The impact of perceived effort–reward imbalance on workplace bullying: also a matter of organizational identification

Work environments characterized by inadequate work conditions have been widely recognized as being particularly prone to the occurrence and exacerbation of bullying behavior. Accordingly, this longitudinal study aimed to explore whether the impact of effort–reward imbalance (ERI) on workplace bullying was mediated by a lower perception of organizational justice, and whether the association between ERI and perceptions of justice was moderated by organizational identification. In the current study, a sample of N = 195 Spanish employees from different occupational sectors filled in an online questionnaire at two different times with a time lag of 8 months. In line with the hypothesized moderated mediation model, results showed that organizational justice mediated the impact of ERI on workplace bullying. Moreover, the effect of perceived ERI on organizational justice was stronger for employees with low organizational identification. Overall, this study can contribute to better understanding how and when ERI boosts the risk of workplace bullying. Accordingly, early intervention designed to buffer the negative effects of ERI should focus on increasing individual levels of organizational identification.     

The development of verbal and visual working memory processes: a latent variable approach

Working memory (WM) processing in children has been studied with different approaches, focusing on either the organizational structure of WM processing during development (factor analytic) or the influence of different task conditions on WM processing (experimental). The current study combined both approaches, aiming to distinguish verbal and visual processing in order to investigate WM development. We investigated recall performance under different task conditions in a sample of 5- to 13-year-olds, applying latent class regression analysis. In this analysis, we examined latent classes (subgroups) within the sample that differed in terms of processing type. The interpretations of the latent classes were validated internally using characteristics of the latent classes and externally using recall performance of words and figures. The results showed that children of different developmental stages used the same type of processing under the same conditions. However, due to developmental differences, their overall performances differed, showing groups of children who were successful in verbal or visual processing and groups of children who were not. This study shows and discusses the importance of disentangling the influence of task conditions from the influence of WM development when interpreting recall performance in children.     

Current Perspectives on Interventions for Self-Injurious Behavior of Children with Autism Spectrum Disorder: A Systematic Review of the Literature

Our purpose in this systematic review was to identify, evaluate, and summarize the single-case research design studies examining behavioral interventions to address self-injurious behavior for young children with autism spectrum disorder. We identified 24 studies published between 2000 and 2016 that met the inclusion criteria. We reviewed and coded each study across five content areas using systematic procedures. These content areas consisted of the methodological quality of single-case research designs, children’s demographic information, conditions under which the intervention was implemented, characteristics of intervention, and outcomes. Our findings indicate that procedural integrity data were reported for only one study and social validity for two studies. The majority of studies were implemented by researchers or therapists in the school setting. For 24 of 30 children included in the studies reviewed, the authors taught a replacement behavior selected on the basis of an assessment conducted prior to intervention. All authors reported a decrease in the self-injurious behavior post-intervention. A limited number of authors examined generalization and maintenance of low rates of self-injurious behavior. Limitations of the present review and future directions and implications for research and practice are discussed.     

Advancing Our Knowledge of ADHD in Latino Children: Psychometric and Cultural Properties of Spanish-Versions of Parental/Family Functioning Measures

The lack of available Spanish versions of assessment measures contributes to insufficient research and underutilization of mental health services for Latino children with Attention-Deficit/Hyperactivity Disorder (ADHD). Thus, the goal of the current study was to examine the psychometric and cultural properties of several Spanish versions of parental/family functioning measures commonly used in comprehensive ADHD assessments (i.e., the Parenting Sense of Competence Scale, Alabama Parenting Questionnaire, and Confusion, Hubbub, and Order Scale). Participants included 68 Spanish-speaking, Latino parents in Southeast Wisconsin. In general, the Spanish translations of the measures demonstrated good reliability and validity. Furthermore, the psychometrically-sound measures were significantly related to acculturation as predicted, suggesting that the scales are not only psychometrically valid, but also culturally valid for use with Spanish-speaking, Latino families.