment data collected between 2011 and 2018. Individuals with a shorter prognosis (n = 48,019 or 64.1%) were compared to those with a longer prognosis (6+ months; n = 26,945) across several clinical symptoms. The standardized difference (stdiff), between proportions, was calculated to identify statistically meaningful differences between those with a shorter and longer prognosis. Values of the stdiff of 0.2 or higher (absolute value) indicated a statistically significant difference. Results Overall, cancer was the most prevalent diagnosis (83.2%). Those with a shorter prognosis were significantly more likely to experience fatigue (75.3% vs. 59.5%; stdiff = 0.34) and shortness of breath at rest (22.1% vs. 13.4%; stdiff = 0.23). However, the two groups were similar in terms of severe pain (73.5% vs. 66.5%; stdiff = − 0.15), depressive symptoms (13.2% vs. 10.7%; stdiff = 0.08) and nausea (35.7% vs. 29.4%; stdiff = 0.13). Conclusions These results highlight the importance of earlier identification of individuals who could benefit from a palliative approach to their care as individuals with a longer prognosis also experience high rates of symptoms such as pain and nausea. Providing PC earlier in the illness trajectory has the potential to improve an individual’s overall quality of life throughout the duration of their illness.

Purpose: To describe the trajectory of physical symptoms among cancer decedents who were receiving home care in the six months before death. Patients and Methods: An observational cohort study of cancer decedents in Ontario, Canada, who received home care services between 2007 and 2014. To be included, decedents had to use at least one home care service in the last six months of life. Outcomes were the presence of pain and several other physical symptoms at each week before death. Results: Our cohort included 27,295 cancer decedents (30,368 assessments). Forty-seven percent were female and 56% were age 75 years or older. The prevalence of all physical symptoms increased as one approached death, particularly in the last month of life. In the last weeks of life, 69% of patients reported having moderate–severe pain, however, only 20% reported that the pain was not controlled. Loss of appetite (63%), shortness of breath (59%), high health instability (50%), and self-reported poor health (44%) were also highly prevalent in the last week of life. Multivariate regression showed that caregiver distress, high health instability, social decline, uncontrolled pain, and signs of depression all worsened the odds of having a physical symptom in the last 3 months of life. Conclusion: In this large home care cancer cohort, trajectories of physical symptoms worsened close to death. While presence of moderate–severe pain was common, it was also reported as mostly controlled. Covariates, such as caregiver distress and social decline, were associated with having more physical symptoms at end of life.

School resource officers’ (SROs) presence (e.g., engagement in patrol, carrying firearms, etc.) and prevention (e.g., mentoring, teaching) roles have not been distinguished in investigations of SRO...

The purpose of the current study was to determine the probability that a student with a disability not being served by Individuals with Disabilities Education Act (IDEA) would be expelled. Expulsion data were obtained from the Civil Rights Data Collection produced by the U.S. Office of Civil Rights. The latest data from all 50 states and the District of Columbia for the 2017 to 2018 school year were analyzed. Bayes’ Theorem was used to determine this probability based upon existing probabilities and conditional probabilities. Analyses were also conducted by state and ethnicity. Results indicated that 1 in 14 of expelled students is likely to have an unserved disability under IDEA but variability according to race/ethnicity nationwide and by state was observed. Students who were White were the least likely to be an unserved student with a disability under IDEA among those expelled. The findings encourage investigation into the intersection of variables, especially the importance of including disability status and ethnicity when explaining disparate and punitive discipline. Practitioners, especially school psychologists, work at this intersection and can influence both special education identification and discipline practices.

