Academic Functioning Research Articles

Executive Function, Perceived Stress, and Academic Performance Among Middle Schoolers With and Without Behavior Problems

Students with emotional and behavioral disorders (EBD) characteristically experience academic difficulties. There is growing evidence that the continuum from academic competence to underachievement is partially explained by executive function (EF; neurocognitive attention-regulation processes) and stress. Yet, there is scarce research investigating these relationships among students with or at risk for EBD, especially during the elevated stress and risk period of middle school, and particularly among racially/ethnically under-represented groups. Therefore, with 118 U.S. middle schoolers with or at risk for EBD and typical peers (70% Hispanic/Latinx; 25% Black), we examined group differences and relationships among perceived family, peer, and school stress, EF, and academic outcomes. When compared with their typical peers, students with or at risk for EBD scored lower on EF and academic tasks. For all students, higher EF predicted better academic functioning. Perceived stress was directly and negatively related with EF and indirectly associated with academic outcomes via EF.

Problematic use of the internet among adolescents: A four-wave longitudinal study of trajectories, predictors and outcomes.

Problematic use of the internet (PUI) among adolescents has become one of the public problems around the world. Understanding the developmental trajectory of PUI may be beneficial to develop prevention and intervention. The current study aimed to identify the developmental trajectories of PUI among adolescents, considering individual differences over time. And also explored how familial factors contributed to the identified trajectories, and the relationship between PUI changes over time and social, mental health, and academic functioning. A total of 1,149 adolescents (Mage=15.82,SD=0.61; 55.27% girls at Wave 1) participated in assessments at four time points, using 6-month assessment intervals. Based on a latent class growth model, three trajectories of PUI were identified: Low Decreasing, Moderate Increasing, and High Increasing groups. Multivariate logistic regression analyses suggested that inter-parental conflicts and childhood maltreatment served as negative familial predictors for the risk trajectories of PUI (i.e., Moderate Increasing and High Increasing groups). Additionally, adolescents in these two groups displayed more estranged interpersonal relationships, more mental health difficulties, and poorer academic functioning. It is important to consider individual differences in understanding the developmental patterns of PUI among adolescents. Identifying family predictors and the behavioral outcome associated with groups with different developmental trajectories of PUI, which may help to understand better risk factors related to specific developmental patterns of PUI and its adverse correlates. The findings highlight a need to develop more specific effective intervention programs for individuals displaying different problematic developmental trajectories with PUI.

Ayurvedic Management Along with Cognitive Behavioural Therapy in Conduct Disorder - A Case Report

A consistent pattern of behaviour that violates others fundamental rights or disregard social norm is considered to be an indication of conduct disorder. As listed in the DSM-V, symptoms typically include aggression to people and animals, destruction of property, deceitfulness or theft and serious violation of rules. These behaviours are typically displayed by children and adolescents in a variety of settings- at home, at school, and in social situations and they cause remarkable impairment in his or her social, academic or occupational functioning.
 A 10 year old boy presented with lying, lack of concentration, skipping school, running away from home and stay out night, sexual talks, stealing money, increased anger, disrespect towards elders and suicidal talks from last 4 years was admitted in Government Ayurveda Research Institute for Mental Health and Hygiene, Kottakkal. Based on Dosha predominance, it was diagnosed as Vata-Pitta Unmada. Accordingly he was treated with Ayurvedic internal medication and procedures including Virechana, Shirodhara, Snehapana, Abhyanga, Ushmasweda and Pratimarsa nasya for 21 days along with 1 session of CBT. Conduct disorder rating scale parent version was used to evaluate symptoms before and after treatment. Problems caused by him in school and home reduced from severe to mild. Internal medication continued for 3 months and monthly review was taken. On assessment after 3 months his anger got reduced, he is going to school regularly and did not run away from home over night. This case report shows that conduct disorder can be treated effectively with Ayurvedic management along with cognitive behavioral therapy.

