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: Contribution of Children’s Reading Motivation and Prosocial Efficacy to Reading Growth; The purpose of this study was to explore the relationships among summer reading camp participants' initial prosocial efficacy, reading motivation, and their reading skill changes. Despite the theoretical explanation of social and emotional learning (SEL), there is a lack of empirical studies demonstrating the complex relationships and processes among students' social-emotional competencies and beneficial academic learning outcomes. The Freedom Schools reading camp provides learning opportunities during the summer vacation for children pri- marily from low-income families and minoritized racial and ethnic backgrounds. This study tested the linear relationship between students' initial reading motivation and reading growth with prosocial efficacy as a moderator (n = 67). We found that initial intrinsic regulation was related to students' reading comprehension skill growth, and prosocial efficacy moderated the relationship between reading skill changes and intrinsic regulation. Results provided clues about how students' efficacy for prosocial behavior could explain the relationship between students' reading motivation and reading growth., Social and Emotional Learning (SEL), Prosocial Efficacy, Motivation, Reading, Freedom Schools, R305B170017

: Controversies on lung cancers manifesting as part-solid nodules.; Summarise survival of patients with resected lung cancers manifesting as part-solid nodules (PSNs). PubMed/MEDLINE and EMBASE databases were searched for all studies/clinical trials on CT-detected lung cancer in English before 21 December 2015 to identify surgically resected lung cancers manifesting as PSNs. Outcome measures were lung cancer-specific survival (LCS), overall survival (OS), or disease-free survival (DFS). All PSNs were classified by the percentage of solid component to the entire nodule diameter into category PSNs <80% or category PSNs ≥80%. Twenty studies reported on PSNs <80%: 7 reported DFS and 2 OS of 100%, 6 DFS 96.3-98.7%, and 11 OS 94.7-98.9% (median DFS 100% and OS 97.5%). Twenty-seven studies reported on PSNs ≥80%: 1 DFS and 2 OS of 100%, 19 DFS 48.0%-98.0% (median 82.6%), and 16 reported OS 43.0%-98.0% (median DFS 82.6%, OS 85.5%). Both DFS and OS were always higher for PSNs <80%. A clear definition of the upper limit of solid component of a PSN is needed to avoid misclassification because cell-types and outcomes are different for PSN and solid nodules. The workup should be based on the size of the solid component. • Lung cancers manifesting as PSNs are slow growing with high cure rates. • Upper limits of the solid component are important for correct interpretation. • Consensus definition is important for the management of PSNs. • Median disease-free-survival (DFS) increased with decreasing size of the nodule., Keywords: Ground-glass, Lymph node metastases, Staging, Subsolid nodules, Survival, Grant Number: P30 CA196521, Publication Note: This NIH-funded author manuscript originally appeared in PubMed Central at https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5996385.

: Convergent Validity of the Reynolds Intellectual Assessment Scales (RIAS) using the Woodcock-Johnson Tests of Cognitive Ability, Third Edition (WJ-III) with university students.; Validity studies with the Reynolds Intellectual Ability Scales (RIAS) indicate that RIAS Composite Intelligence Index (CIX) and Verbal Intelligence Index (VIX) scores have moderate to high correlation with comparable scores on other instruments. The authors of the RIAS describe the VIX scale as a measure of crystallized ability and the Nonverbal Index (NIX) as a measure of fluid ability, but no studies are available comparing the VIX and NIX scores with an established measure of these abilities. And, no studies specifically addressed the utility of the RIAS with a university population. The current study examined RIAS scores of university students in comparison to scores on the Woodcock-Johnson Tests of Cognitive Ability, Third Edition (WJ-III). Consistent with previous studies, there were moderate to high correlations between the CIX and VIX scores and corresponding scores on the WJ-III. A substantially lower correlation was evident between the NIX and WJ-III fluid ability scores., Publication Note: This is a pre-print., Preferred Citation: Krach, S. K., Loe, S. A., Jones, W. P., & Farrally, A. (2009). Convergent validity of the Reynolds Intellectual Assessment Scales (RIAS) using the Woodcock-Johnson Tests of Cognitive Ability, Third Edition (WJ-III) with university students. Journal of Psychoeducational Assessment, 27(5), 355-366. doi:10.1177/0734282909331749

