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--- - |2 Abstract Ethnic identity (EI) affirmation has been related to positive academic outcomes for Latina/o youth. However, there is a dearth of research examining mediating mechanisms to this relationship. To address this gap, we examine psychological functioning (depressive symptoms and life satisfaction) as a mediator in the relationship between EI affirmation and academic outcomes (i.e., academic motivation, academic skepticism, and ambition). Participants were 524 Mexican descent adolescents in South Texas. Participants completed a number of self‐report questionnaires to measure each of the variables in the hypothesized model. Results demonstrate that feeling good about one’s ethnic group membership (or having higher EI affirmation) is a strength that not only is related to positive psychological functioning but also promotes positive academic outcomes. Educators and mental health practitioners may benefit from engaging in a curriculum that aims to improve EI affirmation to promote positive psychological functioning, and thus better academic outcomes for Mexican descent youth. - Psychology in the Schools, EarlyView.

--- - "\nAbstract\nOur goals in this study were to examine (a) the degree to which teacher perceptions of children’s behavior in kindergarten (averaged across fall and spring for each child) predict retention by Grade 5 and (b) whether these relationships are moderated by student race, gender, or socioeconomic status (SES). Data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998‐99 (ECLS‐K) were used to examine how Externalizing Problem Behavior (EPB; e.g., aggression, defiance) and Weak Approaches To Learning (WATL; low enthusiasm for/engagement in learning) were related to retention among children identified as Black or White (\nN = 6,750). Results showed that both types of behavior ratings were significant predictors of retention. There was a 46% increase in the odds of retention for every one‐unit increase in EPB (OR = 1.46, \np < 0.001) and a 261% increase in the odds of retention for every one‐unit increase in WATL (OR = 3.61, \np < 0.001). Gender moderated the relationship between EPB and retention and WATL and retention. Students who were female with EPB or WATL were at higher risk for being retained than their male peers. Implications for educators, researchers, and policymakers are discussed.\n" - Psychology in the Schools, EarlyView.

--- - |2 Abstract The current study examined teachers’ use of diverse praise or the extent to which teachers used a variety of praise as opposed to using the same praise repeatedly. Verbatim general and behavior‐specific praise data were analyzed from a larger study where 5,721 min of direct observation were collected across 28 kindergarten through fifth‐grade classrooms. On average, teachers used 3.7 total diverse praise categories per observation. Teachers also used more general, diverse praise categories per observation per hour compared with behavior‐specific, diverse praise categories. Although results did not indicate statistically significant differences in the amount of diverse praise between early elementary school teachers and later elementary teachers, a clear pattern of diminishing diverse praise was observed such that later elementary teachers provided less diverse praise per observation per hour. - Psychology in the Schools, EarlyView.

--- - |2 Abstract Using social cognitive theory as a theoretical framework, the current study examined the mediating role of mastery experience between other sources (vicarious experience, social persuasion, and physiological state) and chemistry self‐efficacy for cognitive skills, which can be defined as students’ beliefs in their capabilities to successfully perform intellectual operations in chemistry. Data were collected from 397 high school students through the High School Chemistry Self‐Efficacy Scale and Sources of Self‐Efficacy Scale. Results of structural equation modeling indicated that mastery experience and vicarious experience directly influenced chemistry self‐efficacy. In addition, a mediation effect of mastery experience was found for social persuasion and physiological state, while no mediation was found for vicarious experience. Overall, 50% of variance in chemistry self‐efficacy for cognitive skills is explained by, or predicted from, the direct and indirect influences of mastery experience. - Psychology in the Schools, EarlyView.

--- - |2 Abstract Affective engagement to school is a precondition for success among at‐risk students who are learning in successful alternative high schools, which provide a second chance for schooling. Attachment is a well‐known main characteristic of successful alternative schools. Yet while research indicated overwhelmingly positive psychosocial outcomes, academic outcomes of alternative schools yield mixed results.The current study investigated the narratives of the students who attend a successful alternative second‐chance arts school. Our main purpose was to refine the main best practices for success as they reflect from students' narratives and to refine a theoretical model to illustrate these practices. The research consisted of 49 semistructured interviews with 36 students from all grade levels and internships of school.The results portray profound accounts of practices that enhance attachment to school and holistic pedagogical practices as two main essential practices, conceived by the interviewees that construct a genuine second chance when the two are intertwined. Enhancing attachment in a variety of methods and applying holistic pedagogical practices reduce school alienation and enhance success as they interact with one another. A theoretical model is presented to display the findings. Theoretical and practical implementations are discussed as essential for future policies regarding at risk youth for dropout. - Psychology in the Schools, EarlyView.

--- - |2 Abstract Bias‐based bullying focused on sexual orientation or gender identity in schools has significant negative implications for the academic, social, and emotional well‐being of students who identify as lesbian, gay, or bisexual, or who are perceived to behave in gender nonconforming ways. Despite empirical support for the influence of bystander behavior can have on school bullying, information about bystander behavior during bias‐based bullying remains limited. Using a thematic narrative analysis, this study analyzed high school students’ perceptions of bystander behavior in their school. Results suggest bystanders are observed to enact a range of responses that fall into three categories: (a) passive avoidance, (b) victim support, or (c) joining the bullying situation. Furthermore, the motivation of bystanders was described within the themes of (a) fear, (b) individual characteristics, (c) relationships, and (d) personal experience. By drawing from the daily lived experiences of adolescents, the current study offers greater insight into youth perspective on how future strategies could address bias‐based bullying in schools. This study is foundational to increase the ecological validity of efforts to quantify bias‐based bullying. - Psychology in the Schools, EarlyView.

