Gagné, Jonathan, Mamajek, Eric E., Malo, Lison, Riedel, Adric, Rodriguez, David, Lafrenière, David, Faherty, Jacqueline K., Roy-Loubier, Olivier, Pueyo, Laurent, Robin, Annie C., and Doyon, René
Subjects
Astrophysics - Solar and Stellar Astrophysics
Abstract
BANYAN $\Sigma$ is a new Bayesian algorithm to identify members of young stellar associations within 150 pc of the Sun. It includes 27 young associations with ages in the range ~1-800 Myr, modelled with multivariate Gaussians in 6-dimensional XYZUVW space. It is the first such multi-association classification tool to include the nearest sub-groups of the Sco-Cen OB star-forming region, the IC 2602, IC 2391, Pleiades and Platais 8 clusters, and the $\rho$ Ophiuchi, Corona Australis, and Taurus star-formation regions. A model of field stars is built from a mixture of multivariate Gaussians based on the Besan\c{c}on Galactic model. The algorithm can derive membership probabilities for objects with only sky coordinates and proper motion, but can also include parallax and radial velocity measurements, as well as spectrophotometric distance constraints from sequences in color-magnitude or spectral type-magnitude diagrams. BANYAN $\Sigma$ benefits from an analytical solution to the Bayesian marginalization integrals that makes it more accurate and significantly faster than its predecessor BANYAN II. A contamination versus hit rate analysis is presented and demonstrates that BANYAN $\Sigma$ achieves a better classification performance than other moving group classification tools, especially in terms of cross-contamination between young associations. An updated list of bona fide members in the 27 young associations, augmented by the Gaia-DR1 release, are presented. This new tool will make it possible to analyze large data sets such as the upcoming Gaia-DR2 to identify new young stars. IDL and Python versions of BANYAN $\Sigma$ are made available with this publication. (shortened) Comment: 52 pages, 12 figures, 11 tables. Accepted for publication in the Astrophysical Journal Supplement Series. Minor corrections and updated URLs
Emery, Alyssa, von Spiegel, Jacqueline, Sayer, Robin, Khandaker, Naima, and Anderman, Lynley
Learning Disabilities: A Multidisciplinary Journal, v25 n2 p1-15 2020. 15 pp.
Subjects
Parent Attitudes, Adoption, Foreign Countries, Disabilities, School Role, Student Needs, Misconceptions, Trauma, Teacher Attitudes, Educational Experience, Educational Resources, Systems Approach, Special Education, Student Adjustment, and Student Characteristics
Abstract
Internationally adopted youth (IAY) with disabilities have distinctive needs for adaptive development, and schools play a central role in supporting and meeting these needs. Yet in our qualitative examination of 41 families of IAY with disabilities, we found that these needs are not often well understood by practicing educators and school staff. Using Bronfenbrenner's (2005) bioecological systems model as a framework, we explored the resources utilized by families of IAY with disabilities, including those offered by schools, as well as participants' perceptions of their experiences in utilizing these resources. We found that participants encountered widespread misconceptions regarding adoption, trauma, and disability among school staff and often struggled to access resources necessary for adaptive development. At the same time, teachers and other school staff were often key sources of social and emotional support for IAY with disabilities, and schools were, in general, the central hub of a well-functioning mesosystem.
Fields, Jacqueline, Kenny, Natasha Ann, and Mueller, Robin Alison
International Journal for Academic Development, v24 n3 p218-231 2019. 14 pp.
Subjects
Instructional Leadership, Academic Achievement, Foreign Countries, Teacher Effectiveness, Higher Education, Program Effectiveness, College Programs, Leaders, Leadership Role, and Canada
Abstract
Promoting the development of educational leadership in higher education is essential for strengthening the quality of teaching and learning. Additional research is needed to conceptualize educational leadership, especially within informal roles. We analysed how faculty members in an academic development program conceptualized educational leadership. Five key characteristics emerged that inform the development of educational leadership capacity in postsecondary contexts: affective qualities, mentoring and empowering, action-orientation, teaching excellence, and research and scholarship. Three characteristics of academic programs aimed at developing educational leadership were also identified: funding and resources to implement a change initiative, building interdisciplinary communities, and embracing identity.
