bluuebunny/crossref_metadata_2025 huggingface dataset:
Mildly Handicapped Learners in Vocational Education
Authors: Okolo Cynthia M. , Sitlington Patricia L.
Published: December 2008

This study gathered data regarding general instructional practices within secondary vocational education programs and practices specifically related to handicapped learners in these programs. Surveys were mailed to a stratified random sample of 615 Indiana secondary vocational educators, with 388 analyzable surveys returned (63%). The following results were obtained: (a) a high level of independence was required of all vocational education students, especially in the vocational laboratory; (b) vocational educators often used hands-on experience and demonstrations in the laboratory setting, but they relied heavily on reading and writing skills in the classroom; (c) the primary modifications made for handicapped learners entailed the provision of extra assistance or additional time, with curricular or instructional modification occurring much less frequently; (d) although the educators in the sample were veteran teachers and highly educated, 38% had not received any type of training in working with handicapped learners; (e) vocational educators appeared to have minimal involvement in decisions regarding placement of handicapped learners in their programs; (f) consultation regarding handicapped learners in vocational education appeared to be unsystematic; and (g) the vocational educators in this study were comfortable in having a handicapped learner in their classroom.
Regular Educators' Modification Preferences For Mainstreaming Mildly Handicapped Children
Authors: Myles Brenda Smith , Simpson Richard L.
Published: December 2008

A questionnaire designed to solicit information on types of modifications facilitative of regular class teachers' acceptance of elementary-age exceptional children into their classrooms drew responses from 100 regular education teachers. Data indicated that regular educators' participation in the mainstreaming process, rather than availability of specific classroom modifications, was an important factor in their accepting handicapped students. While no significant differences were noted in number of modifications as a function of diagnostic label, teachers did indicate that preferences for mainstreaming modifications differed from their current situation. The data are discussed relative to mainstreaming and current educational trends.
Assessment of Written Expression for Students in Compensatory and Special Education Programs
Authors: Tindal Gerald , Parker Richard
Published: December 2008

This study used eight methods to objectively score 6-minute writing samples from students in compensatory and specialized educational programs. Each sample was also evaluated subjectively by four trained judges, using a holistic judgment of communicative effectiveness. Direct counts were made of the number of words: (a) written, (b) written legibly, (c) spelled correctly, (d) written in correct sequence, and (e) written in continuous correct sequences (averaged over sequences). Secondary calculations produced the percentage of words: (a) written legibly, (b) spelled correctly, and (c) written in correct sequence. In both a cluster analysis and factor analysis of the eight measures, two factors were identified, with the first four measures clustering together (representing a production-dependent factor) and the latter four measures clustering together (reflecting a production-independent factor). Regression of holistic ratings on objective scores produced moderately strong results for two production-independent indices—percentage of words correctly spelled and percentage of words correctly sequenced. The production-independent factor scores were much stronger predictors of holistic ratings than were production factor scores, but were weaker than each of the two strongest individual predictors.
Cooperative Groups: Alternative Assessment for Students with Disabilities?
Authors: Pomplun Mark
Published: December 2008

This article describes the results for students with mild disabilities who participated in a state science assessment with cooperative groups. The students with disabilities participated at the grade level of their enrolled or functional educational level. Results for students with disabilities from both the objective and group parts of the assessment were consistent with expectations in relation to results for general education students. However, further studies are needed of the abilities measured by the assessment scores for students with disabilities, especially the relation of individual and group scores from the project. In addition, examination of residuals from regression analyses did not indicate any negative effects on group performance from the participation of students with disabilities in the cooperative groups. The residuals analyses also showed that further investigation is needed into the nature of the participation in cooperative groups for some students with disabilities.
A Review of Curricular Research in Severe Disabilities from 1976 to 1995 in Six Selected Journals
Authors: Nietupski John , Hamre-Nietupski Susan , Curtin Sandra , Shrikanth Kala
Published: December 2008

Curricular articles pertaining to students with severe disabilities (moderate, severe, and profound mental retardation) published from 1976 to 1995 in six special education periodicals were examined to identify trends in curricular research. Over the 20-year period, 785 curricular articles were identified in the six journals. This represented 16% of the publications across these journals during that time span. The percentage of total publications represented by curricular articles showed an increase from 1976–1980 to 1981–1985, but a steady decline over the past 10 years. There was a 23% decline in the average annual frequency of curricular articles during the 1991–1995 time span in comparison to the 1976–1980 period. A 32% decrease in the average annual frequency of functional life skills training articles was noted, with a 231% increase in the average annual frequency of articles focusing on interactions, integration, and/or inclusion. Within the functional life skills area, recreation/leisure/play/social skills articles represented approximately 34% of the publications, followed by vocational skills with 25%, domestic living/self-care skills with 19%, community functioning skills with 13%, and other/mixed with 11%. The average annual frequency of controlled, quantitative studies remained stable over the past 20 years, but noncontrolled and non–data-based publications dropped by 56%. Qualitative studies represented only 1.2% of those published, only recently appearing in the literature. An analysis of these findings is presented along with a discussion of curricular areas in need of further investigation.
The Dilemma of Difference
Authors: Artiles Alfredo J.
Published: December 2008

