Do the benefits of learning to write a compare-contrast text transfer to other types of writing task? Analysing the effects of strategy-focused instruction / ¿Es posible transferir el aprendizaje de un texto de comparación-contraste a otro tipo de tareas? Análisis de los efectos de la instrucción estratégica

El programa de Instrucción de la Autorregulación Cognitiva (CSRI) se basa en la instrucción centrada en la estrategia e incluye tres componentes para la mejora del producto textual (enseñanza directa, modelado y práctica entre iguales). Se plantearon como objetivosanalizar si la instrucción con el programa CSRI en un género textual (texto de comparación) conducía a la transferencia espontánea en el producto textual (mejor coherencia, estructura y calidad) en un género no instruido (texto de opinión); y examinar si el orden de los componentes instruccionales presentaba algún efecto. Participaron 126 estudiantes de cuarto de educación primaria que fueron asignados a una de las dos condiciones experimentales en las que se aplicaba el programa CSRI (con diferente secuencia de los componentes instructivos), o a una condición de control en la que se seguía la enseñanza tradicional. Los resultados reflejaron que las dos secuencias de instrucción del programa CSRI mostraban beneficios en la estructura y coherencia del producto textual de los estudiantes en el posttest pero no 8 meses después. Para que los alumnos sean capaces de transferir adecuadamente lo aprendido a géneros textuales no instruidos, necesitan que los profesores les enseñen cómo hacerlo eficazmente.(AU)

Cognitive Self-Regulation Instruction (CSRI) program is a strategy-focused instruction with three instructional components for im-proving students’ writing product (direct teaching, modelling, and peer-practice). The present study aimed to explore whether the CSRI program leads to spontaneous transfer, improving the writing product (in terms of quality, structure, and text coherence) of an uninstructed genre (opinion text); and to examine whether the order in which the instructional compo-nents were implemented had an effect. A total of 126 students in their 4thyear of primary school participated in the study. They were randomly as-signed to one of two experimental conditions which received the CSRI but differed in the order the instructional components were delivered, or to a control condition which followed the traditional teaching approach. Our findings show that both CSRI sequences produced benefits in terms of greater structure and coherence of the writing product in the opinion text at post-test but not 8months after the intervention. In consequence, for students to be able to adequately transfer strategies to uninstructed text genres, they need teachers to teach them how to do it effectively.(AU)

Language Skills in Children with Attention Deficit Hyperactivity Disorder and Developmental Language Disorder: A Systematic Review.

(1) Background: Attention Deficit Hyperactivity Disorder (ADHD) and Developmental Language Disorder (DLD) are neurodevelopmental disorders that affect various areas of children's development, such as language. It exists an emerging idea that ADHD is characterised by the presence of language difficulties, which can be explained by the high comorbidity between ADHD and DLD. The aim of this review is to analyse the empirical evidence of language competence in children aged 6-17 years old, diagnosed with ADHD and/or DLD. (2) Method: Fifteen studies with experimental designs were identified from Scopus, PsycINFO, and WoS databases, reporting on language skills in children diagnosed with ADHD and/or DLD. Studies relating executive functioning to language skills in this target population were also included. (3) Results: The literature is heterogeneous and different components of language are also examined. Even though the results are contradictory, they convincingly demonstrate there are overlapping symptoms between ADHD and DLD, such as language skills and executive functions. (4) Conclusions: The differences in the samples limit the generalisability of the results. Therefore, this review highlights the importance of considering language skills when designing individualised interventions for the population with ADHD and DLD, both in comorbidity and in isolation.

Differences About Reasons and Sources of Information for Choosing Degree Courses.

