bluuebunny/crossref_metadata_2025 huggingface dataset:
Mnemonic Strategy Instruction in Inclusive Secondary Social Studies Classes
Authors: Fontana Judith L. , Scruggs Thomas , Mastropieri Margo A.
Published: May 2008

A B S T R A C T Fifty-nine students enrolled in 4 inclusive world history classes in a suburban high school participated in a within-participants research design to compare the relative effects of mnemonic strategies and direct instruction on academic performance. Regularly assigned high school teachers delivered instruction during history class periods. Keywords with interactive illustrations were alternated with direct instruction procedures to teach 2 units of world history to students in Grades 10 and 11 over a 4-week period. The results revealed no significant differences by condition or group on immediate unit tests. On the cumulative delayed recall tests, however, differences were observed by condition and group. An obtained interaction effect revealed that students for whom English was a second language scored significantly higher in the mnemonic condition, whereas no differences were observed for first-language English, general education students, or students with learning disabilities. Analysis of strategy use data revealed that students employed appropriate strategies, and observational data confirmed that student time on task was higher in the mnemonic condition. Survey data revealed general overall satisfaction with mnemonic strategies on the part of teachers and students. Implications for further research and practice are discussed.
Views of Inclusion
Authors: Yssel Nina , Engelbrecht Petra , Oswald Marietjie Magdalena , Eloff Irma , Swart Estelle
Published: May 2008

A B S T R A C T Parent participation is considered to be a vital component in the education of students with disabilities. Parents' roles in pivotal changes in special education—specifically, inclusion—are acknowledged, and their rights are protected in special education law. However, their perspectives are not always understood or considered in the decision-making process. In this study, parents of children with disabilities in South Africa and in a midwestern state of the United States participated in focus group discussions regarding inclusive education. The results indicated that parent perceptions, experiences, and barriers to effective family—school partnerships and parent advocacy were remarkably similar on the two continents. Implications and recommendations for preservice teacher education are discussed.
A Case for Adding a Social—Behavioral Standard to Standards-Based Education With Schoolwide Positive Behavior Support as Its Basis
Authors: Sailor Wayne , Stowe Matthew J. , Rutherford Turnbull H. , Kleinhammer-Tramill P. Jeannie
Published: May 2008

A B S T R A C T There is a growing recognition of the importance and effectiveness of instruction not only in academics but also in social and character development. This new understanding has provided the impetus for reforming how schools address behavior and discipline to foster an environment that facilitates learning. Attention to standards-based education, though currently focused exclusively on academic learning, provides a tried and tested conceptual approach to student achievement that can be used to adopt a social and behavioral standard for holding schools accountable for providing an environment that facilitates learning. Efforts to align special and general education systems provide a context in which a social—behavioral standard and its indicators can be addressed. Instruction and assessments that encompass the individualized approach of special education as well as the school improvement and accountability approach of standards-based education can then be referenced against new social— behavioral standards and indicators. This article analyzes current policy and recommends schoolwide positive behavior support (SWPBS) as a specific strategy to form the basis for such standards. SWPBS provides an empirically validated means for integrating essential social—behavioral development pedagogy into current curricular and instructional efforts to produce higher academic achievement for all students.
Providing Special Education in the Juvenile Justice System
Authors: Rowand Robinson T. , Rapport Mary Jane K.
Published: May 2008

According to the Individuals with Disabilities Education Act of 1990, all students are entitled to a free and appropriate public education, including incarcerated youth with disabilities. Based on legal research, we discuss pertinent issues integral to providing appropriate educational services to incarcerated youth as addressed by the courts and education professionals. We address (a) prevalence rates of disabilities among juvenile delinquent populations, (b) problems facing correctional facility personnel in providing special education services to inmates with disabilities, (c) recent developments in case law regarding the implementation of special educational services for juveniles in correctional facilities, and (d) recommendations for facilitating special education programming in correctional institutions.
Teaching Middle School Students with Learning Disabilities to Solve Word Problems Using a Schema-Based Approach
Authors: Jitendra Asha K. , Hoff Kathryn , Beck Michelle M.
Published: May 2008

The present study investigated the effectiveness of a schema strategy on the mathematical word-problem-solving performance of 4 sixth- and seventh-grade students (2 girls, 2 boys) with learning disabilities. A multiple-baseline design across students and across two behaviors was used. Results indicated that the schema strategy led to an increase in word-problem-solving performance for all 4 students. Further, these results were maintained at a 2 and 4 weeks follow-up, and all 4 students' performance on two-step word problems (M = 86% correct) at the end of the study surpassed that of the normative sample (M = 54% correct). Student treatment acceptability ratings revealed that the strategy was helpful in solving word problems.
What Do Pupils with Disabilities Have to Say About Their Experience in High School?
Authors: Lovitt Thomas C. , Plavins Maris , Cushing Suzanne
Published: May 2008

