bluuebunny/crossref_metadata_2025 huggingface dataset:
An Early Intervention Research Institute: Studies of the Efficacy and Cost Effectiveness of Early Intervention at Utah State
Authors: Casto Glendon , White Karl , Taylor Cie
Published: December 2008

Utah State University will use meta-analysis techniques and intervention to determine the efficacy of early intervention with handicapped children. A meta-analysis will be conducted to determine conclusions that can be drawn from existing research, how those conclusions vary across handicapping conditions and type of intervention, and the gaps that exist in the current body of knowledge. A center-based early intervention program will be conducted to determine the efficacy and cost effectiveness of the intervention for children who did and those who did not participate in a prior home-based intervention program. A second intervention study will be conducted to determine the longitudinal effects of intervention provided to hearing-impaired children before age 30 months as compared to those who receive intervention after age 30 months. A model for cost-effectiveness analysis for use with early intervention programs for the handicapped will be developed and used in the intervention studies conducted as part of the institute.
The Preparation of Early Childhood Special Educators: A Model Program
Authors: Mallory Bruce L.
Published: December 2008

A model personnel preparation program, funded by the U.S. Office of Special Education, that trains master's level early childhood special educators is presented. Rde definition is discussed. and the convergence of early childhood and special education as a combined discipline is reviewed. The theoretical perspectives of the program, including cognitive-developmental and ecological frameworks, are described. Coursework and internship arrangements are summarized. Problems encountered in the implementation process are emphasized. These include (1) a lack of early childhood special education certification standards, (2) diverse student characteristics, (3) arranging internship supervision, and (4) preparing specialists for handicapped children below 3 years of age. The program's evaluative process and product questions are presented.
Matching Changes in Preschool Environments to Desired Changes in Child Behavior
Authors: Bailey Donald B. , Harms Thelma , Clifford Richard M.
Published: December 2008

Preschool environments differentially affect the behavior and development of handicapped youngsters. A specific quality or aspect of the environment can in part determine how children behave in that setting. It is therefore important that early childhood special educators tailor environmental provisions to match desired autcomes. This article describes five dimensions of children's behavior likely to be affected by environments: engagement, independence, aggression, social interaction, and happiness. Research and theory documenting the relationship between environments and behavior are reviewed and guidelines for matching changes in preschool environments to changes in child behavior are provided.
Services for Families of Severely Handicapped Preschool Students: Assumptions and Implications
Authors: Carney Irene H.
Published: December 2008

This article summarizes the literature on intervention with preschool-aged handicapped children and their families. More specifically, the review excludes those programs and papers pertaining to high-risk, disadvantaged, or mildly delayed children, focusing instead on services for children labeled trainable, severely or profoundly retarded; severely emotionally disturbed or autistic; or multihandicapped.

Several authors have argued for, and provided models of, parent involvement in the education of young handicapped children. Parents and professionals alike, however, have suggested that attempts at true partnership have succeeded only minimally. This article proposes a series of assumptions as a philosophical foundation for improved parent-professional relations. Each assumption is discussed in terms of its implications for practice. Proposed practices are illustrated with examples for existing service delivery models. The article summarizes the state of the art in services for families. This evaluation calls for a reexamination of existing attitudes and practices and cites specific implications for parents, early intervention specialists, administrators, and teacher trainers.
Noncategorical identification of Preschool Handicapped Children: Policy Issues and Options
Authors: Smith Barbara J. , Schakel Jacqueline A.
Published: December 2008

The purpose of this article is to recommend public policy and policy research that would facilitate noncategorical diagnostic procedures for very young handicapped children. The literature on the effects of labeling is reviewed briefly. Current policy and practice in regard to categorical and noncategorical approaches are summarized, including four descriptive studies on this issue. Several policy options are discussed with consideration of the strengths and weaknesses of each. Finally, potential misuses are reviewed and recommendations for policy research are offered.
Impact of Research on Social Policy for Handicapped Infants and Children
Authors: Bricker Diane
Published: December 2008

This paper examines the effects of research on social policy and in particular its impact upon handicapped infants and young children. The influence of research on mainstreaming, Head Start, deinstitutionalization, and personal preparation is discussed, as are barriers to the application of findings to social policy. The steps leading to the formulation of social policy are presented, followed by a discussion of factors that contribute to it. The reciprocal influence of research on social policy and of social policy on research is acknowledged.
Administration of Preschool Special Education Programs: Strategies for Effectiveness
Authors: Shearer Marsha S. , Mori Allen A.
Published: December 2008