BACKGROUND: Only a few months before starting university, more than 50% of Spanish high-school students do not know what course to choose. Data from the Ministry of Education show that dropout rates reach 40% in some Spanish communities. This study aims to analyse the most important reasons behind students' choices of degree course and the sources of information they use to help them choose depending on the type of the school and the field of study chosen. METHOD: A sample of 2,254 students from all over Spain completed two previously validated questionnaires. RESULTS: The results showed that in general terms, intrinsic motives were more highly valued. The sources of information that students used most and rated more highly were university websites and family advice. Students from private schools rated guidance activities organized by universities more highly than students from state schools. Mann-Whitney U and Kruskal-Wallis statistics showed that the intrinsic component was more highly valued by students who wanted to study degrees in the fields of Arts and Humanities or Services. CONCLUSIONS: These findings provide quality information that may be used to improve the effectiveness of guidance counselling activities.

Differences About Reasons and Sources of Information for Choosing Degree Courses / Diferencias en las Motivaciones y las Fuentes Consultadas Para Elegir Estudios Universitarios

Background:Only a few months before starting university, more than50% of Spanish high-school students do not know what course to choose.Data from the Ministry of Education show that dropout rates reach 40% insome Spanish communities. This study aims to analyse the most importantreasons behind students’ choices of degree course and the sources ofinformation they use to help them choose depending on the type of theschool and the field of study chosen. Method: A sample of 2,254 studentsfrom all over Spain completed two previously validated questionnaires.Results: The results showed that in general terms, intrinsic motives weremore highly valued. The sources of information that students used mostand rated more highly were university websites and family advice. Studentsfrom private schools rated guidance activities organized by universitiesmore highly than students from state schools. Mann-Whitney U andKruskal-Wallis statistics showed that the intrinsic component was morehighly valued by students who wanted to study degrees in the fields of Artsand Humanities or Services. Conclusions: These findings provide qualityinformation that may be used to improve the effectiveness of guidancecounselling activities.

Antecedentes: a pocos meses de realizar lamatrícula, más del 50% de los estudiantes españoles de Bachillerato no sabequé carrera elegir. Los datos del Ministerio de Educación muestran que lastasas de abandono llegan al 40% en algunas comunidades españolas. Esteestudio pretende analizar los motivos y fuentes más relevantes durante laelección de carrera universitaria según la titularidad del centro educativoy el campo de estudio elegido. Método: participaron un total de 2.254estudiantes de Bachillerato a los que se le aplicaron dos cuestionariospreviamente validados. Resultados:los resultados mostraron que lasmotivaciones de tipo intrínseco son las mejor valoradas. En cuanto a lasfuentes de información, las más utilizadas y valoradas son las páginas webde las universidades y el consejo de las familias, siendo las actividades deorientación de las universidades más valoradas por los estudiantes de la redprivada y concertada que por los de la pública. Los estadísticos U de Mann-Whitney y Kruskal-Wallis revelaron que existe una mayor relevancia dela componente intrínseca en los estudiantes que desean cursar grados deArtes y Humanidades o de Servicios. Conclusiones: estos hallazgosaportan información de calidad para mejorar la eficiencia de las actividadesorientación.

Neurodevelopmental disorders: An innovative perspective via the response to intervention model.

Neurodevelopmental disorders are a group of conditions classified together by the most recent edition of the Diagnostic and Statistical Manual of Mental Disorders which include intellectual disability, communication disorders, autism spectrum disorder, attention-deficit/hyperactivity disorder, specific learning disorder (SLD), and motor disorders. SLD is present in many students, who exhibit significant difficulties in the acquisition of reading, written expression, and mathematics, mostly due to problems with executive functions (EF). The present study is a review of the current situation of neurodevelopmental disorders and SLD focusing on the benefits of the response to intervention model (RtI), which allows the combination of evaluation and intervention processes. It also addresses the key role of EF. The importance of adapting RtI to new possibilities such as the use of virtual reality is discussed and a theoretical framework for carrying that out is provided.

