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In this article, we present a curricular perspective that can be used to understand students’ focus on assessment in higher education. We propose that the degree of alignment between the objectives and assessment of the curriculum plays a crucial role in students’ motivation. In case of perfect alignment, all objectives have an equitable probability of being assessed. Thus, all learning contributes to performance equitably. Consequently, the motivation to perform and the motivation to learn should result in the same learning behaviour and performance. However, in reality, a certain degree of cognitive and operant misalignment of the assessment with the objectives is present. Hence, some objectives will not need to be mastered in order to pass certain assessments. Consequently, a distinction arises between assessed and unassessed learning, and only the assessed learning contributes to performance. Thus, the probability of performing well on assessments is higher when students focus their effort on the assessed learning only, instead of dividing their effort between the assessed and unassessed learning. Therefore, students who are motivated to perform have a motivation that fits in a misaligned curriculum. The article concludes with implications of this curricular fit perspective for assessment practices, as well as for motivational research.

Aim  This study investigated the reliability and validity of the Barry–Albright Dystonia Scale (BADS), the Burke–Fahn–Marsden Movement Scale (BFMMS), and the Unified Dystonia Rating Scale (UDRS) in patients with bilateral dystonic cerebral palsy (CP). Method  Three raters independently scored videotapes of 10 patients (five males, five females; mean age 13y 3mo, SD 5y 2mo, range 5–22y). One patient each was classified at levels I–IV in the Gross Motor Function Classification System and six patients were classified at level V. Reliability was measured by (1) intraclass correlation coefficient (ICC) for interrater reliability, (2) standard error of measurement (SEM) and smallest detectable difference (SDD), and (3) Cronbach’s alpha for internal consistency. Validity was assessed by Pearson’s correlations among the three scales used and by content analysis. Results  Moderate to good interrater reliability was found for total scores of the three scales (ICC: BADS=0.87; BFMMS=0.86; UDRS=0.79). However, many subitems showed low reliability, in particular for the UDRS. SEM and SDD were respectively 6.36% and 17.72% for the BADS, 9.88% and 27.39% for the BFMMS, and 8.89% and 24.63% for the UDRS. High internal consistency was found. Pearson’s correlations were high. Content validity showed insufficient accordance with the new CP definition and classification. Interpretation  Our results support the internal consistency and concurrent validity of the scales; however, taking into consideration the limitations in reliability, including the large SDD values and the content validity, further research on methods of assessment of dystonia is warranted.

Cohort-sequential latent growth modeling was used to analyze longitudinal data for children's externalizing behavior from four overlapping age cohorts (4, 5, 6, and 7 years at first assessment) measured at three annual time points. The data included mother and father ratings on the Child Behavior Checklist and the Five-Factor Personality Inventory and teacher ratings on the Hierarchical Personality Inventory for Children of 674 children of a proportional stratified general population sample. Results indicated a significant nonlinear decline in problem behavior from ages 4 to 9. Child benevolence was negatively related to initial levels of problem behavior. Higher scores on emotional stability in children corresponded to larger reductions of problem behavior over time. Parents' conscientiousness and emotional stability were negatively related to initial levels of externalizing problem behavior. At the age of 4 years, boys had higher initial scores than girls, but boys and girls followed a similar developmental trajectory.

Background: For elementary school-children with aggressive behaviour problems, there is a strong need for effective preventive interventions to interrupt the developmental trajectory towards more serious behaviour problems. Aim: The aim of this RCT-study was to evaluate a school-based individual tailor-made intervention (Stay Cool Kids), designed to reduce aggressive behaviour in selected children by enhancing cognitive behavioural skills. Method: The sample consisted of 48 schools, with 264 fourth-grade children selected by their teachers because of elevated levels of externalizing behaviour (TRF T-score > 60), randomly assigned to the intervention or no-intervention control condition. Results: The intervention was found to be effective in reducing reactive and proactive aggressive behaviour as reported by children, mothers, fathers or teachers, with effect sizes ranging from .11 to .32. Clinically relevant changes in teacher-rated externalizing behaviour were found: the intervention reduced behaviour problems to (sub) clinical or normative levels for significantly more children than the control condition. Some aspects of problems in social cognitive functioning were reduced and children showed more positive self-perception. Ethnic background and gender moderated intervention effects on child and teacher reported aggression and child response generation. Conclusions: The results of this study demonstrate the effectiveness on outcome behaviour and child cognitions of an individual tailor-made intervention across informants under real-world conditions.