--- - |2+ Abstract Background To enhance social inclusion of people with intellectual disability, policy is aimed at increasing informal support networks. Nevertheless, staff continue to play a vital role in their support networks. Method Six individuals with mild intellectual disability, living in community‐based settings, were interviewed following a semi‐structured format. In‐depth accounts of participants’ support experiences were established using Interpretative Phenomenological Analysis. Results Three main themes were identified: relationships with staff placed within a personal history, relationships with staff within an organisational context, and staff support and interviewees’ place in the world. Conclusions Relationships with staff were often one of the closest and most significant social relationships participants had. As living in the community had not necessarily led to meaningful inclusion for participants, the findings point at the important role of staff in supporting and facilitating friendships and close relationships of people with intellectual disability. - Journal of Applied Research in Intellectual Disabilities, EarlyView.

--- - |2 Abstract Our environment is constantly overloaded with information, although we cannot consciously process all the stimulation reaching our senses. Current theoretical models are focused on the cognitive and neural processes underlying conscious perception. However, cognitive processes do not occur in an isolated brain but in a complex interaction between the environment, the brain, and the organism. The brain‐body interaction has largely been neglected in the study of conscious perception. The aim of the present study was to explore if heart rate and skin conductance (SC) are modulated by the interaction between phasic alertness and conscious perception. We presented near‐threshold visual stimuli that could be preceded by an alerting tone on 50% of the trials. Behaviorally, phasic alerting improved perceptual sensitivity for detecting a near‐threshold stimulus (along with changes in response criterion). Following the alerting tone, a cardiac deceleration‐acceleration pattern was observed, which was more pronounced when the near‐threshold stimulus was consciously perceived in comparison with unconsciously perceived stimuli. SC results further showed some degree of subliminal processing of unseen stimuli. These results reveal that cardiac activity could be a marker of attention and consciousness interactions, emphasizing the need for taking into account brain‐body interactions for current theoretical models of consciousness. - Psychophysiology, EarlyView.

--- - |2 Abstract Prior to and during movement, oscillatory alpha activity gates cognitive resources toward motor areas of the cortex by inhibiting neuronal excitability in nonmotor areas. The present study examined the effect of manipulating target variability on this alpha gating phenomenon. Using a baseline‐test‐retention design, we measured EEG alpha power, performance accuracy, and task difficulty in 32 recreational golfers as they putted golf balls (20 per target) to one central target (baseline, retention) and four targets of different directions and extents (manipulation). For participants in the random group (n = 16), target location varied with each repetition in a random fashion, whereas for participants in the blocked group (n = 16), it was kept constant within blocks. Regional analyses revealed a focal pattern of lower central alpha and higher occipital and temporal alpha. This topography was specific to preparation for movement and was associated with performance: smallest performance errors were preceded by decreased central combined with increased occipital alpha. The random group performed worse than the blocked group and found the task more difficult. Importantly, left temporal alpha prior to movement onset was lower for the random group than the blocked group. No group differences were found at baseline or retention. Our study proved that alpha gating can be altered by manipulating intertrial variability and thereby demonstrated the utility of the alpha gating model. Our findings underscore the importance of inhibiting occipital and left temporal areas when performing movements and provide further evidence that alpha gating reflects neural efficiency during motor tasks. - Psychophysiology, EarlyView.

--- - |2+ Abstract Background Self‐determination involves autonomy, agency, choice and control. This study investigated how these aspects of self‐determination relate to engaging people with intellectual disability and complex support needs in setting goals and making plans. Method Body mapping was used to understand the planning experiences of 30 adults with intellectual disability and complex support needs. Each participant created two body maps using a guided group‐based process. Visual and text data were thematically analysed and a framework for planning engagement developed. Results The framework identifies the centrality of having a well‐developed sense of self which includes insight, motivation and agency, and which is shaped by contextual barriers and facilitators and influenced by helpful and unhelpful support. Conclusions A well‐developed sense of self and ability to harness resources and people is fundamental to the ability of individuals with intellectual disability and complex support needs articulating goals, identifying aspirations, and attaining valued outcomes. - Journal of Applied Research in Intellectual Disabilities, EarlyView.

--- - |2 We present first‐grade, second‐grade, and third‐grade impacts for a first‐grade intervention targeting the conceptual and procedural bases that support arithmetic. At‐risk students (average age at pretest = 6.5) were randomly assigned to three conditions: a control group (n = 224) and two variants of the intervention (same conceptual instruction but different forms of practice: speeded [n = 211] vs. nonspeeded [n = 204]). Impacts on all first‐grade content outcomes were significant and positive, but no follow‐up impacts were significant. Many intervention children achieved average mathematics achievement at the end of third grade, and prior math and reading assessment performance predicted which students will require sustained intervention. Finally, projecting impacts 2 years later based on nonexperimental estimates of effects of first‐grade math skills overestimates long‐term intervention effects. - Child Development, EarlyView.