The data reported here were obtained as part of a large 3-year study to assay the curricular offerings and related instructional matters available for high school youth with disabilities. Data were gathered from general and special education teachers, special education administrators, principals, counselors, paraeducators, pupils with and without disabilities, and their parents. The youth attended five representative public schools and one private school in Washington State. This study focuses only on data obtained from the youth. We interviewed 54 and surveyed 231 youth with disabilities and studied the class schedules of 345 others. We also interviewed 3 and surveyed 10 students without disabilities who served as peer tutors in one school. Data from all those sources were summarized in the form of 10 research questions. Two major themes that emerged from this study are discussed. Moreover, we include a list of recommendations for teachers and parents who serve youth with disabilities.
School Dropout From the Perspective of Former Students
Authors: Kortering Larry J. , Braziel Patricia M.
Published: May 2008

Forty-four dropout youth with learning disabilities, behavior disorders, or mild mental retardation participated in an interview that included questions about school dropout. We categorized responses and identified key themes. Dominant themes were the need for teachers and administrators to change their attitude toward and treatment of these youth and the need for the youth themselves to change their attitude and behavior. Other themes included the need for more support from teachers, for changes in attendance and discipline policies, for better textbooks, and for a change in the way certain courses are taught.
The Fairness of Report Card Grading Adaptations
Authors: Bursuck William D. , Munk Dennis D. , Olson Mary M.
Published: May 2008

As more and more students with learning disabilities are being included in general education classes, concerns have arisen in regard to the low grades that these students are likely to receive. Although there is some evidence to suggest that teacher adaptations of grades are helpful, the extent to which teachers implement grading adaptations may be influenced at least in part by the teachers' perceived acceptability of the adaptations. One factor that may influence perceived teacher acceptability is student perceptions. Teachers may be unlikely to use adaptations that are perceived as negative by their students. The purpose of this study was to (a) assess high school students' perceptions of the fairness of grading adaptations, (b) identify factors (e.g., achievement level) that may influence perceptions of fairness, and (c) identify practices deemed most fair and acceptable to students with and without learning disabilities. This purpose was met by surveying and interviewing high school students with and without learning disabilities. The results of the surveys and interviews as well as their implications for grading students with learning disabilities in general education classes are discussed.
Consumer Reports
Authors: Habel John , Bloom Lisa A. , Ray Marissa S. , Bacon Ellen
Published: May 2008

The purpose of this study was to describe how one group of consumers of special education services—students with or at risk for behavior disorders—experienced school. We present the perspective of these students within the social constructivist framework represented by the circle of courage, a holistic approach to childrearing and community building based on traditional Native American philosophy. Seventeen students with or at risk for behavior disorders participated in semiformal small-group or individual interviews. Thematic analysis of the interview data yielded the following three categories representative of the students' experiences with respect to the four spirits of the circle of courage: (a) the students' view of themselves with respect to each of the spirits, (b) the students' perspective about school experiences that encourage each of the spirits, and (c) the students' perspective about school experiences that discourage each of the spirits. To reflect the richness and coherence of the students' accounts, results are presented using direct quotes and discussed within the context of current research in behavior disorders.
Parents' Perceptions of the Factors Essential for Integrated Physical Education Programs
Authors: Downing John H. , Rebollo Joanne
Published: May 2008

Since the passage of the Education for All Handicapped Children Act in 1975, problems remain regarding appropriate placement of children into least restrictive learning environments in physical education. Many educational placements are ineffective for reasons that have little relationship to the children's abilities, and this has resulted in an ongoing need to seek alternative methods of assessing children for appropriate class placements. Parents have always been involved in this decision-making process. As advocacy and training programs have increased their effectiveness as resource personnel, parents' roles in the education process have broadened. Because of parents' enhanced capabilities as support personnel, and the crucial roles they play in their children's educational programs, this study investigated parents' perspectives regarding the factors essential for placement of children with disabilities into integrated physical education programs. Seventy-five parents completed a 21-item survey to determine factors essential for integrated physical education programs. Results suggested that class size, program support, physical and communicative skills, health status, and motivation were prerequisites of an effectively integrated program.
High Versus Low Implementation of Instructional Support Teams
Authors: Kovaleski Joseph F. , Gickling Edward E. , Morrow Henry , Swank Paul R.
Published: May 2008

