bluuebunny/crossref_metadata_2025 huggingface dataset:
Special Education Faculty Positions Advertised from 1991 to 1997: Reflective of Current Practices?
Authors: Eichinger Joanne , Downing June , Evans Kelly , Feck Amy , Ike Robert
Published: June 2006

As inclusion of students with disabilities in general education classrooms becomes more common, it is important for special education teachers to have the necessary skills and competencies to meet the needs of a heterogeneous group of students, some of whom may have severe disabilities. Given this need, it is imperative that institutions of higher education have faculty who can prepare future special educators to be successful in inclusive environments. The purpose of this study was to examine advertisements in The Chronicle of Higher Education to determine the demand for faculty positions from 1991 to 1997, particularly those related to severe disabilities, inclusive practices, and cross-categorical teacher preparation. Results indicated that for all years except 1997, 8%-10% of the job advertisements were for positions in severe disabilities. Position announcements that designated expertise in severe disabilities and used an inclusionary term (mainstreaming, integration, or inclusion) increased from 5% to 35% and then decreased to 20%. Position announcements for jobs other than in severe disabilities that also specified an inclusionary term increased from 8% to 22%.
Reconceptualizing Teacher Preparation for Inclusive Classrooms: A Description of the Dual License Program at the University of New Mexico
Authors: Keefe Elizabeth B. , Rossi Pamela J. , de Valenzuela J. S. , Howarth Sam
Published: June 2006

This paper describes the Dual License Teacher Preparation Program at the University of New Mexico and the national and state context within which it was developed and continues to evolve. Graduates of the Dual License Program are eligible for licensure in general education (K-8) and special education (K-12). Our belief in democratic ideals in education, together with the vision of preparing all teachers to be ready to teach all students, has required us to reconceptualize the ways in which we implement university based coursework and field experiences. This paper gives specific examples of the ways in which faculty in the Dual License Program model collaboration between general and special education to prepare apprentice teachers to collaborate in the schools in order to provide inclusive educational practices for all students. This paper specifically highlights the inclusion ofbest practices for students with severe disabilities as an integral part of curriculum development right from the start. Also, challenges arising from the implementation of this innovative program are discussed.
Preparing Teachers to Educate Students with Severe Disabilities in Inclusive Settings despite Contextual Constraints
Authors: Rainforth Beverly
Published: June 2006

Inclusive education has been advocated for students with severe disabilities based on the least restrictive environment mandate of the Individuals with Disabilities Education Act Amendments of 1997, but remains an obscure practice. Some professional groups assert that preparing teachers to provide inclusive education is the sole responsibility of school districts. Teacher educators in colleges and universities must also assume this responsibility, even when the surrounding communities do not provide exemplars or even support this innovation. This article describes a course intended to prepare special education graduate students to educate students with severe disabilities in inclusive settings. Course methods are guided by the Concerns Based Adoption Model (Hord, Rutherford, Huling-Austin, & Hall, 1987) with emphasis on course participants applying course content in public school settings. Anecdotal data and a pre-/postcourse evaluation using the Stages of Concern Questionnaire (Hall, George, & Rutherford, 1986) suggest that the course effectively contributes to preparing teachers for inclusive education for students with severe disabilities and reduces teacher concerns related to managing this innovation.
Preparing Personnel with Expertise in Severe Disabilities in the Electronic Age: Innovative Programs and Technologies
Authors: Spooner Fred , Agran Martin , Spooner Melba , Kiefer-O'Donnell Richard
Published: June 2006

Teacher shortages in special education in general and, specifically, in severe disabilities continue to be acute, despite concentrated personnel preparation efforts. The application of telecommunications technologies is viewed as a potentially effective way to systematically impact these shortages. We describe two federally funded distance education programs in the area of severe disabilities, The University of North Carolina at Charlotte project (UNC Charlotte) and project UPLIFT (Utah Consortium for Low Incidence Faculty and Teachers), each of which uses a multi-university consortium. We also discuss the technologies employed in each project. Preliminary data illustrating the use of end of course student evaluations are presented to demonstrate the effectiveness of distance education course delivery in the area of severe disabilities. The potential benefit of preparing personnel via distance delivery through using multi-university consortia is discussed and topics for future research are suggested.
Useful Practices in Inclusive Education: A Preliminary View of What Experts in Moderate to Severe Disabilities are Saying
Authors: Jackson Lewis , Ryndak Diane Lea , Billingsley Felix
Published: June 2006

