bluuebunny/crossref_metadata_2025 huggingface dataset:
Linking Low-Income Families to Children's Mental Health Services
Authors: Koroloff Nancy M. , Elliott Debra J. , Koren Paul E. , Friesen Barbara J.
Published: December 2008

An intervention designed to address barriers that interfere with access to children's mental health services for low-income families was implemented in three Oregon counties; four other counties were included as a comparison condition. The intervention involved the use of paraprofessionals called Family Associates who provided families with information, emotional support, and tangible assistance to reduce barriers to services. Families in the intervention group ( n = 96) were significantly more likely to initiate children's mental health services than were those in the comparison group ( n = 143); however, the groups did not differ in their rates of appointment attendance or discontinuing services prematurely. A modest but significant difference between the groups was found for family and service system empowerment, with the intervention families reporting higher levels of empowerment at post-test. The barriers to children's mental health services experienced by the intervention families and the barriers for which Family Associate services were provided are described.
A Case Study Approach to Analyzing the Relationship Between Children and Services in a System of Care
Authors: Epstein Michael H. , Quinn Kevin P.
Published: December 2008

Evaluations of mental health system-of-care programs need to include quantitative and qualitative data. To date, most of these evaluations have collected primarily quantitative data. A single case study approach that uses case records and interviews of children, parents, and professional staff can provide informative qualitative data. In this article, the relationship between a child and family and a system of care is examined through a single case analysis. The methodology to collect the case record and interview data, and to analyze and graphically illustrate the data, are presented.
A Multivariate Assessment of a Risk Model for Juvenile Delinquency With An “Under 12 Offender” Sample
Authors: DAY DAVID M. , Hunt Ann C.
Published: December 2008

The predictive validity of a hypothesized model of five factors associated with the development of juvenile delinquency was evaluated with 68 children, ages 6 to 11 years, referred for treatment to a clinic for delinquent behavior. Indicators for the predictors were obtained from information identified in the children's clinical files. The criterion measure, collected from parents 10 months after the pretreatment screening, was the t-score on the Delinquent scale of the Child Behavior Checklist. A stepwise multiple regression analysis indicated that aggressiveness and variety of conduct problems accounted for 31% of the variance in delinquent behavior and had the highest relative improvement over chance (RIOC) values. The findings are discussed in terms of practical and policy implications for the early identification of children and youth and the development of early intervention and prevention programs to address the problem of juvenile delinquency.
Designing Schools to Meet the Needs of Students Who Exhibit Disruptive Behavior
Authors: Nelson J. Ron
Published: December 2008

This article offers an evaluation of a school-wide program designed to increase the institutional capacity of elementary schools to educate students who exhibit disruptive or externalizing behavior. The project included four elements: school organizational practices, a school-wide classroom management intervention, individual behavioral programs, and an advisory board. Two elementary schools serving large numbers of disadvantaged students were studied over a period of 2 years. Comparisons with two matched elementary schools indicated strong positive effects on the disciplinary actions of the schools and on the teachers' perceptions of their ability to work with children who exhibit disruptive behavior as well as the extent of shared goals among staff for working with disruptive behavior. Additionally, comparisons between target students (i.e., those who exhibited disruptive behavior), and criterion students indicated positive effects on the social adjustment, academic performance, and school survival skills of target students.
Classroom Performance of Students with Serious Emotional Disturbance
Authors: McQuillan Kathleen , DuPaul George J. , Shapiro Edward S. , Cole Christine L.
Published: December 2008

The treatment effects of three types of behavior management evaluation methods—teacher evaluation, self-evaluation, and group evaluation—were investigated. Effects on both the academic and behavioral performance of students with serious emotional disturbance (SED) were examined using an alternating treatments design. Results differentiated among the three methods, indicating significantly improved academic performance when either the self- or group evaluation procedures were implemented. It could therefore be stated that students with SED can benefit from learning skills for managing their own behavior. Time spent actively engaged was found to be variable among treatments but to become consistent only during the optimal treatment phase (i.e., self-evaluation). Teacher acceptability data supported the use of all procedures although the data favored self-evaluation. The results of this initial comparative outcome study support the continued use of self- and group evaluation behavior management procedures for students with SED.
Social Interventions for Head Start Children with Behavioral Risks
Authors: Tankersley Melody , Kamps Debra , Mancina Catherine , Weidinger Deborah
Published: December 2008

