Academic departments as networks of informal learning: faculty development at liberal arts colleges

In this article, we consider the role of departmental contexts and relationships in faculty work within liberal arts colleges. Knowledge about how departmental networks relate to success and satisfaction may inform the work of those who support faculty work in liberal arts colleges, as well as other institution types. Analysis of quantitative and qualitative survey data from faculty members at 13 liberal arts colleges in the US suggests that informal departmental relationships influence faculty experiences. Findings suggest that departmental leaders and colleagues are sources of professional development and support, but that counter-productive behaviours interfere with such support and foster negative workplace cultures.     

Diagnosis and treatment children and adolescents with autism and ADHD

Attention-deficit/hyperactivity disorder (ADHD) and autism are neurodevelopmental disorders that emerge in childhood. There is increasing recognition that ADHD and autism frequently co-occur. Yet, questions remain among clinicians regarding the best ways to evaluate and treat co-occurring autism and ADHD. This review outlines issues relevant to providing evidence-based practice to individuals and families who may be experiencing difficulties associated with co-occurring autism and ADHD. After describing the complexities of the co-occurrence of autism and ADHD, we present practical considerations for best practice assessment and treatment of co-occurring autism and ADHD. Regarding assessment, this includes considerations for interviewing parents/caregivers and youth, using validated parent and teacher rating scales, conducting cognitive assessments, and conducting behavior observations. Regarding treatment, consideration is given to behavioral management, school-based interventions, social skills development, and the use of medications. Throughout, we note the quality of evidence that supports a particular component of assessment or treatment, highlighting when evidence is most relevant to those with co-occurring autism and ADHD across stages of development. In light of the current evidence for assessment and treatment of co-occurring autism and ADHD, we conclude by outlining practical implications for clinical and educational practice.     

Significant signs: a case study of citation practices in educational research

Citations have a central role in the dynamic process of knowledge development and as measures of research performance – yet little is known about their role in educational research or the qualities they are assumed to measure. Based on a citation context analysis, this study shows how a paradigmatic reference within classroom research has been used in 90 articles in educational research journals. Four types of content and four citation functions were identified in the immediate context of the citation symbols. Surprisingly, no critical citations or discussions of the validity of the cited study were found. The results are discussed in relation to the conditions for communication within a field without disciplinary cohesion.     

Does More Intensive Neonatal Intensive Care Unit Follow-Up Service Result in Better Outcomes? A Cost-Effective Analysis

Little is known about the relative cost-effectiveness of the many different types of early intervention services provided to medically fragile infants and their families. This study compared two intensities of services for such infants and their families: (a) a coordinated and comprehensive system of early intervention services initiated prior to discharge from the NICU and designed to transition infants to community-based services were compared with the effects of services (high intensity); and (b) a more traditional hospital follow-up consisting of medical checkups and referrals following discharge (low intensity). High-intensity services resulted in five times more community-based early intervention hours for families and infants when compared with low-intensity services. Annual costs of the high-intensity group were approximately triple the costs of the low-intensity group ($10,814 versus $3,032 per child per year), but there were only a few statistically significant differences on measures of child and family functioning between the groups at 6-, 12-, 18-, and 24months' corrected age. Implications of these findings for research and practice are given.     

Phonological Analysis Skills, Verbal Working Memory, and Reading Ability in Second-Grade Children

This study tested the hypothesis that phonological analysis skills make a unique contribution to reading ability against the hypothesis that one latent phonological factor underlies the assocations among analysis skills, verbal working memory skills, and reading achievement. Hierachical multiple regression analyses examined the unique contributions of phonological analysis and verbal working memory measures to the prediction of 3 measures of concurrent reading ability in 68 second-grade children (mean age 7 years 4 months). Phonological analysis and verbal working memory measures each accounted for unique variation in each of the 3 reading measures. In addition, phonological analysis measures, but not verbal working memory measures, were particularly strong predictors of pseudoword reading skills. These results suggest that, although phonological analysis and verbal working memory skills share a substantial amount of common variance, phonological analysis and verbal working memory tasks do tap somewhat different reading-related skills.     

Perceived Psychological Control in Early Adolescence Predicts Lower Levels of Adaptation into Mid-Adulthood

This study examined perceived parental psychological control in early adolescence as a critical stressor likely to be associated with lower levels of adaptation into mid-adulthood. A diverse sample of 184 adolescents was followed from age 13 through 32 to assess predictions to adult adaptation. Perceived parental psychological control at age 13 predicted relative decreases in observed support, lower likelihood of being in a romantic relationship, and lower academic attainment (after accounting for grade point average at baseline) by age 32. Many outcomes were mediated by lower levels of psychosocial maturity and peer acceptance in mid-adolescence. Overall, results suggest that perceived parental psychological control in early adolescence potentially undermines autonomy so as to lead to less favorable outcomes well into adulthood.