Christopher David Desjardins

Executive Function Skills and School Success in Young Children Experiencing Homelessness

The authors examined the role of executive function (EF) skills as a predictor of kindergarten or first-grade adjustment in 138 children living in shelters for homeless families. During the summer, children completed a battery of six EF tasks and three IQ measures. Teachers later rated children’s school adjustment in five domains of achievement and social conduct. Confirmatory factor analysis supported the construct validity of EF as distinct from the general factor in IQ tests. The differential predictive validity of EF scores for school adjustment was tested by hierarchical regression analysis in relation to IQ. Results supported the hypothesis that EF has unique predictive significance for homeless children. Findings also corroborate the feasibility and validity of EF assessments in community settings and contribute to growing evidence that EF skills are important for school success. Implications are discussed for addressing educational disparities for homeless and highly mobile children.

The significance of childhood competence and problems for adult success in work: A developmental cascade analysis

Success in the domain of work is a salient developmental task of adulthood and a key indicator of adaptive function in the evaluation of health and psychopathology. Yet few studies have examined pathways to work competence, especially with strategies testing for cumulative cascade effects over time. Cascade models spanning 20 years were tested via structural equation modeling, linking work competence in early adulthood to antecedent competence in work and other domains of competence in childhood and emerging adulthood. Data were drawn from the Project Competence longitudinal study of 205 school children followed for 20 years. Relative fit of alternative models was evaluated by the Bayesian information criterion. As hypothesized, the effectiveness of adaptive behavior in earlier age-salient developmental task domains forecasted later work competence, which also showed strong concurrent links to competence in other domains. Results suggest there are numerous pathways by which success or failure in major developmental task domains in childhood and adolescence may influence adaptation in other domains and eventually work competence, both concurrently and cumulatively over time. Cascade effects highlight the potential significance for later work competence of childhood conduct (antisocial vs. rule-abiding behavior) and social competence with peers, in addition to the ongoing role that academic attainment may have for work success. Work competence also showed considerable stability over a 10-year period during early adulthood. Implications and applications for future research and intervention are discussed.

The development of thought problems: a longitudinal family risk study of offspring of bipolar, unipolar, and well parents.

There is growing evidence that many offspring of parents with bipolar disorder (BD) will develop moderate to severe forms of psychopathology during childhood and adolescence, including thought problems. The purpose of this study was to evaluate the developmental progression of thought problems within the context of a family risk study. Repeated assessments of thought problems, spanning approximately 15 years, were conducted in offspring (N = 192 from 98 families) of parents diagnosed with BD (O-BD), unipolar depression (O-UNI), or no significant psychiatric or medical problems (O-WELL). Survival analysis showed that the O-BD group had the greatest estimated probability of developing thought problems over time, followed by O-UNI, and then O-WELL and O-BD exhibiting higher levels of persistence than O-WELL. Parent-reported thought problems in childhood and adolescence predicted a range of problems in young adulthood. Disturbances in reality testing and other atypical behaviors are likely to disrupt progression through important developmental periods and to associate with poor outcomes. These findings are likely relevant to preventing the occurrence or progression of problems in offspring of bipolar parents. The study of thought problems across development represents an important area of continued research in children at risk for development of affective disorders.

Urban Elementary Single-Sex Math Classrooms: Mitigating Stereotype Threat for African American Girls.

This study utilized a mixed-methods approach to holistically examine single-sex and coeducational urban elementary mathematics classes through situated cognitive theory. Participants came from two urban low-income Midwestern elementary schools with a high representation of minority students (n = 77 sixth graders, n = 4 teachers, n = 2 principals). Findings demonstrate that African American girls made more math achievement gains in single-sex classrooms; single-sex classrooms might mitigate math academic stereotypes for students and teachers; and that important contextual factors play a role in these outcomes. Testing these factors is a step toward delineating a theory of change for single-sex education in urban public schools.

Early growth faltering in post-institutionalized youth and later anthropometric and pubertal development

BackgroundEarly-life adversity that increases the risk of growth stunting is hypothesized to increase the risk of obesity and, in girls, early-onset puberty. This hypothesis was tested in children adopted from orphanages.MethodsPost-institutionalized (PI) youth were compared with youth reared in comparable families (non-adopted; NA) on height, weight, pubertal stage, and fat mass (127 PI, 80 female; 156 NA, 85 female, aged 7–14 years). Anthropometric findings at adoption were obtained from first US clinic visits.ResultsOverall, 25% of PI youth were height-stunted (<3rd percentile) at adoption. Years post adoption, PI youth had lower BMI-for-age (P=0.004), height-for-age (P<0.001), and less body fat (P<0.001) than NA youth had, but they did not differ by sex. Pubertal status did not differ by group or sex. The anthropometric findings held when the stunted-at-adoption subset was examined; they were also less likely to be in central puberty than other PI youth.ConclusionEarly deprived orphanage care increases the risk of growth stunting but not obesity in children adopted into US families, and it does not independently contribute to early-onset puberty for PI girls. The role of the environment following early adversity may modify the impact of early adverse care.

Simulation of Lake Victoria Circulation Patterns Using the Regional Ocean Modeling System (ROMS).

