Increasing the Accuracy of EpiPen Administration With a Brief Behavioral Skills Training Package in a School for Autism

Behavioral staff at a school for children with autism investigated the effects of a brief behavioral skills training procedure to promote the appropriate administration of the EpiPen in an emergency situation by school staff. A 10-item task analysis was created outlining the steps required to use the EpiPen effectively and safely and was validated by the school’s registered nurse. Following a pretest in which members of both groups completed a minimal number of steps, the experimental group was trained via instructions, modeling, praise, feedback, and role playing to correctly use the EpiPen whereas the control group received no such training. Posttest scores indicated that the brief intervention was an effective means of teaching appropriate administration of the EpiPen with school staff.     

Purpose plus: supporting youth purpose, control, and academic achievement

Research in the past decade suggests that a persistent achievement gap between students from low-income minority backgrounds and higher-income white backgrounds may be rooted in theories of student motivation and youth purpose. Yet limited research exists regarding the role of purpose on positive youth development as it pertains to academic achievement. Using a sample of 209 high school students, this study examines the effectiveness of an intervention designed to promote purpose development and internal control over academic success in high school students from a low-socioeconomic-status community. Findings reveal that a short-term intervention was effective in significantly increasing internal control over academic success and purpose in life for students participating in the intervention group. In addition, analysis of academic achievement for students who experienced positive gains in internal control and purpose demonstrates significant gains in academic achievement as measured by grade point average. Implications are made for further study of internal control and life purpose as a means of academic intervention in the effort to address the achievement gap.     

Who Spanks Infants and Toddlers? Evidence from the Fragile Families and Child Well-Being Study

We use data from the Fragile Families and Child Well-Being Study (FFCW), a birth cohort study of children in 18 medium to large U.S. cities, to examine the prevalence and determinants of spanking among infants and toddlers (at mean age 14 months). Taking advantage of the large and diverse sample in FFCW, we conduct separate analyses for children of African American (N = 1710), Hispanic (N = 853), and white non-Hispanic (N = 812) mothers. Overall, about 15% of children are spanked at 12 months, with this share rising to 40% by 18 months and nearly 50% for children age 20 months or older. We find that there are marked differences in the use of spanking across the three racial/ethnic groups, with children of African American mothers more likely to be spanked and at a younger age. Moreover, while some predictors of spanking are seen across all three groups, others vary. Mothers who are young, who report more parental stress, or report their child has a more difficult temperament are more likely to spank across all three groups. However, being a boy increases the risk of spanking only within African American families. First-born children are at elevated risk of spanking to at least some extent in all groups, but much more so within Hispanic families. In addition, maternal employment is associated with a greater likelihood of spanking in Hispanic families.Although spanking at these young ages is not necessarily indicative of maltreatment, it may be a marker for families who are at elevated risk of maltreatment. As such, our findings, by highlighting some risk factors that are common across groups as well as some that are more important for particular groups, may have implications for child abuse prevention.     

Evaluation of the "Lose Your Excuse" public service advertising campaign for tweens to save energy

This study evaluates the 2008-2009 "Lose your Excuse" public service advertising (PSA) campaign on energy efficiency targeting 8- to 12-year-olds, intended to increase knowledge, foster proactive attitudes, and change energy usage behaviors. Baseline and two follow-up surveys were conducted with online samples representative of the national population of households with kids with online access. Almost half (47%) of the tweens recognized at least one ad from the campaign. Ad recognition was positively associated with knowledge, proactive attitudes, and energy-saving behavior. Propensity score analysis confirmed a small but measurable and statistically significant effect on energy-saving behavior. The discussion section compares these results to public health campaigns in terms of ghost awareness, reach, and effect size.     

Conventional and piecewise growth modeling techniques: applications and implications for investigating Head Start children's early literacy learning

This article reviews the mechanics of conventional and piecewise growth models to demonstrate the unique affordances of each technique for examining the nature and predictors of children's early literacy learning during the transition from preschool through first grade. Using the nationally representative Family and Child Experiences Survey (FACES) data set, 1997 cohort, the authors show how piecewise models revealed discrete contributions of child, family, and classroom experiences to children's literacy skills within particular years, whereas conventional models, which considered the whole 3-year trajectory of change as a single outcome, revealed fewer of these nuanced contributions.     

U.S. student-run agencies: Organization, attributes and adviser perceptions of student learning outcomes

Student-run communications agencies mimic professional public relations and advertising agencies by providing students with a professional environment in which to work on real projects for real clients. This study involved a survey of agency advisers at AEJMC universities and ACEJMC-accredited universities to evaluate the attributes, structure, and perceived student learning outcomes of agencies in the U.S. Though agencies vary greatly in how they are structured and managed, this study suggests student agencies in general are indeed beneficial to student learning, particularly in the areas of skills application and professionalism. Despite the benefit to students, agencies receive little funding relative to other campus media and agency advisers often receive limited support for the required time commitment. Agency organization, adviser time commitment, and agency facilities are examined in regard to their impact on agency protocols and perceptions of student learning.     

A model of destination-language acquisition: Application to male immigrants in Canada

We develop a model using human capital theory and an immigrant adjustment process to generate hypotheses on the acquisition of destination-language skills among immigrants. The model is tested for adult male immigrants in the 1991 Census of Canada. Use of English or French is greater, the younger the age at migration, the longer the duration of residence, the higher the educational attainment, the farther the country of origin from Canada, and the linguistically closer the mother tongue to English or French, and among those who are not refugees, those from a former British, French, or American colony, and those who live in an area where fewer people speak the respondent’s mother tongue. The explanatory variables based on birthplace have behavioral interpretations and possess almost as much explanatory power as the birthplace dummy variables     

Trends in child support outcomes

This paper examines trends in child support award rates, award amounts, and receipts, We investigate four hypotheses that have been proposed to explain the downward trend in these outcomes during the 1980s: (1) changes in the demographic composition of the population eligible for child support, (2) increases in mothers/ income, (3) decreases in fathers’ income, and (4) inflation. Our results indicate that trends in nonmarital fertility can explain much of the decline in award rates. The steady downward trend in fathers’ incomes during the 1980s also explains a considerable portion of the decline in award rates, award amounts, and receipts. Our results are also consistent with the notion that persistent money illusion is responsible for the decline in real child support awards.     

The influence of nonmarital childbearing on the formation of first marriages

We document a negative association between nonmarital childbearing and the subsequent likelihood of first marriage in the United States, controlling for a variety of potentially confounding influences. Nonmarital childbearing does not appear to be driven by low expectations of future marriage. Rather, it tends to be an unexpected and unwanted event, whose effects on a woman’s subsequent likelihood of first marriage are negative on balance. We find that women who bear a child outside marriage and who receive welfare have a particularly low probability of marrying subsequently, although there is no evidence that AFDC recipients have lower expectations of marriage. In addition, we find no evidence that stigma associated with nonmarital childbearing plays an important role in this process or that the demands of children significantly reduce unmarried mothers’ time for marriage market activities.     

Cross-cultural comparison of attitudes toward welfare-state programs: Path analysis with log-linear models

Many studies to date regarding public support for welfare-state programs do not have an adequate theoretical model and fail to consider differences in public support for contributory vs. means-tested programs. Moreover, these studies seldom take into account cross-cultural variations. This study presents and tests the validity of a three-tier model in which socio-economic variables influence social ideologies which, in turn, differentially affect support for contributory and means-tested programs. Using comparable data from two countries — Israel and the United States — a path analysis with log-linear models is applied, indicating that, while important cross-cultural differences exist, the model is generally confirmed.