In 1990, the Commonwealth of Pennsylvania implemented a statewide instructional support team (IST) process to provide prereferral assessment and intervention for at-risk students in 500 school districts. The current study examined the academic performance of students affected by this process as contrasted with other at-risk students who did not have access to it. The dependent measures were academic learning time (time on task, task completion, and task comprehension). The results indicated that students supported by ISTs had greater levels of academic performance only when their schools implemented the IST process to a high degree. Low IST implementation produced no differences in academic performance in schools that had not implemented IST. The importance of implementing a promising program according to critical design features is discussed.
Kindergarten Teachers' Perceptions of Instructing Students with Disabilities
Authors: Vaughn Sharon , Reiss Meryl , Rothlein Liz , Tejero Hughes Marie
Published: May 2008

This investigation determined the perceptions of kindergarten teachers about the desirability and feasibility of practices identified to enhance outcomes for children with disabilities as they make the transition from their prekindergarten programs to kindergarten. Thirty-one kindergarten teachers participated by completing the 28-item, Likert-type (1 = low, 5 = high) Adaptations for Kindergarten Children with Disabilities questionnaire and responding to two open-ended questions. Applying the Wilcoxon signed ranks two-tailed test, it was shown that, with the exception of one item (maintain portfolios), there were statistically significant differences between teachers' views of the desirability of implementing each practice and the feasibility of implementation. Furthermore, the median scores for desirability of implementation were less than 5 for only two items, while most of the ratings for feasibility received median scores lower than 5. Responses to open-ended questions revealed that the majority of teachers did not perceive that they were adequately prepared to teach children with disabilities, yet most teachers indicated that they were somewhat confident that they could make instructional adaptations for children with special needs.
The Principal and the Professor
Authors: Fuchs Douglas
Published: May 2008

The following account is true in its essentials. However, because I have disguised the characters and setting, created dialogue out of whole cloth, and based many attributions on guesswork, I am more comfortable describing this story as fiction based on fact.
Self-Perceived Competence of Secondary School Principals to Serve As School Leaders in Collaborative-Based Educational Delivery Systems
Authors: Foley Regina M. , Lewis Julia A.
Published: May 2008

Collaboration appears to be an increasingly important component in the design and delivery of school and community-based services. However, few data are available to describe the leadership skills of school administrators of collaborative-based programs serving students with and without disabilities. The purpose of this study was to describe the self-perceived competence of secondary school principals to function as leaders in collaborative-based systems and to identify factors contributing to their leadership skills. A national sample of secondary school principals was asked to rate their level of competence to serve as leaders of collaborative-based programs. The results indicated that principals view their leadership skills for guiding collaborative-based programs to be within the average range. The three significant predictors of secondary school principals' self-perceived competence in collaboration were number of clock hours of non-credit-generating professional development activities, academic degrees, and number of years teaching in general education. Implications for research and practice are discussed.
Analyzing Beginning Reading Programs
Authors: Stein Marcy , Johnson Barbara , Gutlohn Linda
Published: May 2008

This article bridges the gap between research and practice in beginning reading instruction by applying research-based evaluation criteria in a systematic analysis of recently published curriculum materials. Through a review of research on beginning reading instruction, the authors derived two instructional features characteristic of effective reading programs: explicit phonics instruction and a strong relationship between that phonics instruction and the words of the text selections in student reading materials. This article describes a curriculum analysis of several commercially published first-grade basal reading programs, which reveals significant discrepancies between the instructional strategies supported by the literature and the strategies endorsed by many basal reading programs; cautions are included. The authors conclude with recommendations for educators involved in evaluating, selecting, and modifying beginning reading curriculum materials.
Teaching Money Skills to Individuals with Mental Retardation
Authors: Browder Diane M. , Grasso Edward
Published: May 2008

A review of the research literature was conducted for all studies that taught money skills or the use of money to individuals with mental retardation. From this review, 43 studies were identified that provided instruction for individuals with mild, moderate, or severe mental retardation. Most studies taught money skills in the context of making purchases or classroom instruction on money computation. From this research synthesis, guidelines are offered for research and practice.
Effects of Peer-Assisted Learning Strategies on High School Students with Serious Reading Problems
Authors: Fuchs Lynn S. , Fuchs Douglas , Kazdan Sarah
Published: May 2008

This study examined the effects of peer-assisted learning strategies (PALS) on students' literacy development and beliefs about reading, when PALS is implemented with secondary-level students in remedial and special education classes. Teachers were assigned to PALS ( n = 9 classes) and contrast ( n = 9 classes) treatments. Teachers implemented PALS with their entire classes five times every 2 weeks, for 16 weeks. To designate research participants for outcome measurement, teachers identified all students whose reading instructional levels were Grades 2 through 6. Reading comprehension and fluency were measured before and after treatment; beliefs were indexed after treatment. Analyses of variance indicated that, compared to contrast counterparts, PALS students grew more on reading comprehension and reported more positive beliefs about working hard to improve reading. However, PALS and contrast students grew comparably on reading fluency and reported similar beliefs about being and wanting to become better readers. Implications are discussed for developing effective forms of peer-mediated instruction for use in high school remedial and special education classes.
Vygotsky's Vision
Authors: Gindis Boris
Published: May 2008

