Do Parent and Teacher Report of ADHD Symptoms in Children Differ by SES and Racial Status?

Parent and teacher reports of symptoms of Attention Deficit Hyperactivity Disorder (ADHD) in children often differ from each other. These informant report differences may occur in systematic ways that vary by child socioeconomic status (SES) and race, but little is known about how SES and race together relate to parent and teacher report of ADHD symptoms in school-aged children. We examined the relationship between child SES, child race and parent and teacher reports of ADHD symptoms in two samples of school-aged Caucasian and African American children being evaluated for ADHD (N = 1056; N = 317). Multivariate regression was used to predict parent and teacher reports of ADHD symptoms from child SES, race, age, gender and interaction terms. The Wald test of parameter constraints was used to test the contrast between the predictors of interest and parent and teacher report of symptoms. In the second sample, we also examined observer report measures of ADHD symptoms during one-to-one testing and in the classroom. In both samples, lower SES was associated with higher levels of inattention symptoms, as reported by teachers, but not by parents. Lower SES was also associated with higher levels of hyperactivity/impulsivity symptoms, as reported by both teachers and parents. African American race was associated with higher levels of inattention and hyperactivity/impulsivity symptoms reported by teachers than reported by parents. Observer report measures showed a different pattern of associations with SES and race. Investigating how children’s SES and race influence cross-informant agreement on ratings of children’s behavior might lead to the development of better assessment practices and more accurate diagnoses for diverse child populations.     

A Preliminary Investigation of Supplemental Computer-Assisted Reading Instruction on the Oral Reading Fluency and Comprehension of First-Grade African American Urban Students

This preliminary investigation examined the effects of a computerized supplemental reading program on the oral reading fluency, reading growth rates, and comprehension of 8 African American first graders. Participants were selected for this study according to scores within risk categories on the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) oral reading fluency (ORF) winter benchmark, indicating the potential for reading failure. Participants engaged in a supplemental, computer-based reading program designed to improve reading fluency and comprehension. Treatment sessions were conducted 3–4 times per week, for 14–16 weeks. Following the treatment, each participant received the DIBELS ORF spring benchmark as a post-test measure. A pre-intervention/post-intervention analysis showed that all of the participants increased their reading fluency, 5 of the 8 participants reduced their risk status, and 7 of the 8 students increased their reading rate. All of the students improved their comprehension scores. The results support supplementary interventions and computer-based reading programs. The findings are discussed in the context of reading needs and instruction for African American primary-aged students.     

Status and the Gender Stereotyped Personality Traits: Toward an Integration

This paper integrates research findings on status and the gender stereotyped personality traits and examines the extent to which women’s lower status than men can account for two components of gender stereotyping in the United States: the belief that women and men have different personality traits and the differences in men’s and women’s perceptions of their own personality traits. In addition, it examines the extent to which status affects the evaluations associated with both genders’ self-perceived traits. Personality traits include the instrumental-assertive and expressive attributes that have been the focus of most theory and research, in addition to the instrumental-dominating, complaining, submissive, and bipolar attributes. Formulations involving the link with status are presented for each of these personality attributes.     

Status, Personality, and Gender Stereotyping: Response to Commentators

Status differences between women and men can explain why they perceive themselves as having different personality traits. The status explanation of gender stereotyping is discussed in relation to two views that have shaped research and theory on gender and personality: the traditional view that men and women are characterized by stable, enduring dispositions and the more recent view that women’s and men’s self-perceived traits vary from one situation to another. Other issues include: status in relation to developmental issues and cross-cultural stereotypes, effect of gender identity on gender stereotyped behaviors and traits, and changes in gender stereotyped traits over time within the larger sociocultural context. Differences between the status explanation of gender stereotyping and personality and the view that gender is the central, determining factor are discussed.     

Two Types of Competitiveness: Their Impact on the Perceived Interpersonal Attractiveness of Women and Men1

Previous research by Riskind and Wilson (1982) found that competitiveness in men was associated with perceptions of enhanced interpersonal attractiveness. This research used a single, global definition of competitiveness. The present study extended this earlier research by using two types of competitiveness, goal and interpersonal competitiveness, and by examining the perceived interpersonal attractiveness of competitive women as well as men. It was found that these two types of competitiveness generally have opposite effects. Goal competitiveness, in which one desires to attain a goal and to do one's best, was primarily perceived as enhancing interpersonal attractiveness. By contrast, interpersonal competitiveness, in which one desires to do better than others and to win over other people, showed fewer effects, but was primarily perceived as detracting from interpersonal attractiveness.     