--- - |2 Abstract To date, several fMRI studies reveal activation in motor planning areas during musical auditory imagery. We addressed whether such activations may give rise to peripheral motor activity, termed subvocalization or covert singing, using surface electromyography. Sensors placed on extrinsic laryngeal muscles, facial muscles, and a control site on the bicep measured muscle activity during auditory imagery that preceded singing, as well as during the completion of a visual imagery task. Greater activation was found in laryngeal and lip muscles for auditory than for visual imagery tasks, whereas no differences across tasks were found for other sensors. Furthermore, less accurate singers exhibited greater laryngeal activity during auditory imagery than did more accurate singers. This suggests that subvocalization may be used as a strategy to facilitate auditory imagery, which appears to be degraded in inaccurate singers. Taken together, these results suggest that subvocalization may play a role in anticipatory auditory imagery, and possibly as a way of supplementing motor associations with auditory imagery. - Psychophysiology, EarlyView.

--- - |2 Abstract Metrics of heart period variability are widely used in the behavioral and biomedical sciences, although somewhat confusingly labeled as heart rate variability (HRV). Despite their wide use, HRV metrics are usually analyzed and interpreted without reference to prevailing levels of cardiac chronotropic state (i.e., mean heart rate or mean heart period). This isolated treatment of HRV metrics is nontrivial. All HRV metrics routinely used in the literature exhibit a known and positive relationship with the mean duration of the interval between two beats (heart period): as the heart period increases, so does its variability. This raises the question of whether HRV metrics should be “corrected” for the mean heart period (or its inverse, the heart rate). Here, we outline biological, quantitative, and interpretive issues engendered by this question. We provide arguments that HRV is neither uniformly nor simply a surrogate for heart period. We also identify knowledge gaps that remain to be satisfactorily addressed with respect to assumptions underlying existing HRV correction approaches. In doing so, we aim to stimulate further progress toward the rigorous use and disciplined interpretation of HRV. We close with provisional guidance on HRV reporting that acknowledges the complex interplay between the mean and variability of the heart period. - Psychophysiology, EarlyView.

--- - |2 Based on data from 1,366 Chinese preschoolers aged 31–77 months from 62 preschools, this study compared differences among four parent–child dyads in parent–child relationships and the associations between parent–child relationships and children's social adaptations. According to the results, the same‐sex dyad and opposite‐sex dyad patterns were tested. The results showed the same‐sex dyad and opposite‐sex dyad patterns in parent–child closeness. Mother–daughter dyads had more closeness than mother–son dyads; father–daughter dyads had more closeness than father–son dyads. The results were more supportive of the same‐sex dyad pattern in the associations between parent–child relationships and social adaptations. Mother–child closeness predicted girls' greater social skills and fewer problem behaviors; father–child conflict predicted boys' worse social skills and greater problem behaviors. - Personal Relationships, EarlyView.

--- - |2+ Abstract Background There is limited knowledge about how young people with intellectual disability can be facilitated in their process of deciding about parenthood. This study aimed to evaluate the feasibility of an upcoming trial to evaluate an intervention using the Toolkit “Children—what does it involve?” and the “Real‐Care‐Baby” (RCB) simulator among students with intellectual disability. Methods Six students with intellectual disability participated in an intervention with eight educational sessions and a 3‐day caring session with the RCB simulator. Data were collected with questionnaires and interviews. Results The study showed that it is possible to evaluate an intervention using these instruments among students with intellectual disability in order to provide them with further insights about parenthood. Conclusion It is feasible to evaluate the Toolkit and the RCB in a cluster‐randomized study and that such a study could add to our knowledge about possible intervention strategies regarding reproduction and parenting among students with intellectual disability. - Journal of Applied Research in Intellectual Disabilities, EarlyView.

--- - |2+ Abstract Background To help people with intellectual disabilities lead a more independent life, it is important to promote their self‐management. This study evaluated the effectiveness of a self‐management training for people with intellectual disabilities directed at independent functioning in daily life. Method In the training, 17 people with intellectual disabilities worked on personal self‐management goals covering a wide range of everyday affairs. Primary outcome measures focused on goal attainment, independence and support needs. Moreover, outcomes regarding psychopathological behaviour and quality of life were explored. Data were collected before and at the start of the training, and 3, 6, 9 and 12 months later. Results The training contributed to the attainment of self‐management goals and to the reduction in support needs (p < 0.01). There were no changes in independence, psychopathological behaviour and quality of life. Conclusions Results indicate that the training supports people with intellectual disabilities to self‐manage their daily affairs. - Journal of Applied Research in Intellectual Disabilities, EarlyView.

--- - |2+ Abstract Background This study investigated the psychocultural perspectives concerning family quality of life among Brazilian families with children who have severe or profound intellectual disability. Methods Individual in‐depth semi‐structured interviews conducted with 15 mothers, selected by convenience, were analysed using a categorical thematic analysis technique. The themes were examined to allow for an interpretative approach of the results. Results Mothers revealed that their children with disabilities had insufficient access to services and support related to health care, transportation and recreation. Family quality of life was negatively affected by financial restrictions and social interaction difficulties. Caring for a child with disabilities seemed to be centred on the mother and religious coping appeared as a common psychological adjustment strategy. Conclusions Improving emotional and psychological cares, as well as social and practical measures comprising income support and access to appropriate health care, were inferred to be the mothers’ priorities to improve their families’ quality of life. - Journal of Applied Research in Intellectual Disabilities, EarlyView.

