Parent and Teacher Ratings of Behavioral Executive Functioning for Students With Dyslexia.

Research exploring behavioral ratings of executive functioning (EF) for children and adolescents with dyslexia is scarce, which limits researchers, clinicians, educators, and parents from understanding and best supporting these students at home and/or school. Using the Behavior Rating Inventory of Executive Function, Second Edition (BRIEF-2) rating scale to measure participants’ EF behaviors in home and school settings, a primary objective of this study was to examine the EF of Spanish children and adolescents with dyslexia ( n = 78) and to compare their EF with typically developing (TD) peers ( n = 82). The study also sought to examine agreements and disagreements among teacher and parent…

Executive Function Domains among Children with ADHD: Do they Differ between Parents and Teachers Ratings?

Abstract The purpose of this study was to evaluate parents and teachers behavior rating measures of executive functions (EFs) in everyday activities in ADHD children, predominantly inattentive (ADHD-PI) and combined type (ADHD-CT), relative to their typically developing peers. Sixteen children with ADHD combined type and fourteen with ADHD predominantly inattentive type were age- and gender-matched to thirteen typically developing peers. Both parents and teachers of the participants completed the BRIEF. As expected, the executive functioning of children with ADHD were rated significantly worse than those of controls by both parents and teachers. Thus, parent and teachers reported more EF im…

Geographically representative scholarship and internationalization in school and educational psychology: A bibliometric analysis of eight journals from 2002–2016

Abstract Although the discipline of school and educational psychology is arguably international (e.g., relevant research and practice is evident in more than 80 countries), there has been limited research examining the international scholarship published in school and educational psychology journals. Such an assessment is important because it provides one important metric for better understanding the field's level of internationalization. The purpose of this study was to evaluate every article (N = 4456) published from 2002 to 2016 across eight school and educational psychology journals that publish international scholarship. Each article's authorship and participant data were coded and rep…

Psychoeducational Challenges in Spanish Children With Dyslexia and Their Parents’ Stress During the COVID-19 Pandemic

BackgroundResearch during 2020 has been rapidly attending to the impact of COVID-19 on various dimensions of wellbeing (e.g., physical, psychological, lifestyle and routines) on adults and children around the world. However, less attention has focused on the psychoeducational impact on children and their families. To our knowledge, no currently available studies have looked specifically at the impact of COVID-19 on students with dyslexia and their families. Research on this topic is needed to offer greater support for this population of students and their families.ObjectiveThe main objective of this paper is to examine the psychoeducational impact of the required COVID-19 quarantine in Spai…

Internationalization within school and educational psychology: Perspectives about positive indicators, critical considerations, and needs