A critical aspect underlying the disproportionate representation debate is the dilemma of human difference. I briefly describe this dilemma and analyze three unstated assumptions about difference that permeate disproportionality discussions. I also make two critical recommendations. First, we must strengthen the theoretical sophistication of the debate in two ways, by bringing philosophical and ethical perspectives to the analyses and by increasing the breadth of the theoretical paradigms used in inquiry efforts. Second, I recommend that we bring context to our research endeavors by acknowledging that issues related to ethnicity, race, and language background are highly contentious in our society. We must also contextualize research by including the perspectives of investigators and of ethnic minority students. This will allow us to become aware of the culturally situated meanings that we bring to our research endeavors and to appreciate the complexity in the lives of the people who participate in our investigations.
“You Felt Like Lingering . . .”
Authors: Charters Steve , Fountain Joanna , Fish Nicola
Published: December 2008

There is a growing body of research on the experience of visitors to winery tasting rooms, and their expectations and satisfaction. This overview uses qualitative research in Australia and New Zealand to examine a number of themes relating to the visitor's experience in the tasting room, including the impact of the size of the winery, the nature of the service encounter, and the effect of paying for wine. The significance of these themes is placed in the context of the experience economy and the provision of hospitality generally. The practical relevance of the article is to relate consumers' expectations and perceptions of tasting rooms to the goals of wineries generally, and also the issue of wine quality as a significant factor in the experience, with some specific recommendations for further research and for the implementation of practical outcomes for a successful tasting room.
Not So Novus an Ordo
Authors: Levy Jacob T.
Published: December 2008

Social contract theory imagines political societies as resting on a fundamental agreement, adopted at a discrete moment in hypothetical time, that binds individual persons together into a polity and sets fundamental rules regarding that polity's structure and powers. Written constitutions, adopted at real moments in historical time, dictating governmental structures, bounding governmental powers, and entrenching individual rights, look temptingly like social contracts reified. Yet something essential is lost in this slippage between social contract theory and the practice of constitutionalism. Contractarian blinders lead us to look for greater individualism, social unity, and coherence of principles than should be expected. Real constitutional orders appropriate, incorporate, and channel the histories and divisions of the societies they govern. Treating them as social contracts flattens and distorts them, making those engagements with the past or with social plurality appear anomalous and encouraging their minimization. Accordingly this article redirects attention to non-contractarian strands within constitutionalism's intellectual inheritance and lived practice.
Corporate Compliance Systems
Authors: Parker Christine , Nielsen Vibeke Lehmann
Published: December 2008

This article critically appraises the potential of corporate compliance systems to influence corporate behavior. The authors differentiate between the adoption of formal compliance management systems and the way compliance is managed in practice in business organizations by reference to scholarly literature and analysis of survey responses from 999 large Australian businesses about their implementation of competition and consumer protection law compliance systems. Their analysis shows that at least some elements of compliance systems can translate into good management of compliance in practice. But management commitment to compliance values, managerial oversight and planning, and organizational resources are just as important.
Self-Categorization With a Novel Mixed-Race Group Moderates Automatic Social and Racial Biases
Authors: Van Bavel Jay J. , Cunningham William A.
Published: December 2008

People perceive and evaluate others according to social categories. Yet social perception is complicated by the fact that people have multiple social identities, and self-categorization with these identities shifts from one situation to another. Two experiments examined whether self-categorization with a novel mixed-race group would override automatic racial bias. Participants assigned to a mixed-race group had more positive automatic evaluations of Black ingroup than Black outgroup members. Comparing these evaluations to Black and White faces unaffiliated with either group indicated this preference was driven by ingroup bias rather than outgroup derogation. Moreover, both outgroup and unaffiliated faces elicited automatic racial bias (White > Black), suggesting that automatic evaluations are sensitive to both the current intergroup context (positive evaluations of novel ingroup members) and race (racial bias toward outgroup and unaffiliated faces). These experiments provide evidence that self-categorization can override automatic racial bias and that automatic evaluations shift between and within social contexts.
Is the Pain Worth the Gain? The Advantages and Liabilities of Agreeing With Socially Distinct Newcomers
Authors: Phillips Katherine W. , Liljenquist Katie A. , Neale Margaret A.
Published: December 2008

