Understanding Working Memory and Mathematics Development in Ethnically/Racially Minoritized Children through an Integrative Theory Lens.

Limited research on working memory has centered on ethnically/racially minoritized children, thereby limiting researchers' abilities to draw conclusions about working memory or to provide additional supports in cultivating working memory for these children. Using the Integrative Theory as a lens, the current study explored the predictive benefit of parent academic socialization strategies on the working memory and subsequent mathematics skills of a nationally representative sample of ethnically/racially minoritized children. Using structural equation modeling techniques, a path model including social position; family structure; leisure activities; parent academic socialization strategies; and their association with kindergarten Asian/Asian-American (N = 1211), Black (N = 1927), and Latine (N = 3671) children's working memory and first-grade mathematics skills were examined. Furthermore, multigroup moderation was used to test for differences between ethnic/racial groups. Connections to social capital theory, community cultural wealth, and culturally relevant interpretations of the study findings are discussed.

Conceptual Framework Behind the Development of a Level of Confidence Tool: The Pediatric Videofluoroscopic Swallow Study Value Scale.

PURPOSE: The videofluoroscopic swallow study (VFSS) is the most commonly used instrumental procedure for evaluating swallowing in pediatric populations suspected of having dysphagia. Assessment and interpretation of a VFSS in pediatric populations is frequently challenged by testing-specific factors that can raise concerns regarding the representativeness of swallow events observed during testing compared to daily feeding/swallowing physiology. When VFSS findings do not represent typical swallowing patterns, treatment recommendations can result in suboptimal outcomes. To address this current challenge to pediatric VFSS interpretation and associated treatment recommendations, the pediatric VFSS Value Scale (pVFSS Value Scale) was developed within a tertiary regional pediatric medical center. This clinical focus article summarizes the initial scale development phases and resulting conceptual framework for rating clinical testing factors that influence a clinician's level of confidence regarding pediatric VFSS findings. Future goals for scientific evaluation and clinical utilization of this new rating scale are also reported. CONCLUSIONS: The pVFSS Value Scale was developed to assist clinicians with interpretation of pediatric VFSS assessment outcomes and to efficiently communicate factors influencing impressions and treatment recommendations with team members and caregivers. This clinical concept article summarizes potential uses of this tool to inform treatment planning as well as future clinical research to evaluate its psychometrics and clinical utility.

Multi-institutional registry study evaluating the feasibility and toxicity of accelerated partial breast irradiation using noninvasive image-guided breast brachytherapy.

PURPOSE: The noninvasive image-guided breast brachytherapy (NIBB) technique is a novel noninvasive yet targeted method for accelerated partial breast irradiation. We established a multi-institutional registry to evaluate the toxicity and efficacy of this technique across various practice settings. METHODS AND MATERIALS: Institutions using the NIBB technique were invited to participate. Data for acute/late toxicity, cosmetic outcome, and tumor recurrence were collected. Toxicity and cosmetic outcome were graded based on the Common Terminology Criteria for Adverse Events version 3.0 and NRG/Radiation Therapy Oncology Group scale, respectively. Treatment variables were analyzed for association with outcomes. RESULTS: A total of 252 patients from eight institutions were analyzed. The median age was 69 years. The mean tumor size was 1.1 cm (0.1-4.0 cm). Treatment was delivered 10 fractions (34-36 Gy) in 75% and five fractions (28.5 Gy) in 22%. B.i.d. fractionation was used in 9%. Acute radiation dermatitis was Grade 0-1, 2, and 3 in 77%, 19%, and 4%, respectively. One hundred ninety-one patients with a median followup of 18 months (4-72 months) were evaluable for late outcomes. Late toxicity Grades 2 and 3 were observed in 8.8% and 1%, respectively. Cosmetic outcome was excellent, good, and fair/poor in 62%, 36%, and 2%, respectively. B.i.d. fractionation was associated with higher acute and late toxicity. Second-generation applicators were associated with lower late toxicity and better cosmetic outcome. Actuarial freedom from ipsilateral breast tumor recurrence and true recurrence were 98.3% and 98.3% at 2 years and 90.9% and 95.4% at 5 years, respectively. CONCLUSIONS: Accelerated partial breast irradiation using NIBB was well tolerated with a low rate of acute and late toxicity across various practice settings. Ipsilateral breast tumor recurrence and cosmetic outcomes were favorable. b.i.d. fractionation was associated with higher toxicity. Longer followup is needed to confirm late endpoints.