--- - |2+ Abstract Background There is increasing evidence that cognitive behavioural therapy (CBT) can be effective for people with intellectual disabilities. The aim of this review was to report the nature and frequency of adaptations reported in studies of CBT for people with intellectual disabilities. Method This review updated and extended a previous review by (Whitehouse et al. 2006, J Appl Res Intellect Disabil, 19, 55), which used a framework of adaptations developed by (Hurley et al., 1998, J Dev Phys Disabil, 10, 365). Adaptations included simplification, language, activities, developmental level, use of directive style, flexible methods, involve caregivers, transference/countertransference and disability/rehabilitation approaches. A search identified peer‐reviewed papers that reported individual CBT informed psychological interventions for people with an Intellectual Disability. Results The search identified 23 studies which met the inclusion criteria for review. Studies reported the majority of the categories of adaptation described by (Hurley et al., 1998, J Dev Phys Disabil, 10, 365). Conclusions The results suggest that the framework of adaptations needs further development to increase sensitivity in identifying and categorizing adaptations of CBT. Increased, systematic reporting of adaptations to studies of CBT with people with intellectual disabilities is recommended. - Journal of Applied Research in Intellectual Disabilities, EarlyView.

--- - |2+ Abstract Background Little is known about the health needs of people with intellectual disabilities who access out‐of‐hours primary care services, raising concerns about accessibility and quality of care for this group. This study aims to identify commonly presented health problems of people with intellectual disabilities in this specific setting compared with the general population. Method Cross‐sectional study with routine data at two out‐of‐hours cooperatives with a total of 41,166 persons aged 20–65 requesting outof‐hours primary care in 2014, of which 315 persons were identified as having an intellectual disability. Results Having an intellectual disability was associated with a higher probability of presenting with epilepsy (OR 45.65) and concerns about, and adverse effects of, medical treatment (OR 23.37, and 8.41, respectively). Conclusions Given the high rates of epilepsy and medication‐related concerns of people with intellectual disabilities, this study suggests that these issues require special attention to improve the accessibility and quality of out‐of‐hours primary care. - Journal of Applied Research in Intellectual Disabilities, EarlyView.

--- - |2 In “Are we smart enough to know how smart animals are?” de Waal (2016) summarizes field studies and experiments that demonstrate a huge number of examples of complex behavior in many animal species. His avowed aim is to challenge the views of both lay people and scientists about the limits of intelligence of other species and to demonstrate much closer similarity in the achievements of other species to those of humans, thus undermining claims of human uniqueness. His general explanatory scheme is to infer human‐like cognitive processes in other species to explain complex behavior, at least when this is supported by other evolutionary considerations. This review suggests how behavior analysis might explain some of the phenomena outlined by de Waal, indicates where its explanatory system may need to expand and develop to encompass a wider range of behavior, and points to similarities as well as differences between the explanatory scheme used by de Waal and that of behavior analysis. - Journal of the Experimental Analysis of Behavior, EarlyView.

--- - |2 Developing self‐restraint, or the inhibition of behavior in response to a prohibition, is an important process during toddlerhood. The objective of this study was to gain a better understanding of individual differences in the development of self‐restraint during toddlerhood by examining stable elements and growth of temperament (i.e., attentional control, behavioral inhibition, negative emotionality), general intelligence, and self‐restraint. Participants were 412 same‐sex twin pairs (approximately 90% European American) from predominately middle‐class households in Colorado. Data were collected at 14, 20, 24, and 36 months. Results indicated that higher behavioral inhibition, attentional control, and intelligence were independently associated with better self‐restraint, whereas higher negative emotionality was an independent predictor of lower self‐restraint. The associations between temperament and self‐restraint generally appeared to be stable from 14 to 36 months. - Child Development, EarlyView.

--- - |2 Deficits in reciprocal social behavior are a characterizing feature of autism spectrum disorder (ASD). Autism‐related variation in reciprocal social behavior (AVR) in the general population is continuously distributed and highly heritable—a function of additive genetic influences that overlap substantially with those which engender clinical autistic syndromes. This is the first long‐term prospective study of the stability of AVR from childhood through early adulthood, conducted via serial ratings using the Social Responsiveness Scale, in a cohort‐sequential study involving children with ASD, other psychiatric conditions, and their siblings (N = 602, ages = 2.5–29). AVR exhibits marked stability throughout childhood in individuals with and without ASD. - Child Development, EarlyView.

--- - |2 Is earlier intervention always superior? Using two complementary forms of meta‐analysis, Gardner and colleagues find no support for the “earlier is better” hypothesis in outcomes of parenting programs for child behavior problems across the 2–11 year age range. This commentary explores possible methodological and substantive reasons for the pattern of their findings. We need additional careful analyses of this kind, assessing age variations in intervention effects across broader age ranges, and in other developmental domains, for strong tests of the “earlier is better” hypothesis. At this stage, however, Gardner et al.'s findings give us some pause for thought. - Child Development, EarlyView.