Lev S. Vygotsky formulated a unique theoretical framework for perhaps the most comprehensive, inclusive, and humane practice of special education in the 20th century. The following topics germane to contemporary special education are discussed: the application of Vygotsky's Cultural-Historical Activity Theory to the domain of special education; Vygotsky's views on the nature of handicapping conditions in children; the principles of psycho-educational evaluation of the disabled; the issue of compensation, rehabilitation, and education of children with sensory and cognitive impairments; and the concept of inclusion as a prospect for development in special education. This article includes some discussion on international experiences by scientists/practitioners working within Vygotsky's paradigm of special education. It is suggested that Vygotsky's socially, culturally, and developmentally oriented scientific legacy has the potential to unify, restructure, and promote special and remedial education as a science, profession, and social institution.
Vygotsky's Methodological Contribution to Sociocultural Theory
Authors: Mahn Holbrook
Published: May 2008

Educators internationally including those working with children with exceptionalities, are recognizing the importance of sociocultural theory and the role played by Lev S. Vygotsky. This article introduces some of his major contributions through an examination of his methodological approach, which differs from traditional Western approaches in a number of ways. Vygotsky used a dialectical approach to analyze the way that symbol and tool use among early humans led to more complex social interactions and to the development of human consciousness. His investigations provide a methodological approach and a theoretical foundation for understanding the unique developmental paths of children with special needs, and they suggest pedagogical approaches designed to meet these special needs.
Learning From the Stories of Culturally and Linguistically Diverse Families and Communities
Authors: Sánchez Svlvia Y.
Published: May 2008

This article explores the literature that supports the use of family stories to help special educators better understand the sociohistorical reality and ways of thinking of diverse families and communities. Also developed in this article is the idea that for practitioners working with families from disenfranchised communities, the gathering of family and community stories may be the only vehicle to give them an insider's perspective and give voice to the unheard stories of voiceless communities. Examples from the work of student interns provide evidence for the seven key dispositions necessary for special educators using family stories.
A Content Analysis of State Education Agencies' Policies/Position Statements on Inclusion
Authors: Garrick Duhaney Laurel M.
Published: May 2008

In keeping with the inclusive reform movement, several state education departments have adopted policies/position statements on inclusion. Despite the existence of these policies/ position statements, no studies have been found that have examined their content and characteristics. In light of the potential impact of state education agencies' policies/position statements on inclusive education practices in schools, this study was designed to examine their content and characteristics. Seventeen state education agencies were found to have adopted official policies/position statements on inclusion. Results of the investigation revealed that the state education agencies' policies/position statements on inclusion address a number of factors, including considerations concerning the meaning of the term inclusion, the philosophy of inclusion, laws and court decisions pertaining to inclusion, instructional issues, assessment issues, personnel issues, and placement issues. Implications and limitations of the study are discussed.
Correlation of Cholestasis With Serum Copper and Whole‐Blood Manganese Levels in Pediatric Patients
Authors: McMillan Nancy B. , Mulroy Cecilia , MacKay Mark W. , McDonald Catherine M. , Jackson W. Daniel
Published: May 2008

Many institutions reduce or eliminate copper (Cu) and manganese (Mn) in parenteral nutrition (PN) solutions when cholestasis develops. Little data exist to support this practice. Fifty‐four subjects with known serum Cu, whole‐blood Mn, and serum‐conjugated bilirubin levels were evaluated in this prospective, observational study. Subjects ranged in weight from 760 g to 65.2 kg. Subjects weighing <25 kg received a daily parenteral dose of 20μ g/kg Cu and 5 μg/kg Mn. Subjects weighing ≥25 kg received a dose of 500 μg/d Cu and 150 μg/d Mn. Cholestasis was defined as a conjugated bilirubin level ≥2 mg/dL. Of the 54 subjects, 20 had cholestasis. Fifteen patients had elevated Cu levels, and 21 had high Mn levels. Seven of the subjects had both high Cu and high Mn levels. The regression model comparing cholestasis as a predictor of high, low, or normal Cu level was not significant (P = .9588). Cholestasis was not a significant predictor of high, low, or normal Mn levels (P = .6533). No correlation between Cu and Mn levels was found. The authors found no significant relationship between conjugated serum bilirubin levels ≥2.0 mg/dL, serum Cu, and whole‐blood Mn levels. They found insufficient evidence to support the practice of dosing Mn from a Cu level or vice versa. They recommend obtaining Cu and Mn levels on all pediatric patients who develop cholestasis prior to adjusting parenteral doses and at regular intervals for all long‐term PN patients.
Magnesium in Hypertension, Cardiovascular Disease, Metabolic Syndrome, and Other Conditions: A Review
Authors: Champagne Catherine M.
Published: May 2008