The impact of diversity on group functioning is multifaceted. Exploring the impact of having a newcomer join a group, the authors conducted a 2 (social similarity of newcomer to oldtimers; in-group or out-group) × 3 (opinion agreement: newcomer has no opinion ally, one opinion ally, or two opinion allies) interacting group experiment with four-person groups. Groups with out-group newcomers (i.e., diverse groups) reported less confidence in their performance and perceived their interactions as less effective, yet they performed better than groups with in-group newcomers (i.e., homogeneous groups). Moreover, performance gains were not due to newcomers bringing new ideas to the group discussion. Instead, the results demonstrate that the mere presence of socially distinct newcomers and the social concerns their presence stimulates among oldtimers motivates behavior that can convert affective pains into cognitive gains.
What Motivates Nonconformity? Uniqueness Seeking Blocks Majority Influence
Authors: Imhoff Roland , Erb Hans-Peter
Published: December 2008

A high need for uniqueness undermines majority influence. Need for uniqueness (a) is a psychological state in which individuals feel indistinguishable from others and (b) motivates compensatory acts to reestablish a sense of uniqueness. Three studies demonstrate that a strive for uniqueness motivates individuals to resist majority influence. In Study 1, the need for uniqueness was measured, and it was found that individuals high in need for uniqueness yielded less to majority influence than those low in need for uniqueness. In Study 2, participants who received personality feedback undermining their feeling of uniqueness agreed less with a majority (vs. minority) position. Study 3 replicated this effect and additionally demonstrated the motivational nature of the assumed mechanism: An alternative means that allowed participants to regain a feeling of uniqueness canceled out the effect of high need for uniqueness on majority influence.
What We Regret Most Are Lost Opportunities: A Theory of Regret Intensity
Authors: Beike Denise R. , Markman Keith D. , Karadogan Figen
Published: December 2008

A recent theory (Roese & Summerville, 2005) has suggested that regret is intensified by perceptions of future opportunity. In this work, however, it is proposed that feelings of regret are more likely elicited by perceptions of lost opportunity: People regret outcomes that could have been changed in the past but can no longer be changed and for which people experience low psychological closure. Consistent with the lost opportunity principle, Study 1 revealed that regretted experiences in the most commonly regretted life domains are perceived as offering the least opportunity for improvement in the future, Study 2 indicated that people experience the most regret for outcomes that are not repeatable, and Study 3 revealed that perceptions of higher past than future opportunities and low psychological closure predict regret intensity. Discussion focuses on the hope-inducing yet ephemeral nature of perceived future opportunity and on the relationship between dissonance reduction and closure.
“What makes you shy?”: Understanding situational elicitors of shyness in Chinese children
Authors: Yiyuan Xu  , Farver Jo Ann M.
Published: December 2008

This paper reports on two exploratory studies of situations that elicit shyness in Mainland Chinese children. In Study 1 ( N = 100; Mage = 10.42) interviews with Chinese children identified three kinds of shyness-eliciting situations: social novelty; negative social evaluation; and public attention. In Study 2 ( N = 162, Mage = 10.19), children's self-reported shyness in various social situations was found to be differentially associated with three forms of shyness common to Chinese culture: shyness toward strangers; anxious shyness; and regulated shyness. The findings revealed both similarities and differences in the eliciting situations for various forms of shyness in Chinese children.
The relationships of personal and ethnic identity exploration to indices of adaptive and maladaptive psychosocial functioning
Authors: Schwartz Seth J. , Zamboanga Byron L. , Weisskirch Robert S. , Rodriguez Liliana
Published: December 2008

Identity exploration has often been associated with maladaptive aspects of psychosocial functioning such as anxiety and depression. It is not known, however, whether maladaptive psychosocial functioning is related to both personal and ethnic identity exploration. In the present study, we examined the relationships of personal and ethnic identity exploration to adaptive (self-esteem, purpose in life, internal locus of control, and ego strength) and maladaptive (depression, anxiety, impulsivity, and tolerance for deviance) psychosocial functioning, as well the extent to which these relationships were mediated by identity confusion. A multi-ethnic sample of 905 White, Black, and Hispanic university students completed measures of personal and ethnic identity exploration, as well as of adaptive and maladaptive psychosocial functioning. Current personal identity exploration was negatively associated with adaptive psychosocial functioning and was positively associated with anxiety, depression, and impulsivity. An opposite pattern of relationships emerged for past personal identity exploration. All these relationships were mediated by identity confusion — positively for current exploration and negatively for past exploration. Ethnic identity exploration was not directly associated with psychosocial functioning and evidenced only a weak association through identity confusion. These findings were consistent across gender and across the three ethnic groups studied. Implications for identity theory, research, and intervention are discussed.
Longitudinal associations between keeping a secret and psychosocial adjustment in adolescence
Authors: Frijns Tom , Finkenauer Catrin
Published: December 2008

