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Sources of variation in security of attachment and the effects of early institutionalization on the development of attachment were investigated in 124 adoptive families. Participants included 124 children adopted from Eastern European orphanages and their parents. The quality of their attachment relationships varied significantly, depending, in part, on characteristics of both the child and the parent. Specifically, low-secure children had more atypical behavior problems, more developmental delays, and parents who reported significantly more parenting stress than children classified as midsecure and high secure. Regression analysis revealed that the detached and hypersensitive/active behavior ratings, along with the present number of developmental delays, predicted significant amounts of variance associated with security of attachment. Children's security of attachment scores were not associated with any aspect of their institutional environment but were related to particular child and family characteristics.

Sources of variation in parents' assessment of parental stress and the effects of early institutionalization were investigated. Participants included 109 mother‐father pairs who adopted children from Eastern Europe. Significant differences between mothers and fathers were obtained on child‐ and parent‐related stress. The direction and magnitude of the differences between parents varied by the individual scale. Results indicated that children's behavior problems were highly associated with parenting stress for both mothers and fathers.

While virtual technology for training in the simulation field has a long history in medicine, aviation, and the military, the application of similar emerging and innovative technologies in teacher preparation and education has been limited. TLE TeachLive™ (Teaching Learning Environment, Teaching in a Virtual Environment) [TLE] is an inventive mixed-reality environment (the blending of real and synthetic content) where prospective teachers can interact with a group of virtual students. The purpose of the virtual teaching environment of TLE is to strengthen teacher recruitment, preparation, and retention in education by allowing teachers to improve their skills with virtual students, providing a more constructive and ethical approach to learning the art of teaching. The protected environment allows pre-service teachers to utilize their emergent knowledge of behavior, diversity, and effective instruction in a flexible and safe practice environment. In this simulated environment, permission does not have to be gained to work with actual children and they are not exposed to missteps on the part of novice teachers as the teachers learn to refine their instructional techniques. This study investigated pre-service teachers' use of differential reinforcement of incompatible behavior, a set of behavior management strategies, in a simulated classroom. Results indicated that the majority of participants evidenced an increase in the use of these strategies to enhance student engagement in the classroom.