Purpose Understanding the end-of-life psychosocial needs of cancer patients at home is a knowledge gap. This study describes the trajectory of psychosocial symptoms in the last 6 months of life among cancer decedents who were receiving home care. Methods Observational population-based cohort study of cancer decedents who were receiving home care services between 2007 and 2014. Decedents had to have at least one home care assessment in the last 6 months of life for inclusion. Outcomes were the presence of psychosocial symptoms (i.e., anxiety, loneliness, depression, social decline, caregiver distress, and cognitive decline) at each week before death. Results Our cohort included 27,295 unique cancer decedents (30,368 assessments), of which 58% died in hospital. Fifty-six percent were older than 74, and 47% were female. The prevalence of all symptoms increased approaching death, except loneliness. Social decline (48%-78%) was the most prevalent psychosocial symptom, though loneliness was reported in less than 10% of the cohort. Caregiver distress rose over time from 15%-27%. A third of the cohort reported issues with cognitive impairment. Multivariate regression showed that physical symptoms such as uncontrolled pain, impairment in independent activities of daily living, and a high level of health instability all significantly worsened the odds of having a psychosocial symptom in the last 3 months of life. Conclusion In this large home care cancer cohort, trajectories of psychosocial symptoms worsened close to death. Physical symptoms, such as uncontrolled pain, were associated with having worse psychosocial symptoms at end of life.

The current study evaluated the validity and reliability of the SCARED on a Native American child population. Results suggest excellent internal consistency for the total score. The hierarchical mo...

Extended school year (ESY) services has been an understudied area of special education research. There is limited information available regarding ESY practices by local education agencies (LEAs) in determining eligibility as well as who receives what types of services. We surveyed special education directors across the nation to examine ESY practices by LEAs. Most notably, approximately two out of three special education directors (63%) reported that ESY services were only received by students in self-contained classrooms in their LEA. These LEAs that had no students outside of a self-contained classroom receiving ESY services also had a significantly lower percentage of students receiving ESY services as a whole. We recommend that this practice be discouraged as it effectively excludes students in inclusive settings who could benefit from ESY services and can steer parents away from inclusive placements if ESY services in the future will cease.

Introduction The end-of-life symptom prevalence of non-cancer patients have been described mostly in hospital and institutional settings. This study aims to describe the average symptom trajectories among non-cancer patients who are community-dwelling and used home care services at the end of life. Materials and methods This is a retrospective, population-based cohort study of non-cancer patients who used home care services in the last 6 months of life in Ontario, Canada, between 2007 and 2014. We linked the Resident Assessment Instrument for Home Care (RAI-HC) (standardized home care assessment tool) and the Discharge Abstract Databases (for hospital deaths). Patients were grouped into four non-cancer disease groups: cardiovascular, neurological, respiratory, and renal (not mutually exclusive). Our outcomes were the average prevalence of these outcomes, each week, across the last 6 months of life: uncontrolled moderate-severe pain as per the Pain Scale, presence of shortness of breath, mild-severe cognitive impairment as per the Cognitive Performance Scale, and presence of caregiver distress. We conducted a multivariate logistic regression to identify factors associated with having each outcome respectively, in the last 6 months. Results A total of 20,773 non-cancer patient were included in our study, which were analyzed by disease groups: cardiovascular (n = 12,923); neurological (n = 6,935); respiratory (n = 6,357); and renal (n = 3,062). Roughly 80% of patients were > 75 years and half were female. In the last 6 months of life, moderate to severe pain was frequent in the cardiovascular (57.2%), neurological (42.7%), renal (61.0%) and respiratory (58.3%) patients. Patients with renal disease had significantly higher odds for reporting uncontrolled moderate to severe pain (odds ratio [OR] = 1.21; 95% CI: 1.08 to 1.34) than those who did not. Patients with respiratory disease reported significantly higher odds for shortness of breath (5.37; 95% CI, 5.00 to 5.80) versus those who did not. Patients with neurological disease compared to those without were 9.65 times more likely to experience impaired cognitive performance and had 56% higher odds of caregiver distress (OR = 1.56; 95% CI: 1.43 to 1.71). Discussion In our cohort of non-cancer patients dying in the community, pain, shortness of breath, impaired cognitive function and caregiver distress are important symptoms to manage near the end of life even in non-institutional settings.