Magnesium plays a role in a number of chronic, disease‐related conditions. This article reviews current pertinent literature on magnesium, focusing on hypertension and cardiovascular diseases and implications for relationships with diabetes and metabolic syndrome. A major role for magnesium is in the regulation of blood pressure. While data are not entirely consistent, it does appear that an inverse relationship between magnesium intake and blood pressure is strongest for magnesium obtained from food rather than that obtained via supplements. Hypertension associated with preeclampsia appears to be alleviated when magnesium is administered; in addition, women with adequate intakes of magnesium are less likely to be affected by preeclampsia than those with an inadequate intake. A role for magnesium in other cardiovascular diseases has been noted in that increased magnesium intake may improve serum lipid profiles. Dietary magnesium is also recommended to aid in the prevention of stroke and is important for skeletal growth and development. Magnesium may also play a role in the development of diabetes mellitus, obesity, and metabolic syndrome. There are data from some studies, such as the DASH and PREMIER studies, that suggest that lifestyle changes (including adequate magnesium intake) can benefit blood pressure control, promote weight loss, and improve chronic disease risk.
Diagnosis and Treatment of Simple Acid‐Base Disorders
Authors: Ayers Phil , Warrington Laurie
Published: May 2008

The ability to diagnose and treat acid‐base disorders is an important component in the practice of the nutrition support clinician. A complete understanding of the basic principles of metabolic and respiratory disorders allows the practitioner to formulate educated decisions regarding fluids, parenteral nutrition salts, and the management of electrolytes. This review will discuss the diagnosis and treatment of common metabolic and respiratory disorders encountered in nutrition support practice.
Hormesis and toxic torts
Authors: Marchant Gary E
Published: May 2008

Policy implementation of hormesis has to date focused on regulatory applications. Toxic-tort litigation may provide an alternative policy venue for real-world applications of hormesis. Businesses and government entities, who are sued by individuals claiming to have been injured by exposure to very low levels of toxic substances may defend those cases by deploying hormesis to argue that such exposures were unlikely to be harmful. The threshold issue in using hormesis in toxic-tort defense is whether such evidence will be admissible under applicable standards for scientific evidence, which will likely turn on whether hormesis is deemed to be `generally accepted' in the relevant scientific community. Given the relatively novel status of hormesis, its admissibility will likely be a close call, but is likely to be held admissible in favorable circumstances. If admissible, hormesis is likely to receive a fairer and more even-handed consideration than in regulatory decisions, where regulatory agencies are bound by policy-based default assumptions that limit their receptivity to new concepts such as hormesis. The perception of hormesis by juries will likely be the critical factor for determining the utility of hormesis in toxic-tort litigation, and this perception is likely to be affected by the presentation and circumstances in the individual case.
Species-specific differences in coumarin-induced hepatotoxicity as an example toxicogenomics-based approach to assessing risk of toxicity to humans
Authors: Uehara T , Kiyosawa N , Shimizu T , Omura K , Hirode M , Imazawa T , Mizukawa Y , Ono A , Miyagishima T , Nagao T , Urushidani T
Published: May 2008

One expected result from toxicogenomics technology is to overcome the barrier because of species-specific differences in prediction of clinical toxicity using animals. The present study serves as a model case to test if the well-known species-specific difference in the toxicity of coumarin could be elucidated using comprehensive gene expression data from rat in-vivo, rat in-vitro, and human in-vitro systems. Coumarin 150 mg/kg produced obvious pathological changes in the liver of rats after repeated administration for 7 days or more. Moreover, 24 h after a single dose, we observed minor and transient morphological changes, suggesting that some early events leading to hepatic injury occur soon after coumarin is administered to rats. Comprehensive gene expression changes were analyzed using an Affymetrix GeneChip®approach, and differentially expressed probe sets were statistically extracted. The changes in expression of the selected probe sets were further examined in primary cultured rat hepatocytes exposed to coumarin, and differentially expressed probe sets common to the in-vivo and in-vitro datasets were selected for further study. These contained many genes related to glutathione metabolism and the oxidative stress response. To incorporate human data, human hepatocyte cultured cells were exposed to coumarin and changes in expression of the bridging gene set were examined. In total, we identified 14 up-regulated and 11 down-regulated probe sets representing rat–human bridging genes. The overall responsiveness of these genes to coumarin was much higher in rats than humans, consistent with the reported species difference in coumarin toxicity. Next, we examined changes in expression of the rat–human bridging genes in cultured rat and human hepatocytes treated with another hepatotoxicant, diclofenac sodium, for which hepatotoxicity does not differ between the species. Both rat and human hepatocytes responded to the marker genes to the same extent when the same concentrations of diclofenac sodium were exposed. We conclude that toxicogenomics-based approaches show promise for overcoming species-specific differences that create a bottleneck in analysis of the toxicity of potential therapeutic treatments.
Regulation of oxidative stress–mediated apoptosis by diallyl sulfide in DMBA-exposed Swiss mice
Authors: Prasad S , Kalra N , Srivastava S , Shukla Y
Published: May 2008

