Utility of the BMI50 and BMI85 in the Assessment of Short- and Long-Term Change in BMI among Children: A Descriptive Analysis

Interpreting change in Body mass index (BMI) among youth by comparison to growth charts can be difficult because of maturation-related changes. The aim of this paper was to evaluate the utility of several alternative methods for assessing change in BMI among children. Participants included 1,615 children measured for stature and body mass in first grade and then again the following year. A total of 1,101 students were also assessed in eighth grade. Change was examined using BMI percentiles (BMI%), BMI z-scores, “Percent Over BMI” (BMI50), and the Healthy Fitness Zone continuum, also referred to as BMI85. Youth at lower BMI levels at baseline showed a positive mean change in BMI%/z-score, whereas those at higher levels at baseline showed a negative mean change in BMI%/z-score. These patterns were not seen with BMI50 or BMI85. Assessing change in weight by using BMI% may result in bias so researchers are encouraged to use BMI85 as a more appropriate approach.     

Directing an APA-approved school psychology program: Reasons,responsibilities, benefits

Directors of American Psychological Association (APA)-approved school psychology programs were surveyed to determine what responsibilities and benefits attend their role as training director; they also were asked to identify what they liked about serving in the training director role. Of 42 possible respondents, 33 (79%) returned usable questionnaires. Several responsibilities that all or virtually all of the training directors engaged in were identified (e.g., end-of-year APA report preparation); many respondents (61%) received release time from a class, but otherwise any benefits they received were few; and several important, motivating reasons (e.g., contributing to the future of school psychology) for functioning as a training director were identified. The implications of these findings for school psychology programs are briefly discussed.     

Further negative findings on facilitated communication

To date, most studies of the efficacy of Facilitated Communication (FC) have been hampered by small samples, limited experience of the subjects with the FC, and diagnostically narrow samples. The present study has a comparatively large sample, and the subjects each had a minimum of one year's experience using FC. Diagnoses of the subjects were also arrayed across a broad spectrum. Pictorial stimuli that had been used as classroom teaching materials were presented to each subject and facilitator under three different conditions of five trials each. Responses were rated by independent judges who were not aware of the stimuli. Support for the communicative value of FC was not found.     

The prolonged administration of artificial respiration

A review and brief history, with bibliography and illustrations of the development of the apparatus described.