Mire, Sarah S., Anderson, Jacqueline R., Manis, Jamie K., Hughes, K. R., Raff, Natalie S., and Goin-Kochel, Robin P.
School Mental Health, v10 n1 p77-90 Mar 2018. 14 pp.
Subjects
Symptoms (Individual Disorders), Students with Disabilities, Autism, Pervasive Developmental Disorders, Emotional Problems, Behavior Problems, Predictor Variables, Teacher Attitudes, At Risk Students, Developmental Delays, Young Children, Elementary School Students, Secondary School Students, and Social Responsiveness Scale
Abstract
Among individuals with autism spectrum disorder (ASD) who have a history of parent-reported developmental regression, or early skill loss, little is known about core-ASD symptoms (i.e., social communication, restricted/repetitive behaviors) and emotional/behavioral (E/B) symptoms during the school-age years. Study aims were to investigate whether early skill loss (i.e., [less than or equal to] 36 months old) was an indicator of heightened risk for later, school-based emotional and behavioral difficulties during the school-age years. Differences in teacher ratings for students with ASD from various age ranges (early elementary, late elementary/middle school, high school), with and without parent-reported developmental regression, were examined. Data were analyzed from teacher ratings for students with ASD (n = 951) on the "Social Responsiveness Scale" (SRS) and "ASEBA Teacher Rating Form" (TRF). Students' families were participants in the multi-site Simons Simplex Collection (SSC), and students had study-confirmed clinical diagnoses of ASD. Overall, ANCOVA indicated few significant effects of developmental regression on teacher ratings of core-ASD symptoms or on ratings of internalizing or externalizing behavior problems, even when controlling for cognitive ability. These results, based on the perspective of teachers who are unaware of (i.e., "blinded" to) child regression status, were surprising yet suggest that early skill loss may not be an indicator of greater risk for some difficulties during the school-age years. Future work is needed to further investigate long-term outcomes among those with ASD who had an early skill loss, and teachers offer unique and important perspectives that may enhance future research in this area.
Olson, Richard K., Keenan, Janice M., Byrne, Brian, Samuelsson, Stefan, Coventry, William L., Corley, Robin, Wadsworth, Sally J., Willcutt, Erik G., DeFries, John C., Pennington, Bruce F., and Hulslander, Jacqueline
Scientific Studies of Reading, v15 n1 p26-46 2011. 21 pp.
Subjects
Reading Comprehension, Genetics, Word Recognition, Etiology, Reading Skills, Environmental Influences, Vocabulary Development, Preschool Children, Elementary School Students, Age Differences, Decoding (Reading), Correlation, Twins, Foreign Countries, Pictorial Stimuli, Expressive Language, Gates MacGinitie Reading Tests, Woodcock Reading Mastery Test, Australia, Norway, Sweden, and United States
Abstract
Genetic and environmental relations between vocabulary and reading skills were explored longitudinally from preschool through Grades 2 and 4. At preschool there were strong shared-environment and weak genetic influences on both vocabulary and print knowledge but substantial differences in their source. Separation of etiology for vocabulary and reading continued for word recognition and decoding through Grade 4, but genetic and environmental correlations between vocabulary and reading comprehension approached unity by Grade 4, when vocabulary and word recognition accounted for all of the genetic and shared environment influences on reading comprehension. (Contains 7 tables.)
Byrne, Brian, Coventry, William L., Olson, Richard K., Hulslander, Jacqueline, Wadsworth, Sally, DeFries, John C., Corley, Robin, Willcutt, Erik G., and Samuelsson, Stefan
Journal of Research in Reading, v31 n1 p8-21 Feb 2008. 14 pp.
