Individual and family-based approaches to increase physical activity in adolescents with intellectual and developmental disabilities: Rationale and design for an 18 month randomized trial.

Adolescents with intellectual and developmental disabilities (IDD) are less physically active and have lower cardiovascular fitness compared with their typically developing peers. This population faces additional barriers to participation in moderate-to-vigorous physical activity (MVPA) such as reliance on parents, lack of peer-support, and lack of inclusive physical activity opportunities. Previous interventions to increase MVPA in adolescents with IDD have met with limited success, at least in part due to requiring parents to transport their adolescent to an exercise facility. We recently developed a remote system to deliver MVPA to groups of adolescents with IDD in their homes via video conferencing on a tablet computer. This approach eliminates the need for transportation and provides social interaction and support from both a health coach and other participants. We will conduct a 18-mo. trial (6 mos. active, 6 mos. maintenance, 6 mos. no-contact follow-up) to compare changes in objectively assessed MVPA in 114 adolescents with IDD randomized to a single level intervention delivered only to the adolescent (AO) or a multi-level intervention delivered to both the adolescent and a parent (A + P). Our primary aim is to compare increases in MVPA (min/d) between the AO and A + P groups from 0 to 6 mos. Secondarily we will compare changes in MVPA, sedentary time, cardiovascular fitness, muscular strength, motor ability, quality of life, and the percentage of adolescents achieving the US recommendation of 60 min. MVPA/d across 18 mos. We will also explore the influence of process variables/participant characteristics on changes in MVPA across 18 mos. NCT registration: NCT03684512.

Is age-related stability of subjective well-being a paradox? Cross-sectional and longitudinal evidence from the Berlin Aging Study.

Subjective well-being is thought to remain relatively stable into old age despite health-related losses. Age and functional health constraints were examined as predictors of individual differences and intraindividual change in subjective well-being, as indicated by positive and negative affect, using cross-sectional (N = 516) and longitudinal (N = 203) samples from the Berlin Aging Study (age range 70-103 years). In cross-sectional and longitudinal analyses, age and functional health constraints were negatively related to positive affect but unrelated to negative affect. Cross-sectionally, controlling for functional health constraints reversed the direction of the relationship between age and positive affect and produced a negative association between age and negative affect. Findings suggest two qualifications to the average stability of overall subjective well-being: Only some dimensions of subjective well-being remain stable, while others decline; age per se is not a cause of decline in subjective well-being but health constraints are.

Peer functioning, family dysfunction, and psychological symptoms in a risk factor model for adolescent inpatients' suicidal ideation severity.

Examined models of suicidal ideation severity that include two psychosocial risk factors (i.e., peer and family functioning) and four domains of psychological symptoms (i.e., generalized anxiety, depression, conduct problems, and substance abuse/dependence). Participants were 96 psychiatric inpatients (32 boys, 64 girls), ages 12 to 17, who were hospitalized because of concerns of suicidality. Adolescents completed a structured diagnostic interview, measures of suicidal ideation, and several dimensions of family and peer functioning. Results supported a model in which greater levels of perceived peer rejection and lower levels of close friendship support were associated directly with more severe suicidal ideation. In addition, indirect pathways included deviant peer affiliation and global family dysfunction related to suicidal ideation via substance use and depression symptoms. The results are among the first to demonstrate relations between suicidal ideation and several areas of adolescent peer functioning, as well as divergent processes for peer and family predictors of suicidal ideation.

Gender effects in children's beliefs about school performance: a cross-cultural study.

Do young boys and girls understand what leads to academic success (e.g., talent, effort, good teaching, luck) in the same way? Do young girls and boys have equivalent perceptions of their academic competence? Are these beliefs engendered in the same way across sociocultural contexts? In a cross-cultural study of over 3,000 children in grades 2 to 6, ages 7.2 to 13.6, we discovered that boys and girls around the world have very similar ideas about what generally leads to academic success. Moreover, in the few contexts where boys' and girls' academic performances were equal, their beliefs were also equal. However, when girls outperformed boys, their beliefs in their own talent were no greater than boys' beliefs, even though they did have stronger beliefs than boys in other facets of their achievement potential (e.g., putting forth effort, being lucky, getting their teacher's help). Our findings support the generally close correspondence between children's achievement and their competence-related beliefs, with the exception that young girls appear to specifically discount their talent. The effects held regardless of the children's achievement, intelligence, or age (approximately 8 to 13 years). Girls were more biased in some contexts than in others, however, suggesting that competence-related biases are rooted in culture-specific aspects of school settings.