We examined the opinions of experts in the field of moderate to severe disabilities on useful practices for inclusive education across nine categories of practices: Promoting inclusive values in the school; collaboration between general and special educators; collaboration between educators and related service providers; family involvement; choosing and planning what to teach; scheduling, coordinating, and delivering inclusive services within the school; assessing and reporting student progress on an ongoing basis; instructional strategies; and supporting students with challenging behavior. An examination of emergent themes within each category yielded a rich description of the depth and breadth of practices that are perceived by these experts as useful in promoting and sustaining successful school inclusion. Importantly, many of the identified practices require some level of educational service restructuring, including redefining the roles and functions of special education teachers, related services personnel, and classroom teachers. We also found that our sample of experts relied on sources of information other than empirical research in the development of their stores of wisdom on useful practices. Although preliminary in nature, our study contributes to the growing body of literature on inclusive education. It describes a range of practices perceived by a sample of experts to be associated with successful school inclusion. It also identifies a number of important themes that can inform future research in this area.
Peer Interactions and Sociometric Status of High School Students with Moderate or Severe Disabilities in General Education Classrooms
Authors: Mu Keli , Siegel Ellin B. , Allinder Rose M.
Published: June 2006

We examined the social status of six high school students with moderate or severe disabilities in general education cooking classes and compared their social interaction behaviors with those of peers without disabilities. The peers without disabilities who participated were selected from an “average” group based on peer nomination sociometric assessments. Results showed that the social status of the students with disabilities varied. Although no participating students with disabilities were classified as “popular” among their peers, the majority of the participating students with disabilities obtained “average” social status ratings. Results also indicated that students with disabilities were involved in fewer social interactions, interacted with peers without disabilities slightly more often than with adults, and were more often passive participants in interactions. Future studies should examine peer interactions and peer acceptance of students with moderate or severe disabilities in more academic classes, as well as factors that impact their social status and social relationships in inclusive environments.
Self-Prompted Communication Book Use to Increase Social Interaction among High School Students
Authors: Hughes Carolyn , Rung Lori L. , Wehmeyer Michael L. , Agran Martin , Copeland Susan R. , Hwang Bogseon
Published: June 2006

This investigation examined the effects of self-prompted communication book training provided by peers on the conversational initiations of four high school students with extensive support needs. The intervention was associated with increases in participants' appropriate initiations and general education conversational partners' corresponding responses. The self-prompting strategy also was associated with increases in conversational topics discussed and decreases in inappropriate initiations by participants. In addition, interviews conducted postintervention generally indicated that participants believed they had (a) met their social goals to increase their interactions with their general education peers and (b) made more friends at school. Implications of findings are discussed and suggestions made for future programmatic efforts.
Effects of Functional Analysis Information on Ratings of Intervention Effectiveness and Acceptability
Authors: Weigle Karen L. , Scotti Joseph R.
Published: June 2006

Variables affecting ratings of intervention acceptability and effectiveness have been widely studied. In the literature, several variables have produced reliable results, such as type of intervention and severity of problem behavior. One variable that remains uninvestigated is the effect of providing functional analysis information on ratings of interventions. We analyzed the ratings of 55 teachers for both the effectiveness and acceptability of a range of interventions. We also evaluated the impact on those ratings of providing three levels of functional information about the targeted problem behavior: (a) structural (descriptive) information, (b) information describing an escape function (negative reinforcement), and (c) information describing an attention function (positive reinforcement). Sample demographics are reported, along with scores on an evaluation of knowledge of behavioral principles and causes of problem behavior. The teachers differentially rated brief interruption and differential reinforcement according to the functional information provided in the case vignettes. Severity of the problem behavior did not influence ratings. The implications of the findings are discussed in terms of teacher training and support for intervention efforts that include functional assessment strategies.
Effects of Manual Signing on Communicative Verbalizations by Toddlers with and without Disabilities in Inclusive Classrooms
Authors: DiCarlo Cynthia F. , Stricklin Sarintha , Banajee Meher , Reid Dennis H.
Published: June 2006

Inclusive programs involving toddlers with and without disabilities are becoming increasingly common. However, little research has evaluated the effects of specific aspects of inclusive services on participating children without disabilities. Due in part to parental concerns over a potentially reductive impact of manual signing on the communicative verbalizations of children without disabilities, we evaluated effects of manual signing by a classroom teacher on verbalizations of toddlers in an inclusive classroom. Manual signing was introduced sequentially by the teacher within ongoing verbal interactions with the toddlers in three play activities. Results indicated that teacher signing was accompanied by increases in communicative interactions involving signing with the teacher by each group of toddlers with and without disabilities. No reductive effects on communicative verbalizations were observed for any toddler group. These results offer support for using signing in an inclusive classroom without detrimental effects on the verbal functioning of children without disabilities. Future research should focus on conducting similar evaluations in other types of inclusive settings.
Quality of Partnerships in Service Provision for Korean American Parents of Children with Disabilities: A Qualitative Inquiry
Authors: Park Jiyeon , Turnbull Ann P. , Park Hyun-Sook
Published: June 2006

