Does it matter if students are appropriately assigned to test accommodations? Using a randomized method, this study found that individual students assigned accommodations keyed to their particular needs were significantly more efficacious for English language learners (ELLs) and that little difference was reported between students receiving incomplete or not recommended accommodations and no accommodations whatsoever. A sample of third and fourth grade ELLs in South Carolina (N = 272) were randomly assigned to various types of test accommodations on a mathematics assessment. Results indicated that those students who received the appropriate test accommodations, as recommended by a version of a computerized accommodation taxonomy for ELLs (the selection taxonomy for English language learners accommodations; STELLA), had significantly higher test scores than ELLs who received no accommodations or those who received incomplete or not recommended accommodation packages. Additionally, students who were given no test accommodations scored no differently than those students that received accommodation packages that were incomplete or not recommended, given the students' particular needs and challenges. These findings are important in light of research and anecdotal reports that suggest a general lack of systematicity in the current system of assigning accommodations and a tendency to give all available accommodations regardless of individual child characteristics. The results also have important implications for how future accommodation research should be structured to determine the benefits of particular accommodations and accommodation packages. This study would suggest that control and treatment groups should be assembled based on specific student needs in order for direct comparisons to be made.

This study considered two types of age discrimination (youth and elder) and related scale scores for 108 psychology students and 81 nursing students. The current study found that although the nursing students had a significantly larger number of courses related to aging, both nursing and psychology students reported low levels of age discrimination. Overall, attitudes of both the nursing and psychology students toward both young and elder populations were positive. Nursing students held higher levels of efficacy with regards to working with the elder population in comparison to psychology students.

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Objective: The impact of acute stress on seizure frequency and severity is well documented in pediatric epilepsy (van Campen et al., 2012). The extent to which specific chronic stressors such as Adverse Childhood Experiences (ACES) impact epilepsy severity is unknown. This study aims to examine the impact of specific ACES on epilepsy severity. Method: Data from the 2019-2020 National Survey of Children’s Health, a nationally representative, cross-sectional survey, were used. Variables for epilepsy severity were recoded to exclude responses from subjects without epilepsy (remaining responses were recoded 0 for Mild, 1 for Moderate and Severe) (N=457). Chi square tests were run with ACES categories that had dichotomous variables, and independent t-tests were run for ones with ordinal variables. Results: A statistically significant relationship was found between epilepsy severity and the child’s parent or guardian serving time in jail [X₂ (1, N= 451) = 6.16, p= .013], with a small effect size (.11), and between epilepsy severity and difficulty covering basic needs on family income [t(457)= -2.00, p= .046]. Other ACES did not significantly relate to epilepsy severity. Conclusion: Effective treatment of pediatric epilepsy involves holistic analysis of ongoing stressors in the family, and use of appropriate social services resources may aid in reducing epilepsy severity. Further research is needed on impacts of parental incarceration and financial instability over other adverse experiences.

Pediatric chronic pain is an important public health issue given its notable impact on numerous domains of living. Pediatric chronic pain is also often comorbid with emotional, developmental, or behavioral conditions which can lead to more severe negative outcomes and an even greater reduction in positive outcomes compared to those without comorbidities. Flourishing is a positive outcome that chronic pain status has been shown to impact. We explored flourishing in children aged 6-17 years living with chronic pain as well as those with chronic pain and comorbidities using data from the 2018/2019 National Survey of Child Health. There were significant associa-tions between chronic pain condition status and all demographic variables (sex, age, race/ethnicity, poverty level, parental education, health insurance status). Results of hierarchical logistic regression found that chronic pain condition status significantly predicted flourishing. Children with chronic pain were 2.33 times less likely to flourish, and children with chronic pain plus an emotional, developmental, or behavioral comorbidity were 13 times less likely to flourish than typical peers. Given their significantly lower likelihood of flourishing, there is an urgent need for interventions targeted at children experiencing chronic pain and mental health comor-bidities.

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