Coping with stress in parents of children with developmental disabilities

Abstract Background/Objective: Previous findings indicated that parents of children with developmental disabilities face greater care giving demands and report higher levels of stress. This study explores the styles and strategies of coping with stress among parents of children with developmental disabilities compared to parents of children with typical development. Method: 167 parents of children with developmental disabilities and 103 parents of typical development children participated as a voluntary. The CISS and the COPE Inventory were used to assess the coping styles and strategies in rearing a child. Results: The results from Multivariate Analysis indicated significant differences between parents of children with and without developmental disabilities in one of three coping styles and one of eight coping strategies. Parents of children with developmental disabilities less often used the avoidance-oriented style and emotional support strategy. The task-oriented style and strategies were the dominant approach in both groups of parents. In stressful situations connected with rearing a child, parents of children with developmental disabilities do not use as dominant strategies connected with seeking emotional support and religion, which occur in the parents of typical development children. Conclusions: The results suggest areas where coping may be different than in families of children without DD. (AU)

Resumen Antecedentes/Objetivo: Investigaciones previas muestran que los padres con hijos que padecen trastornos del desarrollo deben hacer frente a mayores demandas de atención y reportan mayor estrés. El presente estudio compara los estilos y estrategias de afrontamiento del estrés utilizados de los padres de hijos con trastornos del desarrollo con los utilizados por padres de hijos con desarrollo típico. Método: Participaron 167 padres de niños con trastornos del desarrollo y 103 padres de niños que muestran un desarrollo típico. Los inventarios CISS y COPE se utilizaron para evaluar los estilos y estrategias de afrontamiento. Resultados: Los resultados indicaron diferencias significativas entre los padres de hijos con y sin trastornos del desarrollo en uno de los tres estilos de afrontamiento y una de las ocho estrategias, utilizando con menos frecuencia el estilo orientado a la evitación y la estrategia de apoyo emocional, siendo los orientados a la tarea el enfoque dominante. En situaciones estresantes, los padres de niños con trastornos del desarrollo no utilizaron las estrategias de búsqueda de apoyo emocional o la religión. Conclusiones: Los resultados sugieren un afrontamiento diferente al de las familias con hijos sin discapacidades. (AU)

Coping with stress in parents of children with developmental disabilities.

ABSTRACT BACKGROUND/OBJECTIVE: Previous findings indicated that parents of children with developmental disabilities face greater care giving demands and report higher levels of stress. This study explores the styles and strategies of coping with stress among parents of children with developmental disabilities compared to parents of children with typical development. METHOD: 167 parents of children with developmental disabilities and 103 parents of typical development children participated as a voluntary. The CISS and the COPE Inventory were used to assess the coping styles and strategies in rearing a child. RESULTS: The results from Multivariate Analysis indicated significant differences between parents of children with and without developmental disabilities in one of three coping styles and one of eight coping strategies. Parents of children with developmental disabilities less often used the avoidance-oriented style and emotional support strategy. The task-oriented style and strategies were the dominant approach in both groups of parents. In stressful situations connected with rearing a child, parents of children with developmental disabilities do not use as dominant strategies connected with seeking emotional support and religion, which occur in the parents of typical development children. CONCLUSIONS: The results suggest areas where coping may be different than in families of children without DD.

RESUMEN ANTECEDENTES/OBJETIVO: Investigaciones previas muestran que los padres con hijos que padecen trastornos del desarrollo deben hacer frente a mayores demandas de atención y reportan mayor estrés. El presente estudio compara los estilos y estrategias de afrontamiento del estrés utilizados de los padres de hijos con trastornos del desarrollo con los utilizados por padres de hijos con desarrollo típico. MÉTODO: Participaron 167 padres de niños con trastornos del desarrollo y 103 padres de niños que muestran un desarrollo típico. Los inventarios CISS y COPE se utilizaron para evaluar los estilos y estrategias de afrontamiento. RESULTADOS: Los resultados indicaron diferencias significativas entre los padres de hijos con y sin trastornos del desarrollo en uno de los tres estilos de afrontamiento y una de las ocho estrategias, utilizando con menos frecuencia el estilo orientado a la evitación y la estrategia de apoyo emocional, siendo los orientados a la tarea el enfoque dominante. En situaciones estresantes, los padres de niños con trastornos del desarrollo no utilizaron las estrategias de búsqueda de apoyo emocional o la religión. CONCLUSIONES: Los resultados sugieren un afrontamiento diferente al de las familias con hijos sin discapacidades.