Support from Mothers and Fathers on Academic Functioning: More Similarities than Differences Across Socioeconomic Groups

Support from Mothers and Fathers on Academic Functioning: More Similarities than Differences Across Socioeconomic Groups

Clinical symptoms in pre-COVID-19 pandemic versus COVID-19 pandemic samples of Italian university students

BACKGROUND: Recent studies on the effect of the COVID-19 pandemic have revealed that university students are in a more vulnerable position in terms of their mental health. METHODS: The aim of this study is to examine differences in clinical symptoms and psychological distress comparing two groups of university students seeking psychological intervention at a University Psychological Counselling Center before the COVID-19 pandemic period and during the pandemic. A sample of 187 students was distributed into two groups: Pre-COVID-19 pandemic (N.=115) and COVID-19 pandemic (N.=72). The Personality Inventory-Brief Form for DSM-5 was used to measure personality traits; the Symptom Checklist-90-Revised was used to assess clinical symptoms and the Outcome Questionnaire-45 explored important psychological distress.RESULTS: Findings highlighted higher levels of clinical symptoms in COVID-19 pandemic students than in pre-pandemic ones. Conversely, the two groups did not differ in psychological distress. Data seems to confirm that the pandemic period had a negative impact on the mental health of university students seeking psychological help.CONCLUSIONS: Findings indicate the need to monitor the clinical symptomatology of university students to prevent long-term psychopathology influencing academic functioning.

Maladaptive daydreaming and narcissism

Maladaptive daydreaming (MD) refers to excessive absorption in fantasy worlds, sometimes for many hours a day, which interferes with academic, occupational and social functioning. It shares features of a behavioural addiction which may negatively impact psychotherapy of patients with personality disorders. Links were found between MD and vulnerable narcissism (VN) but no studies have compared MD and specific types of narcissism in clinical groups, especially narcissistic personality disorder (NPD). This study explored MD, narcissistic rivalry, admiration, and VN in 491 participants classified into three groups: NPD, mixed-clinical and non-clinical. It also examined whether rivalry, admiration and VN predicts MD. The level of MD was significantly higher in the NPD group compared with mixed-clinical and non-clinical groups. Over 2/3 of NPD patients had scores indicating MD compared to ⅓ from the mixed-clinical and less than 1/4 from non-clinical groups. VN was the strongest predictor of MD. Results justify the need for screening NPD patients, especially those with vulnerable traits, for MD and actively addressing this problem during treatment.

The EPIDIA4Kids protocol for a digital epidemiology study on brain functioning in children, based on a multimodality biometry tool running on an unmodified tablet.

Neurodevelopment and related mental disorders (NDDs) are one of the most frequent disabilities among young people. They have complex clinical phenotypes often associated with transnosographic dimensions, such as emotion dysregulation and executive dysfunction, that lead to adverse impacts in personal, social, academic, and occupational functioning. Strong overlap exists then across NDDs phenotypes that are challenging for diagnosis and therapeutic intervention. Recently, digital epidemiology uses the rapidly growing data streams from various devices to advance our understanding of health's and disorders' dynamics, both in individuals and the general population, once coupled with computational science. An alternative transdiagnostic approach using digital epidemiology may thus better help understanding brain functioning and hereby NDDs in the general population. The EPIDIA4Kids study aims to propose and evaluate in children, a new transdiagnostic approach for brain functioning examination, combining AI-based multimodality biometry and clinical e-assessments on an unmodified tablet. We will examine this digital epidemiology approach in an ecological context through data-driven methods to characterize cognition, emotion, and behavior, and ultimately the potential of transdiagnostic models of NDDs for children in real-life practice. The EPIDIA4Kids is an uncontrolled open-label study. 786 participants will be recruited and enrolled if eligible: they are (1) aged 7 to 12 years and (2) are French speaker/reader; (3) have no severe intellectual deficiencies. Legal representative and children will complete online demographic, psychosocial and health assessments. During the same visit, children will perform additionally a paper/pencil neuro-assessments followed by a 30-min gamified assessment on a touch-screen tablet. Multi-stream data including questionnaires, video, audio, digit-tracking, will be collected, and the resulting multimodality biometrics will be generated using machine- and deep-learning algorithms. The trial will start in March 2023 and is expected to end by December 2024. We hypothesize that the biometrics and digital biomarkers will be capable of detecting early onset symptoms of neurodevelopment compared to paper-based screening while as or more accessible in real-life practice.