Evidence exists that there is low agreement between multiple informants reporting on children's and adolescents' behavior problems. Few studies, however, focus on agreement between informants in specific age groups. This study examined correspondence and disagreement between mother, father, and teacher reports of problem behavior by analyzing CBCL and TRF data of 2 nonclinical samples of 5- to 6-year-old preschool children (N = 424). Findings indicated that interrater agreement was low to moderate. This was shown by the intercorrelations, the explained variance in regression analyses and the little overlap in the number of children rated as behaviorally disturbed by all 3 informants. Agreement between mother and father reports was highest, whereas agreement between mother and teacher reports was lowest. Disagreement between informants was highest for internalizing problems. Potential explanations for the lack of agreement are discussed. Guidelines are formulated to refine assessment and optimize clinical decision-making processes.[PUBLICATION ABSTRACT]

Background There is growing recognition of a syndrome of disturbed grief referred to as prolonged grief disorder (PGD). PGD is mostly studied in adults, but clinically significant PGD symptoms have also been observed in children and adolescents. Yet, to date no effective treatment for childhood PGD exists. The aims of this study are: (1) to investigate the effectiveness of Grief-Help , a nine-session cognitive-behavioural treatment for childhood PGD, combined with five sessions of parental counselling, immediately after the treatment and at three, six and twelve months follow-up; (2) to examine tentative mediators of the effects of Grief-Help, (i.e., maladaptive cognitions and behaviours and positive parenting), and (3) to determine whether demographic variables, child personality, as well as symptoms of PGD, anxiety, and depression in parents moderate the treatment effectiveness. Methods/Design We will conduct a Randomised Controlled Trial (RCT) in which 160 children and adolescents aged 8–18 years are randomly allocated to cognitive behavioural Grief-Help or to a supportive counselling intervention; both treatments are combined with five sessions of parental counselling. We will recruit participants from clinics for mental health in the Netherlands. The primary outcome measure will be the severity of Prolonged Grief Disorder symptoms according to the Inventory of Prolonged Grief for Children (IPG-C). Secondary outcomes will include PTSD, depression and parent-rated internalizing and externalizing problems. Mediators like positive parenting and maladaptive cognitions and behaviours will be identified. We will also examine possible moderators including demographic variables (e.g. time since loss, cause of death), psychopathology symptoms in parents (PGD, anxiety and depression) and child personality. Assessments will take place in both groups at baseline, after the treatment-phase and three, six and twelve months after the post-treatment assessment. Discussion We aim to contribute to the improvement of mental health care for children and adolescents suffering from loss. By comparing Grief-Help with supportive counselling , and by investigating mediators and moderators of its effectiveness we hope to provide new insights in the effects of interventions for bereaved children, and their mechanisms of change. Trial registration Netherlands Trial Register NTR3854

The interrelationships among achene weight, allocation to embryo and pericarp, and germination time were determined for 500 stratified achenes of tetraploid Aster pilosus Willd. var. pilosus. Only 52.6% of the achenes germinated. Germinated achenes were significantly heavier than ungerminated achenes. Germination time was independent of achene weight and embryo weight, but varied inversely with pericarp weight. Variable achene weight is evolutionarily advantageous. Heavy achenes are at an advantage in that their proportionately larger embryos and thinner pericarps facilitate germination, promoting competitive establishment of seedlings. Lighter achenes are also at an advantage through increased dispersibility, and their relatively thick pericarp provides a persistent seed bank. Evolutionary pressures presumably maintain the variability in achene weight of var. pilosus. These results are discussed in the context of the early midsuccessional ecology of var. pilosus.

Although the impact of parent characteristics and parenting practices on the development of behavioural problems in childhood is often recognised, only a few research programmes have assessed the unique contributions of negative parenting as well as the parent persolity characteristics in the same study. Using the Five Factor Model, we examined the extent to which mothers' and father's persolity characteristics were related to parenting and children's exterlising behaviour in a proportiol stratified sample of 599 nonclinical elementary school-aged children. Path alysis indicated that negative parenting practices and parents persolity characteristics operate together to predict children's exterlising problem behaviour. Consistent with past research (Patterson & Dishion, 1988; Patterson, Reid, & Dishion, 1992), parent persolity traits were indirectly related to children's exterlising problem behaviour. Their effect was mediated by negative parenting practices. But in addition and in contrast to Patterson's theoretical model, parent persolity traits also contributed directly to children's exterlising problem behaviour. For the mother data, as well as for the father data, the persolity dimensions Emotiol Stability and Conscientiousness were negatively and Autonomy was positively related to children's exterlising problem behaviours.