The following article surveys the development of preschool special education programs and the rationale for employing an administrator to carry out activities necessary to support early intervention services. The functions of a preschool administrator are discussed, using the framework of the agency, the early intervention program, and staff and stressing the linkage of duties and their impact on the program. Qualifications for implementing preschool special education administrative responsibilities are suggested.
TALKline: An Evaluation of a Call-In Telephone Service for Parents
Authors: Fuller Celia , Vandiviere Patricia , Kronberg Charles
Published: December 2008

A study of a call-in telephone service providing developmental guidance, referral, and general information to any parent with a concern about a young child indicated a continuous increase in use of the service, which is reaching the target group but not all segments of it. The concerns most frequently expressed by callers were related to negative behavior, development, toileting, sleeping, and sibling/peer interactions. Most of the callers interviewed at follow-up expressed positive views of the service and reported a high degree of compliance with staff recommendations.
Conducting Longitudinal Research on the Efficacy of Early Intervention with Handicapped Children
Authors: White Karl R. , Mott Stacey E.
Published: December 2008

An historical analysis of early intervention efficacy research documents the need for rigorously conducted longitudinal studies of early intervention with handicapped children. In this article the issues to be addressed in a series of 16 longitudinal studies recently funded by the U.S. Department of Education are described, the design characteristics of these studies are discussed, and the projected benefits of such research are summarized.
Parental vs. Professional Assessment of Developmentally Delayed Children After Periods of Parent Training
Authors: Schafer D. Sue , Bell A. Polly , Spalding J.B.
Published: December 2008

This study reports changes in parents' abilities to assess their children's status in five developmental domains while participating in a parent-child training project. Thirty-one developmentally delayed children between the ages of 1 and 27 months at the time of the initial assessment were included. Each child was assessed four times at approximately 4-month intervals by two sources: his/her parent(s) and a team of professionals. No differences were found between parent and professional scores at any time in the motor, social, and language domains. Differences found in the initial test of the self-help domain disappeared after 4 months of parent training, while differences in the cognitive domain took an average of 12 months to resolve. The results support the hypothesis that parents tend to overestimate their child's developmental status.
Changing Demographics of the American Family: Implications for Single-Parent Families of Young Handicapped Children
Authors: Bristol Marie M. , Reichle Nancy C. , Thomas Daphne D.
Published: December 2008

This paper reviews demographic data on changes in the prevalence and types of single-parent families of handicapped and nonhandicapped children. Research on adaptation in single-parent families of handicapped children is discussed and critiqued with a view to identifying areas for future research. Service needs of these families are noted, and an overview of some employment-related and publicly founded resources for family needs is provided.
Cognitive Characteristics of Handicapped Children's Play: A Review
Authors: Rogers Sally J.
Published: December 2008

Although play is generally considered an important learning medium for young normally developing children, its value as a learning medium for young handicapped children has been less fully appreciated. Early research may not have portrayed handicapped children's play skills accurately, because many of the studies were carried out with institutionalized subjects. This paper reviews recent research on the development of play skills in young handicapped children, focusing on developmental patterns in various handicapped groups, areas of deficit, and implications for intervention.
Innovation in Services for Young Children With Handicaps and Their Families: An Analysis of the Handicapped Children's Early Education Program Projects Funded From 1982 to 1986
Authors: Suarez Tanya M. , Hurth Joicey L. , Prestridge Sonya
Published: December 2008

In 1968 the Handicapped Children's Early Education Program was established through federal legislation to increase and improve services for young children with handicaps and their families through the development of model demonstration projects. This study was conducted to determine areas of innovative practice in the 131 most recently funded projects (1982-1986). The analyses suggested that model services have been developed for new and previously underserved populations. Innovations in intervention emerged in curricula, mainstreaming, and transition services. Most of the interventions had a comprehensive family focus. Other areas of innovation Included: use of technology, interagency coordination, the type of service provider, and training and technical assistance. Innovations were discussed in terms of the challenges presented by P.L. 99-457.
Adolescent Mothers of Handicapped Children: A Challenge for Interventionists
Authors: Helm James M.
Published: December 2008

As programs serving families with at-risk and handicapped children become more family-focused in their approach, they must consider the unique needs of different groups of parents. This paper discusses adolescent parents and the provision of services to families with young parents and children with special needs. Stages of adolescence, parenting behaviors, and issues of support are presented as examples from research and clinical literature that have implication both for family needs and the provision of services to these families. It is emphasized that a family focus for individually determined priorities is an appropriate model and that case management skills are probably needed to serve these families best.
A Longitudinal Study of Children Screened and Served by Early Childhood Special Education Programs
Authors: Home Jeanyce , Dannenbring Gary L.
Published: December 2008

