Does the Degree of Prematurity Relate to the Bayley-4 Scores Earned by Matched Samples of Infants and Toddlers across the Cognitive, Language, and Motor Domains?

The literature on children born prematurely has consistently shown that full-term babies outperform preterm babies by about 12 IQ points, even when tested as adolescents, and this advantage for full-term infants extends to the language and motor domains as well. The results of comprehensive meta-analyses suggest that the degree of prematurity greatly influences later test performance, but these inferences are based on data from an array of separate studies with no control of potential confounding variables such as age. This study analyzed Bayley-4 data for 66 extremely premature infants and toddlers (<32 weeks), 70 moderately premature children (32-36 weeks), and 133 full-term children. All groups were carefully matched on key background variables by the test publisher during the standardization of the Bayley-4. This investigation analyzed data on the five subtests: cognitive, expressive communication, receptive communication, fine motor, and gross motor. A multivariate analysis of covariance (MANCOVA) assessed for group mean differences across the three subsamples, while controlling for the children's age. Extremely premature children scored significantly lower than moderately premature children on all subtests, and both preterm groups were significantly outscored by the full-term sample across all domains. In each set of comparisons, the cognitive and motor subtests yielded the largest differences, whereas language development, both expressive and receptive, appeared the least impacted by prematurity. A follow-up MANOVA was conducted to examine full-term versus preterm discrepancies on the five subtests for infants (2-17 months) vs. toddlers (18-42 months). For that analysis, the two preterm groups were combined into a single preterm sample, and a significant interaction between the age level and group (full-term vs. preterm) was found. Premature infants scored lower than premature toddlers on receptive communication, fine motor, and cognitive. Neither expressive communication nor gross motor produced significant discrepancies between age groups The findings of this study enrich the preterm literature on the degree of prematurity; the age-based interactions have implications for which abilities are most likely to improve as infants grow into toddlerhood.

Ocean resource use: building the coastal blue economy.

Humans have relied on coastal resources for centuries. However, current growth in population and increased accessibility of coastal resources through technology have resulted in overcrowded and often conflicted spaces. The recent global move towards development of national blue economy strategies further highlights the increased focus on coastal resources to address a broad range of blue growth industries. The need to manage sustainable development and future exploitation of both over-utilised and emergent coastal resources is both a political and environmental complexity. To address this complexity, we draw on the perspectives of a multi-disciplinary team, utilising two in depth exemplary case studies in New Zealand and within the Myanmar Delta Landscape, to showcase barriers, pathways and actions that facilitate a move from Business as Usual (BAU) to a future aligned with the Sustainable Development Goals (SDGs) and the UN International Decade of Ocean Science for Sustainable Development 2021-2030. We provide key recommendations to guide interest groups, and nations globally, towards sustainable utilisation, conservation and preservation of their marine environments in a fair and equitable way, and in collaboration with those who directly rely upon coastal ecosystems. We envision a sustainable future driven by conflict mitigation and resolution,  where:(i)Change is motivated and facilitated(ii)Coastal ecosystems are co-managed by multiple reliant groups(iii)Networks that maintain and enhance biodiversity are implemented(iv)Decision-making is equitable and based on ecosystem services(v)Knowledge of the marine realm is strengthened-'mapping the ocean of life'(vi)The interests of diverse user groups are balanced with a fair distribution of benefits.

A meta-analysis of school-based interventions for student refugees, migrants, and immigrants.

How do mental health practitioners and educators support child migrants, child immigrants, child refugees, and their families? This article examines the scope of current interventions for these populations. A meta-analysis of interventions used in schools over the last two decades is discussed to provide an overview of the current evidence base in this area worldwide. Recommendations are made to facilitate the application of these interventions to support child-migrants, child-immigrants, and child-refugees in the schools, and their families.

Thomas John Kehle (1943-2018).

Presents the obituary of Thomas John Kehle (1943-2018). Tom was born in Toledo, Ohio, on July 15, 1943, where he had many fond memories of his boyhood experiences, portrayed in his published short story The Park. He moved to Pompano Beach, Florida, as a teenager, where he met his wife, Gretchen Koll. He then joined the U.S. Army, later joining the police force as an officer. He earned his bachelor's degree from Florida Atlantic University and his master's and PhD (1972) degrees (Jim Barclay was his mentor) from the University of Kentucky. Upon graduation, Tom worked for the Louisville Public Schools as a school psychologist. He later joined the Kent State University faculty from 1973 to 1979, first as an assistant professor of school psychology and then earning tenure as an associate professor in 1976. At Kent State he had a close working relationship with John Guidubaldi. In 1979, Tom moved to Park City, Utah, where he served as professor and director of the School Psychology Program at the University of Utah until 1987. There he collaborated closely with Elaine Clark and Bill Jenson. In 1987, Tom accepted the position of professor and director of the School Psychology Program at the University of Connecticut, where he worked for the remainder of his career, working closely with Melissa Bray. He was instrumental in developing these top graduate programs in school psychology. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

Past, present, and future of research in school psychology: The biopsychosocial ecological model as an overarching framework.