: Counseling Gifted Children in Singapore; Gifted education (GE) in Singapore is entering its third decade. However, local research into the gifted is typically undertaken by graduate students and left as unpublished data. Internationally, there is also very little if any research on counseling models that have been empirically validated for use with gifted children irrespective of their country of origin and cultural experience. This article serendipitously originated from the second author’s visit to Singapore as a consulting scholar and his discussions with personnel at the Singapore Education Ministry’s GE Branch and interactions with local teachers and parents of gifted children. Drawing on the published wisdom of clinical experts and the second author who have provided counseling for gifted children, and the first author’s knowledge about Asian culture and educational context in Singapore, the article proposes an evidence-based counseling model that could serve the needs of gifted children in Singapore and possibly other Asian countries., Public Statement: This article overviews research on gifted children in Singapore, and proposes an evidence-based counseling model that is based on theory and also culturally relevant to Asian populations., Translational Abstract: This article aims to add to the research literature on Singapore’s gifted children population, which is not widely studied. In addition to drawing from clinical research, the authors use their own expertise on Asian culture and on gifted children to propose an evidence-based counseling model that is not only theoretically sound, but locally relevant., Keywords: Gifted children, Counseling, Singapore, Multi-cultural, Publication Note: This version is a post-print, and the publisher's version of record is available at https://doi.org/10.1177/0261429416642284, Preferred Citation:, Grant Number:

: Cross-cultural analysis of HPT; Recent research in the areas of human performance technology (HPT), organizational development, and cross-cultural training has suggested the need for developing managerial competencies that are effective in diverse cultural settings. Some competencies such as technical proficiency, knowledge of company systems, adaptability, and the ability to cope have been examined for their suitability in various cultures. However, there have been few efforts to examine the suitability and validity of HPT competencies in cross-cultural settings. This exploratory study investigates the application of HPT competencies across two regions of the world. On the basis of a survey of more than 100 industry professionals, we obtained data indicating the frequency of application of a set of core HPT competencies in the United States and South Asian regions. Findings revealed significant differences between how practitioners in these two regions apply performance analysis, cause analysis, and intervention design and development competencies. Results suggest that cultural differences might be affecting how practitioners in these regions are applying HPT. Possible areas for future studies are discussed., Translational Abstract: In this study, the application of human performance technology (HPT) competencies across U.S. and South Asian regions was examined. Survey responses from over 100 industry professionals were used to observe the frequency and application of HPT. There were significant differences between how professionals in each region apply HPT competencies. Results suggest HPT practitioners from South Asia may be involved in more generic human resource job roles, while participants from the U.S seemed to be involved with more specific job roles, primarily dealing with training and performance improvement initiatives. Most HTP processes are based on Western values, but the authors conclude that the majority of the surveyed competencies appear to be applicable in South Asia and in the U.S. The authors suggest the differences might be due to distinctive features of U.S. and South Asia cultures., Public Significance Statement: This study found significant differences between U.S. and South Asian professionals in their application of human performance technology (HPT) competencies, which the authors speculate is due to significant cultural differences between these two regions., Publication Note: The publisher's version of record for this publication can be found at https://doi.org/10.1002/piq.20008., Preferred Citation: Vadivelu, R. N., & Klein, J. D. (2008). Cross-cultural analysis of HPT: An empirical investigation of HPT competencies in the workplace in the United States and South Asia. Performance Improvement Quarterly, 20, 147–165. doi:10.1002/piq.20008.

