Current status of pediatric topics in five school psychology journals: Publication trends between 2002 and 2019.

The American Psychological Association and the National Association of School Psychologists agree in parallel calls for school psychologists to develop pediatric-related competencies. To achieve these competencies, trainers and practitioners require a suitably supportive literature. Ideally, this literature would link pediatric knowledge to school-based practice and address evidence-based assessment and intervention. The present article updates prior research (Wodrich & Schmitt, 2003) on this topic by addressing the rate at which pediatric-related topics were published between 2002 and 2019 in five key journals: Journal of School Psychology, Psychology in the Schools, School Psychology International, School Psychology Review, and School Psychology Quarterly. To establish publication trends across time and to extend the earlier research, articles were first coded as either empirical or nonempirical, then coded further according to content (i.e., attention-deficit/hyperactivity disorder [ADHD], a pediatric condition [other than ADHD], professional role issue). The empirical subset of articles was additionally coded according to assessment, intervention, or general knowledge foci. The category comprising the greatest number of articles was pediatric condition (n = 121), followed by ADHD (n = 108) and professional role issue (n = 18). The most specific, commonly appearing pediatric topic was ADHD, as was true when the 2003 article was published, with a surge in empirical ADHD articles noted. The least common topic was pediatric professional role issues. Current trends highlight a need for future empirical articles related to assessment and, particularly, school-based intervention for non-ADHD pediatric health conditions. Limitations of the present research are also discussed. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

A model-based approach to understanding school status of students with epilepsy.

This study constitutes a preliminary test of a theoretical model proposed by Sexson and Madan-Swain to explain the school status of students with epilepsy. Sixty-six classroom teachers participated in the study, as did 74 of their students with epilepsy. Three predictor variables-teachers' attitude towards persons with epilepsy, teachers' training in instructing students with epilepsy, and students' seizure frequency-were examined. Consistent with the model, the three variables collectively predicted attendance (F = 54.48, p<.001, R2 = 0.70), reading (F = 21.40, p<.001, R2 = .48), math (F = 12.61, p<.001, R2 = 0.35), writing (F = 12.61, p<.001, R2 = 0.35), and special education usage (χ2 = 30.96, p<.001). Moreover, both seizure frequency and teachers' attitude, but not teachers' training, uniquely predicted some outcome variables. Limitations and potential advantages of the model are discussed.

Knowledge about epilepsy and confidence in instructing students with epilepsy: teachers' responses to a new scale.

Knowledgeable and confident teachers are crucial for students with epilepsy. In this study, 91 current teachers of a student with epilepsy (CTs) and 203 teachers in general (TiGs) were surveyed using a new scale. CTs knew more school-relevant epilepsy facts than TiGs, even after controlling for special education background, F(1, 293)=5.75, P=0.017, η(2)=0.02. Both groups of teachers, however, knew less than one-half of the facts (means=10.6 [CTs] 8.7 [TiGs] of 25 items). CTs also expressed greater confidence than TiGs in their ability to meet an array of instructional, safety, and psychosocial requirements, even when between-group differences in teachers' background in special education were controlled, F(1, 293)=34.97, P<0.001, η(2)=0.11. Still, neither group communicated a high absolute level of confidence. As expected, more knowledgeable teachers expressed greater confidence (r=0.43, P<0.001). Results suggest that some facts about epilepsy require additional dissemination to educators.

Students with brain tumors: their post-treatment perceptions of teachers, peers, and academics and retrospective views on school during treatment.

The purpose of this pilot study was: (1) to determine how students surviving brain tumors (BTs) perceive their teachers' responses to them, their own academic performance, and their interactions with peers at school using a new measure; and (2) to describe students' retrospective perceptions of schooling while undergoing treatment. Using a sample of 22 students treated for a BT (ages 9-18) and 22 comparison (ages 8-19), no significant BT-control group differences regarding perceptions of teacher response, academic performance, and interactions with peers at school were found. Generally, students with BTs reported positive school experiences during treatment including favorable perceptions of their teachers' effectiveness, enjoyment of schoolwork, and the quality of their schooling. Additionally, they felt that completing schoolwork during treatment was important. The results of this study may provide insight into the perceived psychosocial adjustment and academic performance of students with BTs during and after treatment.

Type 1 diabetes mellitus and school: a comparison of patients and healthy siblings.

