Skin conductance,reaction time,and observational ratings in learning-disabled children

Rates of GSR habituation, reactiontime responses, and observational ratings in normal and learningdisabled children were evaluated. Compared to normals, children with learning disabilities demonstrated faster rates of GSR habituation in a task involving active attention, slower reactiontime responses, and more characteristics of “minimal brain dysfunction” on a rating scale. Within the learningdisability group those subjects with a family history of reading problems showed fewer GSR, reactiontime, and rating responses characteristic of “minimal brain dysfunction.”     

“Baba Has Come to Civilize Us”: Developmental Idealism and Framing the Strict Demands of the Brahma Kumaris

This article extends and complicates the theory that “strict churches are strong” based on the strict demands that were followed and not followed by the Brahma Kumaris in Nepal. To be successful, strict religious groups must not only be strict, but also frame their strictness in ways that resonate with the everyday experiences and commonly held beliefs of their members. Nepali women involved with the Brahma Kumaris tend to accept and follow the group's demands when those demands have been framed as modern, and that framing is resonant with the prevailing definitions of modernity offered by Western development agencies. When the modern framing is not resonant, as with the case of framing celibacy as “spiritual birth control,” the strict demand is not followed, and the frame itself is rejected in favor of the practice being defined in different terms.     

The Integration of Noninvasive Prenatal Screening into the Existing Prenatal Paradigm: a Survey of Current Genetic Counseling Practice

Since its introduction four years ago, noninvasive prenatal screening for fetal aneuploidy (NIPS) has been widely adopted as a screening tool for women at a high risk for fetal aneuploidy. As use expands into the general population, questions arise concerning the integration of NIPS into preexisting screening paradigms. This study aims to examine the use of NIPS in current practice among prenatal counselors, predominantly in the United States, in order to inform strategies for the optimal use of both new and existing screening techniques. We electronically surveyed 208 members of the National Society of Genetic Counselors to ascertain how NIPS is currently being used. Genetic counselors were also queried as to the advantages and disadvantages of offering NIPS to all patients regardless of a priori risk. Results indicate substantial variation in practice regarding which patients are offered NIPS and how counselors have incorporated this technology into existing screening routines. The majority of participants report offering NIPS in conjunction with another method of screening for fetal aneuploidy, indicating that NIPS is being used as an addition rather than as a replacement. These screening methods primarily include nuchal translucency (NT) (45.1 %, n = 78) and first trimester serum screening, with or without an NT (19.7 %, n = 34). Furthermore, the majority report that they would be concerned about losing the clinical value of an NT in a complete transition to NIPS (85.4 %, n = 164). Counselors are evenly split on the merits of expanding the use of NIPS to the general population (con: 55.3 %, n = 105; pro: 44.7 %, n = 85). The lack of consensus suggests that updated practice guidelines might benefit counselors. In addition, respondents emphasized the need to better educate patients and providers about the risks, benefits, and limitations of the test.     

An Evaluation of a Brief Multiple-Stimulus Without Replacement Preference Assessment Conducted in an Electronic Pictorial Format

We compared the results of a brief electronic pictorial multiple-stimulus without replacement (EP-MSWO) preference assessment to a brief tangible MSWO preference assessment in five children with autism. Results of both assessments yielded a match between high preferred (HP) toys for four participants and low preferred toys for three participants. The overall correlation between assessments across participants was strong and statistically significant (ρ = .67, p < .01). A reinforcer assessment conducted with three participants confirmed HP toys identified in the EP-MSWO functioned as reinforcers.     

Forum: Crafting the Introductory Course in Religious Studies

This series of short essays considers the complex choices and decision‐making processes of instructors preparing to teach, and continuing to teach, introductory courses in religious studies. In a paper originally presented in the University of Chicago's “The Craft of Teaching in the Academic Study of Religion” series, Russell McCutcheon explores a “baker's dozen” of such choices and the larger pedagogical problems with which they are entwined, ranging from classic questions of skill development and content coverage to philosophical concerns around students' identification with their topics of study and institutional concerns around governance and assessment. Aaron Hollander provides a brief introduction and four doctoral students at the University of Chicago Divinity School respond to McCutcheon's essay, widening its scope, testing its applicability, and interrogating its undergirding suppositions from the perspective of early‐career educators in the field.     

The Influence of Relational Knowledge and Executive Function on Preschoolers’ Repeating Pattern Knowledge

Children’s knowledge of repeating patterns (e.g., ABBABB) is a central component of early mathematics, but the developmental mechanisms underlying this knowledge are currently unknown. We sought clarity on the importance of relational knowledge and executive function (EF) to preschoolers’ understanding of repeating patterns. One hundred twenty-four children aged 4 to 5 years old were administered a relational knowledge task, 3 EF tasks (working memory, inhibition, set shifting), and a repeating pattern assessment before and after a brief pattern intervention. Relational knowledge, working memory, and set shifting predicted preschoolers’ initial pattern knowledge. Working memory also predicted improvements in pattern knowledge after instruction. The findings indicated that greater EF ability was beneficial to preschoolers’ repeating pattern knowledge and that working-memory capacity played a particularly important role in learning about patterns. Implications are discussed in terms of the benefits of relational knowledge and EF for preschoolers’ development of patterning and mathematics skills.     

Profiles of Resilience and Psychosocial Outcomes among Young Black Gay and Bisexual Men

Young Black gay/bisexual men (YBGBM) are affected by contextual stressors—namely syndemic conditions and minority stress—that threaten their health and well‐being. Resilience is a process through which YBGBM achieve positive psychosocial outcomes in the face of adverse conditions. Self‐efficacy, hardiness and adaptive coping, and social support may be important resilience factors for YBGBM. This study explores different profiles of these resilience factors in 228 YBGBM in New York City and compares profiles on psychological distress, mental health, and other psychosocial factors. Four profiles of resilience were identified: (a) Low self‐efficacy and hardiness/adaptive coping (23.5%); (b) Low peer and parental support (21.2%); (c) High peer support, low father support (34.5%); and (d) High father and mother support, self‐efficacy, and hardiness/adaptive coping (20.8%). YBGBM in profile 1 scored markedly higher on distress (d = .74) and lower on mental health functioning (d = .93) compared to men in the other profiles. Results suggest that self‐efficacy and hardiness/adaptive coping may play a more important role in protecting YBGBM from risks compared to social support and should be targeted in interventions. The findings show that resilience is a multidimensional construct and support the notion that there are different patterns of resilience among YBGBM.