No abstract

Psychological functioning in fathers of children with Type 1 diabetes has received relatively little attention compared to mothers. This study examined fathers' perceived involvement in their children's diabetes care as it related to mothers' and fathers' pediatric parenting stress, depression, anxiety, marital satisfaction, and sleep, and to their children's diabetes regimen adherence and glycemic control. Eighty-two mothers and 43 fathers completed questionnaires. Multivariate linear regressions were conducted separately for mothers and fathers to determine the relationships between the perceived amount and the perceived helpfulness of father involvement in child diabetes care on parental psychosocial functioning and child diabetes control. Maternal perceptions of father helpfulness and amount of involvement in illness care were related to improved marital satisfaction and fewer depressive symptoms in mothers. In fathers, perception of their own amount of involvement was related to increased pediatric parenting stress and anxiety. Better child regimen adherence was associated with maternal perceptions of father helpfulness but not the amount of their involvement, while paternal perceptions of their own helpfulness were related to poorer glycemic control. These findings suggest that fathers and mothers may react differently to their roles in childhood illness and that perceptions of their involvement may be differently associated with children's glycemic control and regimen adherence.

This study examined the effectiveness of a researcher-provided intervention with 4th-graders with significant reading difficulties. The intervention emphasized multi-syllable word reading, fluent reading of high frequency words and phrases, vocabulary, and comprehension. To identify the participants, 1,695 fourth grade students were screened using the Gates MacGinitie Reading Test, and those whose standard score was 85 or lower were included in the study (N=485). Participants were randomly assigned (2:1) to receive either researcher-provided intervention (n=324) or intervention provided by school personnel (business as usual, BAU) (n=161). Findings revealed no statistically significant differences between students in the researcher-provided intervention and BAU groups. Using effect sizes as an indicator of impact, students in the researcher implemented treatment generally outperformed students in the school implemented treatment (BAU). Examining growth in standard scores, both groups made significant gains in reading outcomes with standard score growth from pretest to posttest of 3 standard score points on decoding, 5 on fluency,, and 2.0 to 7 standard score points on reading comprehension measures.

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Results speak to the commonality and potential separability of EF. These results are discussed in light of prevailing models of EF and how EF might be used for structure/description, prediction, and for identifying its mechanism for relevant outcomes. (PsycINFO Database Record