Children screened and served by the early childhood special education department (ECSE) at Arrowhead Area Education Agency (AEA) during years 1977-78 and 1980-81 were followed longitudinally through grade 3 (or age 8). The results were used by the department to evaluate the effectiveness of the screening instrument and criteria to determine eligibility for services and exit from programs. The disability category in which the child was originally placed was also traced. To some extent, the lack of continuity of later category and placement would appear to support the noncategorical identification of preschool handicapped children, or at least the inclusion of a category to defer diagnosis while conducting further, ongoing evaluation. It would appear that longitudinal studies are useful to measure specific local practices within a service-providing setting.
Reliability, Validity, and Utility of the Evaluation and Programming System: For Infants and Young Children (EPS-I)
Authors: Bricker Diane D. , Bailey E.J. , Slentz Kristine
Published: December 2008

The Evaluation and Programming System: For Infants and Young Children-Assessment Level I: Devel. opmentally 1 Month to 3 Years (EPS-I) is an assessment/evaluation instrument designed to provide information that can be used to develop IEPs or IFSPs and to gauge program effectiveness. The purpose of this study was to examine selected psychometric properties and usefulness of the EPS-I. Validity, reliability, and utility data were collected on a large sample of nonhandicapped, at-risk, mildly, moderately, and severely handicapped children ranging in age from 2 months to 6 years. Outcomes indicated the EPS-I is a valid and reliable instrument that interventionists report is helpful in developing and executing intervention programs for young handicapped children.
Mothers' and Fathers' Reports of the Effects of a Young Child with Special Needs on the Family
Authors: McLinden Staceye.
Published: December 2008

This study examined the effects on the family as reported by 48 mothers and 35 fathers of young children with special needs. The Family Support Scale (FSS), Family Adaptability and Cohesion Evaluation Scales (FACES III), and Comprehensive Evaluation of Family Functioning Scale (CEFF) were administered to assess (1) social support, (2) family satisfaction, and (3) impact, respectively. CEFF items cited as problems by 30% or more of mothers and fathers were identified. Statistically significant differences were found between mothers' and fathers' responses on the CEFF subscales of Time Demands, Coping, and Well-Being. No statistically significant differences were found on the CEFF problem scores or on the FSS or FACES III. These results have implications for the types of services programs may provide to different family members.
Effects of Environmental Reorganization in Classrooms for Children with Autism
Authors: NORDQUIST VEY M. , TWARDOSZ SANDRA , McEVOY MARY A.
Published: December 2008

Although there is substantial information about the effects of specific environmental variables on individuals with developmental disabilities, there is almost no corresponding information about changes that may occur in the behavior of their teachers/caregivers. The purpose of this study was to document changes in both adults' and children's behavior when two classrooms for children with autism were reorganized. Intervention included the addition of play materials and equipment, changes in room arrangement, and changes in the scheduling of instruction and play periods, implemented in a multiple baseline design across classrooms. Adult smiling and affectionate words increased markedly in the free play area as a function of reorganization and were proportionally much greater than increases in other adult attention. Increases in children's use of play materials and compliance with adult instructions were associated with the intervention and could not be accounted for by systematic changes in adult prompts, concurrent attention, or use of time-out.
Teaching Self-Catheterization Skills to a Child with Myelomeningocele in a Preschool Setting
Authors: ROBERTSON JO , ALPER SANDRA , SCHLOSS PATRICK J. , WISMEWSKI LECH
Published: December 2008

This study examined the effects of simulation training and a prompt hierarchy on the acquisition of self-catheterization skills by a 4-year-old male with myelomeningocele. Training was conducted in the subject's preschool setting. The child was first taught to perform clean intermittent catheterization on a doll, then on himself. Catheterization skills were identified through task analysis. The skills were clustered into three tasks of diapering, cleansing, and catheterization. Edible reinforcers were used to reward the child for self-catheterization skills performed to criterion. Results of a multiple baseline design across tasks showed that simulation training and the prompt hierarchy facilitated acquisition of clean intermittent catheterization.
Changing the Professional Practice of Early Interventionists
Authors: BRUDER MARY BETH , NIKITAS TINA
Published: December 2008

This article presents information on a model demonstration project focused on the inservice training of early interventionists from a variety of backgrounds. The training, which was delivered in a multi-session institute format with a one-year follow-up component, addressed service delivery topics mandated by PL 99–457. A variety of outcome measures were used, including the completion of competency-based tasks.
Facilitating Active Learner Participation
Authors: ROSENBERG STEVEN , CLARK MARY , FILER JANET , HUPP SUSAN , FINKLER DEANA
Published: December 2008

