Early Behavioral Inhibition and Emotion Regulation: Pathways Toward Social Competence in Middle Childhood

This study examined emotion regulation (ER) as a mediator in the relation between early behavioral inhibition (BI) and later social competence (N = 257), and whether this mediation varied depending on BI levels. Maternal report and observational measures were used to assess BI (ages 2 and 3). Children's ER strategies (age 5) and social competence with an unfamiliar peer (age 7) were measured using observational measures. Results showed that BI predicted less engaged ER strategies during a disappointment task, and engaged ER predicted higher social competence. Engaged ER mediated the effect of BI on social competence, but only for highly inhibited children. Findings elucidate developmental trajectories of risk and resilience, and suggest targeting regulatory strategies in early prevention efforts with highly inhibited children.     

Enacting Social Change Along the Cultural Identity Spectrum: Intercultural Identity Construction in Faith-Based Community Organizations

This study employs Cultural Identity Spectrum Theory to analyze identity construction and positioning of faith-based nonprofit organizations (FBOs). Intercultural communication studies have not adequately analyzed religion and identity, particularly as they intersect with socio-economic class and racial marginalization. Because religion is one of the most conflict-ridden social divides, the study situates FBOs as important (inter)cultural sites, and traces an FBO's Secular–Religious location on the Cultural Identity Spectrum to critically engage cultural discourses surrounding the organization, to shift its identity to serve historically marginalized groups. Building on the dialectical approach the study interrogates challenges of creating partnerships with diverse community stakeholders to promote enduring and far-reaching social change.     

Reading and spelling acquisition in Thai children

Thai, a tonal language, has its own distinctive alphabetic orthography. The study investigates reading and spelling development in Thai children, with an aim of examining the grain size that is predominantly used when reading and spelling. Furthermore, word and nonword lists were developed to examine the acquisition of the complex system of vowels and tone rules in Thai. Reading and spelling of words and nonwords were assessed in 60 Thai children ranging in age from 7 to 9 years 8 months from Grade(s) 1, 2, and 3. A lexicality effect was found for both reading and spelling. Spelling lagged behind reading in the Grade 1 children. Development rapidly increased between the youngest Grade 1 children and the older Grade 2 and 3 children. For word reading there were significantly more lexical errors than phonological errors. Beginning readers appear to predominantly use a larger lexico-syllabic grain size to read Thai.     

Behavioral Approaches to Obesity Treatment

Obesity is at the forefront of the public health agenda. Why, with all the emphasis on the health risks of obesity and the availability of multiple treatment options, is it so difficult for people to successfully lose and maintain weight? The answer is simple: Most obesity treatment plans tell people what to do but not how to change their behavior. Furthermore, many people attempting weight loss focus on narrow aspects of weight loss behaviors (e.g., specific eating or exercise plans, over-the-counter weight loss products, medication, and in growing numbers, gastric surgery). However, weight gain is ultimately a consequence of multiple environmental and biologic factors that encourage behaviors that result in positive energy balance. It is unlikely that most obesity treatments will be successful unless people learn to address the environmental, biologic, and behavioral barriers that influence their ability to make eating and physical activity choices that promote long-term weight management. Behavioral approaches to obesity treatment help people develop the skills they need to successfully manage their weight in a way that is consistent with their individual barriers, goals, and lifestyles.     

Creating a Progress‐Monitoring System in Reading for Middle‐School Students: Tracking Progress Toward Meeting High‐Stakes Standards

In this study, we examined the reliability and validity of curriculum‐based measures (CBM) in reading for indexing the performance of secondary‐school students. Participants were 236 eighth‐grade students (134 females and 102 males) in the classrooms of 17 English teachers. Students completed 1‐, 2‐, and 3‐minute reading aloud and 2‐, 3‐, and 4‐minute maze selection tasks. The relation between performance on the CBMs and the state reading test were examined. Results revealed that both reading aloud and maze selection were reliable and valid predictors of performance on the state standards tests, with validity coefficients above .70. An exploratory follow‐up study was conducted in which the growth curves produced by the reading‐aloud and maze‐selection measures were compared for a subset of 31 students from the original study. For these 31 students, maze selection reflected change over time whereas reading aloud did not. This pattern of results was found for both lower‐ and higher‐performing students. Results suggest that it is important to consider both performance and progress when examining the technical adequacy of CBMs. Implications for the use of measures with secondary‐level students for progress monitoring are discussed.