Conoley, Powers, and Gutkin (2020) called for an increased emphasis on models of psychological service delivery that are primarily indirect, adult-focused, and geared toward systems-level change in the schools. They asserted that research in school psychology should not focus on the problems of individual children and youth but address the "powerful ecosystems" that surround them. Although school- and system-wide interventions are certainly important and can have a positive impact on student outcomes, we contend that biopsychosocial models of human development that integrate the effects of genetics, personal characteristics and behaviors, environments, and broad social contexts are better frameworks for guiding future research in school psychology. In these models, the role of genetics is mediated by the family environment and broader social contexts to influence variability in cognitive, social-emotional, and behavioral domains of psychological functioning. These individual differences then interact with specific situations, leading to outcomes in educationally relevant behaviors, such as achievement, self-esteem, motivation, and peer relations. The focus of research in school psychology, therefore, should not be on "1 size fits all" school-wide interventions but rather on understanding how and why children and youth differ from one another and on translating research on the effects of genes, the environment, and their interplay into effective educational interventions. Research on bullying and victimization in schools is discussed as an example of the importance of taking a biopsychosocial ecological approach to studying complex behavior. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Relationship between reading and long-term storage and retrieval (Glr) in college students.

The purpose of this study was to (a) identify the relationship between specific types of reading ability, different forms of learning, and long-term memory and retrieval (Glr); and then (b) to determine the degree to which self-assessed reading ability and a Glr measure could predict objective reading ability. College students were administered three different reading assessments from the Kaufman Test of Educational Achievement, Second Edition (KTEA-II): word reading, reading comprehension, and nonsense word decoding. They were also given two pairs of Glr subtests that consisted of immediate and delayed versions from the Kaufman Assessment Battery for Children, Second Edition (KABC-II). One set was embedded within context, whereas the other was not. Results showed that although overall reading ability and reading comprehension correlated the highest with Glr measures that were embedded in context, word reading, and nonsense word decoding were correlated the highest with delayed measures of Glr. Second, the self-assessment accounted for 23% of the variability in overall reading ability. Not only do these results show the strength of the relationship between Glr and reading, but also the ability to use these measures along with self-assessment to screen for reading disabilities.

Country, climate change adaptation and colonisation: insights from an Indigenous adaptation planning process, Australia.

Indigenous peoples are going to be disproportionately affected by climate change. Developing tailored, place based, and culturally appropriate solutions will be necessary. Yet finding cultural and institutional 'fit' within and between competing values-based climate and environmental management governance regimes remains an ongoing challenge. This paper reports on a collaborative research project with the Arabana people of central Australia, that resulted in the production of the first Indigenous community-based climate change adaptation strategy in Australia. We aimed to try and understand what conditions are needed to support Indigenous driven adaptation initiatives, if there are any cultural differences that need accounting for and how, once developed they be integrated into existing governance arrangements. Our analysis found that climate change adaptation is based on the centrality of the connection to 'country' (traditional land), it needs to be aligned with cultural values, and focus on the building of adaptive capacity. We find that the development of climate change adaptation initiatives cannot be divorced from the historical context of how the Arabana experienced and collectively remember colonisation. We argue that in developing culturally responsive climate governance for and with Indigenous peoples, that that the history of colonisation and the ongoing dominance of entrenched Western governance regimes needs acknowledging and redressing into contemporary environmental/climate management.

Adaptation to climate change in agriculture in Bangladesh: The role of formal institutions.

Bangladesh is very vulnerable to the impacts of climate change, and adaptation is emerging as a key policy response. Place based programs that build adaptive capacity are needed. This paper explores the effectiveness of formal institutions in climate change adaptation for agriculture from the perspectives of farmers and institutional communities of practice within two drought-prone areas in Bangladesh. Our findings show that formal institutions via their communities of practice play an important role in building place based capacity for mitigation and adaptation strategies in agriculture. Over-emphasis on technology, lack of acknowledgement of cultural factors and a failure of institutional communities of practice to mediate and create linkages with informal institutional communities of practice remain barriers. We argue that in order for formal institutions to play an ongoing and crucial role in building adaptive agriculture in Bangladesh, they must incorporate cultural mechanisms and build partnerships with more community based informal institutions.

Social contexts and customary fisheries: marine protected areas and Indigenous use, Australia.

Worldwide, the implementation of marine protected areas (MPAs) offers opportunities for delivering fisheries and biodiversity management objectives. In Australia however, the primary function of an MPA is that of biodiversity conservation. Nonetheless, the management of Indigenous customary fisheries is one area where fisheries and biodiversity issues converge. This article examines the relationship between biodiversity and customary fisheries in an MPA context by investigation of the role and importance of Indigenous social contexts. Using case study examples from Australia, I explore the role of Indigenous social contexts in two dimensions: (i) management of traditional fisheries and (ii) Indigenous contribution to fisheries within an MPA. Findings demonstrate two narratives concerning social contexts, one of recognition and the other concerning Indigenous involvement in management. I conclude with a survey of Indigenous management initiatives within MPAs. The article ends with a discussion of the utility of understanding social contexts in any marine management endeavour, specifically other social contexts within an MPA.

The relationship of self-efficacy and depression to stuttering.

This study investigated the relationship of self-efficacy for verbal fluency, academic self-efficacy, and depression between adolescents who stutter and fluent speakers. Two separate discriminant function analyses were performed. The first analysis used the self-efficacy and depression scores as response variables and fluency classification as the grouping variable. Results indicated that self-efficacy for speech was the sole significant variable and accounted for 61% of the variance in group status. A second simplified discriminant function analysis was performed using speech self-efficacy as the sole predictor of group membership. This single discriminant function correctly classified 81% of the overall sample into their known groups. Further, classification for participants who did not stutter (95.2%) was better than for those who did stutter (67%). Based on this and earlier research, adolescents appear to be capable of using self-efficacy scaling as a measure of confidence for verbal fluency, which may eventually prove to be useful in treatment.