The environments of most young children present many opportunities for learning. However, preschoolers who have severe motor disabilities frequently are unable to explore the world around them. Project Participate addressed the limitations that severe motor disabilities place on the activities of preschoolers by developing a model for making decisions about interventions that enhance a child's ability to actively participate in educational programs. This decision process is an approach to examining the reasons for limited participation and results in an intervention plan that facilitates the child's active involvement. The effectiveness of these interventions in increasing child participation in play with preschool materials, communication, social interaction, and mobility is documented. The results of the evaluation of Project Participate are presented.
The Case Method of Instruction
Authors: McWILLIAM P. J.
Published: December 2008

The Case Method of Instruction (CMI) is presented as one alternative method of training early interventionists to perform the increasing number and complexity of skills expected of all professionals in our rapidly changing field. CMI focuses on the teaching of application and problem-solving skills through active participation of trainees in the solving of complex, realistic case situations. The basic principles of CMI are presented with a discussion of its suitability to preservice and inservice early intervention personnel preparation. Variations in extent of use and format of CMI are discussed and specific instructional strategies for conducting case discussions are provided.
The Impact of Parent Groups on Mothers of Infants with Disabilities
Authors: KRAUSS MARTY WYNGAARDEN , UPSHUR CAROLE C. , SHONKOFF JACK P. , HAUSER-CRAM PENNY W.
Published: December 2008

This paper examines the correlates and consequences of participation in professionally-organized parent groups for 150 mothers receiving early intervention services for their infants and toddlers with disabilities. Results revealed that participants in parent groups had higher educational levels than nonparticipants and reported larger increases in the size and helpfulness of their social support networks. Intensity of participation in parent groups, however, was associated with both positive and negative outcomes for maternal functioning and social support Implications of these findings for the use of parent groups in early intervention programs are discussed.
Prenatally Exposed to Cocaine
Authors: Thurman S. Kenneth , Brobeil Roberta A. , DuCette Joseph P. , Hurt Hallam
Published: December 2008

The purpose of this study was to determine whether or not the label prenatally exposed to cocaine has an effect on how early intervention personnel rate the behavior of toddlers. One hundred seventy-nine subjects were shown videotape segments of two 24-month-old male children. One had been exposed prenatally to cocaine, the other had not. The subjects were randomly divided among three conditions. In one condition subjects were told that both children were cocaine-exposed; in a second condition they were told that neither was cocaine-exposed, and in a third condition they were told that one child was exposed and that the other child was not After viewing each segment subjects were asked to rate each child, using a rating scale developed for this study. It was hypothesized that children would be rated more favorably when subjects were told that they were not cocaine-exposed and less favorably when they were told that they were exposed. The hypothesis was upheld. Results are discussed within the context of other literature pointing to the need for more data concerning the long-term effects of prenatal cocaine exposure. Caution is suggested in the use of the label cocaine-exposed, especially in light of the results of this study.
Reciprocal Sequential Relations in Conversations Between Parents and Children With Developmental Delays
Authors: YODER PAUL J. , DAVIES BETTY , BISHOP KERRI
Published: December 2008

Sequential analysis was used to test several a priori hypotheses in an initial attempt to identify how parents may scaffold the conversation of children with developmental disabilities. Nineteen children with developmental delays in the first stage of language learning (i.e., Brown's, 1973, Stage I) conversed with their primary parents in a laboratory setting. Trained observers coded adult utterances for topic and various types of questions and nonquestions. Child utterances were coded for topic. Child topic continuations were more likely to follow adult continuing questions than they were to follow any other type of adult utterance tested. Adult continuing questions and continuing nonquestions were more likely to follow child topic continuations than child topic initiations. Future experimental studies are needed to test whether the sequential dependencies identified here represent causal relations. The clinical implications of the results are discussed.
The Family-Centered Program Rating Scale
Authors: MURPHY DOUGLAS L. , LEE ILENE M. , TURNBULL ANN P. , TURBIVILLE VICKI
Published: December 2008

Programs that provide services for young children with special needs are now planning ways to support the child's family as well. In response to the great diversity in the way programs define and implement a family-centered approach to service delivery, researchers at the Beach Center on Families and Disability designed and tested the Family-Centered Program Rating Scale (FamPRS). In addition to being used as a component of a comprehensive program evaluation, the FamPRS may be used for program planning, self development, and research. This article describes how the rating scale was developed, provides information about its psychometric properties, and makes recommendations for its appropriate uses.
Teachers' Views of Integrated Preschools
Authors: MARCHANT CATHERINE
Published: December 2008

The purpose of this study was to investigate integrated preschool teachers' views of integrated preschool settings for young children with and without special needs to see what might be contributing to the difficulties they and others face in designing and implementing integrated programs at the early childhood level. Semi-structured interviews were conducted with 10 teachers to probe their thinking about their roles and settings. The narrative data were analyzed to describe the prototypical experiences and concerns of the teachers. Findings suggest that the conditions under which teachers implemented integration vary considerably from community to community and that teachers experienced more difficulty with sociopolitical variables than pedagogical factors in fulfilling their responsibilities.
A Community Assessment of Preschool Providers' Attitudes Toward Inclusion
Authors: EISERMAN WILLIAM D. , SHISLER LENORE , HEALEY SUZANNE
Published: December 2008