Abstract. The purpose of this study was to evaluate the psychometric properties of the Self-Description Questionnaire I (SDQI) with regard to children’s mathematics self-concept based on the item response theory (IRT) framework. The researchers adopted the IRT-based techniques for uncovering item-level characteristics including discrimination ( a parameter) and thresholds ( b parameters). The data for this study were drawn from the Early Childhood Longitudinal Study, Kindergarten Class of 1998–99 (ECLS-K) with a sample of 14,631 children. The IRT-based evaluations suggest that the SDQI items have sufficient discrimination, but insufficient item thresholds in assessing third- and fifth-graders’ mathematics self-concept. Thus, it is recommended that the current SDQI be reconsidered for its age appropriateness. In addition, affective items, which involve enjoyment, liking, and positive emotions, are found to be better indicators of self-concept than cognitive items, which involve perceived competence, ability beliefs, and self-efficacy. Results also indicate the presence of item parameter drift (IPD) in all SDQI items, suggesting beta change of the scale over time – children become more sensitive to the response anchors as they grow older. Findings of this study provide insights into the conceptualization and operationalization of academic self-concept, as well as practical implications for future use and development of self-concept measures.

BACKGROUND The nutrition profile of palliative home care clients is unknown. This study describes this group and their nutrition issues and evaluates the performance of the interRAI nutrition Clinical Assessment Protocol (CAP). METHODS This was a cross-sectional secondary analysis using Ontario interRAI Palliative Care (interRAI PC) Assessment data. The sample represents 74,963 unique Ontario home care clients assessed between 2011 and 2018. Frequencies and standardized differences (stdiffs) of nutrition characteristics were presented for cancer (n = 62,394) and noncancer (n = 12,569) diagnostic subgroups. Rates of triggering the nutrition CAP were presented by nutrition issue to evaluate its performance. RESULTS Of this sample, 16.7% were ≥85 years of age, 52.6% had a prognosis between 6 weeks and 6 months, and 41.4% required assistance with eating. The prevalence was higher among those with nervous/mental/behavioral disorders (72.6%) compared with those with cancer (37.6%; stdiff = 0.75). However, most nutrition issues experienced were similar (stdiff < 0.20) across diagnostic groups. Of the entire sample, 21% triggered the nutrition CAP, indicating a need for further evaluation or intervention. Yet, 73.4% of those who experienced dry mouth, 71.8% of those who required assistance with eating, and 68.4% of those who received a nutrition consult within the last 3 days did not trigger the nutrition CAP. CONCLUSIONS Nutrition issues are prevalent in palliative home care clients, regardless of diagnosis; yet the nutrition CAP identified a small fraction of this group. There is a need to focus research and care guidelines toward life-limiting illnesses beyond cancer and address nutrition-related issues in this population.

The purpose of the current study was to examine barriers, if any, reported by special education directors to providing extended school year (ESY) services. Results indicate four barriers to providing ESY services listed in order of importance by special education directors: difficulty in finding qualified personnel to work over the summer, determining eligibility for ESY services, compliance of parents, and limited financial resources to provide ESY services. Rural special education directors reported the barrier of difficulty in finding qualified personnel significantly more often than nonrural directors. Rural special education directors also reported significantly more barriers to providing ESY services in general.

We investigated the importance of reading and mathematics achievement in the prediction of science achievement across time. By studying models of these achievement variables while controlling for important variables, such as socioeconomic status and general knowledge, a better understanding of how reading and mathematics support science achievement over time emerged. Data from Early Childhood Longitudinal Study-Kindergarten cohort was utilized as a nationally-representative and community-based sample of children across the United States. Findings provide a methodological improvement on previous literature by permitting the estimation of indirect effects, which provides the percent of the relationship accounted for at each time point. We found that reading achievement appears to significantly mediate the relationship between mathematics and science across time.