Conduct disorder is the most prevalent emotional and behavioral disorder of children and youth. Variables associated with the development of conduct disorder include family and school. The purpose of this study was to assess the effects of a school-based prevention program in countering antisocial behaviors that could lead to the onset of conduct disorder. All students who participated in the program were (a) ages 4 to 5 years, (b) from families with low socioeconomic status (SES) levels, and (c) enrolled in Head Start classrooms. Many lived in inner city settings. The target group ( n = 34) and their role models (comparison peers; n = 15) were in the standard Head Start program and participated in the prevention program. The control group ( n = 11) participated in the standard Head Start program. The prevention program consisted of (a) affection activities designed to promote positive interactions, and (b) systematic instruction of social skills. After the program was delivered for 10 weeks, a monitoring and generalization phase was incorporated for 3 weeks. Students in the target group showed patterns of interaction and social behavior that began to mirror their comparison peers, whereas the control group remained significantly different in terms of their behaviors. The results of the study are discussed in relation to the need for systematic instruction of social interactions and behaviors. Further research needs also are identified.
Understanding Gender Differences in Referral of Children to Mental Health Services
Authors: Green Michelle T. , Clopton James R. , Pope Alice W.
Published: December 2008

In this study, gender differences in the referral of children to mental health services were investigated. A total of 135 first-, second-, and third-grade teachers read vignettes describing girls and boys with either externalizing or internalizing problems, and then evaluated the child described in each vignette concerning possible referral for mental health services. Results of this study identified three factors that help explain gender differences in referral. First, teachers are more likely to believe that boys need referral because boys tend to have the types of problems (externalizing) that teachers regard as being more in need of referral. Second, teachers are generally less likely to regard a child with problems as needing referral if that child is doing well academically (a pattern more common for girls). Third, teachers are less likely to believe that girls need referral because they are more optimistic that girls with problems will improve as they mature and that internalizing problems (the type girls tend to have) will improve through maturation. The implications of these findings for teacher training are discussed.
Expand Positive Learning Opportunities and Results
Authors: Neel Richard S. , Alexander Laura , Meadows Nancy B.
Published: December 2008

The first item on the National Agenda for Achieving Better Outcomes for Children and Youth with Serious Emotional Disturbance revolves around creating positive environments through the creation of useful, engaging, and positive learning experiences. Over the past 20 years, there has been a significant increase in the types of interventions and programs developed for children with serious emotional disturbance (SED) as well as significant changes in who is serving these children and where they are being served. Despite these changes, outcomes for youth with SED remain problematic. In this article, we review intervention and program examples and outline a framework for increasing their effectiveness. Implications for practitioners, teacher educators, researchers, and policymakers are also discussed.
Promote Appropriate Assessment
Authors: Wehby Joseph H. , Symons Frank J. , Hollo Alexandra
Published: December 2008

Target 5 of the National Agenda for Youth with Serious Emotional Disturbance is examined in this article. Specifically, this target highlights the need for improving assessment practices within the provision of services for children and youth with serious emotional disturbance. Three assessment areas are reviewed: risk factors, problem behavior, and reintegration of students. Within each of these areas, current research is reviewed and recommendations for best practices are provided. Implications for improving appropriate assessment are then considered.
Provide Ongoing Skill Development and Support
Authors: Sugai George , Bullis Michael , Cumblad Carla
Published: December 2008

Students with serious emotional disturbance (SED) pose stern challenges to educators. The “frontline” in addressing these issues are educators who work with these students on a day-to-day basis. If these students are to achieve a greater degree of educational and social success, educators must be prepared and supported in the most effective manner possible. The reality of providing preservice and inservice education to educators of students with SED is discussed. Examples of training efforts that focused on improving the capacities and skills of and supports for educators are described. Recommendations are made for improving the preservice and inservice training of educators that specifically (a) expand models of educator supervision to include the pre-, transition, and postgraduation periods; (b) expand university-based learning to focus on the work, classroom, and school environment, rather than the university laboratory or lecture; (c) reconceptualize preservice and inservice training as an integral and collaborative necessity of the teaching profession and a shared responsibility between universities and schools; (d) consider educator and school effectiveness in terms of actual student outcomes and teacher practice; and (e) emphasize the consideration, adoption, and use of preferred, research-validated practices.
Create Comprehensive and Collaborative Systems
Authors: Kutash Krista , Duchnowski Albert J.
Published: December 2008