Subjects
Twins, Spelling, Genetics, Foreign Countries, Grade 2, Decoding (Reading), Correlation, Multivariate Analysis, Australia, and United States
Abstract
As part of a longitudinal twin study of literacy and language, we conducted a behaviour-genetic analysis of orthographic learning, spelling and decoding in Grade 2 children (225 identical and 214 fraternal twin pairs) in the United States and Australia. Each variable showed significant genetic and unique environment influences. Multivariate analyses revealed very high genetic correlations among the variables, indicating that the same genes are involved in their aetiology. These genes are partly independent of those contributing to intelligence. A further analysis indicated that the covariation between decoding and orthographic learning is mediated by shared genes rather than by a direct causal path. The authors argue that a learning parameter, most directly assessed by orthographic learning in this study, underlies all three literacy variables. The results are also discussed in relation to Share's self-teaching hypothesis, which may require modification.
Samuelsson, Stefan, Byrne, Brian, Olson, Richard K., Hulslander, Jacqueline, Wadsworth, Sally, Corley, Robin, Willcutt, Erik G., and DeFries, John C.
Learning and Individual Differences, v18 n3 p289-295 2008. 7 pp.
Subjects
Twins, Spelling, Early Reading, Genetics, Foreign Countries, Kindergarten, Emergent Literacy, Grade 1, Environmental Influences, Longitudinal Studies, Instructional Effectiveness, Feedback (Response), Australia, and United States
Abstract
Genetic and environmental influences on early reading and spelling at the end of kindergarten and Grade 1 were compared across three twin samples tested in the United States, Australia, and Scandinavia. Proportions of variance due to genetic influences on kindergarten reading were estimated at 0.84 in Australia, 0.68 in the U.S., and 0.33 in Scandinavia. The effects of shared environment on kindergarten reading were estimated at 0.09 in Australia, 0.25 in the U.S., and 0.52 in Scandinavia. A similar pattern of genetic and environmental influences was obtained for kindergarten spelling. One year later when twins in all three samples had received formal literacy instruction for at least one full school year, heritability was similarly high across country, with estimated genetic influences varying between 0.79 and 0.83 for reading and between 0.62 and 0.79 for spelling. These findings indicate that the pattern of genetic and environmental influences on early reading and spelling development varies according to educational context, with genetic influence increasing as a function of increasing intensity of early instruction. Longitudinal analyses revealed genetic continuity for both reading and spelling between kindergarten and Grade 1 across country. However, a new genetic factor comes into play accounting for independent variance in reading at Grade 1 in the U.S. and Scandinavia, suggesting a change in genetic influences on reading. Implications for response-to-instruction are discussed. (Contains 7 tables.)
Byrne, Brian, Samuelsson, Stefan, Wadsworth, Sally, Hulslander, Jacqueline, Corley, Robin, DeFries, John C., Quain, Peter, Willcutt, Erik G., and Olson, Richard K.
Reading and Writing: An Interdisciplinary Journal, v20 n1-2 p77-102 Feb 2007. 26 pp.
Subjects
Longitudinal Studies, Emergent Literacy, Preschool Children, Kindergarten, Foreign Countries, Grade 1, Spelling, Reading Comprehension, Genetics, Literacy Education, Twins, Word Recognition, Reading Skills, Memory, Learning Processes, Environmental Influences, Cross Cultural Studies, Australia, Colorado, and United States
Abstract
Grade 1 literacy skills of twin children in Australia (New South Wales) and the United States (Colorado) were explored in a genetically sensitive design (N = 319 pairs). Analyses indicated strong genetic influence on word and nonword identification, reading comprehension, and spelling. Rapid naming showed more modest, though reliable, genetic influence. Phonological awareness was subject to high nonshared environment and no reliable genetic effects, and individual measures of memory and learning were also less affected by genes than nonshared environment. Multivariate analyses showed that the same genes affected word identification, reading comprehension, and spelling. Country comparisons indicated that the patterns of genetic influence on reading and spelling in Grade 1 were similar, though for the U.S. but not the Australian children new genes came on stream in the move from kindergarten to Grade 1. We suggest that this is because the more intensive kindergarten literacy curriculum in New South Wales compared with Colorado, consistent with the mean differences between the two countries, means that more of the genes are "online" sooner in Australia because of accelerated overall reading development.
