A Systematic Review of Validated Measures of U.S.-Based Bystander Intervention-Related Constructs.

This review aimed to identify U.S.-based, construct-validated measures of bystander intervention. Following PRISMA-P guidelines, electronic databases were searched, and emails were solicited identifying 8,559 articles for title screening. Abstracts and full texts were double screened, resulting in 24 scales meeting inclusion criteria: (a) measured a bystander-related construct in a situation where there was a potential for actual or perceived imminent physical or emotional harm, (b) written in English, and (c) statistically validated on U.S. samples. Most scales addressed the domain of interpersonal violence (67%), with fewer relating to bias/bullying (8.2%), mental health crises (12.5%), and substance use (12.5%). Most scales (71%) assessed the "take action" step of the situational model. The modal construct represented was intent/willingness/likelihood to intervene (50%). The average number of items on a scale was 14, and most (79%) provided Likert-style response options. None of the validated scales assessing behavior first accounted for an opportunity. Sample sizes ranged from 163 to 3,397, with the modal setting from colleges. Overall, samples were young (21.8 years old), White (75%), women (64%), and heterosexual (89%). Results indicate the need to validate additional measures that capture the "interpreting the situation as problematic" step of the situational model. Scales also need to be validated using diverse samples, particularly within the mental health crisis domain. Across all domains, validated measures need to be developed that first account for an opportunity when measuring actual bystander behavior. The information gleaned can be used to assist researchers in selecting measures and guide future measure development.

Disclosing and Reporting of Consent Violations Among Kink Practitioners in the United States.

Kink practitioners are marginalized and experience adverse health and social outcomes, which are exacerbated by consent violations. This study aims to understand experiences of reporting consent violations within a kink context. Kink practitioners (N = 2,888) completed a survey focused on consent violations, reporting, and recommendations, with 767 (25.56%) of them reporting consent violations in the kink context. The type of consent violation (sexual assault or kink-related behaviors), disclosure, and reporting significantly differed based on gender, sexual orientation, and injury status, but not age. Additionally, recommended steps included avoidance of police and others in positions of power and increased accountability.

Longitudinal interrelations between nonword repetition and vocabulary from age three to five: Evidence for within-child processes?

The relation between nonword repetition and vocabulary has been the focus of a theoretical controversy for several decades. The point of contention is whether the ability underlying nonword repetition drives vocabulary growth or vice versa. The present study examines longitudinal interrelations between nonword repetition and vocabulary from age 3 to 5 with random intercept cross-lagged panel models (RI-CLPMs). RI-CLPMs have the advantage of separating within-child dynamic processes from more stable differences between children, including time-stable unmeasured confounders. For n = 260 monolingual German-speaking children assessed at three time points with a lag of eleven months, RI-CLPM and, for comparison purposes, "classical" cross-lagged panel models (CLPMs) were estimated. The ill-fitting CLPMs in which cross-lagged effects combine within-child processes and stable differences between children yielded evidence consistent with reciprocal effects between nonword repetition and vocabulary (without covariates) or from nonword repetition to vocabulary (with covariates). Adding a random intercept markedly improved model fit. All within-child cross-lagged effects in the RI-CLPM were nonsignificant. Thus, the results provided no evidence consistent with within-child processes such as nonword repetition affecting vocabulary or vice versa for preschool-age children. Instead, results are more consistent with, for example, third variable explanations, within-child processes fading out by age 3 or occurring on a time frame that is not captured with a lag of approximately 1 year. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

No evidence for effects of Turkish immigrant children's bilingualism on executive functions.

Recent research has increasingly questioned the bilingual advantage for executive functions (EF). We used structural equation modeling in a large sample of Turkish immigrant and German monolingual children (N = 337; aged 5-15 years) to test associations between bilingualism and EF. Our data showed no significant group differences between Turkish immigrant and German children's EF skills while taking into account maternal education, child gender, age, and working memory (i.e., digit span backwards). Moreover, neither Turkish immigrant children's proficiency in either language nor their home language environment predicted EF. Our findings offer important new evidence in light of the ongoing debate about the existence of a bilingual advantage for EF.

Factor Analysis of the Classroom Assessment Scoring System Replicates the Three Domain Structure and Reveals no Support for the Bifactor Model in German Preschools.

The quality of early childhood education and care (ECEC) is important for children's development. One instrument that was developed to assess an aspect of ECEC quality is the Classroom Assessment Scoring System for pre-kindergarten children (CLASS Pre-K). We examined the factorial validity of the instrument using data from 177 German preschool classrooms. The three-factor teaching through interaction model (Hamre et al., 2013) was contrasted to a one-factor, a two-factor, and a bifactor model as proposed by Hamre et al. (2014). Our results indicated that the three-factor structure with the domains of emotional support, classroom organization, and instructional support fit the data best. The fit of the teaching through interaction model was satisfying after adding a cross-loading of the dimension language modeling on emotional support, and two correlated residuals. Evidence of convergent and discriminant validity are provided. In terms of factor structure and pattern score comparisons, the results were similar to previous United States and German studies. The discussion concerns the justifiability of the factor model revisions and draws directions for further research. We concluded that our study offers further evidence of the applicability of the CLASS Pre-K for the assessment of teacher-child interaction quality in the German context.

Expressive Morphological Skills of Dual Language Learning and Monolingual German Children: Exploring Links to Duration of Preschool Attendance, Classroom Quality, and Classroom Composition.

A growing body of research has been documenting environmental factors that support preschoolers' vocabulary skills. However, less is known about how environmental factors are related to morphological skills of dual language learners (DLLs) and single language learners (SLLs). We examined connections with preschool experiences by investigating the effects of duration of preschool attendance, classroom quality, and classroom composition variables (percentage of DLLs and percentage of children from families with a low socio-economic status) on preschoolers' expressive morphological skills. Several multilevel regression models were estimated using cross-sectional data from 835 children (n = 255 DLLs) aged 30-47 months. These children were nested in 169 preschool classrooms in Germany. As a control task, we also investigated children's phonological processing abilities, for which we found, as expected, no differences between DLLs and SLLs. Our main finding was that DLL children scored lower in expressive morphological skills than their German monolingual peers, but this difference was considerably smaller in classrooms that scored high in instructive teacher-child interactions (measured by the Classroom Assessment Scoring System for pre-kindergarten children; CLASS Pre-K). Taken together, these results support the notion that supportive teacher-child instructive interactions have a positive impact on the development of DLLs' morphological skills.