The development of comprehensive and collaborative service systems for children with serious emotional disturbance and their families from the advocacy of the 1960s to its current status is reviewed. These systems represent a coalition of the child-serving agencies (education, mental health, child welfare, and juvenile justice), health care, the practitioners in these agencies, and the families that they serve. A detailed description of an empirically supported model system operating in Vermont is presented along with other state models. Challenges in creating and maintaining comprehensive and collaborative systems along with recommended strategies for overcoming these challenges are described.
Development and Implementation of an Experimental Study of the Effectiveness of Intensive In-Home Crisis Services for Children and Their Families
Authors: Evans Mary E. , Boothroyd Roger A. , Armstrong Mary I.
Published: December 2008

This article describes a 3-year research demonstration project originally funded by the National Institute of Mental Health and now funded in part by the Center for Mental Health Services, Substance Abuse and Mental Health Services Administration. This project, which was conducted in the Bronx, New York, examined the efficacy of 3 models of intensive in-home services as alternatives to hospitalization for children experiencing serious psychiatric crises. All programs were 4- to 6-week interventions. The first, Home-Based Crisis Intervention (HBCI), was modeled on the Homebuilders model of family preservation; the second, Enhanced HBCI (HBCI+), added respite care, flexible service money, parent advocate and support services, and additional staff training in cultural competence and violence management. Crisis Case Management, the third model, used case managers to assess child and family needs and link them to services, as well as respite care and flexible money. The specific features of the 3 program models, the research design, and data collection measures are described. The intake data on the children and families are presented, and implications for providing services and for future research are discussed.
Professional Beliefs about Parents of Children with Mental and Emotional Disabilities: A Cross-Discipline Comparison
Authors: Johnson Harriette C. , Renaud Edwin F.
Published: December 2008

The views of social workers, child psychiatrists, and psychologists about parents of children with mental, emotional, and behavioral disorders were compared in this study. The Providers’ Beliefs About Parents questionnaire was used to measure views about parents’ competence, parents’ pathology, parents’ credibility, parents’ role in the etiology of children's problems, information sharing with parents, giving explicit directives to parents about how to help their children, and related child mental health issues such as use of psychotropic medication with children and adolescents and perceived importance of research-based knowledge about child and adolescent psychopathology. Variables most associated with parent-friendly beliefs and attitudes were endorsement of a neuropsychological orientation and familiarity with parent support groups. Views of respondents did not differ by ethnicity, gender, or parental status. Child psychiatrists were most in agreement with parent-friendly attitudes and beliefs, clinical social workers were least in agreement, and psychologists were midway between the other two groups.
Family-Centered Professional Behavior
Authors: Petr Christopher G. , Allen Reva I.
Published: December 2008

This article reports on a study assessing parents' perceptions of the importance and frequency of family-centered behaviors. A nationwide sample of caregivers of children with emotional and behavioral disorders, developmental disabilities, or chronic health problems completed the Family-Centered Behavior Scale, a measurement of the construct of family-centered service delivery. The differences in ratings between caregivers of children with emotional and behavioral disorders (EBD) and parents of children with other disabilities on the frequency and importance of behaviors exhibited by professionals are described. Results indicate strong agreement between the two groups on which behaviors they consider to be most important, but those behaviors are performed much less frequently, according to caregivers, by professionals serving children with EBD. These results indicate that more intensive training of service professionals and more research about the effectiveness of family-centered practices may be necessary if long-standing professional approaches to this population are to be reversed.
Impact of Children's Mental Health Problems on Families
Authors: Farmer Elizabeth M. Z. , Burns Barbara J. , Angold Adrian , Costello Elizabeth J.
Published: December 2008

Impact on the family resulting from children's emotional and behavioral problems, with particular attention to relationships between such family impact and use of mental health services, is explored in this article. Data come from the Great Smoky Mountains Study, an epidemiologic, longitudinal study of children's mental health problems and service use in a rural region of the southeastern United States. Reported measures include the Child and Adolescent Psychiatric Assessment, Child and Adolescent Service Assessment, and Child and Adolescent Impact Assessment. Youths who first used services when they were 10–15 years of age showed significantly higher rates and levels of family impact than similar youths who did not enter services. Such impacts were most notable in the areas of parental well-being (e.g., depression, worries) and parents' sense of competence to handle the child's problems. Youths in this age range who used services but were not new to the system showed somewhat higher rates of family impact than youths who were new to the system, particularly in the area of parental use of mental health services. We discuss these findings in terms of service provision and further research needs.
Preventing SED Through Parent—Teacher Action Research and Social Skills Instruction
Authors: MCCONAUGHY STEPHANIE H. , KAY PAMELA J. , FITZGERALD MARTHA
Published: December 2008