--- - |2 The Children's Test of Nonword Repetition (CNRep) is one of the most popular tests of nonword repetition. The test is composed of nonwords of different length, and normative data suggest that children experience more difficulties in repeating long nonwords. An analysis of the distribution of phonological clusters in the test shows that noninitial clusters are unequally distributed in the test: They only appear in long nonwords (four and five syllables). For this reason, we hypothesized that the difficulties children encounter with long nonwords may be influenced by the phonological complexity of the clusters and not just by the challenge for working memory associated with length. To test the hypothesis, we compared repetition performance in long nonwords with and without a noninitial cluster in 18 children with language impairment and 18 typically developing children. The analysis shows that long nonwords with noninitial clusters are repeated less accurately by both groups. In addition, there was an interaction between cluster and age: The effect of cluster is absent in younger children and gradually increases with age. These findings suggest that phonological complexity may be having an impact on the length effect normally observed in the CNRep, and this impact may be particularly evident in older children. - Dyslexia, EarlyView.

--- - |2 Although many immigrant children to the United States arrive with their parents, a notable proportion are first separated and later reunited with their parents. How do the experiences of separation and reunification shape the well‐being of immigrant children? Data were from a national survey of legal adult immigrants and their families, the New Immigrant Survey from 2003 to 2004 (for academic achievement, age 6–12, N = 876; for psychosocial well‐being, age 6–17, N = 1,084). Results indicated that immigrant children who were once separated from their parents exhibited poorer literacy and higher risk of emotional and behavioral problems than those who migrated with parents. A protracted period of separation and previous undocumented status of parents amplified the disadvantages experienced by these children. - Child Development, EarlyView.

--- - - Psychophysiology, Volume 55, Issue 11, November 2018.

--- - |2 Free and open‐source software for applying models of operant demand called the Demand Curve Analyzer (DCA) was developed and systematically evaluated for use in research. The software was constructed to streamline the use of recommended screening measures, prepare suitable scaling parameters, fit one of several models of operant demand, and provide publication‐quality figures. The DCA allows users to easily import price and consumption data into spreadsheet‐based controls and to perform statistical modeling with the aid of a graphical user interface. The results from computer simulations and reanalyses of published study data indicated that the DCA provides results consistent with commercially available software that has been traditionally used to apply these analyses (i.e., GraphPadTM Prism). Further, the DCA provides additional functionality that other statistical packages do not include. Practical issues and future directions related to the determination of scaling parameter k, screening for nonsystematic data, and the incorporation of more advanced behavioral economic methods are also discussed. - Journal of the Experimental Analysis of Behavior, EarlyView.

--- - |2 Abstract The risk of developing posttraumatic stress disorder (PTSD) increases with the number of traumatic event types experienced (trauma load) in interaction with other psychobiological risk factors. The NOTCH (neurogenic locus notch homolog proteins) signaling pathway, consisting of four different trans‐membrane receptor proteins (NOTCH1–4), constitutes an evolutionarily well‐conserved intercellular communication pathway (involved, e.g., in cell–cell interaction, inflammatory signaling, and learning processes). Its association with fear memory consolidation makes it an interesting candidate for PTSD research. We tested for significant associations of common genetic variants of NOTCH1–4 (investigated by microarray) and genomic methylation of saliva‐derived DNA with lifetime PTSD risk in independent cohorts from Northern Uganda (N1 = 924) and Rwanda (N2 = 371), and investigated whether NOTCH‐related gene sets were enriched for associations with lifetime PTSD risk. We found associations of lifetime PTSD risk with single nucleotide polymorphism (SNP) rs2074621 (NOTCH3) (puncorrected = 0.04) in both cohorts, and with methylation of CpG site cg17519949 (NOTCH3) (puncorrected = 0.05) in Rwandans. Yet, none of the (epi‐)genetic associations survived multiple testing correction. Gene set enrichment analyses revealed enrichment for associations of two NOTCH pathways with lifetime PTSD risk in Ugandans: NOTCH binding (pcorrected = 0.003) and NOTCH receptor processing (pcorrected = 0.01). The environmental factor trauma load was significant in all analyses (all p < 0.001). Our integrated methodological approach suggests NOTCH as a possible mediator of PTSD risk after trauma. The results require replication, and the precise underlying pathophysiological mechanisms should be illuminated in future studies. - Psychophysiology, EarlyView.

--- - |2 Abstract Having a sudden insight is often associated with inherent confidence, enough for Archimedes to run naked through the streets shouting “Eureka!”. Recent evidence demonstrates that public displays of enthusiasm, such as the ancient polymath's, are actually supported by a higher likelihood of being correct. - The Journal of Creative Behavior, EarlyView.

