Child care quality matters: how conclusions may vary with context

Three studies examined associations between early child care and child outcomes among families different from those in the National Institute of Child Health and Human Development (NICHD) Early Child Care Research Network study. Results suggest that quality is an important influence on children's development and may be an important moderator of the amount of time in care. Thus, the generalizability of the NICHD findings may hinge on the context in which those results were obtained. These studies, conducted in three national contexts, with different regulatory climates, ranges of child care quality, and a diversity of family characteristics, suggest a need for more complete estimates of how both quality and quantity of child care may influence a range of young children's developmental outcomes.     

Dating Violence and Self‐Injury Among Undergraduate College Students: Attitudes and Experiences

An Internet‐based survey about dating violence and self‐injury was completed by 1,777 undergraduates. A regression analysis tested if recent dating violence victimization and perpetration experiences predicted whether participants self‐injured in the past 90 days, after controlling for demographic variables and attitudes toward self‐injury and dating violence. Although the regression model explained only 6% of the variance in self‐injury, the relationship may indicate a co‐occurrence of dating violence and self‐injury.     

Adolescents' ratings of perceived social support and its importance: Validation of the student social support scale

This study investigated the measurement of social support for adolescents using the Student Social Support Scale(SSSS). A sample of 198 students in grades 7 through 12 completed the SSSS and either the Student Self‐Concept Scaleor the Social Skills Rating System. The results provided evidence that the SSSS is a four‐factor scale (Parent, Teacher, Classmate, and Close Friend). Analyses also indicated that: (a) the SSSS is highly reliable and moderately stable; (b) social support differed by developmental/age groups and by sex; and (c) relationships exist among social support, self‐concept, and social behavior. It was concluded that the SSSS is a promising measure of students' perceived social support for use in both research and practice with children and adolescents. © 1999 John Wiley & Sons, Inc.     

Effects of simple and regressed discrepancy models and cutoffs on severe discrepancy determination

Concern over the growing number of students identified as learning disabled has led school districts to examine the criteria for determination and the means by which they are operationalized. Two frequently used methods for determining a severe discrepancy between ability and achievement, a key criterion in LD determination, were applied to a sample of 344 students to determine how a change in method might influence the rates and characteristics of students meeting this criterion. The results indicate an increase in numbers when a regression method is used over a simple difference score method. When the change proposed included moving to a more severe cutoff score, the pattern reversed and a 20% decrease was observed. Although IQ correlated with the discrepancies when the simple difference score method was used, no correlation was observed when regression was employed, indicating that regression may be a more equitable method for calculating severe discrepancies. Neither method resulted in disproportionate racial representation among those meeting the severe discrepancy criterion.     

Show me the money: The use of ROI in performance improvement,part 1

This first of a two‐part series presents the evolution of value, moving from activity‐focused value to the ultimate value, return on investment (ROI). This feature clearly shows that the ROI methodology is not only appropriate for the performance improvement field, but is designed with a variety of performance improvement solutions in mind. The next article in this series will describe issues and challenges that those using this methodology face, along with a brief case study.     

A look at the single parent family: Implications for the school psychologist

The purpose of this article is to: (a) review briefly the efects on parents and children of living in a single parent family, and (b) to suggest ways in which a school psychologist can aid schools and single parent families in dealing more effectively with this type of structure. School-based interventions for children and parents are presented. These include achievement and behavioral assessment, evaluation of a child's support systems, counseling groups, bibliotherapy, parent education classes, in-service training for teachers, and referrals to community agencies. Changes in administrative policies to meet the needs of single parent families are suggested.