Self-regulation and school performance: is there optimal level of action-control?

Research on the self-regulatory implications of psychological control suggests that overestimations of one's capabilities may be associated with enhanced performance. We examined this hypothesis in a two-year (three-occasion) longitudinal study of 381 German school children (8-11 years of age). Controlling for gender, grade in school, prior academic achievement, and level of intelligence, we used path analysis to examine the longitudinal relations between overestimations of one's personal agency and subsequent school performance. We expected overestimations of one's agency to facilitate subsequent school performance. Furthermore, we expected that this relationship would be strongest for those with moderate overestimations of their agency. Supporting our first hypothesis, overestimations of one's capabilities were consistently associated with improvements in subsequent school performance. However, our second hypothesis was not supported. The results suggest that overestimating personal agency is one possible mechanism through which one maintains and improves performance.

Regularities in the development of children's causality beliefs about school performance across six sociocultural contexts.

We examined whether children's (Grades 2-6) causality beliefs about school performance show similar developmental profiles across 6 distinct sociocultural settings (Los Angeles, n = 657; Tokyo, n = 817; East Berlin, n = 313; West Berlin, n = 517; Moscow, n = 551; Prague, n = 768) with the Means-Ends subscale of the tripartite Control, Agency, and Means-Ends Interview. Although previous research on these same children has shown sizable differences in their self-related agency and control-expectancy beliefs, we found markedly similar developmental patterns in their beliefs about the importance of effort, ability, luck, teachers, and unknown factors as causes of school performance. These regularities in children's implicit theories of school suggest that factors such as cognitive maturation, adaptive self-regulatory processes, and commonalities in educational goals are quite uniform influences in shaping school-related causality beliefs.

Mean and Covariance Structures (MACS) Analyses of Cross-Cultural Data: Practical and Theoretical Issues.

Practical and theoretical issues are discussed for testing (a) the comparability, or measurement equivalence, of psychological constructs and (b) detecting possible sociocultural difference on the constructs in cross-cultural research designs. Specifically, strong factorial invariance (Meredith, 1993) of each variable's loading and intercept (mean-level) parameters implies that constructs are fundamentally the same in each sociocultural group, and thus comparable. Under this condition, hypotheses about the nature of sociocultural differences and similarities can be confidently and meaningfully tested among the constructs' moments in each sociocultural sample. Some of the issues involved in making such tests are reviewed and explicated within the framework of multiple-group mean and covariance structures analyses.

A production task evaluation of individual differences in mental addition skill development: internal and external validation of chronometric models.

A production task paradigm for obtaining reaction times to mental addition stimuli was used for internal and external validation of chronometric models of mental addition processing. The first analysis explored the internal validity of extant chronometric models and found that three models, (a) a tabular memory network retrieval strategy (PRODUCT), (b) a nontabular memory network retrieval strategy (ERROR RATE), and (c) a computational strategy (MIN), were able to encompass individual differences in strategy choice for 155 individuals from Grades 2 to 8 and 111 college students. Patterns of convergent and discriminant validity for these models were also demonstrated. The second analysis explored the external validity of relations among (a) two traditionally measured factor analytic dimensions of ability, Numerical Facility and Perceptual Speed; (b) two information processing dimensions presumed to underlie mental addition. Addition Efficiency and Speediness; and (c) a digit-span measure of Short-Term Memory. We specified a series of two-group (grade school and college) structural equation models to represent the relations among all measures and showed that individual differences in the apparently calculative processes that underlie the traditionally defined ability dimension of Numerical Facility are highly related to individual differences in Addition Efficiency and Speediness of information processing.

Children's action-control beliefs about school performance: how do American children compare with German and Russian children?

Using the revised Control, Agency, and Means-ends Interview (T. D. Little, G. Oettingen, & P. B. Baltes, 1995), we compared American children's (Grades 2-6) action-control beliefs about school performance with those of German and Russian children (Los Angeles, n = 657; East Berlin, n = 313; West Berlin, n = 517; Moscow, n = 541). Although we found pronounced cross-setting similarities in the children's everyday causality beliefs about what factors produce school performance, we obtained consistent cross-setting differences in (a) the mean levels of the children's personal agency and control expectancy and (b) the correlational magnitudes between these beliefs and actual school performance. Notably, the American children were at the extremes of the cross-national distributions: (a) they had the highest mean levels of personal agency and control expectancy but (b) the lowest beliefs-performance correlations. Such outcomes indicate that the low beliefs-performance correlations that are frequently obtained in American research appear to be specific to American settings.

