The Level of Service Inventory—Revised (LSI-R) is an actuarially derived risk assessment instrument with a demonstrated reputation and record of supportive research. It has shown predictive validity on several offender populations. Although a significant literature has emerged on the validity and use of the LSI-R, no research has specifically examined change scores or the dynamics of reassessment and its importance with respect to case management. Flores, Lowenkamp, Holsinger, and Latessa and Lowenkamp and Bechtel, among others, specifically identify the importance and need to examine LSI-R reassessment scores. The present study uses a sample of parolees ( N = 179) from various community corrections programs that were administered the LSI-R at two different times. Results indicate that both mean composite and subcomponent LSI-R scores statistically significantly decreased between Time 1 and Time 2. The practical, theoretical, and policy implications of these results are discussed.

The cultural value of respeto (respect) is central to Latine parenting. Yet, how respeto manifests in the interactions of Latine parents and their young children remains unexamined. Low‐income Mexican immigrant Spanish‐speaking mothers and their 2.5‐year‐old toddlers (N = 128) were video‐recorded during play (Mage = 30.2 months, SD = 0.52), and two culturally informed items of respeto were coded: parent calm authority and child affiliative obedience. Respeto related to standard ratings of mother and child interactions (e.g., maternal sensitivity and child engagement) but also captured unique features of parent–child interactions. Respeto related to mothers' and toddlers' language production and discourse during the interaction, and explained unique variance in language variables above standard ratings of mother–child interaction. This is the first effort to document a culturally salient aspect of dyadic interaction in Mexican immigrant mothers and young children and to show that respeto relates to language use during mother–child interactions.

This study examined the development of emerging self-regulation (SR) skills across the preschool years and relations to academic achievement in kindergarten and first grade. SR skills of 403 low-income African American and Latino children were measured at 2&1/2, 3&1/2, and 5 years (kindergarten). Reading and math skills were measured at 5 and 6 years (first grade) using the Woodcock-Johnson. Transactional relations between SR skills and achievement outcomes were estimated with latent difference score models. Increases in set shifting predicted prospective increases in reading, but not math scores. Increases in simple response inhibition predicted prospective increases in math, but not reading scores. Application of these findings to early intervention programming and needed supports for school readiness and achievement are discussed.

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