Fathers and mothers at play with their 2- and 3-year-olds: contributions to language and cognitive development

Father-child and mother-child engagements were examined longitudinally in relation to children's language and cognitive development at 24 and 36 months. The study involved a racially/ethnically diverse sample of low-income, resident fathers (and their partners) from the National Early Head Start evaluation study (n=290). Father-child and mother-child engagements were videotaped for 10 min at home during semistructured free play, and children's language and cognitive status were assessed at both ages. Fathers' and mothers' supportive parenting independently predicted children's outcomes after covarying significant demographic factors. Moreover, fathers' education and income were uniquely associated with child measures, and fathers' education consistently predicted the quality of mother-child engagements. Findings suggest direct and indirect effects of fathering on child development.     

Transitioning from practicing teacher to teacher leader: a case study

Given US students’ lack of international competitiveness in mathematics and science, many states have adopted the Common Core State Standards for Mathematics (CCSSM). To help ensure that the Standards for Mathematical Practice within the CCSSM and effective teaching practices are implemented appropriately, many teachers are emerging as teacher leaders with the intent of supporting teachers with this implementation. Unfortunately, not all of these teachers are necessarily prepared in the field of teacher leadership. Recognizing the importance of having well-prepared teacher leaders, this article describes the case of Ms. Hodges, as she transitioned from mathematics teacher to teacher leader. Data revealed that several factors affected Ms. Hodges’ transition, some positively and others negatively. These results as well as implications for teacher leader development are provided.     

Brief Research Report: Bayesian Versus REML Estimations With Noninformative Priors in Multilevel Single-Case Data

Abstract

Recently, researchers have used multilevel models for estimating intervention effects in single-case experiments that include replications across participants (e.g., multiple baseline designs) or for combining results across multiple single-case studies. Researchers estimating these multilevel models have primarily relied on restricted maximum likelihood (REML) techniques, but Bayesian approaches have also been suggested. The purpose of this Monte Carlo simulation study was to examine the impact of estimation method (REML versus Bayesian with noninformative priors) on the estimation of treatment effects (relative bias, root mean square error) and on the inferences about those effects (interval coverage) for autocorrelated multiple-baseline data. Simulated conditions varied with regard to the number of participants, series length, and distribution of the variance within and across participants. REML and Bayesian estimation led to estimates of the fixed effects that showed little to no bias but that differentially impacted the inferences about the fixed effects and the estimates of the variances. Implications for applied researchers and methodologists are discussed.     

Re-referral to child protective services: the influence of child, family, and case characteristics on risk status

INTRODUCTION: This study examines child, family, and case characteristics that impact rates of re-referral to Child Protective Services (CPS) using data on all closed CPS investigations for the state of Rhode Island between 2001 and 2004. METHOD: A longitudinal dataset of all referrals to CPS was created using state submissions to the National Child Abuse and Neglect Data System (NCANDS). After excluding children whose initial CPS investigation resulted in removal from the home, a Cox proportional hazards model was tested to examine factors impacting the likelihood of re-referral. RESULTS: Consistent with other research in this area, the initial 6-month period following case disposition is the period of greatest risk of re-referral. Approximately 13% of cases experienced a recurrent allegation during the first 6-month period; an additional 14% experienced a re-referral over the following 12-month period; 7% during the next 12-month period. Family poverty was the strongest predictor of re-referral, though a number of child and case characteristics were significantly related to recurrence. Cases that were substantiated at index were significantly less likely to result in a new allegation, though substantiated cases of physical abuse or those receiving post-investigation services were at higher risk. CONCLUSIONS: Children from families facing multiple stressors (e.g., low SES, parental substance abuse child disability) are at highest risk of re-referral to CPS and may benefit from the development of preventive services targeted immediately following case closings within CPS.     

