IntroductionThe potential of intra-individual cognitive variability (IICV) to predict incident mild cognitive impairment (MCI) or Alzheimer's disease (AD) was examined and compared to well-established neuroimaging and genetic predictors.MethodsIICV was estimated using four neuropsychological measures for n = 1324 Alzheimer's Disease Neuroimaging Initiative (ADNI) participants who were cognitively healthy or diagnosed with MCI at baseline. IICV was used to predict time to incident MCI or AD, and compared to hippocampal volume loss and APOE ε4 status via survival analysis.ResultsIn survival analyses, controlling for age, education, baseline diagonosis, and APOE ε4 status, likelihood ratio tests indicate that IICV is associated with time to cognitive status change in the full sample (P < .0001), and when the sample was restricted to individuals with MCI at baseline (P < .0001).DiscussionThese findings suggest IICV may be a low-cost, noninvasive alternative to traditional AD biomarkers.

Teachers who are in their first couple of years of teaching are vulnerable to leaving the profession at considerably high rates. Teacher retention rates are related to teachers' feelings of self-efficacy. This study examined the effect of the universal preventive intervention, the PAX Good Behavior Game (PAX GBG), on teachers' self-efficacy when delivered as professional development to practicing teachers. PAX GBG has demonstrated an effect on numerous student proximal and distal outcomes when implemented as classroombased prevention. However, the effects on teacher outcomes are less identified and researched as well as the reciprocal nature of teacher and student interactions during the implementation of a PAX GBG intervention. In this quasi-experimental design, practicing teachers reported significantly higher levels of self-efficacy after receiving training in PAX GBG suggesting the malleability of self-efficacy. The results were examined within the framework of the transactional model and demonstrate the need to further investigate teacher and student relationships and the related distal student outcomes as a result of increasing teacher self-efficacy.

This study examines the impact of delivering a universal preventive intervention topre-service early childhood teacher educator candidates. Multiple studies list classroom impacts of the PAX Good Behavior Gameon students' proximal and distal outcomes including decreased disruptive behaviors, decreased substance abuse, alcohol dependence, and tobacco use. However, little is known about the impact of PAX GBG on teachers. This randomized control study included a group of teacher candidates who received PAX GBG as part of their teacher education instruction and a control group that received traditional teacher education instruction. The results showed that the PAX group reported significantly higher levels of selfefficacy in all areas after the intervention andalso when compared to the control group.

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This article reports on the evaluation of a two-year alcohol, tobacco and other drug (ATOD) intervention, the Prevention through Alternative Learning Styles (PALS) program, targeting both teachers and middle-school students. Teachers are taught to recognize students' unique learning styles in the context of the ATOD curriculum and adapt the ATOD messages to these learning styles. The student curriculum consists of 5 topic areas with two lessons per topic area. Student goals include enhancing students' knowledge of the effects of ATOD, promoting students' use of refusal skills and decreasing students' intentions to use ATOD. The program was implemented in school dis-tricts in the greater Dayton Ohio area. Support was found for the intervention's overall effectiveness in both years, with statistically significant improvements demonstrated by the students who participated in the PALS program. Students had an increase in their knowledge of ATOD topic areas and a decrease in their intentions to use ATOD.