Academic red-shirting via voluntary delayed school entry is a debatable practice for students but has been argued a potentially viable practice for children with a range of disabilities by providing students “the gift of time.” The current study ( n = 21,409) indicated that children with ADHD ( n = 1057) were more likely to be red-shirted as compared to children without ADHD ( n = 20,352). We examined the academic trajectories of those children with ADHD who were red-shirted versus children with ADHD who were not red-shirted. Results revealed no meaningful association of red-shirting with academic achievement across time. We subsequently examined the relationship of red-shirting and academic achievement among children with ADHD who received medication ( n = 426) versus children with ADHD who did not receive medication ( n = 631). Among children with medicated ADHD, the negative association of red-shirting with achievement across time was stronger but medication received was also associated with more severe symptoms of inattention across time, which may account for this relationship. Academic red-shirting does not appear to be especially beneficial for students with ADHD (medicated or not) in terms of academic achievement across time.

The most recent version of the Individuals with Disabilities Education Improvement Act (IDEIA) emphasizes research-based intervention in the school setting. Administrators expect school psychologists to lead initiatives introducing interventions and techniques derived from scientific approaches, such as applied behavior analysis (ABA). However, in the field of school psychology, the use and possible barriers of ABA are largely unknown. The study’s purpose was to gather data to evaluate whether self-efficacy and autonomy support mediate the relationship between school psychologists’ training and reported use of ABA. Participants included 405 practicing school psychologists who provided information about their training and completed measures of self-efficacy, autonomy support, and reported practice. Structural equation modeling revealed that training predicted reported ABA practice, and these direct relationships were mediated by self-efficacy. Autonomy support was related to both training and reported practice but did not mediate the association between them. Although ABA training for school psychologists is increasing, results provide preliminary support for the mediating relationship between a school psychologists’ perception of self-efficacy for ABA and the use of ABA in practice. In addition to traditional training and coursework, findings suggest that practicing school psychologists need opportunities in the field to enhance their self-efficacy related to the practice of ABA.

Background The purpose of the present study was to investigate the comorbid presence of ADHD in a population of children diagnosed with ASD in a nationally representative sample. Comorbidity estimates range widely, with estimates as low as 37% and as high as 78%. Methods The data were drawn from the Survey of Pathways to Diagnosis and Services (Pathways), a nationally representative survey conducted by the National Center for Health Statistics (NCHS), Centers of Disease Control, and Prevention (CDC) in 2011. Analysis of variance and chi square analysis were used to test for significant differences between groups comprised of children with ASD; ASD + ID, ASD + ADHD, and ASD + ADHD + ID. Results In a population of children diagnosed with ASD, the rate of ADHD + ASD was 42% and the rate of ADHD + ASD + ID was 17%, resulting in a 59% total comorbidity rate of ADHD and ASD. Statistically significant differences in age when parents first wondered about problems with development, age when medical assistance was first sought, and age of reported ASD diagnosis were found between the ASD + ADHD and all other groups, with the ASD + ADHD being older. Average age at diagnosis was over 6 years for children with ASD + ADHD but close to 2.5 years for children with ASD only. Conclusions The study of a nationally representative sample helps to elucidate prevalence rates but also raises questions about early identification and diagnosis when symptoms of both disorders are present. The findings point to the need for future research to understand why comorbidity is associated with delays in the age when medical assistance is sought.

The current study examined how student approaches to learning (ATL) and ATL's association with school achievement differ in children diagnosed with ADHD who are taking medication and children who are not diagnosed with ADHD. Results indicated that pharmacological interventions may be associated with a decrease in core symptoms of ADHD (e.g., ADHD-related ATL items such as concentration, keeping on task, and maintaining interest) as rated by parents; however, parents of children receiving medication also rated their children as lower on ATL items not typically associated with ADHD symptomatology, including creativity, eagerness, and initiative. Evaluation of a model examining the association between ATL and achievement revealed that as ADHD-related ATL items decreased, both reading and math achievement increased. However, the relationships between non-ADHD-related ATL items (e.g., creativity, eagerness, and initiative) and achievement scores differed for children with ADHD receiving medication. We discuss the implications for learning and assessment.