First-year outcomes are reported for first-grade children at risk for SED assigned to Parent-Teacher Action Research (PTAR) teams and a matched control group in the same classrooms. Children in both groups, along with their classmates, received social skills instruction from their first-grade teachers. Cohort 1 included 18 pairs of first graders ( n = 36) identified at risk for SED by kindergarten teachers. Children were matched on age, gender, kindergarten teachers' nominations as internalizers versus externalizers, and Total Problems scores on the Teacher's Report Form. In their first-grade year, both groups showed decreases in problems and increases in social skills from fall to spring assessments, based on standardized teacher and parent rating scales. Compared to their matched counterparts, children who had PTAR teams showed greater reductions in teacher-rated externalizing aggressive and delinquent behavior and social problems, and independently observed problems in the classroom and at recess. The PTAR children also showed greater improvements in on-task behavior than those in the control group. Results demonstrate beneficial effects of PTAR, combined with whole-class social skills instruction, for children at risk for SED.
Impact of the Child and Adolescent Service System Program in California
Authors: CLAUSEN JUNE MADSEN , DRESSER KARYN L. , ROSENBLATT ABRAM , ATTKISSON C. CLIFFORD
Published: December 2008

Results of an evaluation of the Child and Adolescent Service System Program (CASSP) in California are reported in this article. Interviews were conducted with human services agency staff ( n = 60) and parents of children with serious emotional disturbance (SED; n = 67) regarding changes over the previous 4 years in their local children's service systems. Despite administrative obstacles and significant funding limitations, results indicate that CASSP had a modest, positive impact in the state of California. Specifically, CASSP increased interagency collaboration in human services planning and delivery and positively affected family participation in all aspects of services. CASSP inspired county mental health administrators to be leaders in the effort to establish culturally competent systems of care for children with SED. County agency administrators reported more significant positive changes than did parents of children with SED. Both groups of subjects indicated that many children with SED are not identified by service systems, and the needs of children with SED in the state of California are not adequately addressed.
The Influence of Peer and Educational Variables on Arrest Status Among At-Risk Males
Authors: Bullis Michael , Walker Hill M. , Stieber Steve
Published: December 2008

In this article, we examine the predictive power of selected social and academic variables regarding arrest frequency for 11th-grade boys who 7 years earlier had been judged to be at risk for developing antisocial behavior patterns. Multiple regression analyses indicated that (a) measures of academic and social skills that reflected more skilled and positive profiles were associated with participants' exhibiting less frequent and less severe forms of antisocial behavior, as shown by arrest records at 11th grade, and (b) antisocial measures on which participants scored higher were associated with more frequent arrests for more serious offenses in Grade 11. We also conducted an analysis of the residuals to study those persons and their characteristics who were misclassified by the predictive model. Implications of these results for future research and intervention, particularly within the context of schooling, are discussed.
Educational Status of Children Who Are Receiving Services in an Urban Family Preservation and Reunification Setting
Authors: Epstein Michael H. , Jayanthi Madhavi , Dennis Karl , Dennis Kathy L. , Hardy Ron , Fueyo Vivian , Frankenberry Erin , McKelvey Janet
Published: December 2008

In recent years, the number of children placed in child welfare programs has substantially increased. The familial, social, and mental health needs of this child population has been well documented. However, their educational status and needs have received less attention. This study examines the educational performance of children who are receiving services from an urban child care service agency, with an emphasis on family preservation and reunification. The participants for the study were 56 children (30 boys; 26 girls), ranging from first to eighth grade or between ages 6 and 15. Information on the educational performance of the participants was collected using the Educational Status Form, a 24-item questionnaire. Data included educational performance, attendance pattern, and family status. No relationships were reported between school performance and family status. The results of the study, limitations, future research needs, and the need for early intervention are discussed.
Behavioral and Emotional Problems Among Adolescents of Jamaica and the United States
Authors: Lambert Michael Canute , Lyubansky Mikhail , Achenbach Thomas M.
Published: December 2008

Nonreferred adolescent samples for ages 12 to 18 from Jamaica and the United States were compared via syndromes, syndrome groupings, and total problem scores on the Child Behavior Checklist (CBCL), Teacher's Report Form, and Youth Self-Report. No significant total problem score differences were found between Jamaican and U.S. adolescents in reports by any informants. However, adolescents in both societies reported significantly more problems than their parents or teachers. Jamaican adolescents received and endorsed higher problem ratings for the Withdrawn and Somatic Complaints syndromes and on internalizing scores. These findings suggest that by virtue of the time spent in their society, Jamaican adolescents may develop problems their country facilitates. The results further indicate the need to test whether similar CBCL-based syndromes and syndrome groupings are evident in the Jamaican youth population. If such groupings are identified for Jamaican adolescents, different clinical cutpoints on some scores may be needed for Jamaican than for U.S. adolescents.
Special Education Identification of Head Start Children with Emotional and Behavioral Disorders in Second Grade
Authors: Forness Steven R. , Cluett Sandra E. , Ramey Craig T. , Ramey Sharon L. , Zima Bonnie T. , Hsu Chuanchieh , Kavale Kenneth A. , MacMillan Donald L.
Published: December 2008

