Collaborative Teaching of Motor Skills for Preschoolers with Developmental Delays

The purpose of this paper is to describe collaborative teaching between preschool teachers, adapted physical educators, physical therapists, and occupational therapists of motor skills for preschoolers with developmental delays. The motor domain is typically taught by the classroom teacher who may have little to no knowledge of how to initiate a motor program. For this reason, a collaborative approach in teaching the motor domain facilitates developing preschool readiness skills such as motor imitation, bilateral coordination and sequencing, and spatial awareness—all while taking the child’s special needs into consideration. The team also collaborates on teaching strategies, behavioral supports, and how they will keep the activities fun to facilitate active participation. The team members work in synchrony for common goals, providing input from their individual areas of expertise, so the children can learn and generalize skills across all environments.     

Cognitive skill performance among young children living in poverty: Risk, change, and the promotive effects of Early Head Start

The purposes of the present study were to examine associations between risk factors and the cognitive performance from one to three years of age of children living in poverty, and to investigate the protective and/or promotive effects of EHS on children's cognitive skill performance. Analyses were conducted using data from the Early Head Start (EHS) Research and Evaluation Project, a prospective study of 3001 children and families living in poverty. There were four main findings. First, children's cognitive skill scores decreased significantly from one to three years of age in comparison to national norms. Second, children whose families were on government assistance, children whose mothers had less than a high school education, children who received lower levels of cognitive and language stimulation at home, and children who had higher levels of negative emotionality evidenced more rapid rates of decline. Third, children in families who received government assistance, children whose parents were unemployed, and children whose mothers had less than a high school education had lower cognitive skill scores at three years of age. Fourth, children who were enrolled in Early Head Start (EHS) had higher cognitive skill scores at three years of age than their peers who were not in EHS. Implications for policy and early education are discussed.     

Individualizing Student Instruction Precisely: Effects of Child × Instruction Interactions on First Graders' Literacy Development

Recent findings demonstrate that the most effective reading instruction may vary with children's language and literacy skills. These Child × Instruction interactions imply that individualizing instruction would be a potent strategy for improving students' literacy. A cluster-randomized control field trial, conducted in 10 high-moderate poverty schools, examined effects of individualizing literacy instruction. The instruction each first grader received ( n = 461 in 47 classrooms, mean age = 6.7 years) during fall, winter, and spring was recorded. Comparing intervention-recommended amounts of instruction with observed amounts revealed that intervention teachers individualized instruction more precisely than did comparison teachers. Importantly, the more precisely the children received recommended amounts of instruction, the stronger was their literacy skill growth. Results provide strong evidence of Child × Instruction interaction effects on literacy outcomes.     

First year expectations and experiences: student and teacher perspectives

Transitioning from high-school to university can be difficult, and many university teachers feel students are often ill-prepared for the change. To investigate this 233 Humanities and Science students at the University of Adelaide were surveyed 6 months into their first year regarding experiences of teaching and learning at university. 189 students were also surveyed 18 months after commencement, to gain retrospective views of their transition year, as were lecturers and tutors of both groups. Results were compared to similar Orientation Week questionnaires that focused on expectations. Questions included reasons for selecting degrees, quality of teacher feedback and perceived impact of outside commitments. Even though student expectations, student experience, and teacher views differed, remarkable similarities emerged across the two degree programs (Science and Humanities). Our findings thus highlight a call for non-specialised transition programs to meet the needs of first year students and facilitate the transition from secondary to tertiary education. All authors contributed equally to this work.     

Monitoring Rater Performance Over Time: A Framework for Detecting Differential Accuracy and Differential Scale Category Use

In this study, we describe a framework for monitoring rater performance over time. We present several statistical indices to identify raters whose standards drift and explain how to use those indices operationally. To illustrate the use of the framework, we analyzed rating data from the 2002 Advanced Placement English Literature and Composition examination, employing a multifaceted Rasch approach to determine whether raters exhibited evidence of two types of differential rater functioning over time (i.e., changes in levels of accuracy or scale category use). Some raters showed statistically significant changes in their levels of accuracy as the scoring progressed, while other raters displayed evidence of differential scale category use over time.     

