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This study provides preliminary data from a parent-report measure for assessing eating disorder symptoms in preadolescents. The Parent Eating Behaviors and Body Image Test (PEBBIT) is based on the Eating Behaviors and Body Image Test (EBBIT; Candy & Fee, 1998), a self-report measure for preadolescent girls. Eighty-three females in grades 4 through 6 were contacted from elementary schools, but only 10 participated. Girls’ individual responses on the EBBIT were compared to parental responses on the PEBBIT. Parents were able to accurately identify eating disorder behaviors in their children only 65.3% of the time when analyzing the individual responses found on the Binge Eating Behaviors subscale and only 58.6% of the time on the Body Image Disturbance Restrictive Eating subscale. Preliminary analyses suggest that a) clinicians and clinical researchers should supplement preadolescent girls’ self-report with parent report measures, and b) more detailed study of the PEBBIT’s psychometric properties is warranted.

Measurement invariance across time and reporter is rarely reported in the literature for measures of youth disclosure, even though it is often necessary to establish at least strong invariance before proceeding to further analyses such as comparing means across time or reporter. Measurement invariance was examined across time (ages 11, 14, and 17) and across reporter (youth report of disclosure to mother, youth report of disclosure to father, mother report of youth disclosure, father report of youth disclosure) with a sample of 348 youth and their parents. Youth report of disclosure to mothers demonstrated strong invariance across ages 11-14 and 14-17, but strong equivalence was not found for mother report over time across any age. Youth report of disclosure to mothers and fathers demonstrated strong equivalence at ages 11, 14, 17, and across ages 11-14-17. Mother and father reports also demonstrated strong equivalence at ages 11, 14, and 17. The item "I talk with my parent about how I am doing with school work" had lower factor loadings and higher intercepts at age 11 than at other ages for fathers and mothers and compared to youth report. Implications for youth disclosure theory and construct development are discussed.

The primary aim of the study was to verify vocabulary on the Language Development Survey, for typically developing toddlers who attend ethnolinguistically diverse nursery schools. This was investigated through parent report. The need for exploration of the vocabulary of this population stems from the diverse linguistic context to which toddlers are exposed on a day-to-day basis in South Africa. Many parents prefer English as the language of learning for their child, irrespective of whether or not their first language is an alternative vernacular. Thus, toddlers interact with ethnolinguistically diverse peers from a young age, usually within their nursery school. An adapted version of the Language Development Survey was presented to forty middle-class parents within the Emalahleni area. Vocabulary commonly used by toddlers was determined and a comparison of parent responses between the present study and the original American-based survey were drawn. As expected, results revealed that nouns were used most often by toddlers, in keeping with research on vocabulary acquisition. Comparisons drawn between parent responses from the two studies showed highly similar results. Parents reported that nouns, verbs, adjectives and other vocabulary were used similarly by toddlers, despite differences in their linguistic exposure. These findings verify the Language Development Survey as a valuable clinical resource for speech and language therapists managing toddlers within the South African context. Suggestions for future research are provided. AFRIKAANS : Die primêre doel van die studie was om die woordeskat wat in die Language Development Survey gebruik word te bevestig vir tipies ontwikkelende twee-jaar oue kleuters wat etnolinguisties diverse kleuterskole bywoon. Dit is ondersoek deur middel van ouer terugvoer. Die behoefte vir ‘n woordeskat ondersoek van hierdie populasie spruit uit die diverse linguistiese konteks waaraan kleuters op ‘n dag-tot-dag basis in Suid-Afrika blootgestel word. Baie ouers verkies Engels as die taal van onderig vir hul kind, ongeag of hulle moedertaal daarvan verskil of nie. Dit het die gevolg dat kleuters van jongs af met etno-linguisties diverse ouderdomsgenote interaksie het, gewoonlik in die kleuterskool. ‘n Aangepaste weergawe van die Language Development Survey is aan veertig middel-klas ouers in die Emalahleni area voorgelê. Daar is vasgestel watter woordeskat oor die algemeen deur die kleuters gebruik word, en ‘n vergelyking tussen die ouers se terugvoer in die huidige en die oorspronklike Amerikaanse studie is getref. Soos verwag, het die resultate gewys dat selfstandige naamwoorde die mees algemeen deur kleuters gebruik word, wat ooreenstem met navorsing in verband met die aanleer van woordeskat. Vergelykings tussen ouer terugvoer van die twee studies het hoogs ooreenstemmende resultate gelewer. Uit ouer terugvoer kon dit ook afgelei word dat selfstandige naamwoorde, werkwoorde, byvoeglike naamwoorde en ander woordtipes ooreenstemmend deur kleuters gebruik word, afgesien van verskille in linguistiese blootstelling. Hierdie bevindinge bevestig die Language Development Survey as ‘n waardevolle kliniese hulpbron vir spraak- taalterapeute wat in die Suid- Afrikaanse konteks met kleuters werk. Voorstelle vir moontlike toekomstige navorsing word in die studie verskaf. / Dissertation (MA)--University of Pretoria, 2011. / Centre for Augmentative and Alternative Communication / unrestricted