Underidentification of emotional and behavioral disorders (EBD) appears to be a particular problem for children from low-income families. In the current study, two cohorts of 3,694 second-grade children across 30 sites were screened for EBD as part of a larger study on Head Start transition. At-risk status for EBD was determined by developing two sets of research diagnostic criteria: One set reflected the current federally mandated school definition of emotional disturbance (ED), which requires that ED symptoms in school be accompanied by functional impairment in academic or social skills. The second set reflected a proposed alternative definition that would require both school and parent involvement in determining the presence of symptoms. Children were assessed using clinical cutoff points on behavior ratings from teachers and parents, along with a determination of functional impairment in social skills or academic achievement. Actual school identification of children was done through a school archival records search in the spring of the children's second-grade year. Identification rates for the criteria sets were 16.9% for the current school definition and 6.2% for the alternative definition. Most participants identified by either criteria set were identified by the schools as belonging in categories other than emotional disturbance. Findings are discussed in relation to misidentification of children with EBD and possible gender or ethnic biases.
First Step to Success
Authors: Golly Annemieke M. , Stiller Bruce , Walker Hill M.
Published: December 2008

In this article two studies are described. Study I involves a replication of the First Step to Success early intervention program for at-risk kindergartners. Study 2 focuses on social validation of the First Step program by implementers and consumers. A follow-up survey was conducted of educators who were trained in the program to determine the proportion who actually implemented it following their training. This survey also identified barriers to the implementation process as well as program features that educators liked and regarded as critical to a successful program application. Results indicated that the replication was successful; the outcomes achieved for the replication sample were nearly identical to those for the original field-test sample, which consisted of two cohorts of kindergarten children. Educators who participated in the First Step training sessions rated the content and quality of the training highly. About half of those who received training actually went on to implement the program. Participants generally liked the structure of the intervention and the fact that it did not prove disruptive to ongoing kindergarten instructional activities.
(Ac)knowledging
Authors: Flannery Ezekiel J.
Published: December 2008

This performance piece is based on real people and the author's interactions with them at different points in his life. Each of the characters is a complex blending of what some might call East and West and what others might call modern and nonmodern. In this sense, it is a piece from and about the interstices, the borders. The characters are chosen explicitly because of their invisibility in much of contemporary American academic and popular culture. In each act, the worldview that emerges from each character challenges commonly held assumptions about race, gender, class, and nationality. The author seeks to interrogate how most social science research categorizes, universalizes, and generalizes human experience, knowledge, and cosmology. It is a piece that calls for hope, peace, respect, and responsibility at a time when all are sorely lacking.
"Video Malaise" Revisited
Authors: Earl Bennett Stephen , Rhine Staci L. , Flickinger Richard S. , Bennett Linda L.M.
Published: December 2008

This article explores the "video-malaise" thesis, which asserts that a combination of negative political coverage by the press and exposure to the media lead to political cynicism at the grass roots. Data from the 1996 National Election Study and a 1997 Pew Research Center poll show that the traditional video-malaise notion needs to be revised. Jaundiced views of government and of the media co-vary, raising the possibility that the public views both government and the media in the same vein.
Party Competition on the Internet in the United States and Britain
Authors: Margolis Michael , Resnick David , Wolfe Joel D.
Published: December 2008

This article examines the prominence of Web sites of major and minor parties in the United States and the United Kingdom, comparing features such as search capabilities, membership forms, information on party organization and issues, characteristics of graphics, and currency of updates as well as their relative quality and sophistication.We also look at the prominence of major and minor parties in newspapers and magazines and in various search engines and sites for political junkies. We find that minor parties have a greater presence on the Web in the United Kingdom than in the United States, but even so, the sites of major parties in both countries are more prominent and sophisticated than those of minor parties, and major parties generally receive more media coverage than minor parties, both on-line and off-line.The data suggest that the established interests dominating most of the communications, transactions, elections, and political processes of advanced industrialized countries are extending their influence to these processes in cyberspace.
All the News That's Fit to Print?
Authors: Caliendo Stephen M. , Gibney Mark P. , Payne Angela
Published: December 2008