The purpose of this exploratory study was to investigate the perspectives of 10 Korean American parents of children with disabilities about their partnerships with professionals with whom they work to meet the needs of their children and families. In-depth interviews were used for data collection and the constant comparative method was used to analyze the transcripts. Findings are discussed in terms of four themes that emerged from the analysis: Cultural and linguistic factors; a lack of prerequisites including connection, information, and advocacy; interpersonal factors such as strengths based perspective, professional expertise, commitment, caring, respect, and trustworthiness; and structural factors such as financial benefits, flexibility, turnover rate, and caseload. Finally, implications for practices to facilitate partnerships with Korean American parents and suggestions for future research are provided.
More Than Techniques: Team Members' Perspectives on Implementing Positive Supports for Adults with Severe Challenging Behaviors
Authors: Bambara Linda M. , Gomez Ophelia , Koger Freya , Lohrmann-O'Rourke Sharon , Xin Yan Ping
Published: June 2006

How teams implement and understand the process of positive behavior support provides an important source of information for improving supports for adults with developmental disabilities who engage in severe challenging behaviors in community settings. The purpose of the present study was to describe how positive behavior support was experienced and understood by team members from four residential, community-based teams who achieved positive outcomes for adults with severe challenging behaviors. In-depth, semistructured interviewing was the primary data source involving 19 participants. Data were analyzed within and across teams revealing team members' perceptions on their guiding values, struggles and barriers to implementing positive approaches, ways to support team members, the importance of staff relationships, and key elements of their direct support. Moving beyond techniques, the findings depict an overall culture of support consisting of interrelated layers of social context. Implications for practice and future research directions are discussed.
Across-Program Collaboration to Support Students with and without Disabilities in a General Education Classroom
Authors: Hunt Pam , Doering Kathy , Hirose-Hatae Anne , Maier Julie , Goetz Lori
Published: June 2006

We conducted a program evaluation of a multi-component intervention using general education/special education collaborative teaming to increase the academic achievement and social participation of students with and without disabilities. A team of general, special, and bilingual educators, parents, and an outreach consultant developed Unified Plans of Support (UPS) for three students whose academic performance was substantially below grade level and whose social participation was limited. Effectiveness of the support plans was evaluated through multiple data sources including behavioral observations, team interviews, and analyses of student work samples. Evaluation outcomes suggested that consistent implementation of the plans of academic and social support by members of the UPS Team was associated with increases in academic skies, self-confidence and assertiveness, social interactions with classmates, and demonstrations of pride in academic accomplishments. The implications of across-program and across-school collaboration are discussed, as well as the need for future research on models of resource reallocation to meet the needs of all students in general education classrooms.
Increasing Integrated Workplace Social Interactions: The Effects of Job Modification, Natural Supports, Adaptive Communication Instruction, and Job Coach Training
Authors: Mautz Denise , Storey Keith , Certo Nick
Published: June 2006

The effectiveness of job modification, natural supports, instruction on the use of a communication device, job coach social facilitation training, and co-worker support for social integration in a supported employment setting was examined. The intervention consisted of four phases: Job modification; natural supports instruction to nondisabled co-workers; introduction of a communication device without instruction; communication device training; and job coach social facilitation training and eliciting co-worker support for social integration. Social interaction data were collected using direct observation. Results indicate that the use of the communication device, job coach social facilitation training, and eliciting co-worker support for social integration were necessary in order to increase the supported employee's levels of workplace social interaction; the earlier conditions did not have any impact. Implications for research and practice are discussed.
Behavioral Risk Management: Supporting Individuals with Developmental Disabilities Who Exhibit Inappropriate Sexual Behaviors
Authors: Ward Karen M. , Bosek Rebecca L.
Published: June 2006

Community-based services to address inappropriate and offensive sexual behaviors are perhaps the least developed of all interventions for individuals with developmental disabilities. This article describes Behavioral Risk Management (BRM), a community-based, wraparound model, that incorporates both internal and external management strategies to meet the unique needs of adolescent and adult males with developmental disabilities who exhibit inappropriate or offensive sexual behaviors. Key components of BRM are risk assessment and risk management support planning, teaching new skills and alternative behaviors, environmental arrangements and supervision, and monitoring systems. Although still a work in progress, the model has enabled men with developmental disabilities who exhibit inappropriate or offensive sexual behaviors to live safely in the community, while ensuring community safety.
Barriers to the Development of Intimate Relationships and the Expression of Sexuality among People with Developmental Disabilities: Their Perceptions
Authors: Lesseliers Joan , Van Hove Geert
Published: June 2006