The Influence of State and Trait Anxiety on the Achievement of a Virtual Reality Continuous Performance Test in Children and Adolescents with ADHD Symptoms.

The three types of presentations of ADHD often co-occur with other disorders, anxiety being one of the most prevalent. For this reason and because there are few studies that have examined the influence of anxiety on attentional activities, this study aims to determine how internalizing difficulties (anxiety levels) can influence performance in a virtual reality continuous performance test. The study used a non-probabilistic clinical sample comprising 68 boys (66%) and 35 girls (34%) aged between 6 and 16 (M = 12.24; SD = 2.45) who had been referred to clinical services for the evaluation of ADHD symptoms. Once informed consent was given, the children were administered the STAI-C scale and a virtual reality continuous performance test by expert researchers. Hierarchical regression models showed that only state anxiety demonstrated significant explanatory power over attentional variables. These findings confirm how important it is for children to feel relaxed when they undergo psychological evaluation tests, as otherwise the individual's intervention design would be based on biased data. Similarly, the findings also suggested an effect of IQ in the interpretation of continuous performance scores.

[Empirically Supported Psychological Treatments for Children and Adolescents: State of the Art].

Empirically Supported Psychological Treatments for Children and Adolescents: State of the Art. BACKGROUND: The empirical evidence accumulated on the efficacy, effectiveness, and efficiency of psychotherapeutic treatments in children and adolescents calls for an update. The main goal of this paper objective was to carry out a selective review of empirically supported psychological treatments for a variety of common psychological disorders and problems in childhood and adolescence. METHOD: A review was carried out of the psychological treatments for different psychological disorders and problems in social-emotional or behavioral adjustment in the child-adolescent population according to the Spanish National Health System (Clinical Practice Guidelines) levels of evidence and degrees of recommendation. RESULTS: The findings suggest that psychological treatments have empirical support for addressing a wide range of psychological problems in these developmental stages. The degree of empirical support ranges from low to high depending on the phenomenon analyzed. The review suggests unequal progress in the different fields of intervention. CONCLUSIONS: From this update, psychologists will be able to make informed decisions when implementing those empirically supported treatments to address the problems that occur in childhood and adolescence.

Retrospective symptoms and learning difficulties predicting ADHD in adults: Differences between prison inmates and the clinical population.

People who suffer from ADHD in their childhood are more likely to be involved in criminal acts in late adolescence and adulthood. This study analyses the association between retrospective ADHD symptoms and associated problems (somatic and learning difficulties), and current symptoms in a sample of adults from imprisoned and clinical populations. Four hundred and fifty-seven participants, aged between 17 and 69 years, were divided into four groups: ADHD prison group without clinical history of symptoms (n = 61), prison group (n = 162), ADHD clinical group (n = 176) and clinical group (n = 58). The ADHD-IV scale and Wender Utah Rating Scale (WURS) were administered to the four groups and demonstrated high rates of persistence of ADHD symptoms into adulthood. ADHD groups reported significantly higher impairment both during childhood (symptoms, somatic and learning difficulties) and at present, with the ADHD clinical group being the most severely impaired. Finally, current symptoms of ADHD, along with childhood ADHD symptoms and learning difficulties, significantly predicted current impairments, but only in the clinical group. These findings represent some initial steps into the identification of predictors of ADHD symptomatology in adulthood in order to elucidate its etiopathogenesis and better identify high-risk groups for targeted prevention.

What Predicts Life Satisfaction in Children and Adolescents with Attention-Deficit/Hyperactivity Disorder (ADHD)? A Study from Parent and Child/Adolescent Perspectives.