--- - |2 A multivariate analysis is concerned with more than one dependent variable simultaneously. Models that generate event records have a privileged status in a multivariate analysis. From a model that generates event records, we may compute predictions for any dependent variable associated with those event records. However, because of the generality that is afforded to us by these kinds of models, we must carefully consider the selection of dependent variables. Thus, we present a conditional compromise heuristic for the selection of dependent variables from a large group of variables. The heuristic is applied to McDowell's Evolutionary Theory of Behavior Dynamics (ETBD) for fitting to a concurrent variable‐interval schedule in‐transition dataset. From the parameters obtained from fitting ETBD, we generated predictions for a wide range of dependent variables. Overall, we found that our ETBD implementation accounted well for various flavors of the log response ratio, but had difficulty accounting for the overall response rates and cumulative reinforcer effects. Based on these results, we argue that the predictions of our ETBD implementation could be improved by decreasing the base response probabilities, either by increasing the response latencies or by decreasing the sizes of the operant classes. - Journal of the Experimental Analysis of Behavior, EarlyView.

--- - |2 Resurgence refers to the recurrence of a previously reinforced response following the worsening of reinforcement conditions (e.g., extinction) for an alternative response. Because of the implications for treatment relapse, researchers have become particularly interested in mitigating resurgence of human behavior. Some studies have employed reversal designs and varied parameters across replications (e.g., ABCADC) to compare effects of second‐phase variables. Although resurgence is generally repeatable within and between subjects, the extent to which similar levels of resurgence occur across replications is less clear. To assess the repeatability of resurgence, we conducted a secondary analysis of 62 human‐operant data sets using ABCABC reversal designs from two laboratories in the United States. We found significant reductions in the magnitude of resurgence during the second exposure to extinction relative to the first exposure when all other phase variables were held constant. These results suggest that researchers should exercise caution when using within‐subject, across‐phase replications to compare resurgence between variable manipulations with human participants. - Journal of the Experimental Analysis of Behavior, EarlyView.

--- - |2 The invention of imaginary worlds (“paracosms”) is a creative activity of middle childhood that has previously been investigated primarily with retrospective adult reports and biographical accounts. In descriptions collected from 8‐ to 12‐year‐old children, the prevalence was 16.9% in Study 1 (n = 77) and 17.4% in Study 2 (n = 92). Children with and without paracosms did not differ in verbal comprehension, divergent thinking (Studies 1 and 2) or working memory (Study 2). However, children with paracosms had more difficulty with inhibitory control (Study 2) and had higher creativity scores on a story‐telling task (Studies 1 and 2). Paracosms provided a vehicle for stories associated with imaginary companions and/or for developing complex narratives alone or with friends. - Child Development, EarlyView.

--- - |2 Children are capable of viewing object ownership as categorical and exclusive, but ownership claims can also vary by degree. This study investigated how children use these different conceptions of ownership in a giving and a taking task. In two studies, 4‐ to 7‐year olds (N = 105) could give and take craft objects that they or another child had found (weaker claim) and made (stronger claim). In Study 1, no additional ownership information was given, and in Study 2 categorical ownership was stated (“these belong to you”). The results showed that children used categorical ownership for their own objects but used ownership strength for the other child's objects, taking more of the found items. - Child Development, EarlyView.

--- - |2 Relational aggression—a psychological form of aggression—has numerous negative consequences for physical and emotional health. However, little is known about the risk factors that lead youth to engage in relational aggression. Using multimethod data from a longitudinal research of 674 Mexican‐origin youth, this study examined the influence of parents, siblings, and peers on the development of relational aggression. Increases in relational aggression from age 10 to 16 were associated with: (a) low levels of parental monitoring and (b) increased association with deviant peers and siblings. These results held across gender and nativity status. The findings suggest that multiple socialization agents contribute to the development of relational aggression. We discuss the practical implications for reducing relational aggression during adolescence. - Child Development, EarlyView.

--- - |2 When and how do infants learn color words? It is generally supposed that color words are learned late and with a great deal of difficulty. By examining infant language surveys in British English and 11 other languages, this study shows that color word learning occurs earlier than has been previously suggested and that the order of acquisition of color words is similar in related languages. This study also demonstrates that frequency and syllabic complexity can be used to predict variability in infant color word learning across languages. In light of recent evidence indicating that color categories have universal biological foundations, these findings suggest that infants’ experience and linguistic exposure drive their shift to culturally and linguistically mediated adult‐like understandings of color words. - Child Development, EarlyView.

--- - |2 Abstract An individual's sense of personal responsibility is crucial for adaptive functioning in ever‐changing social situations. This study investigated how the sense of personal responsibility affected the neural dynamics of anticipating one's own pain and another person's pain, using EEG. Participants played a cooperation game in which either the participant (self‐context) or the confederate (other‐context) received a mild electric shock whenever one of them erred. At the anticipatory stage of pain, feedback‐related negativity (FRN) and P300 were sensitive to the degree of responsibility in both contexts. The FRN was more negative when the participant had full responsibility (only the participant had erred) than when the participant shared responsibility with the confederate (both had erred) or had no responsibility (only the confederate had erred), and shared responsibility elicited more negative FRN than no responsibility. Having no responsibility produced larger P300 amplitudes than having shared or full responsibility, whereas there was no significant difference in P300 amplitude between the shared responsibility and the full responsibility conditions. When the shock was delivered to the participants, the P2 was smaller when there was no responsibility than when there was shared or full responsibility. When participants observed the painful facial expressions of the confederates, the P300 was not sensitive to responsibility level. Our results suggest that responsibility level modulates FRN and P300 in anticipation of pain experienced by both self and others, reflecting the attentional and affective experiences in both pain‐ and empathy‐related processes. - Psychophysiology, EarlyView.