Lessons on the utilization of research from nine case experiences in the natural hazards field

Research-funding organizations and research investigators can take several steps to improve the utilization of scientific research. These steps were derived from nine case studies of research projects in the natural hazards field, representing three academic fields of study: physical science, social science, and architecture. The case studies investigated the extent to which these projects corroborated the conditions associated with specific theories of research utilization. Following a replication research design, the cross-case conclusions were that greater utilization will result where research investigators and users maintain a rich set of professional communications over time, leading to research that is: academically excellent, addresses practical problems, can be modified in the early stages to be responsive to users’ needs, and produces usable products. Robert K. Yin is President of COSMOS Corporation, which specializes in both social science research and in information systems development. Dr. Yin also serves as a visiting professor, department of Computer Science and Information Systems, American University, Washington, D.C. 20016. Gwendolyn B. Moore is a senior manager for Nolan, Norton, & Co., an information technology affiliate of Peat Marwick. She specializes in information technology and strategic planning projects, and holds an MBA in Business Policy from the University of Massachusetts.     

But can she command a ship? Acceptance of women by peers at the coast guard academy

The integration of women into the military, mandated by legislation in 1976, was problematic at first; several studies suggested that women were not welcomed by their colleagues. Peer acceptance is an important issue for the Coast Guard, since female officers are not officially discriminated against in duty assignments. Results of this current study, which assessed whether or not male Coast Guard cadets' attitudes have changed over time, suggest that males have become more tolerant of the idea of women in the military, and especially, that male cadets' perception of their female peers becomes more positive over time. The results are discussed in terms of Festinger's cognitive dissonance theory.This article is a revision of a paper presented at the 92nd annual meeting of the American Psychological Association, Toronto, Canada, August 1985.     

Guided mastery and stimulus exposure treatments for severe performance anxiety in agoraphobics

The present experiment compared two models of treatment for high performance-related anxiety in agoraphobics: the stimulus exposure model, which emphasizes extinguishing anxiety by promoting prolonged exposure to phobic stimuli, and the self-efficacy model, which emphasizes building a sense of mastery by promoting rapid proficient performance accomplishments. Subjects were 26 agoraphobics who could perform phobic activities when behaviorally tested, but who became highly anxious when doing so. Subjects were assigned at random to either (a) guided mastery treatment based on self-efficacy theory, (b) stimulus exposure treatment, or (c) delayed treatment. The results showed that guided mastery was significantly more effective than stimulus exposure in reducing performance anxiety, and this difference increased over the follow-up period. The findings indicate that therapists can implement performance-based treatment more effectively by assisting clients to achieve proficient performance than by simply encouraging them to expose themselves to phobic stimuli.     

I Think We’re Alone Now: Solitary Social Behaviors in Adolescents with Autism Spectrum Disorder

Research into emotional responsiveness in Autism Spectrum Disorder (ASD) has yielded mixed findings. Some studies report uniform, flat and emotionless expressions in ASD; others describe highly variable expressions that are as or even more intense than those of typically developing (TD) individuals. Variability in findings is likely due to differences in study design: some studies have examined posed (i.e., not spontaneous expressions) and others have examined spontaneous expressions in social contexts, during which individuals with ASD—by nature of the disorder—are likely to behave differently than their TD peers. To determine whether (and how) spontaneous facial expressions and other emotional responses are different from TD individuals, we video-recorded the spontaneous responses of children and adolescents with and without ASD (between the ages of 10 and 17 years) as they watched emotionally evocative videos in a non-social context. Researchers coded facial expressions for intensity, and noted the presence of laughter and other responsive vocalizations. Adolescents with ASD displayed more intense, frequent and varied spontaneous facial expressions than their TD peers. They also produced significantly more emotional vocalizations, including laughter. Individuals with ASD may display their emotions more frequently and more intensely than TD individuals when they are unencumbered by social pressure. Differences in the interpretation of the social setting and/or understanding of emotional display rules may also contribute to differences in emotional behaviors between groups.