The Role of Alpha-2 Agonists for Attention Deficit Hyperactivity Disorder in Children: A Review.

Attention Deficit Hyperactivity Disorder (ADHD) is one of the most common neurodevelopmental disorders, characterized by the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5), which is marked by symptoms such as inappropriate levels of inattention, hyperactivity, and impulsivity that can affect academic, social, and personal functioning in children and adolescents. This review summarizes clinical trials demonstrating the effectiveness of Alpha-2 agonists in reducing symptoms of inattention, hyperactivity, and impulsivity in children with ADHD. Studies were identified through a systematic search of PubMed and Cochrane databases. However, these medications' long-term safety and efficacy remain uncertain, with a lack of data on their effects on growth, cardiovascular function, and other adverse events. Further studies are required to determine these medications' optimal dose and treatment duration. Medications that target the noradrenergic system, such as Alpha-2 agonists, have been increasingly used as a treatment option for ADHD, with guanfacine and clonidine being two of the most commonly used medications. They function by selectively targeting Alpha-2 adrenergic receptors in the brain leading to improved attention and reduced hyperactivity and impulsivity symptoms in children with ADHD. Clinical trials have demonstrated the effectiveness of Alpha-2 agonists in treating ADHD in children by reducing symptoms of inattention, hyperactivity, and impulsivity. However, these medications' long-term safety and efficacy still need to be completely understood. Due to a lack of information on the effects of Alpha-2 agonists on growth, cardiovascular function, and other long-term adverse events, more studies must investigate the optimal dose and treatment duration for these medications. Despite these concerns, Alpha-2 agonists remain a valuable treatment option for ADHD in children, especially those unable to tolerate stimulant medications or who have coexisting conditions such as tic disorders. Future research should continue to explore the safety and efficacy of Alpha-2 agonists in the long term. In conclusion, Alpha-2 agonists show promise as a treatment for ADHD in children; however, the safety and efficacy of these drugs in the long term are not yet completely understood. Additional studies are required to investigate the optimal dose and treatment duration for these medications in their use as a treatment for this debilitating disease.

A First-Person Account of Developmental Language Disorder.

The aim of this study is to share the lived experiences of an adult with developmental language disorder (DLD) and relate her experience to the evidence base and issues in clinical practice. We co-wrote a first-person account grounded in the research literature. We organized the account into six main sections: (a) the early signs of DLD; (b) diagnosis; (c) treatment; (d) the impact of DLD on family relationships, social-emotional health, and academic performance; and (e) considerations for practicing speech-language pathologists. We close with (f) the first author's current perspective on life with DLD. The first author was diagnosed with moderate-to-severe DLD in early childhood, and she continues to exhibit subtle and occasional symptoms of DLD as an adult. At specific points in development, her family relationships were disrupted and her social, emotional, and academic functions were disabled, particularly in the school context. Supportive adults, especially her mother and her speech-language pathologist, helped lessen these impacts. DLD and its consequences also positively influenced her worldview and professional choices. The precise nature of her DLD and her experiences around the disorder will not be true of everyone with DLD. Nevertheless, the broad themes that emerge from her narrative are reflected in the evidence base and thus are likely applicable to many individuals with DLD or other neurodevelopmental conditions.

Alterations in Preterm Brain Development: Relation to Developmental Assessment and Prediction.