Black Youths' perceptions of school cultural pluralism, school climate and the mediating role of racial identity.

Researchers have become interested in the school climate experiences of Black youth given findings of less positive evaluations of school climate in comparison to their other-race peers. School support for cultural pluralism, also referred to as school support for cultural diversity, has been regarded as one aspect of school climate, but is sometimes distinct from Black youth's ratings of general perceptions of school climate. This project sought to understand the relationship between Black students' perceptions of school support for cultural pluralism and perceptions of school climate. Structural equation modeling techniques were used to determine whether previous perceptions of school support for cultural pluralism predicted later perceptions of school climate in a sample of 336 Black adolescents (Mage = 13.74 years). Furthermore, racial identity was explored as the mechanism through which school support for cultural pluralism impacted school climate appraisals, and differences between Black boys (N = 151) and Black girls (N = 185) were tested. Results confirmed that Black youth who rated their school as being supportive of culturally pluralism had more positive ratings of school climate during the following school year after controlling for the previous year's school climate ratings. However, the mediating role of racial identity differed for Black boys and Black girls, underscoring the need for intersectional research for Black youth and the importance of racial identity. We conclude with a discussion regarding the importance of racial/ethnic identity and pluralism within the school context, as well as, the unique role of school psychologists as preventionists and advocates of change within schools.

Parental ethnic-racial socialization practices and children of color's psychosocial and behavioral adjustment: A systematic review and meta-analysis.

Despite increasing empirical research documenting the association between parental ethnic-racial socialization and youth of color's psychosocial well-being, evidence on the extent to which ethnic-racial socialization practices are linked to youth outcomes and potential variation in these relations remains equivocal. In the current study, a meta-analysis of 102 studies with 803 effect sizes and 27,221 participants reveals that overall ethnic-racial socialization was positively, albeit modestly, associated with self-perceptions, interpersonal relationship quality, and internalizing behavior. Ethnic-racial socialization's overall association with externalizing behavior was nonsignificant. Moreover, ethnic-racial socialization's connection to psychosocial outcomes varied by the subtype that parents used, the developmental stage and race/ethnicity of the target child, and the reporter of ethnic-racial socialization. In particular, cultural socialization was positively associated with self-perceptions and interpersonal relationship quality and negatively associated with externalizing behaviors. In addition, ethnic-racial socialization's positive association with self-perceptions was strongest in early adolescence and among African American youth. These findings underscore the complexity of parental ethnic-racial socialization practices and the need for a nuanced perspective on it. Implications for parenting practices and future research are discussed. (PsycINFO Database Record (c) 2020 APA, all rights reserved).

Parental Ethnic-Racial Socialization and Children of Color's Academic Success: A Meta-Analytic Review.

Increased attention is being placed on the importance of ethnic-racial socialization in children of color's academic outcomes. Synthesizing research on the effects of parental ethnic-racial socialization, this meta-analysis of 37 studies reveals that overall the relation between ethnic-racial socialization and academic outcomes was positive, though the strength varied by the specific academic outcome under consideration, dimension of ethnic-racial socialization utilized, developmental age of the child receiving the socialization, and racial/ethnic group implementing the socialization. Ethnic-racial socialization was positively related to academic performance, motivation, and engagement, with motivation being the strongest outcome. Most dimensions of ethnic-racial socialization were positively related to academic outcomes, except for promotion of mistrust. In addition, the link between ethnic-racial socialization and academic outcomes was strongest for middle school and college students, and when looking across ethnic-racial groups, this link was strongest for African American youth. The results suggest that different dimensions of ethnic-racial socialization have distinct relationships with diverse academic outcomes and that the effects of ethnic-racial socialization vary by both youth developmental levels and racial/ethnic groups.

Multi-informant assessment of transition-related skills and skill importance in adolescents with autism spectrum disorder.

Adolescents with autism spectrum disorder have limited participation in the transition planning process, despite the link between active participation and an improvement in postsecondary education and employment outcomes. The Secondary School Success Checklist was designed to support transition planning for adolescents with autism spectrum disorder by incorporating their own assessments of strengths, skill deficits, and prioritization for instruction along with those of their parents and teachers across multiple skill domains. Findings from more than 500 adolescents with autism spectrum disorder across the United States indicate discrepancies between adolescent, teacher, and parent ratings of skills highlighting the importance of the inclusion of multiple perspectives in transition planning. Although ratings varied, agreement between adolescents with autism spectrum disorder, parents, and teachers across the highest and lowest rated skills suggests the need to broaden the focus on critical transition skills to include problem-solving, planning for life after high school, and self-advocacy.