Objectives Family-centered care has been associated with positive outcomes for children with special health care needs. The purpose of the current study was to examine the relationship of family-centered care as associated with care coordination with schools and school absences (e.g., missed days) as reported by parents of children with special health care needs. Methods The current study utilized data from the National Survey of Children with Special Health Care Needs 2009-201 (N = 40,242) to achieve this purpose. The National Survey of Children with Special Health Care Needs may be considered a nationally-representative and community-based sample of parent responses for children with special health care needs across the United States. Results Results from the current study indicate that family-centered care is associated with fewer absences and improved care coordination with schools when applicable. The variables of functional difficulties, poverty level, and the number of conditions were statistically controlled. Conclusions We suggest that the positive influence of family-centered care when practiced extends beyond the family and interacts with educational outcomes. We also suggest that the role of schools appears to be under-studied given the role that schools can play in family-centered care.

As the United States has begun to lag behind other developed countries in performance on mathematics and science, researchers have sought to explain this with theories of teaching, knowledge, and motivation. We expand this examination by further analyzing a measure of interest that has been linked to student performance in mathematics and intention to enroll in advanced mathematics classes. Using Item Response Theory (IRT), the purpose of this study was to evaluate the psychometric properties of the Mathematics Interest Inventory (MII). Six hundred sixty-six students (47.6% Hispanic, 48.2% Male) formed the sample. Results revealed minimal differential item functioning (DIF) between genders. Substantial DIF emerged between Hispanic and White students. Implications of the differential functioning and the measurement of interest in mathematics are discussed.

In this paper, we explore a novel approach for assessing the impact of a professional development programme on classroom practice of in-service middle school mathematics teachers. The particular focus of this study is the assessment of the impact on teachers’ employment of strategies used in the classroom to foster the mathematical habits of mind and mathematical self-efficacy of their students. We describe the creation and testing of a student survey designed to assess teacher classroom practice based primarily on students’ ratings of teacher practices.

The current study examined the diagnostic decision-making of school psychologists as a function of a student's disability and academic performance with three research questions using a randomly-selected sample of school psychologists from the state of Texas. Results from the first research question indicated that school psychologists significantly differentiated between what diagnoses were considered most correct according to the DSM-IV and what diagnoses would be in a child's best interest at school. Results from the second research question indicated that this differentiation in diagnostic decision-making was present as significantly associated with academic performance. Results from the third and final research question indicated that school psychologists differed in their diagnostic decision-making according to their perceptions about the particular disability.

All undergraduate students are required by state law to take six credited hours in political science. This study will help us identify if differences exist in self-determination among students enrolled in American Public Policy and American Government at a large, Southwestern public university. Because some types of motivation are associated with more positive educational outcomes than others, the results of this study may help us understand why some students excel when others struggle and make modifications to existing course structure to facilitate positive motivational outcomes. The study will use standard survey questionnaires developed by scholars in the area of self-determination theory (SDT).

Teacher professional development activities in the USA take many forms from half-day workshops that focus on particular topics or classroom techniques to long term course work that offers university level credit. With few exceptions, the primary goal of such activities is to enhance the teachers’ classroom effectiveness and improve student achievement. In this article, we describe a professional development model that strives to provide middle school mathematics teachers with a deep understanding of the mathematics they teach, and our attempts to measure its influence on their mathematics content knowledge.