Infants born extremely preterm are at risk for compromised cognitive and motor outcome. There are various possibilities as to why this occurs. The "two-hit" hypothesis consists of interrelated developmental disruptions and insults. Both specifically affect the transient subplate neuronal layer (SNL) and the early development of brain circuitry. The SNL, analogous to a switchboard, is critical in connecting cortical and lower brain centers and is highly susceptible to disruptions and insults, producing dysfunctional neural networks. Damage to the SNL provides the putative link between atypical early brain development and later cognitive and academic function that require complex neural circuitry. This, in turn, has major ramifications for developmental assessment and prediction. KEY POINTS: · Preterm brains are highly susceptible to disruptions and insults, this being the two-hit hypothesis.. · There is a variation in which low-grade stressors "sensitize" the infant increasing susceptibility to a second stressor-causing brain damage.. · Subplate neuronal layer damage compromises outcome by interfering with thalamocortical connections.. · Combining neuroimaging and developmental testing is the best way to gain insight into these processes.. · Atypical early brain development may not be evident until the network is mature and challenged..

Improving Mental Health Help-Seeking Among Male University Students: A Series of Gender-Sensitive Mental Health Feasibility Interventions.

One-third of students experience a mental health condition associated with decreased academic functioning and increased risk of dropping out. While mental health difficulties are lower among male students, they are twice as likely to die by suicide. Although the importance of gender-sensitive interventions for male students has been emphasized, feasible and effective approaches are unexplored. This investigation conducted three gender-sensitive feasibility interventions for male students to evaluate acceptability, changes to help-seeking and mental health outcomes. Three interventions were delivered to 24 male students. The interventions included the following: Intervention 1-a formal intervention targeting male students, Intervention 2-a formal intervention that adopted gender-sensitive language and promoted positive masculine traits, and Intervention 3-an informal drop-in offering a social space providing health information. These were evaluated for acceptability, attitudes to help-seeking, and mental health outcomes. All interventions were equally acceptable. The informal drop-in was more acceptable, having better engagement from male students who have greater conformity to maladaptive masculine traits, more negative attitudes to help-seeking, higher levels of self-stigma, who were less likely to have used mental health support before and belonged to an ethnic minority. These findings indicate differences in acceptability, particularly uptake, for hard-to-engage male students. Informal strategies help reach male students who would otherwise not engage with mental health support, familiarize them with help-seeking, and connect them with pre-existing mental health interventions. More work needs to be carried out using larger samples to investigate the efficacy of informal interventions to engage male students.

Reciprocal relationships between parental and scholastic homework assistance and students' academic functioning at elementary school.

Homework assistance is provided both by parents and by institutions, for example, full-day schools. Previous research found evidence that the quality of homework assistance - measured by three dimensions derived from the self-determination theory, namely, responsiveness, structure, and control - is reciprocally related with students' academic functioning (i.e., achievement and homework behavior). However, findings on parental homework assistance have been consistent only for the secondary level, whereas elementary school students have been studied less and previous results obtained for this population are inconclusive. Moreover, research on homework assistance that is given at school is scarce. Therefore, the present study aimed to investigate whether reciprocal associations between the quality of homework assistance and students' academic functioning in elementary school can be found (1) for parental homework assistance and (2) for scholastic homework assistance. We calculated cross-lagged panel models based on longitudinal data from 335 German fourth graders collected in autumn 2019 (September and October) and winter 2020 (February and March). The analyses for scholastic homework assistance were based on a subsample of 112 students. Whereas responsiveness and structure did not predict students' outcomes in the way we expected, control had unfavorable relationships in both homework settings. Moreover, parental control was reciprocally related with students' mean grades in three subjects. The positive forms of homework assistance (responsiveness and structure) were predicted by different indicators of academic functioning in the two homework settings.

