Characteristics of emotional disturbance of female and male students in elementary, middle, and high school

Provide data on the five characteristics of emotional disturbance (ED). For 503 students with ED and 2016 without disabilities, teachers rated the characteristics (Inability to Learn; Relationship Problems; Inappropriate Behavior; Unhappiness or Depression; Physical Symptoms or Fears), plus Socially Maladjusted. We applied a 2 (ED, without disabilities) × 2 (female, male) × 3 (elementary, middle, high school) covariance analysis, with follow‐up comparisons. Students with ED showed greater problems than students without disabilities on all five characteristics, and Socially Maladjusted. On Inability to Learn, among students with ED genders did not differ at elementary but males had greater problems at middle school. On Inappropriate Behavior and Physical Symptoms or Fears, students with ED varied across school levels but students without disabilities did not. All five characteristics discriminated students with ED from those without disabilities. Differences between genders and school levels varied across characteristics

Factor Analysis of the Preschool Behavioral and Emotional Rating Scale for Children in Head Start Programs

Strength-based assessment of behaviors in preschool children provides evidence of emotional and behavioral skills in children, rather than focusing primarily on weaknesses identified by deficit-based assessments. The Preschool Behavioral and Emotional Rating Scales (PreBERS) is a normative assessment of emotional and behavioral strengths in preschool children. The PreBERS has well-established reliability and validity for typically developing children as well as children with identified special education needs, but this has not yet been established for children in Head Start programs, who tend to be at high risk for development of emotional and behavioral concerns. This study explores the factorial validity of the PreBERS scores for a large sample of children participating in Head Start programs around the United States. Results not only confirm the fit of the four-factor model of the PreBERS for this population, but also demonstrate the application of a bifactor model to the structure of the PreBERS which, in turn, allows for the computation of model-based reliability estimates for the four subscales (Emotional Regulation, School Readiness, Social Confidence, Family Involvement) and overall strength index score. The implications suggest that the PreBERS items are reliable scores that can be used to identify behavioral strengths in preschool children in Head Start, and support planning of interventions to selectively address component skills to promote child social and academic success

Factor Analysis of the Preschool Behavioral and Emotional Rating Scale for Children in Head Start Programs

Strength-based assessment of behaviors in preschool children provides evidence of emotional and behavioral skills in children, rather than focusing primarily on weaknesses identified by deficit-based assessments. The Preschool Behavioral and Emotional Rating Scales (PreBERS) is a normative assessment of emotional and behavioral strengths in preschool children. The PreBERS has well-established reliability and validity for typically developing children as well as children with identified special education needs, but this has not yet been established for children in Head Start programs, who tend to be at high risk for development of emotional and behavioral concerns. This study explores the factorial validity of the PreBERS scores for a large sample of children participating in Head Start programs around the United States. Results not only confirm the fit of the four-factor model of the PreBERS for this population, but also demonstrate the application of a bifactor model to the structure of the PreBERS which, in turn, allows for the computation of model-based reliability estimates for the four subscales (Emotional Regulation, School Readiness, Social Confidence, Family Involvement) and overall strength index score. The implications suggest that the PreBERS items are reliable scores that can be used to identify behavioral strengths in preschool children in Head Start, and support planning of interventions to selectively address component skills to promote child social and academic success

Geographical Analysis of US Green Sector Industry Concentration

This paper analyzes the geographic distribution of “green energy” sector clustering in the lower 48 United States using recent developments in industry concentration analysis. Evidence suggests that the ten green energy subsectors and the aggregate of the firms comprising the green energy sector are regionally concentrated. Positive changes in industry concentration from 2002 to 2006 tended to be greatest in non-metropolitan counties, suggesting comparative advantage with respect to site location for the composite of firms making up these sectors.Agglomeration, Location Quotient, Renewable Energy, Community/Rural/Urban Development, Industrial Organization, Research and Development/Tech Change/Emerging Technologies,

Estimating Travel Cost Model: Spatial Approach

travel cost model, spatial analysis, Environmental Economics and Policy,

Convergent Validity of the Strength-Based Behavioral and Emotional Rating Scale with Youth in a Residential Setting

Strength-based assessment has been identified as an appropriate approach to use in planning treatment and evaluating outcomes of youth in residential settings. In previous research the Behavioral and Emotional Rating Scale-2, a standardized and norm-referenced strength-based measure, has demonstrated adequate reliability and validity with youth served in community and educational settings. The purpose of the present study was to examine the internal reliability and convergent validity of the BERS-2 by comparing the test to the Child Behavior Checklist (CBCL) and the Symptoms and Functioning Severity Scale (SFSS). The results indicate that the scores from the BERS-2 are internally consistent and converge with other behavioral and emotional measures which, taken together, suggest that the BERS-2 could be acceptable for assessing the emotional and behavioral strengths of youth in residential settings. Study limitations and future research directions are identified