Samuelsson, Stefan, Olson, Richard, Wadsworth, Sally, Corley, Robin, DeFries, John C., Willcutt, Erik, Hulslander, Jacqueline, and Byrne, Brian
Reading and Writing: An Interdisciplinary Journal, v20 n1-2 p51-75 Feb 2007. 25 pp.
Subjects
Foreign Countries, Early Reading, Reading Instruction, Kindergarten, Environmental Influences, Spelling, Reading Skills, Prereading Experience, Genetics, Twins, Preschool Education, Comparative Education, Correlation, Australia, Colorado, and United States
Abstract
Genetic and environmental influences on prereading skills in preschool and on early reading and spelling development at the end of kindergarten were compared among samples of identical and fraternal twins from the U.S. (Colorado), Australia, and Scandinavia. Mean comparisons revealed significantly lower preschool print knowledge in Scandinavia, consistent with the relatively lower amount of shared book reading and letter-based activities with parents, and lack of emphasis on print knowledge in Scandinavian preschools. The patterns of correlations between all preschool environment measures and prereading skills within the samples were remarkably similar, as were the patterns of genetic, shared environment, and non-shared environment estimates: in all samples, genetic influence was substantial and shared environment influence was relatively weak for phonological awareness, rapid naming, and verbal memory; genetic influence was weak, and shared environment influence was relatively strong for vocabulary and print knowledge. In contrast, for reading and spelling assessed at the end of kindergarten in the Australian and U.S. samples, there was some preliminary evidence for country differences in the magnitude of genetic and environmental influences. We argue that the apparently higher genetic and lower shared environment influence in the Australian sample was related to a greater emphasis on formal reading instruction, resulting in more advanced reading and spelling skills at the end of kindergarten, and thus there was greater opportunity to observe genetic influences on response to systematic reading instruction among the Australian twins.
Billard, Aude, Robins, Ben, Nadel, Jacqueline, and Dautenhahn, Kerstin
Assistive Technology, v19 n1 p37-49 Spr 2007. 13 pp.
Subjects
Autism, Imitation, Developmental Disabilities, Robotics, Assistive Technology, Children, Behavior, Evaluation Methods, Child Development, Rehabilitation, Outcomes of Education, and Teaching Methods
Abstract
The Robota project constructs a series of multiple-degrees-of-freedom, doll-shaped humanoid robots, whose physical features resemble those of a human baby. The Robota robots have been applied as assistive technologies in behavioral studies with low-functioning children with autism. These studies investigate the potential of using an imitator robot to assess children's imitation ability and to teach children simple coordinated behaviors. In this article, the authors review the recent technological developments that have made the Robota robots suitable for use with children with autism. They critically appraise the main outcomes of two sets of behavioral studies conducted with Robota and discuss how these results inform future development of the Robota robots and robots in general for the rehabilitation of children with complex developmental disabilities.
Pleis, John R., Lucas, Jacqueline W., Ward, Brian W., Adams, Patricia F., Heyman, Kathleen M., Vickerie, Jackline L., Bloom, Barbara, Cohen, Robin A., and Freeman, Gulnur
Vital & Health Statistics Series 10: Data from the Health Interview Survey; Dec2009, Issue 242-244, preceding p1-83, 370p
Reamer, Robin B., Brady, Michael P., and Hawkins, Jacqueline
Education and Training in Mental Retardation and Developmental Disabilities, v33 n2 p131-43 Jun 1998.
Subjects
Autism, Family Life, Instructional Effectiveness, Intervention, Parent Child Relationship, Play, Prompting, Self Care Skills, Self Evaluation (Individuals), Sibling Relationship, Videotape Recordings, and Young Children
Abstract
A study examined the effects of a video-based intervention combining self-assessment, self-modeling, discrimination training, and behavioral rehearsal on two sets of parents' interactions with their children with autism during self-care tasks and social play with their siblings. The intervention increased parents' social prompts and altered parental assistance during children's tasks. (Author/CR)
View/download PDF