Diallyl sulfide, a sulfur-containing volatile compound present in garlic ( Allium sativum), exerts anticarcinogenic activity in various rodent tumor models. In the present study, apoptosis-inhibiting effects of diallyl sulfide against a carcinogenic polycyclic aromatic hydrocarbon, 7,12-dimethyl benz(a)anthracene (DMBA), in Swiss albino mice were observed. The animals were given either 250 μg/mouse or 500 μg/mouse of diallyl sulfide for 1 week after a single intragastric dose of 7,12-dimethyl benz(a)anthracene (50 mg/kg body weight). Results showed that diallyl sulfide supplementation effectively protects against 7,12-dimethyl benz(a)anthracene—induced oxidative stress, characterized by restored antioxidant enzyme levels (up to 64%) and lipid peroxidation (up to 25%). Flow cytometric analysis showed a reduction in apoptotic cell population in hypodiploid region in diallyl sulfide–supplemented animals. Inhibition of apoptosis was preceded by decrease in reactive oxygen species levels and restoration of mitochondrial transmembrane potential followed by decreased DNA fragmentation. In 7,12-dimethyl benz(a)anthracene–exposed animals, downregulation (~30%) of antiapoptotic Bcl-2 and upregulation (~60%) of pro-apoptotic Bax proteins were observed. These alterations were restored significantly by diallyl sulfide supplementation, indicating inhibition of apoptosis. Thus, these results show that diallyl sulfide provides protection against oxidative damage induced by 7,12-dimethyl benz(a)anthracene in mouse liver and may be an effective chemopreventive and therapeutic agent by modulating expression of cell-growth regulatory proteins.
The managed immune system: protecting the womb to delay the tomb
Authors: Dietert Rodney R , Piepenbrink Michael S
Published: May 2008

The developing immune system serves as a novel target for disruption by environmental chemicals and drugs, and one that can significantly influence later-life health risks. Specific immune maturational events occur during critical windows of pre- and early postnatal development that are not effectively modeled using adult exposure-assessment or general developmental toxicity screens. The range of postnatal health risks linked to developmental immunotoxicity (DIT) is influenced, in part, by the natural progression of prenatal-neonatal development. In this progression, the pregnancy itself imposes a Th2-bias in utero, and this produces a delay in the acquisition of Th1 functional capacity in the newborn. The status of Th1 regulatory and Th17 populations may also be important in immune function/dysfunction considerations. The necessary shift from a Th2 preferred capacity in late gestation to a more balance functional capacity in the neonate can be disrupted by xenobiotics leaving the child with increased vulnerability to a range of potential diseases. Knowledge of environmental factors that facilitate effective immune functional maturation as well as those xenobiotics capable of disrupting the process is important in strategies to reduce the incidence of diseases such as childhood asthma. Because hormesis has been shown to be an important factor in modulation of the adult immune system, it becomes even more important to understand potentially opposing dose-response effects for the immune system of the fetus, neonate, and juvenile. The direct linkage between immune dysfunction and chronic disease has become abundantly apparent in recent years. Therefore, a more comprehensive and effective approach for the protection of the developing immune system can help to reduce the incidence of later-life chronic diseases.
Gender and Ethnic Differences in ADHD as Assessed by Behavior Ratings
Authors: Reid Robert , Riccio Cynthia A. , Kessler Robert H. , Dupaul George J. , Power Thomas J. , Anastopoulos Arthur D. , Rogers-Adkinson Diana , Noll Mary-Beth
Published: May 2008

Attention-deficit/hyperactivity disorder (ADHD) is a common childhood disorder. Research suggests that ADHD is 4 to 9 times more frequent in males than females, and the possibility of underidentification in females and overidentification in males has been suggested as an explanation for these statistics.As part of the diagnostic process, teachers are frequently asked to complete behavior rating scales. There is a lack of empirical data concerning the extent to which gender differences are evident on such rating scales. This study investigated the use of the ADHD-IV Rating Scale-School Version, with male and female students from ages 5 to 18 years. Results suggest that the ADHD construct is consistent across gender; however, there are differences across gender and ethnicity. For Caucasian children, externalizing behaviors are most salient in terms of discriminating between males and females. Implications for research and practice are discussed.
Children Placed in Long-Term Foster Care: An Intake Profile Using the Child Behavior Checklist/4-18
Authors: Armsden Gay , Pecora Peter J. , Payne Vincent H. , Szatkiewicz James P.
Published: May 2008