: Cultural Partner Program; International students, especially graduate-level students, experience unique challenges as they make a transition to a new social and cultural environment. This study examines the impacts of the Cultural Partner Program on transition outcomes for incoming graduate-level international students. Of the 171 participants recruited from a public research university in the southeast U.S, 39 participated in the control group, the rest in the experimental group. Although the regression analysis did not reveal significant results, supplemental standardized mean difference analyses considering the wide 95% confidence intervals and the relatively small sample size in the regression analysis. The standardized mean difference analyses revealed that in comparison with the control group, the experimental group performed better on specific transition outcomes (i.e., intercultural interaction enjoyment, self-esteem, stress, perceived social support, social and academic integration, and attitudes toward seeking professional help), but performed worse on other intercultural sensitivity subscales and cultural identity. Higher education professionals need to foster inclusive and creative environments to enhance transition experiences and outcomes for international students., Intercultural interaction, Stress, International graduate students, Transition outcomes, Help-seeking

: Cultural-Linguistic Test Adaptations; In 1991, Bracken and Barona wrote an article for School Psychology International focusing on state of the art procedures for translating and using tests across multiple languages. Considerable progress has been achieved in this area over the 25 years between that publication and today. This article seeks to provide a more current set of suggestions for altering tests originally developed for other cultures and / or languages. Beyond merely describing procedures for linguistic translations, the authors provide suggestions on how to alter, use, and review tests as part of a cultural-linguistic adaptation process. These suggestions are described in a step-by-step manner that is usable both by test adapters and by consumers of adapted tests, Keywords: Tests, Translations, Psychometrics, Multilingual, Multicultural, Preferred Citation: Krach, S. K., McCreery, M. P., & Guerard, J. (2016). Cultural-linguistic test adaptations: Guidelines for selection, alteration, use, and review. School Psychology International, 30 pages.

: Cyber victimization in high school; Cyber victimization is a contemporary problem facing youth and adolescents (Diamanduros, Downs, & Jenkins, 2008; Kowalski & Limber, 2007). It is imperative for researchers and school personnel to understand the associations between cyber victimization and student social–emotional outcomes. This article explores (a) gender differences in rates of cyber victimization, (b) overlap between traditional and cyber victimization, (c) differences in social–emotional outcomes across victimization classes, and (d) associations among cyber victimization and social–emotional risk, internalizing problems, and externalizing problems while controlling for traditional victimization among 1,152 high school students. Boys reported significantly higher rates of cyber victimization than did girls. Ten percent of students reported experiencing low levels of both cyber and traditional victimization (low dual), 3% of students reported experiencing moderate levels of both cyber and traditional victimization (moderate dual), and 1% of students reported high levels of both types of victimization (high dual). Three percent of students reported experiencing traditional victimization but not cyber victimization (traditional). There were significant differences in social and emotional problems among youth involved in victimization in various groups (i.e., uninvolved, traditional, low dual, moderate dual, and high dual). Lastly, cyber victimization significantly predicted variance in social–emotional risk and internalizing problems above and beyond that predicted by traditional victimization., bullying, cyber victimization, social emotional wellbeing, adolescent, latent class analysis, cyberbullying, The version of record can be found at https://doi.org/10.17105/SPR-2016-0004.V46-3

: Debugging the Evidence Chain; In Education (as in many other fields) it is common to create complex systems to assess the state of latent properties of individuals - the knowledge, skills, and abilities of the students. Such systems usually consist of several processes including (1) a context determination process which identifies (or creates) tasks - contexts in which evidence can be gathered,|(2) an evidence capture process which records the work product produced by the student interacting with the task, (3) an evidence identiffication process which captures observable outcome variables believed to have evidentiary value, and (4) an evidence accumulation system which integrates evidence across multiple tasks (contexts), which often can be implemented using a Bayesian network. In suchsystems, aws may be present in the conceptualization, identification of requirements or implementation of any one of the processes. In later stages of development, bugs are usually associated with a particular task. Tasks which have exceptionally high or unexpectedly low information associated with their observable variables may be problematic and merit further investigation. This paper identifies individuals with unexpectedly high or low scores and uses weight-of-evidence balance sheets to identify problematic tasks for follow-up.We illustrate these techniques with work on the game Newton's Playground : an educational game designed to assess a stu- dent's understanding of qualitative physics, Keywords: Bayesian networks, Model construction, Mutual information, Weight of information, Debugging, Publication Note: Workshop from 2013 UAI Application Workshops: Big Data meet Complex Models and Models for Spatial, Temporal and Network Data (Association for Uncertainty in Artificial Intelligence), Preferred Citation: Almond, R. G., Kim, Y. J., Shute, V. J., & Ventura, M. (2013). Debugging the Evidence Chain. In Almond, R. G., & Mengshoel, O. (Eds.), 2013 UAI Application Workshops: Big Data meet Complex Models and Models for Spatial, Temporal and Network Data (Association for Uncertainty in Artificial Intelligence) (pp. 1--10). CEUR. Retrieved from http://ceur-ws.org/Vol-1024/paper-01.pdf