Increasing bodies of evidence suggest that keeping secrets may be detrimental to well-being and adjustment, whereas confiding secrets may alleviate the detriments of secrecy and benefit well-being and adjustment. However, few studies have addressed the consequences of keeping and confiding secrets simultaneously, and even fewer have done so longitudinally. This article reports on a two-wave longitudinal survey study among 278 adolescents (aged 13—18 years) that examined the associations of keeping and confiding a specific secret with psychosocial adjustment. Results confirmed a hypothesized longitudinal contribution of keeping a secret all to oneself to psychosocial problems, including depressive mood, low self-concept clarity, low self-control, loneliness, and poor relationship quality. Furthermore, confiding versus continuing to keep a secret all to oneself was associated with decreased psychosocial problems after six months, whereas starting to keep a secret versus not doing so was associated with increased psychosocial problems. These results suggest that the keeping or confiding of secrets may affect adolescents' psychosocial well-being and adjustment.
Reminiscing in the early years: Patterns of maternal elaborativeness and children's remembering
Authors: Haden Catherine A. , Ornstein Peter A. , Rudek David J. , Cameron Danielle
Published: December 2008

This study focused on individual differences in maternal style and children's developing recall abilities in early memory conversations. Within a longitudinal design, a sample of 56 mother—child dyads was observed while reminiscing, and the children's language skills were assessed when they were 18, 24, and 30 months old. In contrast to mothers classified as “low-eliciting,” mothers in a “high-eliciting” group offered more open-ended elaborative questions, fewer elaborative statements, and more confirmations to their 18-month-olds. Although all mothers increased in their elaborative questioning over time, the stylistic groups that were identified remained distinct. Moreover, children of high-eliciting mothers were providing more memory information, even at the first time point, than were children of low-eliciting mothers, but these differences were magnified at 24 and 30 months. Results of correlational and regression analysis further suggest that children's concurrent language skills, their 24-month recall abilities, and their mothers' reminiscing style when they were 18-months of age each contribute uniquely to the prediction of children's provision of memory elaborations in conversations about the past at 30 months of age.
Autobiographical memory sharing in everyday life: Characteristics of a good story
Authors: Baron Jacqueline M. , Bluck Susan
Published: December 2008

Storytelling is a ubiquitous human activity that occurs across the lifespan as part of everyday life. Studies from three disparate literatures suggest that older adults (as compared to younger adults) are (a) less likely to recall story details, (b) more likely to go off-target when sharing stories, and, in contrast, (c) more likely to receive higher global story quality ratings. No previous research has investigated these three related constructs in a single study. In addition, previous work has not examined the type of story most commonly told in everyday life: episodic autobiographical memories. Thus, to investigate story characteristics using ecologically valid materials, the current study examined autobiographical memory stories and fictional stories (as a comparison) recalled by younger and older adults. These were content-coded for level of detail and off-target responding, and also evaluated for global quality by layperson raters. Results show age and also gender differences in level of detail, amount of off-target responding, and global story quality across story types. Additional analyses show that level of detail, and personal significance of the memory (not person characteristics such as age and gender), are the best predictors of global story quality in autobiographical memory stories.
Metabolic Syndrome Pathophysiology and Clinical Presentation
Authors: Handelsman Yehuda
Published: December 2008

Metabolic syndrome is a relatively new definition, designed to help the health care practitioner to easily identify people at risk for the development of cardiovascular disease and diabetes. With the obesity epidemic, we are witnessing an epidemic of multiple-risk patients. Insulin resistance is the perceived pathophysiology of metabolic syndrome and defines its clinical presentation. Hypertension, dyslipedemia, polycystic ovarian syndrome, fatty liver disease, pre-diabetes, sleep and breathing disorder, certain cancers, and cognitive impairment are many of the presentations of the syndrome; patients with any of these conditions are at a high risk of developing cardiovascular disease and diabetes. The metabolic syndrome helps identify people at risk to allow early intervention for prevention. Lifestyle modification is the most important part of the management of people with the syndrome. Lately medications—though none approved by the U.S. Food and Drug Administration (FDA)—have been recommended by major medical societies when lifestyle modification is not enough or when it fails.
In Vivo/Ex Vivo and In Situ Assays Used in Cancer Research: A Brief Review
Authors: Teicher Beverly A.
Published: December 2008

