Objective: This study examined the relationships between psychological factors and enuresis in a population of children placed in foster care in New York State. Method: Participants included 228 children (55% female, 45% male; 64% Black, 19% Hispanic/Latino, 7% White, 1% Asian, 3% multiracial) who were recently placed in care and had obtained an intake and psychological and/or psychiatric evaluation at the time of placement, which included foster parent or caregiver report about enuresis concerns at the time of assessment. This study conducted a review of those for whom enuresis concerns were identified and examined the prevalence of social-emotional concerns among this group when compared with the nonenuresis sample and the general population. Results: The results showed that children in this foster care sample experience enuresis at a higher rate than children in the general population. Participants with enuresis tended to score lower on measures of adaptive and socialization skills and higher on measures of anxiety, depression, and posttraumatic stress. Conclusions: The findings have implications for treatment, which should include both behavioral and psychological interventions. Limitations, including self-reporting of enuresis and sample convenience, are discussed. Clinical Impact Statement The study suggests that children in foster care experience bedwetting at a much higher rate that children in the general population. In addition, children in foster care who experience bed-wetting also present with greater psychological concerns, including anxiety and depression, when compared with other children in foster care. Whereas bedwetting interventions often focus on behavioral strategies, such as bed alarms or limiting fluid intake before bedtime, these findings highlight the importance of both behavioral and psychological interventions for the most optimal outcomes, especially for children in foster care.

Although the conventional wisdom is that “earlier is better” when it comes to intervention for children with ASD, it is not clear what evidence exists to support this notion. This review examined a group of studies that addressed outcomes for young children with ASD who started early intervention at a range of ages. The review was selective by including only papers that examined the age of initiation of treatment as well as baseline cognitive, language, or adaptive level and, in addition, employed a method to control for the covariance between early ability level and age of beginning intervention. Fourteen studies were identified and then compared on methods and outcomes. The support for “earlier is better” was mixed, but it was clear that complex relationships among predictor variables need to be explored in order to understand the role of age of starting early intervention for later outcomes.

Although most students regularly complete homework, the extent to which race and gender influence teacher perceptions of homework performance has been largely unstudied. However, individual characteristics, such as race and gender, have been shown to meaningfully influence many aspects of students’ educational experiences and outcomes, and it is plausible that race and gender differences may exist in teacher perceptions of homework performance. This study used analysis of variance (ANOVA) to examine student gender and race differences in teacher ratings of three dimensions of homework performance (student competence, parent support, and homework completion). Findings indicated that teachers rated girls and White students as having greater homework competence (ability to complete homework assignments) than boys and racial minority (Black and Latino) students. No significant race or gender differences in teacher ratings of parent support for homework or in rates of homework completion were found. The examination of race and gender differences in homework performance has the potential to contribute to our understanding of race and gender gaps in academic achievement. As such, replication and further study of these differences are warranted.