Social Skills in Youth with Spina Bifida: A Longitudinal Multimethod Investigation of Bio-Neuropsychosocial Predictors

Objective: Despite research documenting social dysfunction in youth with spina bifida (SB), little is known about the etiology of these social difficulties; most investigations identifying predictors of social deficits have concentrated exclusively on one domain. This longitudinal study examines the relative predictive power of neurocognitive (attention and executive function), family (cohesion and conflict), and health-related (body mass index, condition severity) variables on later social skills in youth with SB. Methods: 112 youth with SB (T1 mean age = 11.19 years) and their families participated in study visits two years apart. Study variables were assessed by multiple methods (questionnaire, medical chart review, observed family interactions, observed peer interactions, neurocognitive tests) and reporters (parents, teachers). Hierarchical linear regressions with demographic covariates were conducted to determine the relative predictive power of the three domains on T2 social skills. Results: Observed social skills at T2 were predicted by neurocognitive variables, while both the family and health-related domains yielded nonsignificant values; neurocognitive tests and observed family conflict accounted for significant variance in observed T2 social skills. The associations between the neurocognitive and family domains with T2 teacher-reported social skills attained marginal significance, with neurocognitive tests and observed family cohesion being the strongest individual predictors. Parent-reported social skills were not predicted by any of the study variables. Conclusions: Neurocognitive variables accounted for the most variance in later social skills, while family variables were the next strongest predictors. Results differed based on the method and reporter used to assess social skills. To maximize effectiveness, social skills interventions may address attention and executive function as well as family interactions

Proceedings of the Mobile Satellite Conference

A satellite-based mobile communications system provides voice and data communications to mobile users over a vast geographic area. The technical and service characteristics of mobile satellite systems (MSSs) are presented and form an in-depth view of the current MSS status at the system and subsystem levels. Major emphasis is placed on developments, current and future, in the following critical MSS technology areas: vehicle antennas, networking, modulation and coding, speech compression, channel characterization, space segment technology and MSS experiments. Also, the mobile satellite communications needs of government agencies are addressed, as is the MSS potential to fulfill them

Verifying and Looking into Data: Validity of Mathematics Curriculum Based Measures

The mathematical performance of U.S. students has drawn attention from the field of education as well as the public sector. An integral component of the nationwide initiative to improve mathematics instruction is using data for decision-making. However, data is only useful if it is reliable and valid, which requires technically sound measures. This dissertation includes two articles: (a) a literature review on the criterion validity of mathematics curriculum-based measures and (b) a correlational study analyzing the criterion validity of a mathematics curriculum-based measure. The first study is a review of the literature that administered mathematics curriculum-based measures (m-CBMs) and examined the criterion validity of the scores. The review includes 40 articles that met the following criteria: (a) published in a peer-review journal, (b) administered a m-CBM with school age students, (c) reported quantitative data regarding the validity of scores, and (d) was published in English. Variables were identified and coded that may moderate the validity of scores produced, these variables included the mathematical focus of the measure and administration protocol (i.e., timing, paper pencil/computer, proctor, and grouping [i.e., classwide, small group, individual]). Results suggest concepts and applications m-CBMs yielded the strongest validity coefficients to standardized measures of mathematics performance for students in upper elementary and middle school. Scores from numeracy measures indicate evidence of criterion validity to standardized measures of mathematical achievement for early elementary students. There was no evidence the proctor or grouping moderate the validity; a mismatch between the administration format or the m-CBM and the criterion measure may affect the validity. The second article analyzes the criterion validity of a computer adaptive m-CBM used for universal screening purposes. Data from 1195 students in third through eighth grade attending four schools located in the rural Southern U.S. were included. Correlational analyses were used to identify the predictive and concurrent validity of the computer adaptive m-CBM to the end-of-year state assessment. Multiple linear regression analyses were used to identify whether student demographic variables (i.e., gender, race, free and reduced meals, limited English proficiency, special education, Section 504) moderated the validity. Results suggest the m-CBM had strong criterion validity to the end-of-year state assessment across grades. Validity coefficients were strongest to the major content domain and the weakest to the additional and supporting content. Moderator analyses reveal that the demographic variables: gender, SPED, FARMS, Section 504, and LEP moderated the criterion validity of m-CBM

Predicting parental sensitivity: contextual stress exposure across preconception to parenthood

This thesis investigated the influence of concurrent and historical stress on parental sensitivity to infants. Parental sensitivity was found to be mostly resilient to a history of stress but when living with stress, parents were often less responsive to infant needs. Findings support the relevance of interventions and support for enhancing parental sensitivity in contexts of pressure

Maternal Psychological Absence and Toddlers' Social‐Emotional Development: Interpretations From the Perspective of Boundary Ambiguity Theory

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/94745/1/famp1411.pd