Predicting whether a potential new anticancer agent will have a positive therapeutic index in patients remains a challenge. This brief review provides examples of preclinical in vivo/ex vivo and in situ assays used to assess the therapeutic potential of experimental anticancer therapeutics. Excision assays involving removal of tumor, bone marrow, and other tissues from the host after treatment to determine the effects of therapy in ex vivo assays are important preclinical tools. The survival of malignant cells from tumors treated in vivo and then excised is often determined by colony formation (CFU) in culture. When mice bearing in vivo alkylating agent—resistant tumors were treated with anticancer drugs such as cyclophosphamide, the survival pattern of bone marrow granulocyte-macrophage-colony forming units (CFU-GM) paralleled tumor cell survival. When TNP-470 and minocycline, an antiangiogenic combination, were added to treatment with cytotoxic anticancer therapies, tumor response markedly increased. TNP-470/minocycline—treated mice had higher tissue drug levels than did mice treated with the drug alone. Enzastaurin, an antiangiogenic protein kinase Cβ inhibitor, treatment decreased intratumoral vessels to one half to one quarter of controls. Simultaneous and sequential treatment regimens with enzastaurin and BCNU delayed tumor growth and increased lifespan in mice bearing subcutaneous or intracranial human T98G glioblastoma multiforme. Both TNP-470 and enzastaurin have undergone clinical trials. Enzastaurin is currently in Phase III clinical trials.
Sense of coherence and mental health rehabilitation
Authors: Griffiths Christopher Alan
Published: December 2008

Objective: To provide an understanding of Antonovsky's sense of coherence theory in relation to rehabilitation and to explain how applying his theory in rehabilitation practice can be beneficial. The focus of this paper will be on the rehabilitation and recovery of those with mental health issues.

Findings: Sense of coherence theory helps explain the process of recovery for those with mental health issues. There is substantial evidence that sense of coherence plays a central role in coping with stressors in the rehabilitation/recovery process and that it contributes to mental health and psychosocial functioning. If rehabilitation services adopt a salutogenic approach and seek to enhance a client's sense of coherence then this can be beneficial in terms of the client's rehabilitation and recovery.

Conclusion: Rehabilitation services should ensure that they have rehabilitation goals that strengthen individuals' sense of coherence. Further investigation is required into the development of rehabilitation programmes with sense of coherence theory as part of their foundation.
Improved competence after a palliative care course for internal medicine residents
Authors: Mulder SF , Bleijenberg G , Verhagen SC , Stuyt PMJ , Schijven MP , Tack CJ
Published: December 2008

Residents report that they received inadequate teaching in palliative care and low levels of comfort and skills when taking care of dying patients. This study describes the effects of a problem-based palliative care course on perceived competence and knowledge in a representative Dutch cohort of residents in internal medicine. Before and after the course, we carried out a questionnaire survey and knowledge test in 91 residents. The results show that many residents felt they had limited competence or were incompetent when taking care of patients in the palliative care phase. This was particularly true with respect to communication concerning euthanasia and physician-assisted suicide or hastened death (86% and 85% respectively reported limited competence or incompetence). Participants reported that they received inadequate training in palliative care and believed that specific education would make them feel more competent. The number of times that residents were engaged in palliative care situations and the years of clinical experience had a positive influence on perceived competence. Participating in the course improved perceived competence and knowledge in palliative care. No correlation was found between perceived competence and knowledge of palliative care.
Palliative stage Parkinson’s disease: patient and family experiences of health-care services
Authors: Giles S , Miyasaki J
Published: December 2008

Little is known about the lived health-care experiences of persons living with palliative stage Parkinson’s disease and the family members who care for them. An exploratory phenomenological investigation was adopted to understand participant’s lived health-care experiences and the needs flowing from them. Three family groupings participated in semi-structured in-depth interviews. Interpretative phenomenological analysis revealed three main themes: missing information, being on your own, wanting and not wanting to know. Findings support previous research that indicate palliative care needs are not being met in our current health-care model and that palliative care services should be multi-disciplinary team-based in order to provide comprehensive support to patients and families. Based on this current work, we are currently undertaking a comprehensive quantitative-based multi-disciplinary health-care service needs assessment of palliative stage PD patients with the goal to implement expanded services.
Food intolerance and hyperactivity
Authors: Trites Ronald L. , Tryphonas Helen
Published: December 2008

Hyperactivity in children is etiologically complex. Hyperactivity may be caused by a variety of factors, such as prenatal or perinatal trauma, heredity, or environmental pollutants such as lead. Intolerance to specific foods such as milk or wheat is thought to cause such behavioral disturbances as hyperactivity in some children. Although these claims have been made for many years, they have usually been based on single case studies or on observations of small clinic populations, with no attempt to objectively assess improvement in behavior in children on a controlled diet. An objective testing method (Radioallergosorbent Allergy Test) showed that specific food intolerance was common, not only in hyperactive children but also in those with learning disabilities and those with emotional adjustment problems. The severity of food intolerance was correlated with neuropsychological test evidence of brain dysfunction. A double-blind placebo and treatment diet (eliminating foods to which the child was intolerant) investigation did not yield significant diet effects primarily because almost all children showed significant improvement in behavior irrespective of the diet they were on. Further studies, particularly in preschool-aged children, are needed.
Causal Understanding and Expression in the Preschool Years
Authors: Ammon Mary Sue
Published: December 2008

