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Practitioners working with children diagnosed with cancer in the school environment must consider several facets in order to effectively work with the child and family. The remission rate for children with cancer is relatively high, so one must consider whether the child is anticipating treatment, actively in treatment, or posttreatment when one thinks about the potential stressors and cognitive impacts of cancer on the child's education. This article focuses on facts associated with childhood cancer that are relevant to school-based practitioners, common stressors for children and adolescents with a personal cancer diagnosis in their lives, research-based interventions, and accommodations and modifications to consider. © 2016, © 2016 International School Psychology Association.
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Asthma is a common, chronic respiratory disease that can be costly to both society and the individual. In addition to increased absenteeism, children with asthma may also be at a greater risk for developing comorbid anxiety and depression. Various complementary psychological treatments have been effective at reducing both asthmatic symptoms and psychological distress. Although the research in the area of mind-body treatments as it pertains specifically to persons with asthma is still developing, this article will describe several promising alternative treatment methods, many of which have already been, or could be easily be applied for use in a school setting. © 2016, © 2016 International School Psychology Association.
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This study investigated developmental gender differences in mathematics achievement, using the child and adolescent portion (ages 6-19 years) of the Kaufman Test of Educational Achievement-Third Edition (KTEA-3). Participants were divided into two age categories: 6 to 11 and 12 to 19. Error categories within the Math Concepts & Applications and Math Computation subtests of the KTEA-3 were factor analyzed and revealed five error factors. Multiple ANOVA of the error factor scores showed that, across both age categories, female and male mean scores were not significantly different across four error factors: math calculation, geometric concepts, basic math concepts, and addition. They were significantly different on the complex math problems error factor, with males performing better at the p ¡ .05 significance level for the 6 to 11 age group and at the p ¡ .001 significance level for the 12 to 19 age group. Implications in light of gender stereotype threat are discussed.
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