In discussions pertaining to the sexuality of people with developmental disabilities, the voices of individuals with developmental disabilities often go unheard. In this article, we explored the ways in which adults with developmental disabilities perceive their relationships and their sexuality, and examined how they think about sexuality issues and what they themselves consider important. This qualitative research was conducted by means of semistructured, one-on-one private interviews with people with developmental disabilities from different service facilities in Flanders, Belgium. The findings suggest that there is no one type of relational–sexual experience, but common to all participants was the absence of support for building relationships and for coping with ensuing relational difficulties. The circumstances of people's lives, including many structural, organizational, and attitudinal barriers, appeared to shape the participants' perception of sexuality and their relationships with others. We conclude with implications for service professionals.
Longitudinal Analysis of State Patterns and Related Variables among Infants and Children with Significant Disabilities
Authors: Guess Doug , Roberts Sally , Rues Jane
Published: June 2006

Behavior states and related developmental and medical variables were observed during all or part of the first 4 years of life for 34 infants identified with severe cognitive and multiple disabilities. Eight infants died before 1 year of age. Extensive data were then collected for an additional group of 8 infants who were observed through the age of 4 years. Findings demonstrated emerging state profiles during this time period that were consistent with those found among older populations observed in previous investigations. Different behavior state profiles at age 4 years were indicated by several developmental skills in the first year of life. These results suggest the need for specific, early interventions with infants whose state patterns are inconsistent with optimal learning and development.
A Framework for Understanding Young Children with Severe Multiple Disabilities: The Van Dijk Approach to Assessment
Authors: Nelson Catherine , van Dijk Jan , McDonnell Andrea P. , Thompson Kristina
Published: June 2006

This article describes a framework for assessing young children with severe multiple disabilities that was developed by Dr. Jan van Dijk and colleagues in the Netherlands. The assessment is guided by the lead of the child as it looks at the underlying processes of learning including biobehavioral state, orienting response, learning channels, approach–withdrawal, memory, interactions, communication, and problem solving. Through the use of two case studies, each of the learning processes is described along with suggestions for assessment and intervention. A sample protocol with observations, child strengths and needs, and suggestions for intervention is included.
Instructional Strategies and Educational Outcomes for Students with Developmental Disabilities in Inclusive “Multiple Intelligences” and Typical Inclusive Classrooms
Authors: Katz Jennifer , Mirenda Pat , Auerbach Stan
Published: June 2006

Pedagogical practices based on Gardner's (1983) theory of multiple intelligences (MI) are often cited as potentially facilitative of inclusion of students with developmental disabilities (Armstrong, 1994; Eichinger & Downing, 1996; Falvey, Givner, & Kimm, 1996). However, no research to date has examined this relationship. The purpose of this study was to examine the engaged behavior and social interactions of 10 students with developmental disabilities in two types of inclusive classrooms–those that ascribed to MI pedagogy, instruction, and assessment, and those that used no specific educational theory or approach to instruction. The study was intended to be exploratory in nature to generate hypotheses for future investigations. Data were collected using MS-CISSAR (Greenwood, Carta, Kamps, & Delquadri, 1997), a software program for gathering and analyzing observational data in classrooms. Results suggested that the experiences of the participants in both typical and MI-inclusive classrooms were more alike than different. Participants in both types of classrooms were engaged primarily in whole-class, independent seatwork, and traditional classroom activities, and were engaged less frequently in small groups or multiple response activities. However, participants were observed more frequently to be engaged in multiple response activities in MI classrooms, and in both noninstructional time and individual seatwork activities that were different from those of peers in typical classrooms. The participants in MI classrooms spent more time interacting with their typical peers, whereas those in typical classrooms spent more time interacting with adults during 1:1 activities that were different from those of their peers. The results are discussed in terms of their educational and research implications, limitations, and suggestions for further research.
Using Simple Hand-Movement Responses with Optic Microswitches with Two Persons with Multiple Disabilities
Authors: Lancioni Giulio E. , Singh Nirbhay N. , O'Reilly Mark F. , Oliva Doretta , Baccani Simona , Canevaro Andrea
Published: June 2006

In this study, we assessed whether a program involving simple hand-movement responses combined with optic microswitches and followed by preferred stimuli would be successful (i.e., increasing responding and stimulation) with two persons with multiple disabilities. Data showed that both persons reached fairly high levels of responding during intervention and retained their achievement through subsequent maintenance periods of 3 or 6 months. Procedural issues, practical implications of the findings, and measures for promoting long-term response maintenance–extensions were discussed.
Inclusion in Viet Nam: More Than a Decade of Implementation
Authors: Villa Richard A. , Van Tac Le , Muc Pham Minh , Ryan Susan , Thuy Nguyen Thi Minh , Weill Cindy , Thousand Jacqueline S.
Published: June 2006