--- - |2+ Abstract Background People with intellectual disability experience higher rates of mental health disorders than the rest of the population, and expert opinion holds that multiple barriers prevent people with intellectual disability from accessing appropriate services. Methods A qualitative study was designed to explore the lived experience of barriers and enablers to access to mental health services among people with intellectual disability. Interviews and focus groups were conducted with people with intellectual disability, carers and service providers. Results Barriers and enablers were identified across four key dimensions of access: utilization of services; service availability; relevance, effectiveness and access; and equity and access. These factors operated at both systemic and personal levels. Conclusions The findings from this study provide empirical evidence of anecdotal experiences of access to mental health services and provide insight into the ways users, carers and service providers navigate an often hostile system and indicate further directions for research. - Journal of Applied Research in Intellectual Disabilities, EarlyView.

--- - |2+ Background Balance alterations are one of the main problems in people with intellectual disabilities (ID), increasing their risk of falls and impacting their life. Aims To describe a vestibular rehabilitation programme (VRP) and evaluate its effects on the ability to maintain balance and risk of suffering a fall. Methods Forty‐seven adults with mild to moderate ID were randomly assigned to two groups: a control group (CG, N = 24), which performed a general physical exercise only, and an experimental group (EG, N = 23) which also completed a VRP. The variables, used pre‐ and post‐training and 1 month after the intervention, were as follows: Center of Pressure Displacement, Berg Scale, Timed Up and Go Test, and the Modified Clinical Test of Sensory Interaction and Balance. Results The EG improved significantly in each variable. The CG did not show changes for any of the parameters. Conclusions A programme based on VRP may improve balance and reduce the risk of falling. - Journal of Applied Research in Intellectual Disabilities, EarlyView.

--- - |2 Adolescence can be a time of unconstructive behavior for many youth. This research examined if an intervention countering youth's stereotypes of teens as irresponsible fosters their constructive behavior. In two experimental intervention studies (Ns = 124 and 319) with seventh graders, stereotypes of teens as irresponsible were described as inaccurate portrayals; youth then provided their own observations of teens acting responsibly. Youth in this counterstereotyping intervention (vs. the control) held higher intentions for academic engagement and performed better on an academic task (i.e., a word‐search puzzle). Over the 3 days following the intervention, their academic engagement was higher. Youth's risk taking was also reduced. Redirecting youth to see teens as responsible has the potential to provide a foundation for flourishing. - Child Development, EarlyView.

--- - |2 Resurgence is defined as the recurrence of a previously reinforced and then extinguished target response when reducing or eliminating a more recently reinforced alternative response. In experiments with children and pigeons, we evaluated patterns of resurgence across and within sessions through decreases in reinforcer availability by challenging alternative responding with extinction and progressive‐ratio schedules. In Phase 1, we reinforced only target responding. In Phase 2, we extinguished target responding while reinforcing an alternative response. Finally, Phase 3 assessed resurgence by (a) extinguishing alternative responding versus (b) introducing a progressive‐ratio schedule of reinforcement for alternative responding. In both children and pigeons, resurgence of target responding occurred in both conditions but generally was greater when assessed during extinction than with progressive ratios. Importantly, within‐session patterns of resurgence did not differ between testing with progressive ratios and extinction. Resurgence with progressive ratios tended to be greater with longer durations between reinforcers but we observed similar findings with only simulated reinforcers during extinction testing. Therefore, the present investigation reveals that the events contributing to instances of resurgence remain to be understood, and presents an approach from which to examine variables influencing within‐session patterns of resurgence. - Journal of the Experimental Analysis of Behavior, EarlyView.

--- - |2 This study examines the effect of demographic variables on the beliefs of teachers of English as a foreign language (EFL) about their preparedness to include dyslexic learners in mainstream classrooms in Greece, Cyprus, and Poland and identifies their professional development needs. Statistically significant multivariate analysis effects were obtained for country, training, teaching experience with dyslexic learners, and school type. Unlike overall teaching experience and completed level of education (degree), the type of teaching experience with dyslexic EFL learners (direct contact and personal involvement in teaching) seems to shape the perception of teacher preparedness to successfully include these learners. Other interesting tendencies were identified such as between‐country differences concerning sources of prior professional knowledge on EFL and dyslexia as well as preferences for particular modes of training. The paper highlights the demand for professional training on EFL and dyslexia as this was confirmed across the three countries. - Dyslexia, EarlyView.

--- - |2 In the context of evolutionary theory, behavior is the interaction between the organism and its environment. Two implications follow: (a) behavior takes time; and (b) behavior is defined by its function. That behavior takes time implies that behavioral units are temporally extended patterns or activities. An activity functions as an integrated whole composed of parts that are themselves smaller‐scale activities. That behavior is defined by its function implies that behavior functions to change the environment in ways that promote reproductive success. Phylogenetically important events (PIEs) are enhanced or mitigated by activities they induce as a result of natural selection. Induction explains all the phenomena that have traditionally been explained by reinforcement. This multiscale view replaces discrete responses and contiguity with multiscale activities and covariance. A PIE induces operant activity as a result of covariance in the form of a feedback relation between the activity and the PIE. A signal (conditional inducer) induces PIE‐induced activities as a result of covariance between the PIE and the signal. In an ontological perspective, behavior is a process, and an activity is a process individual. For example, ontological considerations clarify the status of delay and probability discounting. A true natural science of behavior is possible. - Journal of the Experimental Analysis of Behavior, EarlyView.