The purpose of this investigation was to examine whether components of psychological well-being (i.e., positive affect, negative affect, self-esteem, and vitality) mediated the relationship between self-determination theory (SDT) basic needs (competence, autonomy and relatedness) and perceived return-to-sport outcomes. Competitive athletes (n = 204) from Australia, Canada, and the United States completed an injury need satisfaction scale, psychological well-being inventories, and a measure of perceived return-to-sport outcomes. Mediation analysis (Baron & Kenny, 1986) revealed that positive affect partially mediated the relationship between competence and autonomy need satisfaction and a renewed perspective on sport, while negative affect, self-esteem, and vitality fully mediated the relationship between relatedness need satisfaction and return concerns. Interpretation of the findings suggests the importance of components of well-being in mediating relatedness need satisfaction on “return concerns” in a s...

Teachers of middle school mathematics should have a deep conceptual understanding of the elementary mathematics taught in middle school, should possess the mathematics knowledge for teaching that is required to effectively teach mathematics in middle school and should have the ability to effectively teach mathematics to, and enhance the maths self-efficacy of, a culturally and socially diverse middle school student population. The challenge is to design effective professional development activities that enhance these desired attributes in both in-service and pre-service middle school mathematics teachers. This article reports on an attempt to design and evaluate one such activity that focuses on mathematics knowledge for teaching and self-efficacy building.

The importance of well-specified research questions in the evaluation of early predictors of later inattention and hyperactivity is examined. In an analysis of a nationally representative sample of 2,717 children aged 4 to 10, latent growth trajectories for television viewing and inattention and hyperactivity are determined and the relationship of the two constructs examined. Analyses reveal a logistic latent growth model as the best description of the trajectory of television viewing across time, whereas a quadratic trend represents the best portrayal of the trajectory for symptoms of inattention and hyperactivity. Results do not support the presence of a meaningful relationship between television viewing and inattention and hyperactivity, which is inconsistent with previous findings from the same data set. The importance of the nature of well-specified research questions and the need to use contemporary longitudinal evaluation techniques to avoid misleading conclusions based on limited analyses and results are discussed.

This study postulated a structural model to investigate the degree of influence that White middle-level teachers who employ mastery goal orientation and academic pressure may have on Hispanic students' sense of school belongingness. Participants were 434 5th and 6th grade students and 21 teachers. Initial proposed model estimates fit the data adequately when employing certain fit criteria (Comparative Fix Index = .92, standardized root mean squared residual = .09). Findings indicated that students' reported feelings of school belonging were positively influenced by White teachers who promoted mastery goal orientation and academic pressure within their classrooms. School belonging, in turn, influenced students' mastery goal orientation.

The authors investigated the relationships between cognitive, motivational, and emotional variables across Hispanic and White students to predict mathematics performance. A theoretically based structural model fit a total sample of 666 4th- to 10th-grade students well, supporting that self-efficacy, sources of self-efficacy, and emotional feedback were all stronger predictors of mathematics performance than general mental ability. Tests of the structural model across ethnicity suggested a good fit for the White sample but not for the Hispanic sample. However, the majority of the associations in the White model were not significant. Because the model positing relationships among motivational and cognitive variables has been well established, the findings indicated that the inclusion of emotional feedback made it more complicated.

The purpose of the present study was to evaluate the differences in demographic characteristics, motivational orientation, self-efficacy, and attitudes about technology between students who enrolled in a course offered in the traditional setting and those nrolled in the same course online. The two groups, each comprised of 27 students, were administered self-report measures to evaluate their levels of technological self-efficacy,attitude toward technology, and motivational orientation. Participants also reported their age, number of online courses taken, and gender. Results indicated that the two groups did not differ in terms of their attitudes about and feelings of self-efficacy toward technology. Despite many similarities in motivational orientation, online students did report higher levels of interest, curiosity, and intrinsic motivation, suggesting that students in online courses may prefer autonomy in the course design. Further research is necessary to determine whether students seek out online courses because they possess motivation or if online courses create motivation.