Foster-care programs are beginning to use standardized assessment methods consistently as part of pro gram and case planning, as well as for documenting the clinical status of children in care. A number o studies have now been published that describe the psychosocial functioning of children in foster care using the Child Behavior Checklist (CBCL). This article reports findings on intake CBCL scores for a group of children 4 to 18 years old served in long-term family foster care by The Casey Family Program an agency serving children in 13 states.These CBCL scores are compared with scores reported for other samples of children in family foster care and residential treatment. Overall rates of serious behavior prob lems for children in care are estimated from the available data.The implications of the findings for clinical and program planning and future research using the CBCL are discussed.
Second Step
Authors: Frey Karin S. , Hirschstein Miriam K. , Guzzo Barbara A.
Published: May 2008

Childhood aggression predicts later high-risk behaviors. In this article, we describe Second Step, a primary prevention program designed to deter aggression and promote social competence of children from preschool through Grade 9. The curriculum is organized around three areas of social-emotional competency: empathy, social problem solving, and anger management. Theory and findings related to these core competencies are described, as are features of lessons, teacher training, and classroom instruction that promote learning and use of specific behavioral skills. Classroom, school, and family contexts that support student use and transfer of skills are also discussed. A review of formative and outcome evaluation studies of Second Step highlights challenges and recommendations related to program implementation.
Antisocial Behavior, Academic Failure, and School Climate
Authors: McEvoy Alan , Welker Robert
Published: May 2008

Researchers have demonstrated a strong correlation between antisocial behavior and academic failure among students.Yet current educational programs designed to modify one or both of these patterns of conduct tend to be limited in at least two fundamental ways. First, they tend to treat conditions associated with academic achievement as separate from those associated with violent or other antisocial behavior. Second, they often focus narrowly on modifying selected cognitions or personality characteristics of the individual (e.g., changing attitudes and beliefs).Yet both antisocial behavior and academic failure are context specific; each occurs within a climate in which conditions can be identified that reasonably predict problematic behavior and can be modified to reduce such behavior.The success of prevention and intervention programs, therefore, hinges on their ability to identify and modify climates in which academic failure and antisocial behavior emerge. In this article we examine the role of school climate in guiding programs designed to reduce academic failure and antisocial behavior among students defined as "at risk." Suggestions are offered for improving such educational programs in a manner consistent with research on school climate and effective schools.
A Prevention Program for Students with or At Risk for ED
Authors: Kamps Debra , Kravits Tammy , Rauch Jodee , Kamps Jodi L. , Chung Natasha
Published: May 2008

In a recent report, positive outcomes were described for use of a prevention program serving students with behavioral and emotional disturbance and those at risk for emotional disturbance (ED) in urban elementary schools. This primarily school-based prevention program consisted of social skills activities, peer tutoring, and individual and classwide behavior management components. Improved behaviors and decreased aggression were noted for the experimental group in treatment for approximately I½ school years, compared to a control-wait group.This report is a further analysis of the prevention program investigation, including (a) findings from implementation across multiple school years with longitudinal student outcome data; (b) replication effects for the prevention program for the second cohort; (c) effects of variations in program implementation; specifically, strength of treatment and classroom structure; and (d) individual cases of treatment successes and failures. Results for two cohorts indicated that inappropriate behaviors decreased (i.e., aggression, out of seat, negative verbal behaviors) and positive behaviors increased (academic engagement, behavioral compliance) under conditions of strong implementation of program components and in the context of high classroom structure. Individual case studies further confirmed that students exposed to more treatment in each year of the program and in classrooms with more structure had better outcomes. Implications of these findings supporting early, multiyear, high-quality prevention and the adverse effects of weak treatment efforts and low structure are discussed in the context of current practice and the need for additional research.
An Elementary School-Based Prevention Program Targeting Modifiable Antecedents of Youth Delinquency and Violence
Authors: Eddy J. Mark , Reid John B. , Fetrow Rebecca A.
Published: May 2008

Linking the Interests of Families and Teachers (LIFT), a prevention program designed for delivery to children and parents within the elementary school setting, is described. The LIFT targets for change those child and parent behaviors thought to be most relevant to the development of adolescent delinquent and violent behaviors, namely child oppositional, defiant, and socially inept behavior and parent discipline and monitoring.The three major components of the LIFT are (a) classroom-based child social and problem skills training, (b) playground-based behavior modification, and (c) group-delivered parent training.The results of a randomized controlled evaluation of the LIFT are reviewed.To date, the program has positively impacted the targeted antecedents. Most importantly, during the 3 years following the program, the LIFT delayed the time that participants first became involved with antisocial peers during middle school, as well as the time to first patterned alcohol use, to first marijuana use, and to first police arrest.
Searching for Safe Schools
Authors: Yell Mitchell L. , Rozalski Michael E.
Published: May 2008

