A Nation Deceived: How Schools Hold Back America's Brightest Students, Volume II

Provides a comprehensive review of research on the academic acceleration of gifted students

A Nation Deceived: How Schools Hold Back America's Brightest Students, Volume I

Identifies twelve main reasons why schools have held back students. Includes examples of effective acceleration practice, attests to the cost effectiveness of acceleration, and provides specific ideas for promoting accelerative practices

Atendiendo las necesidades de estudiantes talentosos con trastornos del espectro autismo: Aproximaciones diagnósticas, terapéuticas y psicoeducativas

Los estudiantes dotados y talentosos que son diagnosticados con trastorno del espectro autista (TEA) tienen múltiples necesidades. Sus perfiles académicos y cognitivos son gene- ralmente muy diferentes a los de su desarrollo social, a sus perfiles de comunicación, de comportamiento y de funcionamiento adaptativo, lo que puede ser un desafío para los profesores y profesionales que trabajan con esta población de estudiantes. El propósito de este artículo es resumir los actuales planteamientos diagnósticos, terapéuticos y edu- cativos basados en la evidencia empírica, para trabajar con estudiantes dotados con TEA. Las intervenciones terapéuticas que parecen más prometedoras para los estudiantes con TEA incluyen intervenciones cognitivo-conductuales, a pesar de que la revisión de su eficacia en estudiantes dotados con TEA es inexistente. Las intervenciones psicoeducati- vas efectivas adoptan un enfoque multi-nivel, donde se programa en base a las fortale- zas cognitivas y académicas, al mismo tiempo que se considera la constelación de dificul- tades de la persona a nivel comunicacional, social, y conductual

Rituximab in B-Cell Hematologic Malignancies: A Review of 20 Years of Clinical Experience

Rituximab is a human/murine, chimeric anti-CD20 monoclonal antibody with established efficacy, and a favorable and well-defined safety profile in patients with various CD20-expressing lymphoid malignancies, including indolent and aggressive forms of B-cell non-Hodgkin lymphoma. Since its first approval 20 years ago, intravenously administered rituximab has revolutionized the treatment of B-cell malignancies and has become a standard component of care for follicular lymphoma, diffuse large B-cell lymphoma, chronic lymphocytic leukemia, and mantle cell lymphoma. For all of these diseases, clinical trials have demonstrated that rituximab not only prolongs the time to disease progression but also extends overall survival. Efficacy benefits have also been shown in patients with marginal zone lymphoma and in more aggressive diseases such as Burkitt lymphoma. Although the proven clinical efficacy and success of rituximab has led to the development of other anti-CD20 monoclonal antibodies in recent years (e.g., obinutuzumab, ofatumumab, veltuzumab, and ocrelizumab), rituximab is likely to maintain a position within the therapeutic armamentarium because it is well established with a long history of successful clinical use. Furthermore, a subcutaneous formulation of the drug has been approved both in the EU and in the USA for the treatment of B-cell malignancies. Using the wealth of data published on rituximab during the last two decades, we review the preclinical development of rituximab and the clinical experience gained in the treatment of hematologic B-cell malignancies, with a focus on the well-established intravenous route of administration. This article is a companion paper to A. Davies, et al., which is also published in this issue

Atendiendo las necesidades de estudiantes talentosos con trastornos del espectro autismo: Aproximaciones diagnósticas, terapéuticas y psicoeducativas

Los estudiantes dotados y talentosos que son diagnosticados con trastorno del espectro autista (TEA) tienen múltiples necesidades. Sus perfiles académicos y cognitivos son gene- ralmente muy diferentes a los de su desarrollo social, a sus perfiles de comunicación, de comportamiento y de funcionamiento adaptativo, lo que puede ser un desafío para los profesores y profesionales que trabajan con esta población de estudiantes. El propósito de este artículo es resumir los actuales planteamientos diagnósticos, terapéuticos y edu- cativos basados en la evidencia empírica, para trabajar con estudiantes dotados con TEA. Las intervenciones terapéuticas que parecen más prometedoras para los estudiantes con TEA incluyen intervenciones cognitivo-conductuales, a pesar de que la revisión de su eficacia en estudiantes dotados con TEA es inexistente. Las intervenciones psicoeducati- vas efectivas adoptan un enfoque multi-nivel, donde se programa en base a las fortale- zas cognitivas y académicas, al mismo tiempo que se considera la constelación de dificul- tades de la persona a nivel comunicacional, social, y conductual

Perceived parental social support and academic achievement: An attachment theory perspective.

The study tested the extent to which parental social support predicted college grade point average among undergraduate students. A sample of 418 undergraduates completed the Social Provisions Scale—Parent Form (C. E. Cutrona, 1989) and measures of family conflict and achievement orien-tation. American College Testing Assessment Program college entrance exam scores (ACT; Ameri-can College Testing Program, 1986) and grade point average were obtained from the university reg-istrar. Parental social support, especially reassurance of worth, predicted college grade point average when controlling for academic aptitude (ACT scores), family achievement orientation, and family conflict. Support from parents, but not from friends or romantic partners, significantly predicted grade point average. Results are interpreted in the context of adult attachment theory. Parents strive to cultivate personal characteristics in their offspring that will enable them to function successfully and in-dependently once they leave the parental home. This cultivation must occur throughout the child's life if he or she is to develop the self-confidence and skills required to meet the challenges of adult life. Contrary to early theories of adolescent developmen