This article traces the evolution of special education policies and services and the introduction of inclusive education as a service delivery model in Viet Nam. The impact of a series of inclusion initiation projects and resultant goals of the Ministry of Education and Training to expand inclusive education nationally are described along with the existing barriers to change and a proposed systems change model for facilitating the ongoing expansion of inclusive education throughout the country.
Training Preschool Staff to Promote Cooperative Participation among Young Children with Severe Disabilities and Their Classmates
Authors: Schepis Maureen M. , Reid Dennis H. , Ownbey Jean , Clary Jamie
Published: June 2006

Young children with severe disabilities often require specific support to participate in activities with typically developing peers in inclusive preschools. We evaluated a program for training preschool staff to promote cooperative participation between preschoolers with and without disabilities. The training program consisted of viewing videotaped scenarios of examples of how to prompt and praise cooperative participation during different free-play situations, along with specific instructions and on-the-job feedback. The program was implemented with 2 staff persons who worked with 2 preschoolers with severe disabilities in two classrooms. Each time the staff training program was implemented, increases occurred in cooperative participation between the child with disabilities with whom a staff person worked and typically developing peers. Concurrent observations of a child whose support staff did not receive training revealed no corresponding increases in cooperative participation. Results are discussed regarding the importance of staff training procedures that directly impact child performance.
Concerns regarding the Application of Restrictive “Eligibility” Policies to Individuals Who Need Communication Services and Supports: A Response by the National Joint Committee for the Communication Needs of Persons with Severe Disabilities
Authors: Snell Martha E. , Caves Kevin , McLean Lee , Mollica Beth Mineo , Mirenda Pat , Paul-Brown Diane , Romski Mary Ann , Rourk Jane , Sevcik Rose , Yoder David
Published: June 2006

Sometimes communication supports and services for school-aged children with extensive disabilities are re-duced over time or removed on the basis of inappropri-ate reasons or eligibility criteria that are flawed. Family members may feel unequipped to argue against the de-cisions that schools or agencies make for their child, and professionals may be in a difficult position to disagree with their administrators. The National Joint Committee for the Communication Needs of Persons with Severe Disabilities has written a position statement on these re-strictive eligibility practices. This position statement ad-dresses concerns about inappropriate eligibility criteria and may be used to help individuals, family members, and providers gain access to necessary communication supports and services.
“You Have to Learn Who

Comes

with the Disability”: Students' Reflections on Service Learning Experiences with Peers Labeled with Disabilities
Authors: Smith Valerie M.
Published: June 2006

Service learning is the integration of community-based student projects into the formal curriculum of a school or course of study. This qualitative, descriptive study presents understandings about disability issues that seven undergraduates constructed through participation in a semester-long service learning class. Paired with same-aged peers with disabilities for 2 hr/week, students shared campus-based classroom, work, and social experiences. In-depth interviews and examination of reflective journals revealed that students used their experiences to question prior notions of the nature of relationships with people with disabilities, of the meaning and uses of disability labels, and of the perceptions about and place of people with disabilities in society. Results support previous literature highlighting the benefits of real-life experience, framed by constructivist and reflective teaching practices, in developing and reinforcing critical thinking skills.
A Content Analysis of the Curricular Philosophies Reflected in States' Alternate Assessment Performance Indicators
Authors: Browder Diane , Spooner Fred , Ahlgrim-Delzell Lynn , Flowers Claudia , Algozzine Bob , Karvonen Meagan
Published: June 2006

Both the Individuals with Disabilities Education Act 1997 and the No Child Left Behind Act (2002) require the provision of an alternate assessment for students who cannot participate in state or district assessments with accommodations. Most states have defined performance indicators for these alternate assessments linked to their state standards. In this article, we consider five curricular philosophies (i.e., developmental, functional, social inclusion, self-determination, and academic) for students with severe disabilities and analyze how they are reflected in the performance indicators of states selected from an earlier study on curricular alignment. Overall, these states reflected a blend of academic and functional philosophies in defining reading and math performance indicators with few examples of social inclusion, self-determination, or developmental philosophies. The predominance of an academic philosophy was especially evident in states that experts and stakeholders identified as having performance indicators with clear links to language arts and math. These findings are discussed with recommendations for how to teach skills linked to state standards to students with severe disabilities.
Enhancing the Job Performance of Youth with Moderate to Severe Cognitive Disabilities Using the Self-Determined Learning Model of Instruction
Authors: McGlashing-Johnson Jennifer , Agran Martin , Sitlington Patricia , Cavin Michael , Wehmeyer Michael
Published: June 2006