Lake Victoria provides important ecosystem services including transport, water for domestic and industrial uses and fisheries to about 33 million inhabitants in three East African countries. The lake plays an important role in modulating regional climate. Its thermodynamics and hydrodynamics are also influenced by prevailing climatic and weather conditions on diel, seasonal and annual scales. However, information on water temperature and circulation in the lake is limited in space and time. We use a Regional Oceanographic Model System (ROMS) to simulate these processes from 1st January 2000 to 31st December 2014. The model is based on real bathymetry, river runoff and atmospheric forcing data using the bulk flux algorithm. Simulations show that the water column exhibits annual cycles of thermo-stratification (September–May) and mixing (June–August). Surface water currents take different patterns ranging from a lake-wide northward flow to gyres that vary in size and number. An under flow exists that leads to the formation of upwelling and downwelling regions. Current velocities are highest at the center of the lake and on the western inshore waters indicating enhanced water circulation in those areas. However, there is little exchange of water between the major gulfs (especially Nyanza) and the open lake, a factor that could be responsible for the different water quality reported in those regions. Findings of the present study enhance understanding of the physical processes (temperature and currents) that have an effect on diel, seasonal, and annual variations in stratification, vertical mixing, inshore—offshore exchanges and fluxes of nutrients that ultimately influence the biotic distribution and trophic structure. For instance information on areas/timing of upwelling and vertical mixing obtained from this study will help predict locations/seasons of high primary production and ultimately fisheries productivity in Lake Victoria.

Trends in US Government-Funded Multisite K—12 Science Program Evaluation

In this chapter we examine the history of multisite, K-12 science education programs and evaluations funded by US government science agencies, particularly the National Science Foundation (NSF), the National Aeronautics and Space Administration (NASA), and the National Oceanic and Atmospheric Administration (NOAA). In addition, we outline the history of general program evaluation. We review the science education evaluations funded by the US federal government to show how K-12 science education programs and their evaluations evolved over time. We begin with a description of multisite science education program evaluation, continue with an examination of the political and evaluation history, and finally, trace the K-12 science education programs and evaluations conducted by the science agencies. Evolution of the programs and evaluations is in part related to the changing political contexts. Such change is also the result of advances in the research and theory of science education and evaluation.

Curriculum-Based Measurement of Reading: An Evaluation of Frequentist and Bayesian Methods to Model Progress Monitoring Data.

Curriculum-Based Measurement of Oral Reading (CBM-R) is often used to monitor student progress and guide educational decisions. Ordinary least squares regression (OLSR) is the most widely used method to estimate the slope, or rate of improvement (ROI), even though published research demonstrates OLSR’s lack of validity and reliability, and imprecision of ROI estimates, especially after brief duration of monitoring (6-10 weeks). This study illustrates and examines the use of Bayesian methods to estimate ROI. Conditions included four progress monitoring durations (6, 8, 10, and 30 weeks), two schedules of data collection (weekly, biweekly), and two ROI growth distributions that broadly corresponded with ROIs for general and special education populations. A Bayesian approach with alternate prior distributions for the ROIs is presented and explored. Results demonstrate that Bayesian estimates of ROI were more precise than OLSR with comparable reliabilities, and Bayesian estimates were consistently within the plausible range of ROIs in contrast to OLSR, which often provided unrealistic estimates. Results also showcase the influence the priors had estimated ROIs and the potential dangers of prior distribution misspecification.

Modeling Zero-Inflated and Overdispersed Count Data: An Empirical Study of School Suspensions

The purpose of this article is to develop a statistical model that best explains variability in the number of school days suspended. Number of school days suspended is a count variable that may be zero-inflated and overdispersed relative to a Poisson model. Four models were examined: Poisson, negative binomial, Poisson hurdle, and negative binomial hurdle. Additionally, the probability of a student being suspended for at least 1 day was modeled using a binomial logistic regression model. Of the count models considered, the negative binomial hurdle model had the best fit. Modeling the probability of a student being suspended for at least 1 day using a binomial logistic regression model with interactions fit both the training and test data and had adequate fit. Findings here suggest that both the negative binomial hurdle and the binomial logistic regression models should be considered when modeling school suspensions.

The slope of cortisol from awakening to 30 min post-wake in post-institutionalized children and early adolescents

This study examined the association between early life adversity, in the form of early rearing in an institution (orphanage), and the slope of cortisol in the first thirty minutes after waking in 277 children, aged 7 through 15 years old, who had either been adopted between 6 and 60 months of age into well-resourced homes in the United States or born into similar homes. The adopted youth were divided at the median (age 16 months) into those adopted earlier (earlier-adopted, EA) and later (later-adopted, LA). The purpose of this study was to examine the post-waking slope in cortisol in post-institutionalized youth, predicting that it would be blunted, especially in later-adopted youth, when compared to the non-adopted (NA) youth. A secondary goal was to examine whether there would be some evidence of less blunting of the first 30 min of the cortisol awakening response among the children further along in pubertal development (i.e., Pubertal Recalibration Hypothesis). Pubertal stage was determined by nurse exam. Salivary cortisol was assessed at 0 and 30-min post-awakening on three days. The results showed that LA children had a blunted wake-30 min cortisol slope relative to NA and EA children. Neither the age by group nor pubertal stage by group analyses were significant. However, the majority of the sample were in early stages of puberty (56% in stages 1 & 2), thus the power was low for detecting such an interaction. This is the first year of a cohort-sequential longitudinal study examining early experiences and pubertal influences on the HPA axis, so it will be important to re-examine this question as the sample ages.