Exploring Female Students’ Experiences of ADHD and its Impact on Social, Academic, and Psychological Functioning

Objective: The aim of research is to provide greater understanding of ADHD in adult females by exploring first-hand experiences of female university students with ADHD in the UK, and the impact of such experiences on social, academic, and psychological functioning. Methods: Semi-structured interviews were conducted with eight adult women attending university in the UK—all clinically diagnosed with ADHD during adulthood. Results: Participants experiences were rich and insightful, identifying that many women with ADHD experience stigmatization and social discrimination, amongst other social, academic, and psychological difficulties. Conclusion: Overall, the research identifies the pressing need for greater understanding and appreciation of ADHD in females, particularly amongst health professionals.

Subjective well-being and school engagement before versus during the COVID-19 pandemic: What good are positive emotions?

The present study overcomes the limited empirical evidence on the association between well-being and school engagement in times of adversity by exploiting available data from two large and comparable samples of eighth graders; one obtained prior to the COVID-19 pandemic and the second obtained during the pandemic. Results suggest that adolescents were less engaged with their learning context during the pandemic, as well as lower in positive and negative affect, but slightly more satisfied with life. Through SEM we found a stronger positive association between positive affect and school engagement in the COVID-19 group compared with the pre-COVID-19 group. This finding highlights the important role of positive affect in supporting better academic functioning in the aftermath of a global crisis.

Growing resilience capacity for learners presenting with specific learning disability in learners with special education needs schools.

Preventing adversity from accelerating among learners with specific learning disabilities (SLD) is imperative. Continuous adversities, such as social-emotional, psychological and academic difficulties, characterise learners with SLD. Prior studies have been conducted on learners with SLD developing a disorder because of the difficulties they face. However, very few studies offer evidence of how learners presenting with SLD cope despite their learning disability. The study sought to investigate what resilience resources are available among learners with SLD in learners with special education needs (LSEN) schools and to provide stakeholders with evidence of resilience enablers for learners with SLD. An exploratory quantitative research study was adopted, and 217 respondents with SLD were selected through purposive sampling in four LSEN schools. These learners completed the Child and Youth Resilience Measure (CYRM-28). Data were analysed using the Statistical Package for the Social Sciences (SPSS) and the custom table was used as a statistical technique. Even though the presence of SLD negatively affects an individual's academic, psychological, social and emotional functioning, the results of this study show that individual qualities, relationships with caregivers and peers and contextual resources were resilience-enabling resources for learners with SLD. The study's results show that the combination of individual attributes, relational and environmental factors enables the resilience of learners with SLD. When given accessible and meaningful support, learners with SLD can develop resilience. The study contributes to the dearth of knowledge regarding the resilience of learners with SLD in LSEN schools.

A deeper dive, a wider pool: Preschool benefits sustain to first grade on a broader set of outcomes.

The current study provides new evidence on the sustained benefits of preschool attendance on a broader range of skills-both academic and executive functioning (EF)-than many prior studies have examined. Using propensity score methods, we predicted children's (N = 920, M age at 1st = 6.5 years) literacy, language, math, and EF skills in kindergarten and again at first-grade (2020-2021) based on whether they had attended public preschool (school-based pre-k; Head Start) versus no preschool. In our race-ethnically diverse sample of children (48% Hispanic/Latinx; 21% Black; 14% White; 9% Native American; 9% multiracial) from low-income families, preschool attenders showed advantages on English literacy, English language, and math in kindergarten, which mostly persisted into first-grade. Preschool did not boost EF in kindergarten or first-grade.