This study investigated the effects of the Self-Determined Learning Model of Instruction on student-selected work skills for 4 students with moderate to severe disabilities. The students learned to set their own goals, develop an action plan, implement the plan, and adjust their goals and plans as needed. Three of the 4 participants achieved their self-selected goals, and 1 student did not meet the mastery criterion, but performed at a higher level during the training condition than in baseline. The results provide support for self-determination instruction for transition-age youth with moderate to severe disabilities.
Toward the Realization of the Least Restrictive Educational Environments for Severely Handicapped Students
Authors: Brown Lou , Wilcox Barbara , Sontag Edward , Vincent Betty , Dodd Nancy , Gruenewald Lee
Published: June 2006

It is now the responsibility of educators to provide for the education of severely handicapped students in what has been referred to as “the least restrictive educational environment.” This paper discusses least restrictive educational environments in relation to segregation versus integration, interactions with nonhandicapped age peers, the ratio between handicapped and nonhandicapped students, chronologically age-appropriate educational environments, architectural barriers and prosthetized environments, “normal” organization of the school day, equal access to school facilities and resources, transportation, and ancillary services. The fundamental premise offered here is that educational service delivery models for severely handicapped students must closely approximate the best educational service delivery models used for nonhandicapped students.
Parents' Perceptions of Advocacy Activities and Their Impact on Family Quality of Life
Authors: Wang Mian , Mannan Hasheem , Poston Denise , Turnbull Ann P. , Summers Jean Ann
Published: June 2006

The concept of family quality of life has emerged as an important outcome of service provision for children with disabilities and their families. In this article, we report families' perceptions of their advocacy efforts and the impact of these efforts on their family quality of life. A total of 104 family respondents participated in focus groups and individual interviews. Through qualitative analysis we identified two themes related to parents' perceptions about their advocacy actions: Advocacy as an obligation and advocacy as a means to improve services. Three themes also emerged regarding parents' perceptions of the impact of their advocacy actions: Advocacy enhances coping, advocacy involves struggle, and advocacy causes stress. We discuss issues related to these themes as well as two factors (the quality of their partnerships and of their child's education) that may mediate the impacts of parental advocacy. We also discuss the implications for practice and provide tips for educators to improve their practices to better support families in their advocacy efforts.
Severity of Disability and Income as Predictors of Parents' Satisfaction with Their Family Quality of Life during Early Childhood Years
Authors: Wang Mian , Turnbull Ann P. , Summers Jean Ann , Little Todd D. , Poston Denise J. , Mannan Hasheem , Turnbull Rud
Published: June 2006

The field of early intervention has recognized a growing need to study contributing factors of family outcomes such as family quality of life (FQOL). This study of 130 fathers and 234 mothers of families in early childhood programs explores the associations between family income and severity of disability, and fathers' and mothers' satisfaction with their FQOL. The results reveal that severity of disability is a significant predictor of fathers' and mothers' satisfaction ratings of FQOL; that family income is a significant predictor of mothers' satisfaction ratings of their FQOL, but not of fathers; and that there is no interaction effect of family income and severity of disability with respect to fathers' and mothers' satisfaction ratings of FQOL.
Explorations of the Functions of Humor and other Types of Fun among Families of Children with Disabilities
Authors: Rieger Alicja
Published: June 2006

This article presents a qualitative study of six families of children with disabilities and their perspectives on humor. The findings revealed that the families had an understanding of humor that went beyond the generalized humor construct. They embraced both the concept of humor and “other types of fun.” Furthermore, the families' attempts at defining humor focused on functional and situational approaches to humor involving its use as (a) a means of releasing negative emotions and as a natural stress remedy, (b) a means of learning, (c) a form of problem solving, (d) a means of connecting, (e) a form of communication, (f) a means of preventing others from engaging in a putdown, (g) an expression of freedom, (h) a means of building optimistic thinking, and (i) a form of discovering a playful spirit in oneself. A discussion of the findings and suggestions for further research on humor are offered.
Effect of Continuous Improvement Training on Student Interaction and Engagement
Authors: Devlin Patricia
Published: June 2006

This article describes a preliminary study investigating whether a specific awareness and training for six teacher-paraprofessional teams would have an effect on the inclusion of six students with mild to severe disabilities in elementary general education environments. An experimental design employing a pretest-posttest control group with matched subjects was used to evaluate the effectiveness of training that emphasized the continuous improvement components of teamwork, goal setting, and data collection. Data focusing on student interaction and engagement were collected using MS-CISSAR. Results indicated an increase in teacher interaction and a decrease in paraprofessional interaction with special education students after the training component. Engaged behavior was not found to change noticeably for this group of students. Individual student strategies and benefits are also reported. The article includes a discussion of training format, key elements, and their relationship to long-term systems change.
Paraprofessional Services for Students with Disabilities: A Legal Analysis of Issues
Authors: Etscheidt Susan
Published: June 2006