The so-called CNN effect suggests that the American public has quick access to more information about world events than ever before.To test the prevalence of the effect, this study examines New York Times stories on fifty countries that human-rights researchers list among the top violators. Results show that although there is a moderate correlation between the magnitude of political terror and the number of human-rights stories from a given country, the Times's overall coverage of human rights is seriously lacking. Attention to abuses occurs primarily in countries that were strategically instrumental during the cold war and in countries where there is clear U.S. involvement.
The Progressive Potential of Journalism Education
Authors: Reese Stephen D.
Published: December 2008

The crisis in the journalism profession has led an ever more concentrated corporate voice to assert itself in academia, diverting blame and shaping how future jour nalists are prepared. Historically interdisciplinary, oriented toward the liberal arts yet professional, journalism education faces mounting pressure to abandon its academic ethos to embrace its industry patrons, choosing from a false dichotomy advanced forcefully by a recent journalism foundation-supported research report.To preserve its value, however, journalism must be part of broader academic reforms, modeling an intellectually independent integration of theory and practice, supporting not just a media labor pyramid, but also a press-literate public.
Fanning the Flames of Racial Discord
Authors: Rhodes Jane
Published: December 2008

The Black Panther Party and the news media engaged in a dialogic relationship that shaped public representations of black nationalism and black radicalism. During the first two years of the group's existence, the national elite press paid limited attention to the group.When they did cover the controversies surrounding the Panthers, the stories fit into narrow frames that underscored national ideologies about race and social protest. The coverage of the Black Panthers registered mainstream America's fears and disdain for their politics and style. Over time, these frames shifted to include a desire to elevate these radicals to celebrity status.This racially coded news reporting illustrates the problems of the 1960s' press in covering the complexities of America's racial crisis.
The Utilization of Paraprofessionals in Programs for Students with Autism
Authors: Boomer Lyman W.
Published: December 2008

Paraprofessionals have assisted teachers with the physical care and management of students with autism for nearly two centuries. The passage of the Education for All Handicapped Children Act (P.L. 94--142) dramatically changed the responsibilities of paraprofessionals. Paraprofessionals now collect and organize data, facilitate integration into less restrictive environments, and teach functional skills in natural settings.
Implementing Cognitive Behavior Management Programs for Persons with Autism
Authors: Quinn Colleen , Swaggart Brenda L. , Myles Brenda Smith
Published: December 2008

Cognitive behavior modification (CBM) is a technique that allows students with exceptionalities to function independently in schools and communities. It has been widely used with persons with mild to moderate disabilities; more recently, this technique has also been applied successfully with students with autism who exhibit a range of skills. This article provides an overview of the literature on the effectiveness of CBM for persons with classic autism and higher functioning autistic disorder. In addition, guidelines for implementing a CBM program are presented.
Students with Higher Functioning Autistic Disorder
Authors: Myles Brenda Smith , Simpson Richard L. , Johnson Susan
Published: December 2008

This study focused on identifying the characteristics of children and youth identified as having higher functioning autistic disorder (H-F AD). Teachers of 29 children and youth previously identified as having H-F AD completed a common autism assessment measure on their students, the Autism Behavior Checklist. Review of teachers' ratings of the 29 subjects failed to reveal a common set of characteristics of students with H-F AD. Thus, even though the evaluators identified a variety of exceptional characteristics, including a number that are common to other students with mild disabilities, there was not a consistent image of students with H-F AD. These results are discussed relative to their implications for educational and clinical planning and practice.
An Innovative Language Treatment for a Child with High-Functioning Autism
Authors: Ogletree Billy T. , Fischer Martin A. , Sprous Jamie
Published: December 2008

This study describes, and determines the effectiveness of, an innovative treatment sequence designed to facilitate semantic/pragmatic language development in a child with high-functioning autism. The independent variable was a treatment sequence emphasizing video vignettes and role-plays. Dependent variables included efficient gaze, responding without delays, and topic maintenance. Findings and practitioner applications are provided.
Impact of Facilitated Communication Combined with Direct Instruction on Academic Performance of Individuals with Autism
Authors: Myles Brenda Smith , Simpson Richard L. , Smith Sally M.
Published: December 2008

This article reports findings of an empirical study designed to assess the educational utility and potential of using facilitated communication to instruct and evaluate individuals with autism in basic academic skills, including letter recognition and sound/ symbol correspondence, number recognition and one-to-one correspondence, and positional words and positional concepts. A direct instructional strategy was paired with facilitated communication to evaluate use of facilitated communication as a tool for developing basic academic skills of persons with severe disabilities. Results are presented along with suggestions for future use of facilitated communication.
The Differential Effectiveness of General Case Programming and Rule Learning for Learners with Mental Retardation
Authors: Lehman Laurie R. , O'Neill John , Proctor Julie Rice
Published: December 2008