The aim of this study was to analyze life satisfaction in a sample of 70 children and adolescents (M = 12.21, SD = 2.85) with Attention-Deficit/Hyperactivity Disorder (ADHD), according to parents' and children's/adolescents' reports. In addition, we examined the influence of a series of child/adolescent variables (ADHD presentation, and Conduct Disorder (CD) symptoms, age, gender, and pharmacological support status) on their levels of life satisfaction. Results indicated moderate correlations between children's/adolescents' and parents' perceptions of life satisfaction (r = .40; p < .01), with school being the area with the lowest levels of satisfaction. Also, 44.3% of the sample of parents reported that ADHD drastically interferes negatively in this context. Examining the effects of child/adolescent variables, only the variables age and CD symptoms generated statistically significant differences, showing that as children/adolescents grow up and/or present associate symptoms of CD, perceptions of life satisfaction tend to be more negative. These variables explained 34.5% of the variance of a composite score of life satisfaction, demonstrating a negative effect over the dependent variable. These results might have important implications for diagnosis and intervention in ADHD, as they highlight the relevance of considering life satisfaction as an important aspect to consider in both processes. Further studies must look more deeply into the mechanisms that explain these findings.

Effects of Sleep on the Academic Performance of Children with Attention Deficit and Hyperactivity Disorder.

Attention deficit and hyperactivity disorder (ADHD) is commonly associated with disordered or disturbed sleep and the association of sleep problems with ADHD is complex and multidirectional. The purpose of this study was to analyze the relationship between sleep and academic performance, comparing children with ADHD and a control group without ADHD. Academic performance in Spanish, mathematics, and a foreign language (English) was evaluated. Different presentations of ADHD were considered as well as the potential difference between weekday and weekend sleep habits. The sample consisted of 75 children aged 6-12 in primary education. Accelerometry was used to study sleep, and school grades were used to gather information about academic performance. The results showed that ADHD influenced the amount of sleep during weekends, the time getting up at the weekends, weekday sleep efficiency, as well as academic performance. Given the effects that were seen in the variables linked to the weekend, it is necessary to consider a longitudinal design with which to determine if there is a cause and effect relationship.

New virtual reality tool (Nesplora Aquarium) for assessing attention and working memory in adults: A normative study.

Attentional and working memory (WM) processes undergo significant changes during different stages of development. However, currently there are not many continuous performance tools based on virtual reality (VR) for measuring attentional capacity in adults. The present study aimed to obtain normative data for the Nesplora Aquarium VR test in a Spanish population, looking at sex and age variables. In addition, this study also aimed to analyze the psychometric properties of the tool such as scale, internal consistency, and item difficulty and discrimination indices. A total of 1,469 participants from different regions of Spain (57.6% female) with ages ranging from 16 to 90 years old took part in this normative study. Nesplora Aquarium was developed in order to support clinicians in the assessment of attentional processes and WM in adults over 16 years old. It is an 18-minute individual test performed through a VR system. The system provides better visual and auditory immersion in the task than computerized CPTs. This study revealed that the new VR tool, designed to measure adult attention and working memory levels, exhibited good psychometric properties related to reliability and internal consistency. In addition, item difficulty and discrimination values were also acceptable.

Attention, inhibitory control and early mathematical skills in preschool students / Atención, control inhibitorio y habilidades matemáticas tempranas en estudiantes de Educación Infantil

BACKGROUND: Early mathematical skills may be important indicators of school success. Executive Functions (EFs) such as attention and inhibitory control may be related to the development of early mathematical skills. METHOD: This study is aimed at understanding the relationship between two EFs (attention and inhibitory control) and low and high relational and numerical mathematical skills in preschool students (143 children between 4 and 6 years old). Participants completed the Early Numeracy Test Revised and a continuous performance test which assessed attention (omissions and response time [RT]) and inhibitory control (commissions and variability). RESULTS: Logistic Binomial Regression Analysis was carried out showing that in 4 to 6-year olds there are differences in omissions, RT and variability between the groups (low and high relational and numerical mathematical skills). However, once the effect of the age was controlled for, only RT predicted numerical mathematical skills. CONCLUSIONS: the results highlight the importance of attention in the numerical skills of preschool students, with a greater weight of response time which is better in students with higher numerical mathematics skills