Concomitant with the increase in the number of paraprofessionals assisting students with disabilities is the emergence of legal issues pertaining to the need, selection, responsibilities, preparation, and supervision of those paraprofessionals. The purpose of this article is to provide a legal analysis of administrative and judicial decisions concerning these issues and to propose guidelines for ensuring appropriate paraprofessional involvement in the educational programs for students with disabilities.
Thermodynamic model for nonlinear electrostatic adsorption equilibrium of protein
Authors: Su Xue‐Li , Sun Yan
Published: June 2006

A statistical thermodynamic model is developed for the nonlinear multicomponent protein adsorption equilibrium on ion exchanger. This model takes into account the electrostatic interactions between the adsorbent surface and protein molecules, as well as the lateral interactions between adsorbed protein molecules. The model is, therefore, in accord with the nonstoichiometric nature of the electrostatic adsorption of protein. There are two categories of model parameters: one corresponds to the adsorption affinity of the protein and the other is descriptive of the interactions between the adsorbed molecules. So, all the model parameters have definite physical meanings, and for the adsorption equilibria of single protein, there are only two model parameters. By comparison with batch adsorption equilibrium data of bovine serum albumin, the model is found to fit the experimental data well. The effects of buffer type, pH and ionic strength on the model parameters are reasonably interpreted by the electrostatic and thermodynamic theories. © 2006 American Institute of Chemical Engineers AIChE J, 2006
Preface: Insect signal transduction systems: Current knowledge and future directions
Authors: Vanden Broeck Jozef , Stanley David
Published: June 2006

The papers in this special issue were originally derived from presentations at the International Congress of Entomology, Brisbane, Australia, in 2004. The corresponding authors appeared as speakers in a symposium entitled “Insect Signal Transduction Systems: Current Knowledge and Future Directions,” organized by Jozef Vanden Broeck (Leuven, Belgium) and David Stanley (Columbia, MO).

Among the many exciting areas of insect science, it would be extremely difficult to exaggerate the importance of our growing knowledge on signal transduction systems. In recent years, the available molecular information has grown exponentially as a result of genome and EST (“expressed sequence tags”) sequencing projects. These projects already have an important impact on signal transduction research and provide novel insights in the evolution of genes coding for important components of signaling processes. Future challenges are to study the functional relationships between (this plethora of) genes, as well as the regulation of their expression. In addition to the more traditional insect physiology and the fruitful combination of Drosophila genetics and germline transformation technology, some very powerful methods have now become available for functional genomic analyses in the postgenomic research era.
Optimal nocturnal humidification for xerostomia
Authors: Hay K. David , Morton Randall P.
Published: June 2006

Background.

Xerostomia is associated with a difficulty of maintaining oral hygeine and with symptoms of daytime oral discomfort and nocturnal sleep disturbance.

Methods.

A pilot study was conducted to test the efficacy of a new method of delivering heated humidified air (37 degrees C, 100% water vapor saturated, at 20–25 L/min flow rate via specially designed nasal prongs) overnight for 2 weeks to 10 volunteers with Sjögrens Syndrome. Effectiveness was assessed by means of questionnaire, including the validated Xerostomia Inventory together with specific questions related to quality of sleep and oral comfort.

Results.

Nine subjects completed the study. Daytime xerostomia symptoms were significantly reduced in participants (p = .004). Night‐time oral comfort was significantly improved (p = .005) as was early morning mouth comfort (p = .008). Frequency of dry cough was also significantly reduced over the study period (p < .001).

Conclusions.

The body temperature, pressure saturated, delivery system was well tolerated and succeeded in alleviating the major oral and pharyngeal symptoms produced by xerostomia. These results have encouraged us to pursue further research in the application of this method of providing heated humidification.© 2006 Wiley Periodicals, Inc. Head Neck, 2006
Reliable option for reconstruction of amputation stumps: The free anterolateral thigh flap
Authors: Yıldırım Serkan , Calikapan Gaye Taylan , Akoz Tayfun
Published: June 2006