Convergent Validity of the Strength-Based Behavioral and Emotional Rating Scale with Youth in a Residential Setting

Strength-based assessment has been identified as an appropriate approach to use in planning treatment and evaluating outcomes of youth in residential settings. In previous research the Behavioral and Emotional Rating Scale-2, a standardized and norm-referenced strength-based measure, has demonstrated adequate reliability and validity with youth served in community and educational settings. The purpose of the present study was to examine the internal reliability and convergent validity of the BERS-2 by comparing the test to the Child Behavior Checklist (CBCL) and the Symptoms and Functioning Severity Scale (SFSS). The results indicate that the scores from the BERS-2 are internally consistent and converge with other behavioral and emotional measures which, taken together, suggest that the BERS-2 could be acceptable for assessing the emotional and behavioral strengths of youth in residential settings. Study limitations and future research directions are identified

Students at Enrollment Into CommunityBased Systems of Care: Characteristics and Predictors of Functioning in School

Community-based systems of care (SOC) provide a range of services to students with significant emotional and behavioral difficulties and their families. However, little is known about the educational characteristics and functioning of students at enrollment in SOC. The purpose of this study was to replicate and extend previous research by examining the educational characteristics and predictors of school functioning for students referred to SOC using a large and diverse national data source. Participants were 5,628 students ages 6 to 18 years who were enrolled in community-based SOC across 45 U.S. states, districts, and territories. Students’ grades, discipline, and attendance (as reported by caregivers) were used as indicators of school functioning, and students’ demographic characteristics, referral source, and emotional/behavioral functioning were used to predict functioning in school, including the testing of interaction effects. Findings revealed that, although many students earned average grades, a large portion of students had significant discipline and attendance problems. Results of the ordinal regression analyses indicated that most demographic variables and measures of clinical functioning significantly predicted students’ grades, attendance, and discipline, and that age and special education status represented a significant interaction. Findings provide insight into the educational functioning of students at enrollment in community-based SOC and have implications for research and practice

Evidence for a Physically Compact Narrow-Line Region in the Seyfert 1 Galaxy NGC 5548

We have combined HST/FOS and ground-based spectra of the Seyfert 1 galaxy NGC 5548 to study the narrow emission lines over the 1200 -- 10,000 angstrom region. All of the spectra were obtained when the broad emission line and continuum fluxes were at an historic low level, allowing us to accurately determine the contribution of the narrow-line region (NLR) to the emission lines. We have generated multicomponent photoionization models to investigate the relative strength of the high ionization lines compared to those in Seyfert 2 galaxies, and the weakness of the narrow Mg II 2800 line. We present evidence for a high ionization component of NLR gas that is very close to the nucleus (~1 pc). This component must be optically thin to ionizing radiation at the Lyman edge (tau = 2.5) to avoid producing [O I] and Mg II in a partially ionized zone. The very high ionization lines (N V, [Ne V], [Fe VII], [Fe X]) are stronger than the predictions of our standard model, and we show that this may be due to supersolar abundances and/or a ``blue bump'' in the extreme ultraviolet (although recent observations do not support the latter). An outer component of NLR gas (at only ~70 pc from the continuum source) is needed to produce the low ionization lines. We show that the outer component may contain dust, which further reduces the Mg II flux by depletion and by absorption of the resonance photons after multiple scatterings. We show that the majority of the emission in the NLR of NGC 5548 must arise within about ~70 pc from the nucleus. Thus, the NLR in this Seyfert 1 galaxy is very physically compact, compared to the typical NLR in Seyfert 2 galaxies.Comment: 38 pages, Latex, includes 2 figures (postscript), to appear in Ap

GPS comparison of training activities and game demands of professional rugby union

Closely matching training session exertions with actual match-play intensities ensures players are physically prepared for competition. The movement patterns of four typical rugby union training activities (traditional endurance, high-intensity interval, game-based and skills training) were compared with match-play using global positioning systems. The degree of difference from match-play was determined by calculating Cohen’s effect size statistic. Training activities for players in different positions (tight forward, loose forward, scrumhalf, inside back and outside back) were similarly assessed. Movement patterns were measured as relative distance, distance walking (0–2 m.s1 ), jogging (2–4 m.s1 ), striding (4–6 m.s1 ) and sprinting (>6 m.s1 ) and sprint and acceleration (>2.75 m.s2 ) frequency. Overall, high-intensity interval training was the most similar to match-play, and could be adopted as a primary training activity. Game-based training failed to meet match intensity in all positions (Effect size ¼ medium to large). If game-based training is used as the primary training activity, supplementary training is required to ensure players are adequately prepared for match demands