Factors associated with sustained community employment among adults with autism and co-occurring intellectual disability.

Sustaining community employment is a challenge for adults with autism spectrum disorders, especially for those who have co-occurring intellectual disability, but factors contributing to this employment outcome have not been fully evaluated. This study utilized longitudinal data to explore the impact of contextual influences, family factors, and individual characteristics on sustained employment over approximately 18 months ( N = 105). Very few adults with autism spectrum disorder and intellectual disability achieved sustained employment (14.3%). The results indicated that more independent daily living skills, a higher family income, a larger maternal social network, an inclusive school environment in early childhood, and currently living in an area with a larger population size were associated with significantly greater odds of sustaining employment. Follow-up analyses suggested that managing personal care is particularly important for employment.

The Relationships Among Perceived Discrimination, Marianismo Gender Role Attitudes, Racial-Ethnic Socialization, Coping Styles, and Mental Health Outcomes in Latina College Students.

The current study examined the links between perceived discrimination, marianismo gender role beliefs, racial-ethnic socialization (preparation for bias), coping strategies (engagement vs. disengagement), and mental health outcomes among 211 Latina college students. First, the authors investigated predictions about mediation effects of ethnic socialization and marianismo in the association between perceived discrimination and coping strategies. Second, they tested predictions about mediation effects of coping strategies in the link between perceived discrimination and mental health outcomes. Results of path analyses showed that perceived discrimination was positively related to familismo and spiritual marianismo pillars, preparation for bias, and engagement coping strategies. Furthermore, the link between perceived discrimination and engagement coping strategies was partially mediated via preparation for bias. Finally, perceived discrimination, disengagement coping strategies and self-silencing marianismo attitudes were negatively linked to mental health. Overall, these findings highlight the complex ways in which coping strategies are linked with one's ethnic and gender socialization and related to perceived discrimination and mental health outcomes. El presente estudio examinó las relaciones entre la discriminación percibida, la socialización étnicaracial (preparación de discriminación), roles de marianismo creencias, estrategias (de compromiso frente a la desconexión) y los resultados de salud mental entre los 211 estudiantes universitarias Latinas. Primero, se investigó predicciones sobre los efectos de mediación de socialización étnica y el marianismo en la asociación entre las estrategias de afrontamiento y la discriminación percibida. También, investigamos las predicciones acerca de los efectos de mediación de las estrategias de supervivencia en la relación entre la discriminación percibida y el salud mental. Los resultados de los análisis mostraron que discriminación percibida fue relacionado positivamente con la preparación para la discriminación, el familismo y pilares Marianismo espirituales, así como las estrategias de participación de afrontamiento. Además, la relación entre las estrategias de afrontamiento de compromiso y la discriminación percibida fue parcialmente mediada a través de la preparación de discriminación. Finalmente, la discriminación percibida, las estrategias de afrontamiento y "selfsilencing" Marianismo actitudes estaban relacionado negativamente a la salud mental. En general, estos resultados ponen de relieve las complejas formas en que las estrategias de afrontamiento están vinculados con la propia socialización étnica y de género y relacionadas con la discriminación percibida y los resultados de salud mental.

Validating the social responsiveness scale for adults with autism.

The Social Responsiveness Scale [SRS; Constantino & Gruber, 2005] is a widely-used measure of autism symptoms, but its application for the study of adults with autism spectrum disorders has not been fully evaluated. Using a factor structure consistent with The Diagnostic and Statistical Manual of Mental Disorders (5th ed., DSM-V) criteria for autism spectrum disorder [Frazier et al., 2014], the primary purpose of the current study was to establish the validity of the SRS with a sample of adults with autism spectrum disorder (N = 237). Correlational analyses indicated that SRS factors were highly associated with autism symptoms and behavioral measures, indicating concurrent and predictive validity. Multiple regression results demonstrated that SRS factors were differentially related to measures specific to social or behavioral domains, indicating convergent and discriminant validity. Implications for future research are discussed. Autism Res 2017, 10: 1663-1671. © 2017 International Society for Autism Research, Wiley Periodicals, Inc.