Stages of development in causal reasoning and causative expression in children are outlined with the goal of providing a baseline against which development in preschool handicapped children may be compared. The notion of causality is defined, and approaches to ways of characterizing causal knowledge and the expression of that knowledge in English are discussed. The three stages described within the preschool age range are defined in terms of changes in children's causal schemes, their field of centration, and their experimental attitude and skills. Suggestions for assessment and special education are made.
Enhancing Social Competence Through Language
Authors: Halle James W.
Published: December 2008

Many developmentally delayed children may be handicapped as much by their social and physical environments as by their primary disabilities (Mittler & Berry, 1977). A corollary to this premise is that the limits of these children's social competence may be more a function of how they are treated and cared for than the direct effects of the disability itself. As a frame of reference for discussing problems inherent in everyday environments of developmentally delayed children, I have chosen to concentrate on one aspect of social competence: language or verbal skills. In this paper four objectives will be addressed: (1) provide a rationale for the relationship between verbal behavior and social competence; (2) describe two problem areas that hinder the attainment of functional verbal skills and thus enhanced social competence; (3) offer a common solution to both problems; and (4) provide an experimental demonstration of a simple application of the recommended solution with preschool developmentally delayed children.
Administrative Leadership
Authors: Lay-Dopyera Margaret , Dopyera John E.
Published: December 2008

Effective leadership may be viewed as (a) a personal style, (b) a set of competencies, or (c) a function of repertoire. Although leadership has more frequently been viewed as a style or as a set of competencies, the model of leadership as a function of repertoire has the advantage of providing a more adequate basis for selecting and preparing effective leaders for early childhood special education programs. The repertoire model, used in conjunction with the other models, offers a promising approach.
Implications of Current Research for the Administration and Leadership of Preschool Programs
Authors: Swan William W.
Published: December 2008

Current research in programs for preschool handicapped children and their families was reviewed under five administrative roles---program manager, policy planner, monitor-evaluator, advocate, and trainer-facilitator. Implications for administrators include activities/skill building in affective development, family services, technology, policy analysis, educational finance, advocacy, program evaluation/research, training, and interaction with staff. Consortium arrangements and technology are suggested as two means to respond to some of the implications. Additional investigation is recommended in effective leadership behavior with administrators of preschool programs and other areas.
Parent Education: Easing the Transition to Preschool
Authors: Spiegel-McGill Phyllis , Reed Deborah J. , Konig Claire S. , McGowan Patricia A.
Published: December 2008

In most states, the implementation of P.L. 99--457 will require families having 3-year-olds with special education needs to experience transition from early intervention infant programs to special education preschool programs. The proposed regulations for P.L. 99--457 require that a transition plan be part of each Individualized Family Service Plan (IFSP), although the regulations provide little detail regarding its implementation. The transition model described in this case study focuses on educating and empowering parents to become long-term, independent, informed advocates for their children. This parent education program is centered around a series of six parent workshops conducted by the infant program staff 6 months prior to the children's transition. The workshops include presentations by the infant staff, group discussions, and handouts. As a follow-up to the individual workshops, transition assistance is provided to each family individually by the home-based teachers. Parents' evaluations indicate high levels of satisfaction. Implications for selecting transition plans for families are discussed.
Developmental Interventions for Biologically At-Risk Infants at Home
Authors: Sandall Susan R.
Published: December 2008

There has been a dramatic reduction in mortality rates for premature/low birthweight infants. Surviving infants are at increased developmental risk. Efforts to enhance the development of infants have taken many forms. Experimental studies investigating the effects of home-based early intervention are reviewed in this article. Implications are drawn for early interventionists.
Best Practices for Writing Child Outcomes
Authors: Notari Angela R. , Drinkwater Sarah G.
Published: December 2008

One implication of the family focused philosophy of Part H of Public Law 99--457 is that child Individualized Family Service Plan (IFSP) goals and objectives reflect functional skills and activities that fit within family daily routines. This study compared two methods employed within an applied setting to develop child IFSPs. A rating instrument covering quality indicators derived from ecological and developmental frameworks was used to evaluate the quality of goals and objectives written from a curriculum-based assessment and a computerized list of goals and objectives based on professional judgment. Implications for best practices are discussed.
Developmentally Appropriate Practices and Early Childhood Special Education
Authors: Carta Judith J. , Atwater Jane B. , Schwartz Ilene S. , McConnell Scott R.
Published: December 2008