Personal librarian programs in medical and academic health sciences libraries: a preliminary study

Objective:This preliminary study examined how personal librarian programs are implemented within medical and academic health sciences libraries. Increasing awareness of these programs and how they are implemented could create a larger and more accessible knowledge base for establishing best practices that similar libraries can look to when creating their own programs.Methods:To characterize existing programs, a twenty-two-item survey was sent to MEDLIB-L, AAHSL-ALL, ARCL-HSIG, and PSS-Lists email listservs in October 2018 to reach a broad audience of medical and academic health sciences librarians. Survey responses were analyzed using Qualtrics and Excel.Results:Of the 2,882 potential email recipients, 49 survey sessions were recorded, and a total of 38 survey sessions were completed (1.3% response rate). Of the 38 completed responses, representatives of 12 libraries (31.5%) reported that a personal librarian program had been implemented at their institution. For implementation, eight libraries involved 1–5 librarians, and four involved 6–10. Librarians were assigned 50–100 (n=6), 101–150 (n=1), or 151 or more (n=1) students each. The identified programs served medical students (n=11), nursing students (n=7), health professions students (n=7), dental students (n=2), and students in other fields (n=4). Services provided and communication methods were also identified.Conclusions:The personal librarian programs identified by the survey were uniquely structured to best meet the needs of their users, though similarities in implementation existed across institutions. Medical and academic health sciences libraries can look to these libraries as practical examples when starting their own personal library programs.     

The Role of Semantic Context and Memory in the Acquisition of Novel Nouns

Three studies assessed the ability of 2-year-olds to use semantic context to infer the meanings of novel nouns and to retain those meanings a day later. In the first experiment, 24 2-year-olds heard novel nouns in sentences that contained semantically constraining verbs (e.g., "Mommy feeds the ferret"). They chose from a set of four novel object pictures to indicate the referent. Children learned a majority of the novel words. However, they occasionally failed to choose the correct object even when they understood the verb. Experiment 2 examined whether this was due to an inability to identify some of the pictures of novel objects. Experiment 3 tested 24 2-year-olds' memory for the newly learned nouns following a 24 hr delay and found significant retention. Results are discussed in terms of learning mechanisms that facilitate vocabulary acquisition in young children.     

Career Success in Training & Development: Is It What You Know or Who You Know?

A model illustrating the relationship between mentoring and job competency was developed and tested in a sample of 82 members of a local chapter of a national association for training and development professionals. Human capital was conceptualized in terms of job competency attainment and social capital in terms of mentoring and protégé relationships. A series of hierarchical regression analyses were run to test the path model. Although a positive relationship was found between acting as a protégé and job satisfaction, acting as a mentor had a negative relationship with income. The results showed a strong relationship between career competence and income, promotion, job satisfaction and career choice satisfaction. For training and development professionals, job competency is the key factor in their career success.     

Location, location, location: development of spatiotemporal sequence learning in infancy

We investigated infants' sensitivity to spatiotemporal structure. In Experiment 1, circles appeared in a statistically defined spatial pattern. At test 11-month-olds, but not 8-month-olds, looked longer at a novel spatial sequence. Experiment 2 presented different color/shape stimuli, but only the location sequence was violated during test; 8-month-olds preferred the novel spatial structure, but 5-month-olds did not. In Experiment 3, the locations but not color/shape pairings were constant at test; 5-month-olds showed a novelty preference. Experiment 4 examined "online learning": We recorded eye movements of 8-month-olds watching a spatiotemporal sequence. Saccade latencies to predictable locations decreased. We argue that temporal order statistics involving informative spatial relations become available to infants during the first year after birth, assisted by multiple cues.     

Parental interactions with Latino infants: variation by country of origin and English proficiency

This study examined variation in mother-infant interactions, father engagement, and infant cognition as a function of country of origin, socioeconomic status, and English language proficiency in a national sample of Latino infants (age 9 months) born in the United States and living with both biological parents (N=1,099). Differences between Mexican-American infants, who had lower mother-infant interaction scores and less father physical play than did the other Latino infants, were associated with differences in acculturation (both parents' English proficiency). Indicators of acculturation and paternal reports of happiness with partner were associated with paternal engagement. Indicators of acculturation were also related to mother-infant interactions. Infant cognitive scores were associated with maternal interaction but not father engagement, and maternal but not paternal mental health.