Violence in the United States has reached epidemic proportions, with a predictable spillover into public schools. The national concern over the problem of school violence has led to federal, state, and local efforts to address this issue by creating new laws and policies, which include adopting zero-tolerance approaches, conducting targeted and random searches of students and their property, using metal detectors, and preventing violence through education. In this article, we begin by examining these laws and policies.Then, we separate school district reactions to violence into three categories: tertiary, secondary, and primary prevention and describe procedures within each category. We end by proposing a framework within which school districts may develop legally correct policies and procedures to address school violence.
Life History Reports of Young Adults Previously Referred for Mental Health Services
Authors: Mcconaughy Stephanie H. , Wadsworth Martha E.
Published: May 2008

In this article, we report factors associated with good versus poor outcomes for 173 young adults who were referred for mental health services as children or adolescents. Life history reports were compared for participants showing relatively good (n = III) versus poor (n = 62) outcomes, as determined by deviance on ≥ 2 of 3 measures of psychopathology. Participants with good outcomes differed from those with poor outcomes in the quality and stability of their living situations, full-time versus part-time employment, quality of peer relationships, goal orientation, types of successful experiences, number and types of stressful experiences, and use of mental health and other services.
Applying Behavior Analysis Within the Wraparound Process
Authors: Myaard Michael J. , Crawford Connie , Jackson Michell , Alessi Galen
Published: May 2008

The wraparound process has become an important component of many public sector service delivery systems. In this study, a multiple baseline design across participants and behaviors was used to examine the effects of wraparound services on the adjustment of four adolescents with severe emotional disturbance at imminent risk of long-term residential placement. Dependent measures were collected on a daily basis for I year in the areas of compliance, appropriate peer interactions, extreme verbal abuse, alcohol/drug use, and physical aggression.The Child and Adolescent Functional Assessment Scale was also administered prebaseline and then quarterly throughout the study. Significant sequential effects across subjects and behaviors were immediately achieved and maintained over time. lnterobserver agreement, expert ratings on the integrity of the independent variable, and follow-up data are presented.
The Characteristics and Mental Health of Homeless Adolescents
Authors: Cauce Ana Mari , Paradise Matthew , Ginzler Joshua Aaron , Embry Lara , Morgan Charles J. , Lohr Yvette , Theofelis Jim
Published: May 2008

A large and heterogeneous sample of 364 homeless adolescents was interviewed about residential and family histories, as well as about their experiences while homeless.They were also administered a diagnostic interview and various self-report measures of emotional and behavioral functioning. Analyses were conducted to provide a better description of these youth, with a special focus on gender and age heterogeneity. Results of analyses suggested that homeless youth came from generally troubled backgrounds and had elevated rates of psychiatric disorders. For boys, their histories typically included physical abuse during childhood, physical assault on the street, and elevated rates of externalizing disorders. For girls, histories were more often marked by sexual abuse during childhood, sexual victimization on the streets, and elevated rates of internalizing disorders. Implications of these results for service delivery are discussed.
The Development of a State Policy on Families as Allies
Authors: Armstrong Mary I. , Evans Mary E. , Wood Virginia
Published: May 2008

During the past 10 to 15 years, the participation of families in planning, implementing, and evaluating community-based children's mental health services has become increasingly valued.This article describes the natural history of NewYork's efforts to create partnerships with families and, from this experience, articulates the stages of parent involvement in policymaking and summarizes lessons learned and recommendations for effective and enduring families as allies policy. This goal is accomplished through a review of the historical context and presentation of a case study of one state's efforts to develop a policy regarding involvement of parents in planning, services research, and system structural reform. From this experience a developmental sequence for creating alliances with families is derived.
Overview of the National Evaluation of the Comprehensive Community Mental Health Services for Children and Their Families Program
Authors: Holden E. Wayne , Friedman Robert M. , Santiago Rolando L.
Published: May 2008

We provide an overview of the National Evaluation of the Comprehensive Community Mental Health Services for Children and Their Families Program. This overview serves as an introduction to the accompanying articles, which report on specific aspects of the national evaluation conducted within the original 22 grantee communities funded from 1993 to 1999. The history and underlying foundations of the evaluation are presented. Specific evaluation questions and components are outlined, and issues that evolved out of the process of conducting this large, multisite evaluation are discussed. Future directions for the ongoing evaluation being conducted within 45 newly funded communities are highlighted. We conclude with a summary of the six articles that comprise the remainder of this special issue.