ANTECEDENTES: las habilidades matemáticas tempranas pueden ser importantes indicadores del éxito escolar. Por otro lado, las Funciones Ejecutivas (FE) como la atención y el control inhibitorio se han relacionado con el desarrollo de habilidades matemáticas tempranas. MÉTODO: este estudio está dirigido a analizar la relación entre dos FEs (atención y control inhibitorio) y la baja y alta habilidad matemática relacional y numérica de 143 estudiantes de entre 4 y 6 años. Los participantes realizaron el Test de Competencia Matemática Temprana Revisado y un test de ejecución continua dirigido a evaluar la atención (omisiones y tiempo de respuesta [TR]) y el control inhibitorio (comisiones y variabilidad). RESULTADOS: el análisis de regresión logística binomial mostró que en estudiantes de entre 4 y 6 años hay diferencias en las variables omisiones, TR y variabilidad entre los grupos de baja y alta habilidad matemática relacional y numérica. Sin embargo, una vez controlada la edad, solo el TR predijo la habilidad matemática numérica. CONCLUSIONES: los resultados mostraron la importancia de la atención en las habilidades numéricas de estudiantes de Educación Infantil, con un mayor peso del TR que fue mejor en estudiantes con mejor habilidad matemática numérica

Attention, inhibitory control and early mathematical skills in preschool students.

BACKGROUND: Early mathematical skills may be important indicators of school success. Executive Functions (EFs) such as attention and inhibitory control may be related to the development of early mathematical skills. METHOD: This study is aimed at understanding the relationship between two EFs (attention and inhibitory control) and low and high relational and numerical mathematical skills in preschool students (143 children between 4 and 6 years old). Participants completed the Early Numeracy Test Revised and a continuous performance test which assessed attention (omissions and response time [RT]) and inhibitory control (commissions and variability). RESULTS: Logistic Binomial Regression Analysis was carried out showing that in 4 to 6-year olds there are differences in omissions, RT and variability between the groups (low and high relational and numerical mathematical skills). However, once the effect of the age was controlled for, only RT predicted numerical mathematical skills. CONCLUSIONS: The results highlight the importance of attention in the numerical skills of preschool students, with a greater weight of response time which is better in students with higher numerical mathematics skills.

Is a Virtual Reality Test Able to Predict Current and Retrospective ADHD Symptoms in Adulthood and Adolescence?

Despite the persistence of attention deficit hyperactivity disorder (ADHD) into adulthood and adolescence, there are few objective, reliable instruments (based on patient performance) that have been shown to be able to predict current and retrospective ADHD symptoms. The present study aimed to explore whether a validated VR test called Nesplora Aquarium is able to predict ADHD symptoms in adults and adolescents, based on both current and retrospective self-reports. A non-clinical sample of 156 adults and adolescents (70 women and 86 men) between 16 and 54 years of age (M = 21.23, SD = 8.04) took part in the study. Virtual reality (VR) variables such as the number of correct answers, omission and commission errors, among others, were used to predict current and retrospective self-reported symptoms of ADHD using multiple regression models. Correct answers and omission errors in the VR test significantly predicted both current and retrospective ADHD symptoms. However, only the number of perseveration errors and gender were able to significantly predict retrospective ADHD symptoms. These findings suggest that inattention problems tend to remain after adolescence, while perseveration errors (which have been related to impulsive behavior) and gender differences tend to diminish.

Serious Games and Their Effect Improving Attention in Students with Learning Disabilities.