A community assessment of preschool providers' attitudes was conducted to examine readiness for inclusive preschool participation. Participants included providers from private, community-based preschools, Head Start classes, and Chapter 1 programs. Multiple dimensions of preschool directors' and teachers' attitudes were assessed by examining their general attitudes toward inclusion, their attitudes toward serving children across diverse handicapping conditions and special needs, their perceived abilities and support needs in appropriately serving such children, and their actual behavioral choices when given an opportunity to sign up for inclusion-related activities. The findings indicated that respondents held moderately positive attitudes toward the general concept of inclusion. Providers differentiated between different types of special needs and they based decisions on where children should be served, accordingly. Implications for incremental development of inclusive options are discussed.
Gender Differences in the Object-Oriented Play of Preschoolers with Cognitive Delays
Authors: MALONE D. MICHAEL , LANGONE JOHN
Published: December 2008

Gender differences in the play of preschool children with cognitive delays were investigated. Twelve dependent variables representing categorical and sequential play were coded from observations of 18 boys and 12 girls playing during an independent-play session at home. Boys and girls were observed to play differentially with three toy sets (mixed, doll, and vehicle) with which they were presented. Overall, boys engaged in more functional play than girls and were more sophisticated when playing with the vehicle toy set. Girls, however, engaged in more constructive play than boys and demonstrated a tendency for greater sophistication with respect to the doll toys. The implications of these findings are discussed in comparison with the research of the play of children without cognitive delays.
Evaluation of a Rural-Based Early Intervention Personnel Preparation Project
Authors: SQUIRES JANE
Published: December 2008

To meet the critical need for early intervention/early childhood special education (EI/ECSE) personnel in rural areas, the Rural Early Intervention Training Project was developed. The content of this program was designed to assist students in developing competencies in 8 areas, with an emphasis on practicum activities in the rural locale. University professors traveled to a designated rural community to conduct coursework each month, and a practicum supervisor observed students bi-monthly. Project evaluation results suggested student acquisition of intervention skills and high student satisfaction with coursework, supervisors, and instructors. In addition, results on the Early Intervention Self-Rating Instrument (Ryan-Vincek & Losardo, 1987) reflected a significant positive linear trend in students' self-ratings for 14 of 16 ratings.
Using Simultaneous Prompting Within an Activity-Based Format to Teach Dressing Skills to Preschoolers With Developmental Delays
Authors: SEWELL TEENA J. , COLLINS BELVA C. , HEMMETER MARY LOUISE , SCHUSTER JOHN W.
Published: December 2008

A multiple probe across skills single subject research design was used to evaluate the effectiveness of a simultaneous prompting procedure with a physical guidance controlling prompt to teach three dressing skills each to two preschoolers with disabilities. The format was activity-based in that both probe and instructional trials were embedded within activities that occurred throughout the day when dressing would be a natural activity (e.g., putting on a jacket to go outside to play) in the preschool setting. Both students maintained the skills with 90% accuracy up to 6 weeks following acquisition.
Welfare Reform
Authors: OHLSON CHERYL
Published: December 2008

On August 22, 1996, the Personal Responsibility and Work Opportunity Reconciliation Act, better known as the Welfare Reform Act, was signed by President Clinton. This legislation dramatically changes many of the programs that have historically provided assistance to low-income families with young children. While all welfare recipients will be affected by this legislation, families with young children with disabilities are likely to experience a disproportionate share of hardship. The implementation of this legislation will therefore have tremendous implications for Part H programs and service providers. This article will briefly describe the provisions of the Welfare Act, and will discuss the implications for young children with disabilities, their families, and the early intervention professionals who work with them.
“Capture” and the South African Judicial Inspectorate of Prisons
Authors: Wood Steven
Published: December 2008

Many countries' prisons are closed-institutions with citizens unlikely to directly observe official misbehavior. To promote transparency and official accountability, prisons should be monitored by independent and impartial oversight mechanisms like prison inspectorates. But inspectorate staff confront numerous obstacles, one being their co-optation or “capture” by the same prison officials under observation. This study collected survey data from staff at the South African Judicial Inspectorate of Prisons (JIOP). The data indicated that the extent to which staff were captured was not explained by gender, age, education, length of JIOP employment, or whether staff thought the public should know about prison conditions. To varying degrees, capture's severity was explained by whether JIOP staff wanted to someday work as prison officials, whether or not they were lay prison visitors, and staff reports of powerless with and hostility from prison officials. The paper closes with recommendations for the JIOP and other oversight scholars.
Television “Violence” and Children with Emotional and Behavioral Disorders
Authors: Gadow Kenneth D. , Sprafkin Joyce
Published: December 2008