Impostor feelings as a moderator and mediator of the relationship between perceived discrimination and mental health among racial/ethnic minority college students.

This study investigated whether impostor feelings would both moderate and mediate the relationship between perceived discrimination and mental health in a sample of diverse ethnic minority college students (106 African Americans, 102 Asian Americans, 108 Latino/a Americans) at an urban public university. African American students reported higher perceived discrimination than Asian American and Latino/a American students, while no racial/ethnic group differences were reported for impostor feelings. Analyses revealed that among African American students, high levels of impostor feelings moderated the perceived discrimination and depression relationship and mediated the perceived discrimination and anxiety relationship. Among Asian American students, impostor feelings mediated the relationship between perceived discrimination and both depression and anxiety. Among Latino/a American students low levels of impostor feelings moderated the relationship between perceived discrimination and both depression and anxiety, and partially mediated the relationship between perceived discrimination and anxiety. Multigroup path analyses revealed a significantly stronger impact of impostor feelings on depression among African American students and a stronger impact of perceived discrimination on impostor feelings among African American and Latino/a American students. Clinical implications and future research directions are discussed. (PsycINFO Database Record

Executive Functioning Mediates the Effect of Behavioral Problems on Depression in Mothers of Children With Developmental Disabilities.

The present investigation explored long-term relationships of behavioral symptoms of adolescents and adults with developmental disabilities with the mental health of their mothers. Fragile X premutation carrier mothers of an adolescent or adult child with fragile X syndrome (n = 95), and mothers of a grown child with autism (n = 213) were included. Behavioral symptoms at Time 1 were hypothesized to predict maternal depressive symptoms at Time 3 via maternal executive dysfunction at Time 2. Results provided support for the mediating pathway of executive dysfunction. Additionally, the association of behavioral symptoms with executive dysfunction differed across the two groups, suggesting that premutation carriers may be more susceptible to caregiving stress due to their genotype.

Research needs and priorities for transition and employment in autism: Considerations reflected in a "Special Interest Group" at the International Meeting for Autism Research.

Research related to supports for adults with autism spectrum disorder (ASD) is under-developed. As an example, system and service development to support successful transition to adulthood and meaningful vocation for adults has received relatively little research scrutiny until recently, with practitioners and program developers lacking evidenceinformed approaches guiding service delivery. A Special Interest Group (SIG) was convened at the International Meeting for Autism Research in May 2014 and May 2015, with a focus on transitional and vocational issues in ASD. The SIG consisted of 120 international delegates, including self-advocates, family members, researchers, program and policy developers, practitioners, and interdisciplinary ASD trainees. Following a summary of the literature, subgroups of attendees were convened in smaller groups to identify research needs and priorities. International researchers facilitated these discussions with notes taken in each subgroup. Using a qualitative analytic approach, key themes across groups were identified. These key themes, outlined in this paper, address the identified need to (a) advance research capacity; (b) build employer capacity relative to employing persons with ASD; and (c) enhance support resources for adults with ASD and their families. Heightened research activity guiding practice and policy, community/employer engagement, and person and family-centered services were recommended. Implications for advancement and implementation are offered. Autism Res 2017, 10: 15-24. © 2016 International Society for Autism Research, Wiley Periodicals, Inc.

Characterizing Objective Quality of Life and Normative Outcomes in Adults with Autism Spectrum Disorder: An Exploratory Latent Class Analysis.

This study aims to extend the definition of quality of life (QoL) for adults with autism spectrum disorder (ASD, n = 180, ages 23-60) by: (1) characterizing the heterogeneity of normative outcomes (employment, independent living, social engagement) and objective QoL (physical health, neighborhood quality, family contact, mental health issues); and (2) identifying predictors of positive normative outcomes and good objective QoL. Findings of an exploratory latent class analysis identified three groups of adults with ASD-Greater Dependence, Good Physical and Mental Health, and Greater Independence. Findings indicate that better daily living skills, better executive function, and more maternal warmth are associated with assignment to better outcome groups. Findings have implications for interventions designed to enhance achievement of normative outcomes and objective QoL.

Promoting diversity through program websites: A multicultural content analysis of school psychology program websites.