Trauma sensitive schools: A comprehensive guide for the assessment planning and implementation of trauma informed frameworks

Due to advances in neuroscience over the past twenty years, the developmental impact of traumatic experiences on the developing brain have been well documented. These bodies of work and subsequent interventions, known as Trauma-Informed Practices, have been made accessible to educators, mental health practitioners and other professionals to inform their various practices. Throughout the educational system, despite the known incidence and prevalence of ACEs among children and families, these trauma-informed practices have not been widely disseminated among school-based professionals. As these professionals confront the deleterious effects of trauma on child learning and behavior, traditional classroom management techniques do not meet the needs of the student-teacher learning partnership and may intensify the existing impact of trauma on the developing child. Through the implementation of trauma-informed practice (TIP) frameworks the restoration of student dignity and the investment in relationally focused school cultures, schools can be better equipped to support students who may have been impacted by trauma and mitigate the detrimental effects of trauma on development and academic functioning. This compilation of research is a guide to understanding how schools are positioned as one of the first organizations to intersect with trauma symptoms, comprehending the importance of implementing trauma informed practice, and creating networks of trauma informed practices in school settings.

The social acceptance of neurodiverse children in Irish primary schools

ABSTRACT Being socially included in childhood is important for children’s academic, social, and emotional functioning, but neurodiverse children often struggle with their social acceptance in school. In comparison, children in more rural and smaller schools often have greater social cohesion. The current study, therefore, examined whether neurodiverse children, here represented by autistic children and children with specific learning difficulties, are socially integrated in more rural and smaller schools. In a study of 2225 Irish primary school children (84 children with SpLD and 53 autistic children), results suggest that neurodiverse children in smaller schools are more socially integrated regardless of urbanicity. This varied by whether children had SpLD or were autistic. This provides a strong message for policy makers and educators that school size matters for enhancing social acceptance of neurodiverse learners.

STARS Adjunct Trial: Evidence for the Effectiveness of a Digital Therapeutic as Adjunct to Treatment With Medication in Pediatric ADHD

AbstractBackgroundTreatment of attention deficit hyperactivity disorder (ADHD) includes pharmacological and non-pharmacological interventions, both of which have demonstrated short-term efficacy. While efficacious, there are limitations to both modalities of treatment. Due partly to these limitations, there has been considerable interest in additional approaches to augmenting ADHD management. Digital therapeutics may offer improved access, minimal side effects, and low potential for abuse, while providing targeted treatment options for improving cognitive functions such as attention. AKL-T01 (EndeavorRx®) is the first and only FDA-cleared nonpharmacological prescription digital therapeutic delivered through a video game interface for the treatment of ADHD.ObjectiveThe objective is to summarize the data from a clinical trial in support of FDA clearance using AKL-T01 adjunctively in children currently taking stimulant medication for ADHD.MethodsThe STARS-Adjunct Trial was a multicenter, 12-week, open-label study of AKL-T01 in 206 children aged 8 to 14 years with a confirmed diagnosis of primarily inattentive or combined-type ADHD. The study included two cohorts: (1) subjects currently treated with ADHD medication (n=130) and (2) subjects not on any ADHD medication (n=76). Subjects had an ADHD Impairment Rating Scale (IRS) score ≥3 at baseline, and both cohorts used AKL-T01 for approximately 25 minutes per day, 5 days per week, over two 4-week treatment periods separated by a 4-week treatment pause.ResultsAKL-T01 significantly improved (lowered) ADHD-related impairment as measured with the IRS (clinician rated) after the first 4-week treatment in both cohorts (P< 0.001). Results show that effects persist during a 4-week treatment pause and further improve with a second 4-week treatment period. A majority of parents and children indicated a perceived improvement in ability to pay attention after the trial. Most common device-related adverse events were decreased frustration tolerance, headache, and irritability which ranged from mild to moderate. No serious adverse events were reported.ConclusionsThis study adds to and extends the clinical evidence base for AKL-T01, a video game-based treatment for improving attentional functioning in 8–12-year-old children with ADHD. Continued evaluation of the effects of AKL-T01 on other important aspects of functioning, like academic and social functioning, health utilization, and health outcomes, would continue to add to the evidence base that the effects observed in this and previous studies have substantial clinical and functional impact.FundingAkili Interactive

Dewey, Implementation, and Creating a Democratic Civic University

Dewey, Implementation, and Creating a Democratic Civic University