The role of television viewing in the etiology and exacerbation of aggressive behavior has been a topic of controversy for many years, and popular sentiment supports a causal link between viewing “violent” content and behaving aggressively. To better understand television's effect on children who meet public school criteria for emotional disturbance (ED), the authors conducted a 10-year program of research into their television viewing habits, comprehension of and reactivity to aggressive- and nonaggressive-content material, and responsiveness to a viewing skills curriculum. Research findings showed that children with ED viewed relatively large amounts of violent material, preferred aggressive characters, and were more likely to believe fictional content to be true. However, they were no more likely to behave aggressively in naturalistic social situations following the viewing of aggression-laden material than nonaggressive content. A curriculum designed to enhance viewing skills did increase knowledge but did not appear to have a measurable effect on overt behavior.
Practical Considerations in Conducting School-Based Medication Evaluations for Children with Hyperactivity
Authors: Gadow Kenneth D. , Nolan Edith E.
Published: December 2008

A continuing concern in clinical child psychopharmacology is developing treatment evaluation procedures that are more scientifically rigorous and ecologically valid than the ones that are popularly used at the present time. One potential model for such a procedure is school-based medication evaluation. This article describes some of the practical considerations associated with its implementation based on experience with 35 consecutive cases over a 6-year period.
A Comprehensive Community-Based Approach to Serving Students with Emotional and Behavioral Disorders
Authors: Epstein Michael H. , Nelson C. Michael , Polsgrove Lewis , Coutinho Martha , Cumblad Carla , Quinn Kevin
Published: December 2008

Recent reports about the mental health status of children and adolescents with emotional and behavioral disorders, the limited availability of related services, and a lack of collaborative practices indicate a need to consider how services are provided to these individuals and their families. In this paper, the needs of this population and the costs of providing services are presented. Then the issues that are essential to developing a comprehensive, community-based approach to serving students with emotional and behavioral disorders are discussed.
The Social Functioning Of Children With ADD With Hyperactivity And ADD Without Hyperactivity
Authors: Wheeler Jennifer , Carlson Caryn L.
Published: December 2008

Among the anticipated changes in the Diagnostic and Statistical Manual of Mental Disorders draft for the 4th edition (DSM-IV) (American Psychiatric Association, 1993) is a revision of the Attention-deficit Hyperactivity Disorder (ADHD) category, including a reintroduction of the concept of the DSM-III Attention-deficit Disorder Without Hyperactivity (ADD/WO) designation. This change will refocus clinicians' attention to evaluating the similarities and differences between ADHD subtypes, particularly as they affect assessment and treatment issues. Because of the importance of peer relations to children's functioning and because prior research has suggested that children with Attention-deficit Disorder with Hyperactivity (ADD/H) and children with ADD/WO differ in their social behaviors, the nature of the social deficits displayed by the ADHD subtypes warrants particular attention. The purposes of this article are to critically evaluate the groups' differences in social functioning within a model of social skills (Gresham, 1988) and to suggest directions for future research and intervention that might be applicable to the two ADHD groups.
Characteristics of Children with Emotional and Behavioral Disorders in Community-based Programs Designed to Prevent Placement in Residential Facilities
Authors: Epstein Michael H. , Cullinan Douglas , Quinn Kevin P. , Cumblad Carla
Published: December 2008

The present study examines a wide range of demographic, family, community, educational, and other risk and problem characteristics of Illinois children and adolescents admitted to programs designed to prevent the need for residential placements. These programs were designed to deliver education and treatment in a number of ways while emphasizing family-centered, multiagency, and community-based principles of care. The children and adolescents in these programs manifested a wide range of serious emotional and behavioral problems and had extensive histories of treatment of various kinds. Many had experienced numerous unfortunate life stressors that probably will complicate treatment. Some results of the present study are similar to those of other surveys of children with emotional and behavioral disorders, whereas other results may be unique. Implications of key results are noted.
Peer Relationship Problems and Disruptive Behavior Disorders
Authors: Guevremont David C. , Dumas Mark C.
Published: December 2008