The recruitment of culturally and linguistically diverse students to graduate programs is critical to the overall growth and development of school psychology as a field. Program websites serve as an effective recruitment tool for attracting prospective students, yet there is limited research on how school psychology programs use their websites to recruit diverse students. The purpose of this study was to evaluate whether school psychology program websites include sufficient levels of diversity-related content critical for attracting diverse applicants. The website content of 250 professional psychology programs (165 school psychology training programs and 85 clinical and counseling psychology programs) were examined for the presence of themes of diversity and multiculturalism that prospective racially/ethnically and linguistically diverse students deem important for selecting a graduate program. Results indicated that school psychology programs had less diversity-related content on their program's website relative to clinical and counseling psychology programs.' Implications for improving recruitment of racially/ethnically and linguistically diverse students through websites are discussed. (PsycINFO Database Record

Change in the Behavioral Phenotype of Adolescents and Adults with FXS: Role of the Family Environment.

The present study examined trajectories of adaptive behavior, behavior problems, psychological symptoms, and autism symptoms in adolescents and adults with fragile X syndrome (n = 147) over a three-year period. Adaptive behavior significantly increased over time, particularly for adolescents, and the severity of behavior problems decreased over time. Family environmental factors predicted phenotypic variables net of gender, intellectual disability status, and medication use. Maternal warmth was associated with higher levels of adaptive behavior, lower levels of autism symptoms, and decreases in behavior problems over time. Maternal depressive symptoms and criticism were associated with higher levels of psychological symptoms. Implications for interventions are discussed.

Contextual Factors Predict Patterns of Change in Functioning over 10 Years Among Adolescents and Adults with Autism Spectrum Disorders.

In the present study, we jointly employ and integrate variable- and person-centered approaches to identify groups of individuals with autism spectrum disorders (ASD) who have similar profiles of change over a period of 10 years across three critical domains of functioning: maladaptive behaviors, autism symptoms, and daily living skills. Two distinct developmental profiles were identified. Above and beyond demographic and individual characteristics, aspects of both the educational context (level of inclusion) and the family context (maternal positivity) were found to predict the likelihood of following a positive pattern of change. Implementing evidence-based interventions that target the school and home environments during childhood and adolescence may have lasting impacts on functioning into adulthood for individuals with ASD.

Factors Associated with Subjective Quality of Life of Adults with Autism Spectrum Disorder: Self-Report Versus Maternal Reports.

We examined factors related to subjective quality of life (QoL) of adults with autism spectrum disorder (ASD) aged 25-55 (n = 60), using the World Health Organization Quality of Life measure (WHOQOL-BREF). We used three different assessment methods: adult self-report, maternal proxy-report, and maternal report. Reliability analysis showed that adults with ASD rated their own QoL reliably. QoL scores derived from adult self-reports were more closely related to those from maternal proxy-report than from maternal report. Subjective factors such as perceived stress and having been bullied frequently were associated with QoL based on adult self-reports. In contrast, level of independence in daily activities and physical health were significant predictors of maternal reports of their son or daughter's QoL.

Postsecondary Expectations of High-School Students With Autism Spectrum Disorders.

This study examined the perceptions of adulthood among 31 high school students with autism spectrum disorder (ASD). We had two research aims: (1) to report students' postsecondary expectations in terms of school, work, friendships and living arrangement and (2) to describe how our sample defined adulthood. To better compare our sample's criteria of adulthood to the criteria traditionally endorsed in secondary schools, we used a directed content analysis approach. Data were derived from a semi-structured interview that questioned students about friendships, activities and the transition to adulthood. The majority of students expected to attain traditional markers of adulthood after high school; however, for some the pathways to achieving these outcomes were narrowly defined and perceived as a rigid, linear process. Independence, maturity and personal responsibility were the most highly endorsed characteristics of adulthood, followed by chronological age and traditional markers. Implications for transition planning and adult services are discussed.

Change in autism symptoms and maladaptive behaviors in adolescence and adulthood: the role of positive family processes.

Little is known about outcomes for individuals with autism spectrum disorders (ASD) into adulthood. Several characteristics of individuals with ASD predict long-term outcomes, and the family environment may also play a role. The present study uses a prospective, longitudinal design to describe and predict trajectories of autism symptoms and maladaptive behaviors over 8.5 years in a large, community-based sample of adolescents and adults with ASD. Overall, autism symptoms and maladaptive behaviors were observed to improve over the study period. Above and beyond the adult's gender, age, and level of intellectual disability, greater improvements were associated with higher levels of maternal praise (based on maternal speech samples) and higher quality mother-child relationships. Implications for future research and intervention are discussed.