Research that Helps Move Us Closer to a World where Each Child Thrives

Delineating the Benefits of Arts Education for Children's Socioemotional Development

In this paper, we argue that in order for the study of arts education to continue to advance, we must delineate the effects of particular forms of arts education, offered in certain contexts, on specific domains of children’s socioemotional development. We explain why formulating precise hypotheses about the effects of arts education on children’s socioemotional development requires a differentiated definition of each arts education program or activity in question, as well as a consideration of both the immediate and broader contexts in which that program or activity occurs. We then offer the New Victory Theater’s Schools with Performing Arts Reach Kids (SPARK) program as an illustrative example of how these considerations allow for the refinement of hypotheses about the impact of arts education on children’s socioemotional development.

Differences in dual task paradigms and executive function ability for recreational athletes in United Arab Emirates

[Purpose] The purpose of this study to measure four components of executive function: (1) cognitive flexibility, (2) inhibition, (3) working memory and (4) processing speed, along with the ability to dual task in recreational athletes. [Participants and Methods] This was a cross-sectional study of (n=102) male and female participants, between the ages of 18–40 years of age across different levels and types of sport related physical activity. The International Physical Activity Questionnaire (IPAQ), short version, Dual Task Abilities (DTA) were measured utilizing a quantitative, dual task, gait test and Executive Function (EF) was measured through Stroop Color Word Test and Trail Making Test. [Results] Differences in EF and Dual Task-Interference (DTI) in recreational athletes did not show a significant difference between varying types of sport and level of sport related activity, with reported values high across all groups. Males reported better dual task interference abilities than females, though there were no significant differences in executive function between males and females. Executive function performance was the highest among the age group (18–24 years) population, but there were no significant differences between those in the higher age groups (25–34 years) and (35–40 years). [Conclusion] Overall, those participating in the study exhibited high prevalence of strong EF ability, regardless of sport activity type or level. This may suggest that type and level of sport activity may not be important when considering executive function performance maintenance for recreational athletes.

Psychosocial Functioning of Young Children Treated for Cancer: Findings From a Clinical Sample

Objectives: Many pediatric cancers are diagnosed in early childhood, a time of significant growth and development that lays the foundations for overall adjustment and functioning. The objective of this article was to characterize the psychosocial functioning of young children with cancer. Method: Data from a sample of young children with cancer ( N = 92) who completed a psychological evaluation that included the Behavior Assessment Scale for Children–second edition (BASC-2) parent report were abstracted from the medical record. Patients were primarily White (70.7%), male (54.3%), and 4.81 ± 0.89 years old at evaluation. Most were treated for brain tumors (64.1%). Results: Overall group means on each of the BASC-2 subscales were within normal limits, though significantly more patients than expected had elevated scores on the Internalizing and Behavioral Symptoms indexes. Patients who were on-treatment had higher mean overall Internalizing Problems scores, as well as greater Anxiety and Somatization scores, than those who were off-treatment (Wilks’s λ = 0.75, p < .001). Patients treated for brain tumors had lower mean Activities of Daily Living scores than those with other diagnoses ( F = 15.81, p < .001). Conclusions: Findings from this clinically referred sample indicate that while most young children with cancer are doing well psychosocially, approximately 20% to 30% demonstrated difficulties in at least one area. Findings support the need for monitoring of young children with cancer as well as appropriate intervention services.