About half of all children with attention deficit–hyperactivity disorder (ADHD) have significant problems with their peer relationships. These social difficulties appear to be related to a high rate of intrusive behavior, deficits in conversation and reciprocity, social–cognitive biases, and poor emotional regulation. Social skills interventions have been advocated to teach children and adolescents how to interact more successfully with their peers. To date, few studies have systematically evaluated social skills interventions for children with ADHD. However, studies with children and adolescents who are disruptive have pointed to serious limitations in the generalization of treatment effects to the natural environment and questionable changes in peer relationships as a result of these treatments. These limitations and potentially useful adjunctive and alternative treatment strategies are discussed, including careful attention to setting events, the strategic use of peers, and the impact of medications on peer interactions.
Caregivers' Encouragement Of Positive Interaction Between Preschoolers With Autism And Their Siblings
Authors: Strain Phillip S. , Danko Cassandra D.
Published: December 2008

This study represents an attempt to build a home-based intervention package wherein caregivers encourage positive interactions between young children with autism and their siblings. Using a previously validated, classroom-based social skills intervention package, caregivers in three homes were able to produce substantial improvements in sibling interactions. Social validation assessment revealed that the modified intervention package was easy and enjoyable to follow. Moreover, caregivers reported interest in continuing to use the package after study completion.
Selective Mutism
Authors: Hultquist Alan M.
Published: December 2008

Selective mutism is characterized by a persistent lack of speech in some social situations but not in others. One of the most common settings where selective mutism occurs is the school. This article reviews some of the published literature regarding the causes, assessment, and treatment of selective mutism in school-age children. The most successful treatments have included various forms or combinations of behavior modification. However, a strict behavioral approach may not be the best method to use, offering only the illusion of success while underlying problems may still remain.
Activity Engagement and Social Interaction Development in Young Children with Autism
Authors: Strain Phillip S. , Danko Cassandra D. , Kohler Frank
Published: December 2008

Using a series of reversal designs, interventions to improve the active engagement and the peer social skills of five preschool boys with autism were investigated. In contrast to intervention for engagement, peer social skill intervention resulted in a number of “free effects” for all the participants. Specifically, children's engagement with peers increased, as did their exposure to nondisabled children when the peer social skill intervention was in effect.
Characteristics of Children and Adolescents with Serious Emotional Disturbance in Systems of Care. Part II
Authors: Landrum Timothy J. , Singh Nirbhay N. , Nemil Mary S. , Ellis Cynthia R. , Best Al M.
Published: December 2008

This is the second in a series of investigations designed to study the characteristics of children and adolescents with serious emotional disturbance (SED) who are currently being served in various systems of care, ranging from community-based services to psychiatric hospitalization and residential placement. The sociodemographic, educational, psychological, and treatment history characteristics of children and adolescents who were provided with community-based services as an alternative to residential placement were examined. Of the 363 children and adolescents who were judged by community service providers to be at imminent risk of residential placement, complete sociodemographic data were available for only 228 (63%). These 228 children and adolescents were grouped according to their school-identified disability status at the time they were targeted to receive community-based services: (a) those identified as SED (54%); (b) those identified with other disabilities, such as mental retardation or learning disabilities (28%); and (c) those with no identified disabilities (18%). The data were analyzed for the total study sample—as well as for the three groups—on the following variables: age, gender, race, referral source, guardianship, living arrangements, special education status, psychotropic medication, criminal record, prior involvement with the service system, and history of residential placement. Significant differences among the three groups were found on a number of variables, including guardianship, medication, criminal record, prior involvement with the service system, and history of residential placement. Findings are discussed in terms of community-based service needs of children and adolescents with SED.
The Early Screening Project for Young Children with Behavior Problems
Authors: Feil Edward G. , Walker Hill M. , Severson Herbert H.
Published: December 2008

Behavioral problems among preschool-age children have become a priority for early childhood educators. Factors such as the exponential rise in childcare utilization and increasing poverty and incidences of child abuse have made the establishment of procedures for the early identification and remediation of problem behaviors among preschool children imperative. Screening is an initial step in identifying those who exhibit a certain disorder, problem, or disability. The goal of the current research was to study the effectiveness of a functional screening and identification system for behavior problems among preschool children ages 3 to 5 years. This research focused on the development of the Early Screening Project (ESP), a multiple-gated screening system adapted from the Systematic Screening for Behavior Disorders. Data were collected over 32 months, from September 1991 through June 1994. Participants were 2,853 children, ages 3 to 6 years, enrolled in typical and special education preschool and kindergarten classrooms in Oregon, California, Texas, Utah, Kentucky, New Hampshire, Nebraska, and Louisiana. Concurrent validity was assessed by administering the Behar Preschool Behavior Questionnaire, the Conners' Teacher Rating Scale, and Achenbach's Child Behavior Checklist measures. Results demonstrated significant reliability and validity coefficients. The ESP procedure provides reliable, cost-effective, and accurate screening of preschool-age children to facilitate early remediation of behavior problems.
School-Related Problems of Special Education Foster-Care Students with Emotional or Behavioral Disorders
Authors: Smucker Karen Shelly , Kauffman James M. , Ball Donald W.
Published: December 2008

