Using a case study approach, the implementation of Teacher-Child Interaction Therapy (TCIT) within the preschool setting was presented. TCIT was found to increase the number of positive interactions between the child and teacher. In addition, TCIT was effective in decreasing the child's disruptive behaviors, increasing compliance, and decreasing the need for the teacher to issue commands. Although the case study provided initial empirical evidence, additional research is needed to fully support the use of TCIT. Specifically, research using a multiple case study approach is recommended.

The purposes of this review were to: (a) outline the literature on negative treatment outcomes of behavioral parent training programs, (b) detail variables found to be predictive of negative treatment outcomes, and (c) suggest future directions of study. We suggest that despite scores of studies documenting positive outcomes of behavioral parent training programs, negative treatment outcomes occur for a sizeable minority of families. Existing research has documented a relationship between a number of contextual stressors and negative outcomes. More research is necessary before the knowledge of the current literature can be applied to clinical practice. Suggestions for needed research are given, including determining which contextual life stressors play a critical role in the relationship, assessing the effect of contextual stressors on various treatments, and determining how contextual life stressors impact the treatment process.

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Schools often administer brief intelligence tests as the first step in the identification of students who are cognitively gifted. However, brief measures are often used without consideration of underlying constructs or the psychometric properties of the measures and without regard to the links between screening decisions and educational programming. This article provides an overview of these issues and offers recommendations for using brief intelligence measures particularly when screening children who are cognitively gifted.

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There is a high prevalence of multiple, severe comorbidities in Scottish patients with lung cancer, and these vary by site and treatment group. Further research is needed to determine the relationship between comorbidity scores and survival in these patients.

The purpose of this study was to explore the relationship of three subskills associated with word decoding. The skills utilized for this study were phonological, rapid automatized naming (RAN), and orthographic processing. To do this, six separate models were utilized to define different ways that these three subskills (represented as factors) related to one another, with the goal of finding which model provided the best prediction of word decoding. A sample of 100 subjects from the PAIRW normative sample was used for this study. Results of structural equation modeling, utilizing the AMOS 4.0 program, revealed that using all three subskills concurrently provided the best-fitting model. Contrary to previous research, orthographic, rather than phonological, processing skills were found to be the best predictor of word decoding. RAN was found to be the second best predictor, but only indirectly through the Phonological and Orthographic factors. Moreover, when RAN was utilized as a predictor of orthographic and phonological processing, it provided a better-fitting model than when orthographic and phonological processing were used as predictors of RAN. Utilizing RAN as a predictor of both phonological and orthographic processing was found to provide a better-fitting model than when RAN was used to predict either the Phonological or Orthographic factor alone. The relevance of utilizing all three subskills in psychoeducational assessment is discussed, as well as implications for future research.

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