Alternating hemiplegia of childhood: a study of neuropsychological functioning.

Alternating hemiplegia of childhood (AHC) is a rare chronic neurological disorder characterized by alternating transient attacks of hemiplegia. Evidence from recent studies suggests the disorder is characterized by tonic fits, dystonic posturing, and ocular motor abnormalities. Although widely observed, deficits in cognitive functioning are among one of the least described features of AHC. Most studies describe global deficits, however, no study has provided a comprehensive neuropsychological assessment of a child with AHC. This study presents neuropsychological findings from a comprehensive assessment of a single child with AHC. Results showed significant deficits in intellectual, academic, memory, attention, and executive functioning. Additional deficits in language, psychomotor abilities, and psychosocial functioning were noted. Preliminary longitudinal data are also offered to examine the progressive nature of this disorder. Cognitive strengths and weaknesses are discussed at length as well as recommendations for the classroom and future research.

Self-concept in Mexican American girls and boys: validating the Self-Description Questionnaire-I.

This study examined the factor structure and psychometric properties of the Self-Description Questionnaire-I (SDQ-I) in a sample of Mexican American children. Findings provide support for both the classic multidimensional and hierarchical SDQ factor structure and a nonhierarchical model that incorporates a dimension not included in the classic model (i.e., General-Self, a global measure of self-concept). Results of a multiple-group confirmatory factor analysis demonstrate the nonhierarchical model's overall invariance across gender. Gender differences were found, however, on mean SDQ-I subscale scores: Boys reported higher self-concept than girls on the Physical Abilities and Physical Appearance subscales, but girls had higher self-concept than boys on the Reading subscale.

Assessing the psychosocial and academic needs of Latino youth to inform the development of school-based programs.

A survey was made of the leaders in the Latino community from four East coast cities on the mental health, academic, and behavioral needs of Latino youth, services available to them, and recommendations to better address their needs. Of the 112 Latino leaders recruited, 46 responded to the survey, expressing their views that Latino youth experience significant stress in the United States, present behavioral and academic adjustment problems, and generally have difficulty accessing appropriate services and resources. Programs for these youth were presented as limited in number and lacking in cultural sensitivity. Community leaders endorsed the development of comprehensive and culturally sensitive programs for Latino youth in schools that address their psychosocial and academic needs.