This research examined the relative efficacy of general case programming and rule learning in promoting the generalization and maintenance of table setting across different menus. General case programming involved the use of a representative sample of menus drawn from a universe of menus to instruct table setting. Rule learning consisted of the training of discriminations, concepts, and rules that could be applied to any table setting situation. Thirty-six participants with mental retardation were randomly assigned to one of three groups: general case programming, rule learning, or attention control. General case programming and rule learning were successful in promoting generalized table setting. At the maintenance phase, general case and rule training were effective with higher performing participants, whereas only general case programming facilitated maintenance of generalization for lower performing learners. The findings suggest a more prescriptive teaching approach that meets students' individual instructional needs, task demands, and promotes generalized learning over time.
Play and Assistive Technology Issues for Infants and Young Children with Disabilities
Authors: Lane Shelly J. , Mistrett Susan G.
Published: December 2008

Play forms an important foundation for the development of skills in all children. Unfortunately, for infants and children with disabilities, real play may be absent or diminished, replaced by therapies and/or special instruction. Infants and young children with disabilities experience barriers to play that are created by the nature of their disability. Parents of these children may feel they do not have time to play, given the demands of intervention and education. Alternatively, they may not know how to facilitate play with a child with a disability. Assistive technology has the potential to open up play options to children with disabilities and their parents, if our “definition” of assistive technology is broadened. This article examiness “low-tech” assistive technology options addressing positioning, communication, learning, mobility, and self-care barriers. A discussion of the combination of low-tech assistive technology with high-tech assistive technology is presented with a case example. Finally, policy issues that interfere with the ability to include low- and high-tech assistive technology in early intervention are addressed, and recommendations for overcoming these barriers are considered.
Computer Applications in Programs for Young Children with Disabilities
Authors: Hutinger Patricia L.
Published: December 2008

The article summarizes a set of findings related to themes that Macomb Project staff have repeatedly observed in more than 15 years of research and model demonstration computer application services to young children with disabilities, their families, and service delivery staff. The themes are related to conditions necessary to ensure successful technology outcomes for children, including staff training, administrative support, technology assessments, appropriate early childhood curricula, family invovlement, and transition. Positive outcomes for children are discussed, including social interaction, communication, retention of skills related to technology use, technology tools, and inclusion.
The Emergence of Literacy in Elementary Students with Mild Mental Retardation
Authors: Katims David S.
Published: December 2008

The present study was a year-long investigation into the emergence of literacy of 4 elementary students with mild mental retardation (mean CA = 7.8; IQ = 65). The students were immersed in a natural and authentic literacy-rich classroom environment that also incorporated the contextual use of direct skills instruction. Instructional techniques were used to enhance students' understanding of the conventions of written language, comprehension of stories read aloud by adults, word decoding, and emerging “reading” and “writing.” Results indicated that the students who participated in the study made measurable progress toward more conventional forms of literacy when involved in a stimulating, literacy-rich environment that also used direct instruction. Practical applications for classroom use are discussed.
Collateral Behavioral and Social Effects of Using Facilitated Communication with Individuals with Autism
Authors: Myles Brenda Smith , Simpson Richard L. , Smith Sally M.
Published: December 2008

An alleged collateral effect of using facilitated communication with individuals with autism is improved social behavior (Biklen, 1993). In response to this purported effect, we report findings of an empirical study undertaken to assess concomitant behavioral outcomes associated with using facilitated communication as an instructional tool with individuals with autism. Results of this study are accompanied by a discussion of possible advantages and disadvantages of using facilitated communication.
A Possible Origin for the Social and Communicative Deficits of Autism
Authors: Trepagnier Cheryl
Published: December 2008

It is hypothesized that some autism is due to onset of neuropsychiatric symptoms during a critical period of infant socialization. It is argued that disruption of social gaze in infancy has the potential to undermine development of social interaction, meaningful language, and higher order cognitive abilities. Studies of infant–caregiver interaction and infant face preference are discussed to support the claim that attention to faces in early life plays a vital role in communicative development. Studies of social gaze behavior, face recognition, and identification of facial expression by persons with autism are reviewed as suggestive evidence pointing to a deficiency in early experience of faces. The core social and communicative deficits of autism may stem from disruption of infant social gaze. In contrast, the other core feature of autism, obsessive interests and repetitive activities, may be a direct manifestation of the underlying neuropsychiatric disorder.
Getting to Know Abby
Authors: Bennett Tess , Rowe Vicki , DeLuca Deborah
Published: December 2008