Causality, agency, and control beliefs in East versus West Berlin children: a natural experiment on the role of context.

Beliefs about factors that affect school performance (means-ends or causality beliefs) and about self-efficacy and control (agency and control beliefs) were assessed in 313 East Berlin children (grades 2-6) before unification and 516 West Berlin children shortly after unification. Multiple-group analyses of mean and covariance structures yielded 2 major differences: (a) East Berlin children showed lower agency and control beliefs than West Berlin children, and (b) their agency and control beliefs were more highly correlated with school grades than West Berlin children's, with strong correlations already emerging in East Berlin 2nd graders. Findings were consistent with differences between East and West Berlin school systems. East Berlin regulations (a) emphasized public performance feedback and public self-evaluation and (b) enforced unidimensional teaching strategies. Results point to a risk factor for development in East Berlin children.

Differences in adolescents' self-concept as a function of academic level, ethnicity, and gender.

The relations of dimensions of self-concept of adolescents with their academic level, ethnicity, and gender were investigated. A self-concept inventory assessing 11 aspects of self-concept was administered to a sample of 1,140 eight-grade students stratified with regard to academic level (regular class, educationally marginal, learning handicapped), ethnicity (white, black, and Hispanic), and gender. Results showed that regular class students had higher levels of self-concept on most scales than did students who were educationally marginal or learning handicapped; the latter two groups showed few differences. Black students had higher self-concept ratings than did white and Hispanic students on most scales. An interaction on two academically related dimensions of self-concept revealed that white students who were educationally marginal had the lowest level of academic and verbal self-concept. Implications of the results for theories of self-concept formation were discussed.

Success rates for initiation of intravenous therapy en route by prehospital care providers.

The optimal extent of prehospital care, including intravenous (IV) therapy for critically ill patients, remains unclear. The authors evaluated the success rate for IV cannulation in a moving ambulance by trained emergency medical technicians and paramedics in 641 adult medical- and trauma-related cases. At least one IV line was started in 80% of medical patients and 92% of trauma patients, regardless of blood pressure. In hypotensive patients, the success rates for at least one IV in medical and trauma patients were 80% and 95%, respectively. These data suggest that IV lines can be secured with a high degree of success en route to the hospital by trained personnel, and that prompt transport of unstable patients should not be delayed solely to obtain IV access.

A componential model for mental addition.

A componential model capable of representing simple and complex forms of mental addition was proposed and then tested by using chronometric techniques. A sample of 23 undergraduate students responded to 800 addition problems in a true-false reaction time paradigm. The 800 problems comprised 200 problems of each of four types: two single-digit addends, one single- and one double-digit addend, two double-digit addends, and three single-digit addends. The results revealed that the columnwise product of addends, a structural variable consistent with a memory network retrieval process, was the best predictor of mental addition for each of the four types of problem. Importantly, the componential model allowed estimation of effects of several other structural variables, e.g., carrying to the next column and speed of encoding of digits. High levels of explained variance verified the power of the model to represent the reaction time data, and the stability of estimates across types of problem implied consistent component use by subjects. Implications for research on mental addition are discussed.

Characteristics of adolescents at risk for compulsive overeating on a brief screening test.

As part of a large survey of addictive behavior in high school students, 43% of a sample of 278 (26% of the males, 57% of the females) scored above the cutoff point set by Overeaters Anonymous on their scale for assessing compulsive overeating. While this at-risk group did not report poorer general adjustment, health, or school achievement than did the students not at risk, they did significantly more often perceive their life quality and relationship with the person closest to them as less positive. The at-risk subsample indicated the defensive effectiveness of overeating in their significantly more frequent report of dissociative experiences while eating, and less severe ratings of insecurity, worrying, and daydreaming. One of the most salient findings was the at-risk students' more frequent report of addictive problems in their parents (overeating, alcohol and drug use, and gambling).

Adolescents who apparently are invulnerable to drug, alcohol, and nicotine use.

As part of a large survey of addictive behavior in high school students, a group of 43 girls and 34 boys was identified who denied any use of drugs, alcohol, or tobacco. These apparently invulnerable adolescents were compared to the rest of the "user" sample on the remaining items of the questionnaire. The invulnerable students reported generally better physical and mental health and academic achievement. They also indicated a significantly lower rate of similar problems in their parents.