: Degree of Alignment between Beginning Teachers' Practices and Beliefs about Effective; Six beginning teachers were compared to an exemplary, experienced teacher. Teacher beliefs, classroom practices, and student engagement data were coded from theory-driven and data-driven perspectives. The strongest teachers demonstrated alignment between promotive/positive practices, beliefs, and students' engagement. The weakest teachers, whose students were less consistently engaged, demonstrated alignment between undermining practices and beliefs. For beginning teachers, with misaligned practices and beliefs, there may be potential for improving practices with experience. A testable model emerged depicting a metacognitive feedback loop for teachers who are aware of their shortcomings and place responsibility for students' behaviors and learning on themselves., Keywords: Teacher Effectiveness, Teacher Behavior, Teacher Beliefs, Student Motivation, Note: This is an Author's Accepted Manuscript of an article published in Teacher Educator, 44(3) (2009) [copyright Taylor & Francis], available online at: http://www.tandfonline.com/10.1080/08878730902951445., Citation: Roehrig, A. D., Turner, J. E., Grove, C. M., Schneider, N., & Liu, Z. (2009). Degree of alignment between beginning teachers' practices and beliefs about effective classroom practices. Teacher Educator, 44(3), 164-187. doi: 10.1080/08878730902951445

: Demystifying Longitudinal Data Analyses Using Structural Equation Models in School Psychology; Structural equation models (SEM) are a method of latent variable analysis that offer a high degree of flexibility in terms of modeling methods for applied research questions. Recent advancements associated with longitudinal SEM have unlocked innovative ways to decompose variance and to estimate mean trends over time (e.g., Allison et al., 2017; Berry & Willoughby, 2017; Hamaker et al., 2015; McArdle & Nesselroade, 2014). However, these longitudinal methods are not necessarily readily accessible to scholars seeking to advance theory and practice in school psychology. Importantly, not all longitudinal data are the same and not all longitudinal SEMs are the same; thus, analytic approaches must be appropriately matched to specific research aims to meaningfully inform school psychology theory and practice. The present article highlights recent advances in longitudinal SEMs, clarifies their similarities to other—perhaps more familiar—methods, and matches their applications to specific types of research questions. The intent of this work is to promote careful thinking about the correspondence between estimands, developmental theory, and practical applications to foster specificity in testing quantitative questions in school psychology research and advance a more rigorous evaluation of longitudinal trends relevant to research and practice in the field., longitudinal data analysis, structural equation modeling, school psychology, The authors have no known conflicts of interest to disclose. G.J.H. and K.N.C. contributed equally to this work and share authorship. The authors thank Jamie Quinn for valuable feedback on an earlier draft of this manuscript.

: Designing and deploying a virtual social sandbox for Autistic children; Purpose – This exploratory study was intended to investigate the design and feasibility of using a web virtual reality based social learning space for autistic children at home. Materials and methods –The researchers of the current study developed and implemented an open-source, web virtual reality based learning program for children with autism. Endorsing mixed-method convergent parallel design, we collected both qualitative and quantitative data from four autistic children, including repeated measures of social skills performance, self- and parent-reported social and communication competence, observation notes, and individual interviews. Results – The study found preliminary evidence for a positive impact of deploying a virtual reality-based social sandbox on the practice and development of complex social skills for autistic children. All participants showed significant reduced social communication impairments from the pre- to the post-intervention phases. Nevertheless, participants’ social skills performance in the virtual world was mediated by two social task design features—external goal structure and individualization. Conclusions – Play- and design-oriented social tasks in the three-dimensional virtual world framed meaningful social experiences or the naturalistic intervention for social skills development., Autism Spectrum Disorder, Collaborative virtual reality, Social skills training, Naturalistic intervention, Virtual world, Spencer Foundation Grant #201400178