Previous studies have shown the positive effects of educational video games (serious games) in improving motivation, attention and other cognitive components in students with learning disabilities. This study analyzes the effects on attention of a serious game based on multiple intelligences in a sample of 44 students (age range = 6-16 years; experimental group = 24; control group = 20) with attention deficit hyperactivity disorder (ADHD) and specific learning disorder (SLD). Performance and observation measures of attention were used. The intervention consisted of 28 sessions (10 min each), in which the participants trained with 10 games based on multiple intelligences. A significant improvement in attention performance measures (visual attention) was found after the intervention, with the experimental and the control groups significantly differing in the posttest. These results invite consideration of the applicability of boosting different intelligences, talents or unique abilities through educational videogames as an important bridge to improving areas of deficit-in this case attention-in students with learning disabilities.

Supplementation with high-content docosahexaenoic acid triglyceride in attention-deficit hyperactivity disorder: a randomized double-blind placebo-controlled trial.

Background: Attention-deficit hyperactivity disorder (ADHD) is a complex disorder in terms of etiology, clinical presentation, and treatment outcome. Pharmacological and psychological interventions are recommended as primary treatments in ADHD; however, other nonpharmacological intervention such as a dietary supplementation with omega-3 polyunsaturated fatty acids (ω-3 PUFAs) has emerged as an attractive option. Purpose: The objective of the present study was to assess whether dietary supplementation with highly concentrated ω-3 docosahexaenoic acid (DHA) triglyceride may improve symptoms in ADHD. Method: A 6-month prospective double-blind placebo-controlled randomized clinical trial was designed in 66 patients with ADHD, aged between 6 and 18 years. Participants in the experimental group received a combination of ω-3 fatty acids (DHA 1,000 mg, eicosapentaenoic acid 90 mg, and docosapentaenoic acid 150 mg). Instruments included d2-test, AULA Nesplora, EDAH scales, and abbreviated Conner's Rating Scale. Results: In the cognitive test, between-group differences were not found, but within-group differences were of a greater magnitude in the DHA group. Between-group differences in favor of the DHA arm were observed in behavioral measures, which were already detected after 3 months of treatment. Results were not changed when adjusted by ADHD medication. Conclusions: This study provides further evidence of the beneficial effect of supplementation with ω-3 DHA in the management of ADHD.

Mathematics Competence Level: The Contribution of Non-symbolic and Spatial Magnitude Comparison Skills.

Magnitude comparison skills have been related to mathematics competence, although results in this area vary. The current study aimed to describe the performance of 75 children (aged 4-5 years) in two comparison tasks; and examine the strength of the relationship between each of the two tasks and mathematics competence level (MCL). Participants were assessed with the Early Numeracy Test which provides a global MCL score. Magnitude comparison skills were assessed with two tasks: a non-symbolic number comparison task and a spatial comparison task. Results of the Pearson correlation analysis showed a relationship between the two tasks with better performance in the spatial comparison task. Regression analysis with the stepwise method showed that only the non-symbolic number comparison task had a significant value in the prediction of the MCL pointing to the need to take these kinds of tasks into account in the first years of school.

Parenting and Future Anxiety: The Impact of Having a Child with Developmental Disabilities.

This study examined differences in future anxiety (FA) among mothers and fathers of children with and without developmental disabilities (DD), and it also analyzed differences in FA within the group of parents of children with DD taking into consideration parent-related factors and child-related factors. A group of 167 parents of children with DD were compared to a group of 103 parents of children with typical development. The group with DD included children with autism spectrum disorders, sensory disorders, and intellectual disability. Parents completed the Future Anxiety Scale-FAS1. Mothers of children with DD had a higher general level of FA than fathers of children with and without DD. Mothers of children with DD reported higher anxiety about their future health and the meaning of their future life than fathers of children with DD. For parents of children with DD, those with lower education, male children, and older children reported higher FA. The group at risk of highest general FA are mothers of children with DD, especially those without a professional career. Similarly, parents of teenagers and/or sons with DD are at increased risk of FA.