A high percentage of children in foster care receive special education services, but little is known about the academic and social problems found in this population. Searches of school archival records and brief interviews with school personnel were used to obtain measures of the school-related problems of four groups of students: those receiving both foster care and special education for emotional or behavioral disorders (FCED), foster care only (FC), special education only (ED), or neither (N). Group FCED was found to exhibit more school-related problems and Group N to exhibit fewer problems than the comparison groups; Groups FC and ED did not differ significantly. Suggestions for further research and implications for developing comprehensive, collaborative systems of care are discussed.
A School-Based Consultation Program for Service Delivery to Middle School Students with Attention-Deficit/Hyperactivity Disorder
Authors: SHAPIRO EDWARD S. , DUPAUL GEORGE J. , BRADLEY KATHY L. , BAILEY LINNEA T.
Published: December 2008

A school-based consultation program for providing services to middle school students with attention-deficit/hyperactivity disorder (ADHD) is described. Services were offered at three levels: inservice training, on-site consultation, and advanced training with follow-up consultation. The program began by providing core knowledge about ADHD and effective intervention skills when working with adolescents. Following the inservice, the program providers used a behavioral consultation framework to offer participating school districts 15 days of individualized consultative services within a 60-day period. Advanced knowledge and follow-up consultation were made available after the consultation process was completed. Results indicated that, across a total of 57 participating school districts, 2,928 different personnel had contact with project activities. Although school districts varied as to the types of project services they accessed, most districts chose to use general in-service programs focused on knowledge dissemination to general and special education teachers, as well as consultation concerning individual students. Outcomes of the project suggested that the model was successful in substantially increasing knowledge and services to middle school students with ADHD. Implications for future implementation and expansion of the model are discussed.
National Adolescent and Child Treatment Study (NACTS)
Authors: Greenbaum Paul E. , Dedrick Robert F. , Friedman Robert M. , Kutash Krista , Brown Eric C. , Lardieri Sharon P. , Pugh Amy M.
Published: December 2008

The specific purpose of the study was to compile descriptive data on children with serious emotional disturbance (SED), including (a) demographic and family characteristics, (b) level of psychological and adaptive functioning, (c) services received, and (d) outcomes or how the children fared over time. The sample consisted of 812 children, ages 8 to 18 years (M = 13.89 years, SD = 2.35), who had been identified as having SED and were being served by either mental health (46%) or public school (54%) systems in accordance with P.L. 94–142. Data were collected annually during a 7-year period. Results indicated that, at entry into the study, the children already had serious problems in many domains and the problems remained serious for these children at the end of the study.
Integrated Approaches to Preventing Antisocial Behavior Patterns among School-Age Children and Youth
Authors: Walker Hill M. , Horner Robert H. , Sugai George , Bullis Michael , Sprague Jeffrey R. , Bricker Diane , Kaufman Martin J.
Published: December 2008

This article provides a reconceptualization of the role of schools in preventing antisocial behavior problems among children and youth. The U.S. Public Health Service's conceptual model of prevention, involving primary, secondary, and tertiary prevention approaches, is used as an organizing framework to illustrate how schools can deliver interventions more effectively and improve outcomes. Traditional school approaches to coping with students who are at risk and antisocial are reviewed, and the following major topics are addressed: (a) A case is made that schools can play a central, coordinating role in collaboration with families and social service agencies in addressing the challenging problems presented by antisocial students; (b) a generic intervention approach is suggested that involves reducing risk factors for antisocial behavior and enhancing protective factors; (c) a three-level approach to organizing specific interventions for achieving prevention goals and outcomes is described; and (d) recommended interventions or approaches are suggested for each prevention level (i.e., primary, secondary, tertiary). The article concludes with a discussion of some factors associated with a revised mission for schools in this domain and how these factors may impair or enhance the necessary changes required to achieve this goal.
Achieving the Goals of the National Agenda
Authors: Smith Stephen W. , Coutinho Martha J.
Published: December 2008

Special Issue Editors' Comments: We would like to thank our editors, Michael H. Epstein and Doug Cullinan, for making this special series on the National Agenda for Achieving Better Results for Children and Youth with Serious Emotional Disturbance possible. It is their leadership that makes it possible to exchange much needed information about the seven strategic targets, and it is through their cooperation that progress and implementation of the National Agenda will continue. We believe this special series will contribute greatly to the ongoing transformation and preparedness of professionals to best serve children and youth with serious emotional disturbance. It is our hope that the information in this special series will help guide future policy, practices, and research. The series is completed in the next issue, Vol. 5, No. 2.