In 1991, we published a paper in TECSE arguing that the guidelines set forth by the National Association for the Education of Young Children on Developmentally Appropriate Practice (DAP) were necessary, but not sufficient, for evaluating programs serving young children with special needs. This paper met with some criticism, most recently in a paper by Johnson and McChesney Johnson (1992). That paper provided a theoretical defense of DAP for young children with disabilities and discussed objections to some early childhood special education (ECSE) practices from a developmental perspective. In the present article, we attempt to redirect the debate about the appropriateness of DAP for young children with disabilities from an exchange about the differences between the DAP guidelines and ECSE practices to a discussion of the many areas of overlap between these two rich sources of information about educational practices for young children.
Technical Assistance for Meeting Early Intervention Personnel Standards
Authors: McCollum Jeanette A. , Yates T. J.
Published: December 2008

This article describes the technical-assistance activities of the Partnerships Project, which represents a partnership among a university, a state department of education, and a university-affiliated program in the state of Illinois, and is designed to support the implementation of new early intervention personnel standards. Three major functions of the project, each utilizing extensive peer review for its implementation, are described: (a) assisting in the formulation and implementation of a new portfolio-based credentialing process, (b) supporting geographically and financially available field-based training opportunities that assist personnel in meeting credentialing standards through the portfolio process, and (c) supporting activities to expand the ability of colleges/universities to provide early intervention training.
Procedures for Socially Integrating Preschoolers Who Are Hearing, Deaf, and Hard-of-Hearing
Authors: Luetke-Stahlman Barbara
Published: December 2008

Although the popularity of including preschoolers who are deaf and hard-of-hearing into a variety of preschool facilities is increasing, facilitating social integration of preschoolers who are hearing, deaf, and hard-of-hearing is particularly challenging (Antia, 1988). This is in part because language difference (e.g., use of American Sign Language rather than English), modality difference (e.g., sign use rather than speech), or language delay have the potential to render ineffective both adult and peer conversation. In this article, the relationship between communication and social integration is explored, followed by information pertaining to intervention and evaluation of social integration activities with children who are deaf and hard-of-hearing. Finally, we describe several components to assist adults who wish to facilitate the social integration of preschoolers who are hearing, deaf, or hard-of-hearing. It is hoped that those attempting the proposed techniques will disseminate objective, data-based accounts of outcomes to fill the gap in the current literature base.
Preparing Parent Trainers
Authors: Kaiser Ann P. , Hester Peggy P. , Alpert Cathy L. , Whiteman Barbara C.
Published: December 2008

Although parent training is an important aspect of many early intervention programs, little research has investigated strategies for preparing parent trainers. The study described in this article examined the effects of teaching novice trainers to teach parents to implement milieu teaching with their preschool children who had disabilities. In a multiple baseline design across trainer–parent–child triads, trainers systematically were taught to use three components of a model of effective parent training. The results of the study demonstrated that following intensive training, novice trainers' parent training skills improved. Parents learned the milieu teaching procedures when the trainers implemented the targeted parent training procedures. Two of the three children showed marked increases in their targeted language responses as a result of their parents' milieu teaching. Generalization to home interactions was observed for two of the three parents and their children.
A Comparison of the Effects of Type of Classroom and Service Characteristics on Toddlers with Disabilities
Authors: Bruder Mary Beth , Staff Llene
Published: December 2008

This article presents a descriptive analysis of 37 toddler-age children in early intervention. The children had disabilities that ranged from moderate to severe, and they attended classroom settings that were either segregated (children with disabilities only) or inclusive (childcare classrooms having no more than two children with disabilities). The two groups of children were comparable on indices of child development and family background, and they were placed in classrooms according to service availability and family preference. A number of service characteristics differentiated the two types of classrooms, including a higher intensity and frequency of related services being delivered to children in segregated classrooms and larger groups of children and slightly longer hours in the childcare classroom. After 1 year of intervention, there was no difference in developmental progress between the two groups of children; that is, inclusive childcare settings were as effective as segregated classrooms for the group of toddlers discussed in this article.
Ethnic Identity in African American and European American Preadolescents
Authors: Holmes Khiela J. , Lochman John E.
Published: December 2008

The current study tested models to determine the extent to which self-worth and social goals mediate the influence of ethnic identity on aggression among aggressive European and African American preadolescents. Ethnic identity emerged as important for both groups, but in different ways. Different patterns of influence of ethnic identity and of mediation were found for the European and African American preadolescents. Ethnic identity was found to mediate the relation between self-worth and preadolescents' aggressive behavior for European Americans, and ethnic identity and dominance/revenge-oriented social goals resulted in direct main effect nonsignificant trends when predicting aggression for African Americans. Implications are discussed for ethnic identity in aggressive preadolescents.
Medial Collateral Ligament Injuries and Subsequent Load on the Anterior Cruciate Ligament
Authors: Battaglia Michael J. , Lenhoff Mark W. , Ehteshami John R. , Lyman Stephen , Provencher Matthew T. , Wickiewicz Thomas L. , Warren Russell F.
Published: December 2008

Background

Numerous studies have documented the effect of complete medial collateral ligament injury on anterior cruciate ligament loads; few have addressed how partial medial collateral ligament disruption affects knee kinematics.