--- - - Journal of Applied Research in Intellectual Disabilities, Volume 31, Issue 6, Page 1-4, November 2018.

--- - |2 Young children view social category members as morally obligated toward one another, and expect these obligations to shape people's social behavior. The present work investigates how children specify which behaviors are constrained by social categories in this way. In two studies (N = 128), 4‐ and 5‐year‐old children predicted that morally positive behaviors would be directed toward in‐group members, and that morally negative behaviors would be directed toward out‐group members, but did not hold equally strong expectations about behaviors described as positive or negative for reasons irrelevant to morality. Thus, notions of morality are embedded within children's representations of social categories, such that when learning about novel moral norms, children immediately expect those obligations to uniquely hold within social groups. - Child Development, EarlyView.

--- - |2 This study contrasted the early literacy outcomes of children who are hard of hearing (CHH) with children with normal hearing (CNH). At age 5, prereading skills of oral language, phonological processing, and print knowledge were examined in CHH (N = 180) and CNH (N = 80). The CHH had poorer oral language and phonological processing abilities than the CNH but comparable knowledge of print. At age 8, measures of word reading, and reading comprehension yielded no differences between CHH (N = 108) and CNH (N = 62) except for reading comprehension for the moderately severe CHH. Reading achievement in CHH was found to exceed predictions based on prereading performance. This resilience was associated with gains in oral language during the early school years. - Child Development, EarlyView.

--- - |2 Studies with rats and pigeons showed that reinforcement of response variability improved learning of difficult response sequences. The results suggested that concurrent reinforcement of variability might be a helpful tool when educators or therapists attempt to teach individuals with learning difficulties. However, similar experiments with humans failed to confirm the results. In fact, in the human case, concurrent reinforcement of variability interfered with learning. The present experiment studied the same phenomenon with human participants in the context of a computer‐based game. Our results were consistent with the nonhuman animal findings. When students in our experiment were concurrently reinforced for sequence variability, they were more likely than control participants to learn a difficult response sequence. We conclude that reinforcement of variability can facilitate learning—in humans as well as animals —and discuss possible reasons for the difference between our results and the previous human findings. - Journal of the Experimental Analysis of Behavior, EarlyView.

--- - |2 Abstract For individuals with intellectual disabilities (ID), transition services increase access to postschool opportunities. School psychologists should contribute to transition services but have reportedly limited involvement in this area. This study distributed a national survey (N = 176) assessing school psychologists’ current knowledge, attitudes, and behaviors regarding transition services for students with ID. Results indicated that attitudes toward and knowledge of the ID population were significant predictors of transition task performance, and knowledge was a significant predictor of transition‐related attitudes and behaviors. The results provided preliminary evidence that increasing school psychologists’ specific knowledge of transition services and encouraging positive attitudes toward the transition needs of students with ID may increase school psychologists’ performance in transition practice. Specific recommendations are provided. - Psychology in the Schools, EarlyView.

--- - |2 The current study examined how discrimination relates to adjustment outcomes in a sample of internationally, transracially adopted Korean Americans from the Minnesota Sibling Interaction and Behavior Study (N = 456 adoptees; Mage at T1 = 14.9, Mage at T2 = 18.3, Mage at T3 = 22.3). The moderating roles of ethnic socialization and preparation for bias by parents (i.e., ethnic‐racial socialization) were also examined. Results indicated that discrimination predicted higher levels of depressive and externalizing symptoms in youth who reported less preparation for bias. In those experiencing more preparation for bias, associations were not significantly different from zero. Ethnic socialization did not moderate these associations. Such findings provide important information for adoptive parents regarding how to prepare their children to cope with discrimination. - Child Development, EarlyView.

--- - |2 This study examined disruptions in caregiving, as well as the association of these disruptions, with cognitive, behavioral, and social outcomes at age 12 in a sample of 136 Romanian children who were abandoned to institutions as infants and who experienced a range of subsequent types of care. Children were found to experience significantly more caregiving disruptions (CGD) earlier in life than later in childhood. More frequent CGD predicted increases in externalizing and internalizing behavior problems at age 12. Results are discussed in terms of the association between CGD and the long‐term development of children who have experienced institutional rearing. - Child Development, EarlyView.

--- - |2 This study aimed to test a four‐wave sequential mediation model linking mother–child attachment to children's school readiness through child executive functioning (EF) and prosociality in toddlerhood and the preschool years. Mother–child attachment security was assessed when children (N = 255) were aged 15 months and 2 years, child EF at age 2, prosocial behavior at age 4, and finally cognitive school readiness in kindergarten (age 6). The results revealed three indirect pathways linking attachment to school readiness: one through EF only, one through prosocial behavior only, and a last pathway involving both EF and prosocial behavior serially. These findings suggest that secure attachment may equip children with both cognitive and social skills that are instrumental to their preparedness for school. - Child Development, EarlyView.