: Development of Professional Identity for Counseling Professionals; Professional identity development(PID), which involves transformational learning,is crucial for counselors and trainees. However most current training approaches focus more on specific tasks related to PID without focusing on the transformational learning aspect. Mindfulness is an important component for transformational learning;however,limited effort has been focused on its likely impact on PID. This conceptual article describes the need for integrating mindfulness into PID, and explains applications of mindfulness practices in assisting counselors to enhance development of a professional identity in the course of completing transformational tasks through a transformative learning process. Recommendations for future practice and research are included., Keywords: Mindfulness, Professional identity development, Counselors and trainees, Transformational tasks, Transformative learning, Publication Note: This is an accepted manuscript in the International Journal for the Advancement of Counselling, the version of record can be found at https://doi.org/10.1007/s10447-018-9338-y ., Preferred Citation: Dong, S., Miles, L., Abell, N. et al. Development of Professional Identity for Counseling Professionals: A Mindfulness-Based Perspective. Int J Adv Counselling 40, 469–480 (2018). https://doi.org/10.1007/s10447-018-9338-y

: Development of professional identity for counseling professionals; Professional identity development (PID), which involves transformational learning, is crucial for counselors and trainees. However most current training approaches focus more on specific tasks related to PID without focusing on the transformational learning aspect. Mindfulness is an important component for transformational learning; however, limited effort has been focused on its likely impact on PID. This conceptual article describes the need for integrating mindfulness into PID, and explains applications of mindfulness practices in assisting counselors to enhance development of a professional identity in the course of completing transformational tasks through a transformative learning process. Recommendations for future practice and research are included., s Mindfulness. Professional identity development . Counselors and trainees. Transformational tasks. Transformative learning

: Development of the reasonable accommodation factor survey; The purpose of this study was (a) to explore the latent factors in the Reasonable Accommodation Factor Survey (RAFS) instrument and (b) to compare scores on the latent factors of the RAFS by participant’s role. Eight latent factors were identified through an exploratory factor analysis with orthogonal rotation. The reliability tests indicated satisfactory reliability scores on each of the eight latent factors of the RAFS. Comparison of scores by roles of stakeholders (employee, employer, and service provider) indicated statistically significant differences in scores on three latent factors: Employee Competence in Reasonable Accommodation, Workplace Impact, and Employee Work Record. Implications for practice and research are discussed.

: Diagnostic Utility of the Social Skills Improvement System Performance Screening Guide (SSIS-PSG); Researchers investigated the diagnostic utility of the Social Skills Improvement System: Performance Screening Guide (SSIS-PSG; Elliot & Gresham, 2008). Correlational, regression, ROC, and conditional probability analyses were run to compare ratings on the SSIS-PSG subscales of Prosocial Behavior, Reading Skills, and Math Skills, to report card grades for conduct, reading, and math respectively. Respective subscales were all statistically significantly correlated with one another. In addition, all regressions indicated significant predictions for the SSIS-PSG to respective report card grades. ROC analyses for SSIS-PSG Math with math grades and SSIS-PSG Reading with reading grades were statistically significant and described as fair (Compton et al., 2010). ROC analysis for SSIS-PSG Prosocial Behavior with conduct grades was not significant and described as poor (Compton et al., 2010). In a conditional probability analysis, the variable of concern for screeners concerns false negative ratios (Compton et al., 2010); all estimates for this fell within the targeted range., Keywords: PBS, Screening, Predictive Validity, Psychometrics, Diagnostic Utility, Publication Note: Publisher's Version Available at http://jpa.sagepub.com/content/early/2016/03/10/0734282916636500.abstract, Preferred Citation: Krach, S. K., McCreery, M. P., Wang, Y., Mohammadiamin, H., & Cirks, C. K. (2016). Diagnostic Utility of the Social Skills Improvement System Performance Screening Guide. Journal of Psychoeducational Assessment, 0734282916636500.