Purpose

To determine knee kinematics and subsequent change in anterior cruciate ligament load in a partial and complete medial collateral ligament injury model.

Study Design

Controlled laboratory study.

Methods

Ten human cadaveric knees were sequentially tested by a robot with the medial collateral ligament intact, in a partial injury model, and in a complete injury model with a universal force-moment sensor measuring system. Tibial translation, rotation, and anterior cruciate ligament load were measured under 3 conditions: anterior load (125 N), valgus load (10 N·m), and internal-external rotation torque (4 N·m; all at 0° and 30° of flexion).

Results

Anterior and posterior translation did not statistically increase with a partial or complete medial collateral ligament injury at 0° and 30° of flexion. In response to a 125 N anterior load, at 0°, the anterior cruciate ligament load increased 8.7% (from 99.5 to 108.2 N; P =. 006) in the partial injury and 18.3% (117.7 N; P <. 001) in the complete injury; at 30°, anterior cruciate ligament load was increased 12.3% (from 101.7 to 114.2 N; P =. 001) in the partial injury and 20.6% (122.7 N; P <. 001) in the complete injury. In response to valgus torque (10 N·m) at 30°, anterior cruciate ligament load was increased 55.3% (30.4 to 47.2 N; P =. 044) in the partial injury model and 185% (86.8 N; P =. 001) in the complete injury model. In response to internal rotation torque (4 N·m) at 30°, anterior cruciate ligament load was increased 29.3% (27.6 to 35.7 N; P =. 001) in the partial injury model and 65.2% (45.6 N; P <. 001) in the complete injury model. The amount of internal rotation at 30° of flexion was significantly increased in the complete injury model (22.8°) versus the intact state (19.5°; P <. 001).

Conclusion

Partial and complete medial collateral ligament tears significantly increased the load on the anterior cruciate ligament. In a partial tear, the resultant load on the anterior cruciate ligament was increased at 30° of flexion and with valgus load and internal rotation torque.

Clinical Relevance

Patients may need to be protected from valgus and internal rotation forces after anterior cruciate ligament reconstruction in the setting of a concomitant partial medial collateral ligament tear. This information may help clinicians understand the importance of partial injuries of the medial collateral ligament with a combined anterior cruciate ligament injury complex.
Predictors of Hip Internal Rotation during Running
Authors: Souza Richard B. , Powers Christopher M.
Published: December 2008

Background

Recent studies have suggested that excessive hip internal rotation during dynamic tasks may be associated with patellofemoral pain. Although diminished hip-muscle strength and altered femoral morphologic characteristics have been implicated in abnormal hip rotation in persons with patellofemoral pain, no study has confirmed this hypothesis.

Hypothesis

Women with patellofemoral pain would demonstrate increased average hip internal rotation, decreased hip-muscle performance, and abnormal femoral shape compared with controls. Furthermore, measures of hip strength and femoral shape are predictive of average hip internal rotation during running.

Study Design

Cross-sectional study; Level of evidence, 3.

Methods

Nineteen women with patellofemoral pain and 19 pain-free controls participated. Lower extremity kinematics during running, hip-muscle performance, and femoral morphologic characteristics on magnetic resonance imaging were quantified. Independent t tests were used to assess group differences. Stepwise linear regression was used to determine whether measures of strength and/or structure were predictive of average hip internal rotation during running.

Results

Participants with patellofemoral pain demonstrated significantly greater average hip internal rotation (8.2° ± 6.6° vs 0.3° ± 3.6°; P <. 001), reduced hip-muscle strength in 8 of 10 hip strength measurements, and greater femoral inclination (132.8° ± 5.2° vs 128.4° ± 5.0°; P =. 011) compared with controls. Stepwise regression revealed that isotonic hip extension endurance was the only predictor of average hip internal rotation (r = −.451; P =. 004).

Conclusion

Abnormal hip kinematics in women with patellofemoral pain appears to be the result of diminished hip-muscle performance as opposed to altered femoral structure. The results suggest that assessment of hip-muscle performance should be considered in the evaluation and treatment of patellofemoral joint dysfunction.