Children and adolescents with type 1 diabetes mellitus (T1DM) are at risk for a variety of problems at school. Well-controlled studies using data collected in schools, however, are limited. The purposes of this study are to determine whether selected school problems are associated with T1DM and to investigate an association between these problems and medical variables. Teachers rated 95 diabetic students (M = 11.8; SD = 3.0 yr old) and 95 of their siblings (M = 12.1; SD = 3.0 yr old) regarding academic skills, work completion, day-to-day variability, and classroom attention. Medical and school records also were accessed. The T1DM group had lower academic skills ratings overall (p < 0.02), especially in writing (p < 0.01), a trend toward poorer classroom attention (p < 0.08), and many more missed school days (p < 0.001). Diabetics on intensive therapy protocols had better academic ratings overall (p < 0.02), including in math (p < 0.03) and fewer missed school days (p < 0.03), but they unexpectedly were rated as having more classroom behaviors that jeopardize work completion (p < 0.05) than counterparts on conventional therapy. Among all diabetics, glycated hemoglobin (HbA(lc)) levels were moderately related to each academic skill rating (r = -0.34 to -0.37; p < 0.01) and strongly related to classroom attention (r = 0.53; p = 0.000). T1DM itself appears to be a relatively minor influence to several important aspects of school. Furthermore, although intensive therapy alone may well promote school success, meticulous glycemic control, however achieved, appears more important in mitigating prospective classroom attention and academic problems.

Classroom attention in children with type 1 diabetes mellitus: the effect of stabilizing serum glucose.

OBJECTIVE: To determine whether stabilizing serum glucose, via introduction of an insulin pump, improves classroom attention among children with type-1 diabetes mellitus. STUDY DESIGN: Four boys having type-1 diabetes mellitus with unstable serum glucose were observed in their classroom for 10 baseline days. An insulin pump was placed and serum glucose stabilized, and they were then observed again for 10 days. A modified multiple baseline design was used to determine if improved on-task and off-task behavior was associated with better glycemic control. Rating scales and a laboratory measure of attention, measures of secondary interest, were also administered before and after pump introduction, and potential improvement in individuals' scores was evaluated. RESULTS: All boys had apparent improvement in on-task and off-task behavior as observed in their classrooms. Improvements were substantial, averaging 20% in on-task behavior and 34% in off-task behavior. However, no changes were detected on rating scales or laboratory measures. CONCLUSION: This study offers preliminary evidence that stabilizing serum glucose improves classroom attention, although the effect was detected only by observation of classroom behavior using highly structured techniques. Consequently, use of direct observation techniques may be important in studying the effects of chronic illness on classroom functioning.

Utilization behavior in boys with ADHD: a test of Barkley's theory.

Barkley's (1997) comprehensive theory of attention deficit hyperactivity disorder (ADHD) predicts that affected children express frontal lobe related impairments, including expression of utilization behavior-the appropriate use of an object in an inappropriate context. Nineteen boys with and 20 without ADHD were exposed to a series of utilitarian (potentially utilization-inducing) and neutral objects. Boys in the ADHD group exhibited more utilization behavior and did so more quickly than boys in the control group; engagement with utilitarian objects and tendencies to do so quickly best predicted ADHD and control group membership. Beyond utilization behavior distinctions, general impulsivity differences were seen between boys with ADHD and control group counterparts, but these were less pronounced than the utilization behavior differences. Results offer support for utilization behavior's place in Barkley's theory.

Validation of a Developmental Neuropsychological Assessment (NEPSY) through comparison of neurological, scholastic concerns, and control groups.

Validity of the standard, 13 subtest A Developmental Neuropsychological Assessment (NEPSY) was investigated by comparing scores for 30 children with neurological conditions, 35 children with scholastic concerns, and 39 controls. Overall differences were found among the groups with and without controlling for IQ (Lambda = .60, Lambda = .001; Lambda = .70, P < .001). Four of five NEPSY domain scores differed among the three groups. Language and Sensorimotor domain score differences were found even when IQ was controlled, and group status accounted for substantial variance in these domain scores. Regarding specific tasks, Phonological Processing and Fingertip Tapping were among the subtests that varied the most between groups, especially when children with scholastic concerns were compared with controls. Findings offer preliminary support for the validity of several NEPSY indexes.