The increased use of microsurgery has enabled reconstructive surgeons to deal with tissue defects of various sizes and compositions. The limited amount of qualified tissue for covering is the primary problem in stump reconstruction. Free flaps offer the ideal solution by providing the optimal cover, and by preserving the length of the amputation site. Anterolateral thigh flaps were preferred for reconstruction of lower extremity amputation sites of nine patients admitted both in the subacute and chronic periods. All underwent previous stump reconstruction with local flaps in other clinics. Anterolateral thigh flaps avoided further shortening of the extremities, and provided stable tissue for prosthesis use. The flap offers reliable soft‐tissue reconstruction of amputation stumps © 2006 Wiley‐Liss, Inc. Microsurgery, 2006.
Comparison of gas‐phase acidities of some carbon acids with their rates of hydron exchange in methanolic methoxide
Authors: DeTuri Vincent F. , Koch Heinz F. , Koch Judith G. , Lodder Gerrit , Mishima Masaaki , Zuilhof Han , Abrams Neal M. , Anders Cecily E. , Biffinger Justin C. , Han Patrick , Kurland Adam R. , Nichols Jason M. , Ruminski Anne M. , Smith Patricia R. , Vasey Karen D.
Published: June 2006

Hydron exchange reaction rates, kexch M−1s−1, using methanolic sodium methoxide are compared with gas‐phase acidities, ΔG kcal/mol, for four 9‐YPhenylfluorenes‐9‐iH, seven YC6H4CiH(CF3)2, seven YC6H4CiHClCF3, and C6F5iH. Fourteen of the fluorinated benzylic compounds and pentafluorobenzene result in near unity experimental hydrogen isotope effects that suggest substantial amounts of internal return associated with the exchange process. Although the reactions of 9‐phenylfluorene have experimental isotope effects that appear to be normal in value, they do not obey the Swain–Schaad relationship. This suggests that they occur with small amounts of internal return. The entropies of activation, ΔS‡, are +12 to +14 eu, for the benzylic compounds and different significantly from those for the 9‐YPhenylfluorenes, ΔS‡ of −8 to −12 eu. The ΔS‡ ∼ 1 eu for the reactions of pentafluorobenzene falls between the other compounds. Density functional calculations using B3LYP/6‐31+G(d,p) are reported for the reactions of CH3O−(HOCH3)3 with C6F5H, C6H5CH(CF3)2, C6H5CHClCF3, and 9‐phenylfluorene. Copyright © 2006 John Wiley & Sons, Ltd.
Site‐directed combinatorial construction of chimaeric genes: General method for optimizing assembly of gene fragments
Authors: Saftalov Liz , Smith Peter A. , Friedman Alan M. , Bailey‐Kellogg Chris
Published: June 2006

Site‐directed construction of chimaeric genes by in vitro recombination “mixes‐and‐matches” precise building blocks from multiple parent proteins, generating libraries of hybrids to be tested for structure–function relationships and/or screened for favorable properties and novel enzymatic activities. A direct annealing and ligation method can construct chimaeric genes without requiring sequence identity between parents, except for the short (≈3 nt) sequences of the fragment overhangs used for specific ligation. Careful planning of the assembly process is necessary, though, in order to ensure effective construction of desired fragment assemblies and to avoid undesired assemblies (e.g., repetition of fragments, fragments out of order).

We develop algorithms for specific planned ligation of short overhangs (SPLISO) that efficiently explore possible assembly plans, varying the fragment overhangs and the order of ligation steps in the assembly pathway. While there is a combinatorial explosion in the number of possible assembly plans as the number of breakpoints and parent genes increases, we employ a dynamic programming approach to find globally optimal ones in low‐order polynomial time (in practice, taking only seconds for basic assembly plans). We demonstrate the effectiveness of our algorithms in planning the assembly of hybrid libraries, under a variety of experimental options and restrictions, including flexibility in the position and amino acid sequence of breakpoints. Our method promises to enable more effective application of site‐directed recombination to protein investigation and engineering. Proteins 2006. © 2006 Wiley‐Liss, Inc.
Sensitivity of the hazard ratio to nonignorable treatment assignment in an observational study
Authors: Mitra Nandita , Heitjan Daniel F.
Published: June 2006

In non‐randomized studies, estimation of treatment effects generally requires adjustment for imbalances in observed covariates. One such method, based on the propensity score, is useful in many applications but may be biased when the assumption of strongly ignorable treatment assignment is violated. Because it is not possible to evaluate this assumption from the data, it is advisable to assess the sensitivity of conclusions to violations of strong ignorability. Lin et al. (Biomet. 1998; 54:948–963) have implemented this idea by investigating how an unmeasured covariate may affect the conclusions of an observational study. We extend their method to assess sensitivity of the treatment hazard ratio to hidden bias under a range of covariate distributions. We derive simple formulas for approximating the true from the apparent treatment hazard ratio estimated under a specific survival model, and assess the validity of these formulas in simulation studies. We demonstrate the method in an analysis of SEER‐Medicare data on the effects of chemotherapy in elderly colon cancer patients.Copyright © 2006 John Wiley & Sons, Ltd.