: Dimensions of empathy and bystander intervention in bullying in elementary school; The current study investigated associations among cognitive empathy, affective empathy, internalizing problems, and the five steps of the bystander intervention model (notice bullying events, interpret as an event requiring intervention, accept responsibility for intervening, know how to intervene, and act). Participants included 336 fourth and fifth grade students (58.9% boys) at a school in the Midwest region of the United States. Hierarchical regression analyses indicated that greater cognitive empathy was related to noticing bullying events, accepting responsibility to intervene, and knowing how to intervene. Affective empathy was significantly related to the actual act of intervention. Further, significant interactions revealed that affective empathy was positively associated with interpreting bullying as an event that required intervention at low and moderate levels of internalizing problems, but not at high levels of internalizing problems. Overall these findings underscore the need to examine the decision to intervene as the culmination of a series of steps as outlined in the bystander intervention model, with each step potentially influenced by a unique set of precursors., bystander intervention, bullying prevention, bullying intervention, affective empathy, cognitive empathy, internalizing problems, The version of record can be found at https://doi.org/10.1016/j.jsp.2020.03.001

: Direct and Indirect Effects of Bullying Victimization on Academic Performance and Mental Health Among Secondary School Students; This study examined the associations between bullying victimization and mental health and academic performance outcomes. This study also examined the indirect efect of academic performance on the association between bullying victimization and mental health. Participants included 676 secondary school students from the Southeast region of the USA. Using multi-group path analysis, results revealed that traditional victimization was positively associated with mental health difculties for both boys and girls. Further, both traditional and cyber victimization were negatively associated with academic performance for girls only. Finally, results indicated that the indirect efect of academic performance on the association between traditional and cyber victimization and mental health was only signifcant for girls. Findings from this study highlight gender diferences in bullying victimization outcomes. Implications for researchers, such as suggestions for future bullying intervention programs, are discussed., Bullying Victimization, Cyber Victimization, Academic Performance, Mental Health

: Do Dispositional Characteristics Influence Reading?; Previous research demonstrates specific relationships between personality traits and general academic performance. In addition, research studies have demonstrated relationships among personality and variables related to reading fluency (i.e., speed, accuracy, automaticity, and prosody). However, little investigation has examined specific links between personality and reading fluency. The researchers hypothesized that there is a direct relationship between personality and reading fluency when accounting for cognition. Findings indicate that the personality trait of Openness is a positive predictor of reading fluency ability; whereas, a significant negative relationship was found between Neuroticism and Reading Fluency. This information may help determine contributing factors in reading fluency problems and aid in intervention planning., Keywords: Reading Fluency, Personality, Assessment, Prosody, Publication Note: Publisher's Version Available at http://www.tandfonline.com/doi/abs/10.1080/02702711.2015.1066908, Preferred Citation: Kathleen Krach, S., McCreery, M. P., Loe, S. A., & Paul Jones, W. (2016). Do Dispositional Characteristics Influence Reading? Examining the Impact of Personality on Reading Fluency. Reading Psychology, 37(3), 470-486.

: Does Exercise Improve Cognitive Performance? A Conservative Message from Lord's Paradox; Although extant meta-analyses support the notion that exercise results in cognitive performance enhancement, methodology shortcomings are noted among primary evidence. The present study examined relevant randomized controlled trials (RCTs) published in the past 20 years (19962015) for methodological concerns arise from Lord's paradox. Our analysis revealed that RCTs supporting the positive effect of exercise on cognition are likely to include Type I Error(s). This result can be attributed to the use of gain score analysis on pretest-posttest data as well as the presence of control group superiority over the exercise group on baseline cognitive measures. To improve accuracy of causal inferences in this area, analysis of covariance on pretest-posttest data is recommended under the assumption of group equivalence. Important experimental procedures are discussed to maintain group equivalence., Keywords: aerobic exercise, ANCOVA, base-line, clinical-trial, cognition, elderly-people, Executive functions, exercise intervention, experimental group equivalence, false positive error, gain score analysis, healthy older-adults, middle-aged adults, physical-activity, randomized controlled-trial, review, statistics notes, Publication Note: The publisher’s version of record is available at https://doi.org/10.3389/fpsyg.2016.01092

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