This study investigated the vocabulary abilities of bilingual Portuguese-English-speaking children compared to their monolingual peers. Parental Report Surveys were conducted using the MacArthur-Bates Communicative Development Inventories (CDIs), which are standardized norms for vocabulary assessment. Electronic versions of the “Words and Sentences CDI” in English and Brazilian-Portuguese were used in order to assess the vocabulary of children between the ages of 16 and 36 months. Parents answered the surveys online. Different vocabulary score types were used in order to evaluate the children’s lexicons: The Total Vocabulary score, the Conceptual Vocabulary scores, and the Total Modified Vocabulary. The analyses of the results showed that bilinguals had fewer words than the monolinguals in each language separately, but no significant differences between bilinguals and monolinguals when the two languages of the bilinguals were compared together to the monolinguals'. An analysis of cognates and translation equivalents showed that cognates help with the acquisition of words.

Joint attention, or the shared focus of attention between objects or events and a social partner, is a crucial milestone in the development of social communication and a notable area of deficit in children with autism spectrum disorder. While valid parent-report screening measures of social communication are available, the majority of these measures are designed to assess a wide range of behaviors. Targeted assessment of joint attention and related skills is primarily limited to semi-structured, examiner-led interactions, which are time-consuming and laborious to score. The Pictorial Infant Communication Scale is an efficient parent-report measure of joint attention that can be used as a complement to structured assessments in fully characterizing early social communication development. This study examined the psychometric properties of the Pictorial Infant Communication Scale. Results revealed a high degree of internal consistency and strong intercorrelations between subscales. Additionally, confirmatory factor analysis supported a three-factor model of joint attention. Furthermore, significant correlations between the Pictorial Infant Communication Scale and direct clinical measures of child joint attention, language skills, and autism spectrum disorder symptom severity were suggestive of concurrent validity. Findings suggest that the Pictorial Infant Communication Scale is a promising tool for measuring joint attention skills in preschool-aged children with autism spectrum disorder.

Attention problems can pose a serious challenge to the academic progress of children and adolescents. Currently, there are several different assessment methods utilized in the clinical diagnosis of Attention-Deficit/Hyperactivity Disorder (ADHD). Subjective and objective assessment measures purport to be measuring similar constructs of inattention, hyperactivity, and impulsivity. The present study examines the degree of correlation between the constructs of attention problems, hyperactivity/impulsivity, and signal detection between the Conners' Continuous Performance Test II Version 5 (CPT II) and a parent-report measure of attention problems, hyperactivity/impulsivity, aggression, emotional problems, and learning problems in a general clinical population of children and adolescents. This study also measures the correlation between these measures and the Woodcock Johnson III Tests of Cognitive Abilities (WJ-III COG) Auditory Attention subtest. No significant correlations were found among the CPT II errors of omission score or commissions score and attention problems or hyperactivity/impulsivity. No significant correlations were found among attention problems or hyperactivity/impulsivity and CPT II Reaction Time (RT), variability, or attentiveness. No significant correlations were found among the CPT II errors of omission or commissions scores and emotional problems, aggression, or learning problems. No significant correlations were found among the CPT II errors of omission score, commissions score, or RT and the WJ-III COG Auditory Attention subtest. A significant negative correlation was found between the CPT II variability score and the WJ-III COG Auditory Attention subtest. A significant positive correlation was found between the CPT II attentiveness score and the WJ-III COG Auditory Attention subtest. No significant correlations were found among any of the parent measures of attention problems Auditory Attention subtest. In a canonical correlation analysis there were high loadings on attention problems and hyperactivity/impulsivity on the parent-measure set and on commission errors and RT on the CPT II set. A modest loading on the multiple imputation set was also found on aggression problems and the parent-measure set. These findings support the overall conclusion that the CPT II does not generally relate to the parent-report measures. These findings indicate that there is little meaningful relationship between these two measures, which clinically are both used to assess attention problems.

Children with language impairment (LI) often exhibit social difficulties along with language issues that can affect their friendships with peers. This study sought to identify the self-reported social networks of children with LI and compare them to the self-reported social networks of children with typical language development. Sixteen children with LI (9 girls and 7 boys) between the ages of 5-11 years, and sixteen children with typical language development matched for age and gender were studied. Children were asked to name interactants in four social circles (Blackstone & Hunt Berg, 2003): family, friends, acquaintances, and paid interactants. A parent also completed a shortened version of this questionnaire. Additionally, children completed an informal picture task (Fujiki, Brinton, & Todd, 1996) to determine the number of peers they interacted with in various activities (e.g., eating lunch at school). The number of family and close friends named by children in each group did not significantly differ. Children with typical language skills did name more interactional partners who were considered to be casual peer acquaintances and paid interactants than did the children with LI. Parent and child responses differed on several of the comparisons. The groups also differed on the number of peers named on the picture task activity, replicating previous results.

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