The successful inclusion of children with autism is a recent trend. This is the story of Abby, a 6-year-old girl with autism who has had successful educational experiences with her peers. The case study was written collaboratively with Vicki, her mother. Three main points are stressed in the article: (a) the importance of getting to know the child's unique strengths, abilities, and special needs; (b) the impact of a positive attitude, inservice training for staff, and involvement of teachers, therapists, and support staff in team planning; and (c) the benefits of parent involvement in the inclusion setting. The story of Abby's inclusion experience can be instructive and inspiring in providing educators and parents with ideas for making inclusion a success for autistic children.
Social Skills Training to Increase Social Interactions Between Children with Autism and Their Typical Peers
Authors: Gonzalez-Lopez Adriana , Kamps Debra M.
Published: December 2008

In this study young children with autism and same-age typical peers were trained by special education teachers in social skills that (a) would be effective in a variety of situations (i.e., greeting, imitating and following instructions, sharing, taking turns, and asking for help and requesting things) and (b) were appropriate for the age and the functioning level of the children involved. Free play immediately following training was monitored to determine if the training and the feedback procedures were effective in producing an increase in positive social interactions for participants. The typical peers were given information about disabilities and received training in basic behavior management procedures in addition to the social skills training. A final component, implemented during play time, consisted of a reinforcement and feedback procedure for all children. Results showed increased frequency and duration of interactions for all target students.
Employer Attitudes and Satisfaction with Supported Employment
Authors: Petty Debra Martin , Fussell Elizabeth M.
Published: December 2008

The attitudes of employers toward workers with severe mental and physical disabilities and supported employment programs were examined through structured interviews with 47 employers who had hired or supervised workers participating in supported employment programs in Tennessee. Results indicated that employers generally hold favorable attitudes regarding the employment potential of workers with disabilities and the quality of services provided through supported employment programs. The physical presence of employment specialists at the job site was viewed by employers as a strength of the supported employment program. However, some employers indicated that few opportunities exist for career advancement within their businesses for the supported employment participants. Finally, employers identified a number of strategies that could be used to market supported employment services to other businesses in their local communities.
Communications Directed to Students with Severe and Profound Disabilities
Authors: Stillman Robert , Williams Christy , Linam Angela
Published: December 2008

Two studies were conducted to examine characteristics of teacher communications to students who have severe and profound disabilities. Of particular interest was the influence of various factors on the methods of communication teachers used when they were conveying information to students who lacked language abilities. It appeared that the forms of communication teachers selected were less related to the student's communicative ability or responsiveness to particular forms than they were to the teacher's intention in communicating. Implications of the results for enhancing communicative interactions between teachers and students with severe and profound disabilities are discussed.
Integrated Communication and Literacy Instruction for a Child with Multiple Disabilities
Authors: Erickson Karen A. , Koppenhaver David A. , Yoder David E. , Nance Joy
Published: December 2008

This longitudinal case study examined the communication and literacy learning progress of an 11-year-old boy with severe speech and physical impairments related to cerebral palsy. Theoretically driven literacy assessments revealed unforeseen literacy capabilities. Integrated use of voice-output augmentative communication technology led to improved communication skills as well as increased demonstrations of literacy capability. Systematic instruction addressing the child's weaknesses and strengths resulted in literacy gains across 2 school years.
Training Communication Partners
Authors: Sack Sara H. , McLean Lee K.
Published: December 2008

If individuals who have severe disabilities are to hold meaningful jobs in the community, take part in leisure events and activities with the general public, and live as independently as possible, they need to communicate effectively with other people in all those environments. Without specific attention to environments and interactions, individuals who do not use symbolic communication systems or who use nonspeech symbolic systems are at risk for few opportunities to communicate and limited expectations to issue a full range of communication messages. Communication disorders professionals today must focus attention on developing communication-rich environments and on working with communication partners to ensure that they expect, recognize, and respond to communication from individuals with severe disabilities. Training efforts must extend to the daily communication partners and must include friends, family members, support staff, and others. Developing Communicative Interactions (DCI), a data-based staff training program that supports the development of a prescribed set of interaction skills by interacting communication partners is reviewed. The merits of staff training efforts that are tailored to the specific needs of the individual being supported are also considered, as well as new online staff training options. The authors call for additional research to specifically document the effects of training communication partners and the development of new training materials.