This study describes the development of the Mathematics Interest Inventory. Internal reliability and concurrent and construct validity were evaluated using 3 samples of children totaling 724. Explo...

The purpose of this study was to investigate the latent structure of the Learning and Study Strategies Inventory-HighSchool(LASSI-HS) through confirmatory factor analysis and factorial invariance models. A simple modification of the three-factor structure was considered. Using a larger sample, cross-validation was completed and the equality of factor structures was compared across gender and ethnicity. Participants for the confirmation of the three-factor model were 115 above-average-ability and average-ability seventh through ninth graders of middle and upper middle socioeconomic status. For the cross-validation and the factorial invariance analysis, existing data from367 ninthgraders were used. Factorial invariance was found across gender but not across ethnic groups. The LASSI-HS likely offers valuable information about students’ learning strategies, but caution is warranted when making comparisons across cultural groups.

The authors evaluated self-efficacy and motivational orientation across Hispanic and Caucasian students to predict variables related to mathematics achievement, including mathematics performance and students' plans to take additional mathematics courses. Path models were analyzed for 358 students in Grades 9 and 10 who attended a West Texas high school and for the sample split by ethnicity. The tested models provided adequate goodness of fit to the data, supporting the finding that self-efficacy predicts motivational orientation and mathematics performance. Tests of each model parameter across ethnicity revealed 1 significant difference, suggesting that the relationship between prior mathematics achievement and self-efficacy was stronger for Hispanic students. Findings indicate that similar motivational systems exist to predict mathematics achievement across ethnicity; however, Caucasian students do not place as much emphasis on prior mastery experiences as do Hispanic students, suggesting that other fact...

Profile analyses were used to investigate differences in the selfefficacy growth of teachers with more and less mathematics background as the teachers participated in professional development across two summers. Professional development activities were associated with increases in teachers' self-efficacy; however, without considering mathematics knowledge for teaching, teachers with more math background tended to benefit more than those with less background. Nonetheless, teachers with less math background had higher levels of teacher self-efficacy although this gap was closed by the last measurement. Such considerations are important when designing professional development as teachers may have different needs based on specific characteristics such as preparation in their teaching domain.

For nearly 60 years, researchers have examined the relationship between personality traits and exercise participation. Rhodes and Smith (2006), using meta-analytic procedures reported that extraversion, conscientiousness, and neuroticism were significantly related to exercise participation (Personality correlates of physical activity: A review and meta-analysis. British Journal of Sports Medicine, 40, 958-965). Gender as a moderator of the personality and exercise relationship remained inconclusive. In addition, researchers have suggested that the stage approach may lend greater insight as to the importance of personality. The investigator's primary purpose was to determine whether gender moderated the personality and exercise relationship. The secondary purpose was to determine the importance of personality within a stage approach. Participants were 827 females and 657 males college-aged students who completed measures of the "big five" personality traits and two exercise measures. The results indicated that gender was not a moderator and that the stage approach offers insight as hypothesized differences resulted in personality between intentional exercisers and non-exercising individuals as well as within exercising individuals.

Objective: An examination of the academic achievement of children with ADHD by stimulant treatment status must consider this heterogeneity of the disorder. With the dissemination of the final wave of data, the Special Education Elementary Longitudinal Study presents an opportunity to examine the academic achievement of students with ADHD using a large, community-based, and nationally representative sample over 4 years. Method: In Study 1, the association between stimulant treatment and academic achievement is examined over 4 years. In Study 2, the association between stimulant treatment and academic achievement is examined acknowledging the influence of subtype symptoms of ADHD using growth mixture modeling. Results: Results indicate significant differences in academic achievement according to long-term stimulant treatment status within each subtype symptom class. Conclusion: Research should acknowledge the influence of subtype symptoms when examining outcomes such as academic achievement. The upcoming DSM-V should consider the results as indicating the educational relevance of ADHD subtype classification. (J. of Att. Dis. 2010; 13(6) 573-583)