Women in danger: intimate partner violence experienced by women who qualify and do not qualify for a protective order.

Not all women who apply qualify for a civil protective order. This study compares the type and severity of violence reported by women who qualified with that experienced by women who did not qualify. Ninety women seeking a protective order against a male intimate were interviewed. Findings indicated that 28% of women applying for a protective order did not qualify primarily because of cohabitation requirements or childbearing status. Actual and threatened violence was measured with the 46-item Severity of Violence Against Women Scale. A 17-item questionnaire measured stalking behavior. Levels of reported violence for the preceding 3 months were measured for the two groups. The symbolic threat behavior only of throwing, smashing, or breaking an object was significantly higher for qualifying women. The physical abuse behavior only of being pushed, shoved, or pulled was significantly higher. None of the stalking behaviors were significantly different. Data are urgently needed that document the barriers to abused women receiving protective orders, the relevancy of qualifying criteria, and the effectiveness of protective orders issued.     

Retention of Hispanic/Latino students in first grade: Child, parent, teacher, school, and peer predictors

A sample of 283 Hispanic children with literacy performance at entrance to first grade below the median for their school district was studied as part of a larger research project on the predictors of grade retention in grade 1. Following retention decisions, 51 Hispanic students were retained in first grade. Low literacy skills, being young at entrance to first grade, low ego resilience, low support in the teacher-student relationship, and parents' low sense of responsibility for their children's educational outcomes predicted retention decisions. Hierarchical logistics regression investigated the contribution of six categories of variables (academic competencies; socio-demographic characteristics; social, emotional, and behavioral adjustment; resiliency, school context; and home environment) to retention. Controlling for literacy, only being young for grade and parents' low sense of responsibility for their children's adjustment to school made a direct contribution to retention. Early literacy skills were higher for children enrolled in bilingual classrooms than for children in non-bilingual classrooms. Implications for educational policy are discussed.     

Correction to: Face Memory Deficits in Children and Adolescents with Autism Spectrum Disorder

Journal of Psychopathology and Behavioral Assessment - A Correction to this paper has been published: https://doi.org/10.1007/s10862-021-09875-2     

Confirmatory analysis of simultaneous,sequential, and achievement factors on the K-ABC at 11 age levels ranging from 212 to 1212 years

The K-ABC is a recently published measure of children's intelligence based on a theoretical model of information processing. Exploratory factor analyses conducted during the scale's development supported the underlying theoretical model of sequential, simultaneous, and achievement factors. Confirmatory analysis using a Jöreskog method was carried out in the present investigation and completely supported the two-factor processing model. When the achievement measures were included, the two mental processing factors again clearly emerged, along with a third factor defined by the achievement scale subtests, but they did not fit an independent three-factor model.     

Regression analyses of bias on the Kaufman Assessment Battery for Children

The Kaufman Assessment Battery for Children (K-ABC) has been touted in the popular press and the publisher's advertising as a nonbiased measure of children's intellectual functioning. The claims are based substantially on a reduction of the mean differences in overall test performance between blacks and whites on the K-ABC. However, mean differences are the most often rejected indicators of test bias by most serious psychometricians, and while the issue of bias is complex and requires multiple approaches, one necessary test of bias requires a comparison of the predictive validity of the scale for blacks and for whites. The present study reports on the results of an investigation of the criterion-related validity of the K-ABC, predicting reading comprehension, arithmetic, and general achievement, for large samples of blacks and whites tested during the standardization of the battery. The statistical technique of Potthoff is used to test for bias under the regression definition of Cleary. The results are reported separately for several age groups. The Sequential and Mental Processing Composite scales tended to overpredict black children's academic levels, especially on the K-ABC achievement scales. Some differences also occurred with the Simultaneous Processing scale but with less frequency.