Toward instituting a chaperone policy in outpatient pediatric clinics

ObjectivesWe sought to evaluate child, parent and medical provider preferences for chaperones for outpatient encounters and to evaluate the acceptability and frequency of utilization following institution of a chaperone policy. Secondarily, we sought to understand what medical history and examinations teens consider “sensitive.”DesignWe conducted an observational study 1 month before and 1 month after institution of outpatient clinic chaperone policy. Post clinic questionnaires were used for patients ≥12 years old, parents, and clinicians. A research assistant observed chaperone use.SettingAdolescent Medicine, Urology, and Rehabilitation Clinics at a regional, tertiary-care pediatric hospital, in a major metropolitan area were studied.ParticipantsConvenience sample: 117 clinic patients during control period and 119 after policy implementation.Main outcome measuresPreferences for and satisfaction with chaperone use were documented.ResultsAlthough non-parent chaperones were usually declined (99.6%), offers were appreciated. Non-parent chaperone use increased modestly (5.3–18.1%).Most patients preferred not to have non-parent chaperones. This preference was greater among older patients (88%), than early teens (52%). After experiencing sensitive examinations, more young adolescent patients (89%) wished their parent had been present than older patients (38%). Patients’ opinions about what constitutes “sensitive” questions and examinations and chaperone preferences varied widely. Providers often did not recognize issues patients and parents considered sensitive questioning (21% agreement), but recognized sensitive physical examinations better (74% agreement). Providers felt chaperones had been a detriment to examination and exams would have gone better without one only 1% of the time.ConclusionsAlthough usually declined, offers of chaperones were appreciated and use of non-parent chaperones increased modestly. Offering chaperones for sensitive examinations may remind providers about appropriate, respectful patient encounters. Implications for children's hospitals’ patient safety and satisfaction, and institutional staff protection and costs are significant.Practice implicationsQuestions and examinations which patients consider sensitive vary widely. Asking patients for their preferences for examination chaperones may reassure them about the appropriateness of examinations, remind staff to conduct respectful examinations and protect providers from accusations of impropriety. Since most chaperone offers are declined, the cost of asking is likely to be minimal.     

Experiences of psychological and physical aggression in adolescent romantic relationships: Links to psychological distress

ObjectiveThis research examined links between adolescents’ experiences of psychological and physical relationship aggression and their psychological distress. Experiences of psychological and physical aggression were expected to correlate positively with symptoms of psychological distress, but experiences of psychological aggression were expected to partially account for the association between experiences of physical aggression and psychological distress. In addition, psychological aggression was hypothesized to be perceived as more unpleasant and less playful than physical aggression.MethodParticipants were 125 high school students. Relationship aggression was assessed over an 8-week period using two methods: (1) a retrospective method based on a single assessment at the end of the 8-week period, and (2) a cumulative method based on multiple assessments conducted during the 8-week period. Adolescents’ appraisals of the aggression were also measured, as were their reports of symptoms of psychological distress.ResultsAdolescents’ experiences of psychological and physical relationship aggression correlated positively, but inconsistently, with their symptoms of psychological distress. In analyses considering both forms of aggression simultaneously, psychological aggression was related to adolescents’ distress, but physical aggression was not. This finding emerged across both methods of assessing for relationship aggression. Psychological aggression was more likely than physical aggression to be rated as unpleasant, and less likely to be attributed to the partner “playing around.”ConclusionsThe study of adolescent relationship aggression will benefit by expanding the focus of aggression to include psychological aggression as well as physical aggression, and by examining adolescents’ appraisals of the aggression they experience.Practice implicationsThe findings highlight the importance of a broad view of aggression in adolescent relationships. Psychological aggression appears to be at least as important to adolescent well-being as physical aggression in dating relationships. In addition, it may be useful to consider how adolescents’ interpret the intent of the aggression that they experience.     

Children's adjustment problems in families characterized by men's severe violence toward women: Does other family violence matter?

ObjectiveThis research examined whether additional forms of family violence (partner-child aggression, mother-child aggression, and women's intimate partner violence [IPV]) contribute to children's adjustment problems in families characterized by men's severe violence toward women.MethodsParticipants were 258 children and their mothers recruited from domestic violence shelters. Mothers and children completed measures of men's IPV, women's IPV, partner-child aggression, and mother-child aggression. Mothers provided reports of children's internalizing and externalizing behavior problems; children provided reports of their appraisals of threat in relation to interparent conflict.ResultsAfter controlling for sociodemographics and men's IPV: (1) each of the additional forms of family violence (partner-child aggression, mother-child aggression, and women's IPV) was associated with children's externalizing problems; (2) partner-child aggression was associated with internalizing problems; and (3) partner-child aggression was associated with children's threat appraisals. The relation of mother-child aggression to externalizing problems was stronger for boys than for girls; gender differences were not observed for internalizing problems or threat appraisals.ConclusionsMen's severe IPV seldom occurs in the absence of other forms of family violence, and these other forms appear to contribute to children's adjustment problems. Parent-child aggression, and partner-child aggression in particular, are especially important. Systematic efforts to identify shelter children who are victims of parental violence seem warranted.Practice implicationsMen's severe IPV seldom occurs in the absence of other forms of family violence (partner-child aggression, mother-child aggression, and women's IPV), and these different forms of family violence all contribute to children's adjustment problems. Treatment programs for children who come to domestic violence shelters should address these different forms of family violence, especially parent-child aggression.     

What Does the Examination for Professional Practice in Psychology Step 2 (EPPP Step 2) Mean for College Counseling: The ASPPB Perspective

We appreciate the opportunity to respond to the Editorial in this issue of the Journal of College Student Psychotherapy by editors Philip Rosenbaum and Ryan Weatherford, who express concerns about the new Examination for Professional Practice in Psychology Step 2 (EPPP Step 2). Our discussion describes the constellation of factors that influenced ASPPB’s decision to develop the EPPP Step 2 at this point in time. We also respond to the concerns expressed about the increasing costs of graduate training and the timing of the EPPP Step 2. Finally this commentary will highlight the difference between the training and licensing processes and will describe how the EPPP Step 2 will help licensing boards fulfill their mandate to protect a vulnerable public.