bluuebunny/crossref_metadata_2025 huggingface dataset:
Parental Perspectives on Integrated Preschool Opportunities for Children with Handicaps and Children without Handicaps
Authors: Reichart Dawn C. , Lynch Evelyn C. , Anderson Beth C. , Svobodny Linda A. , Di Cola Joseph M. , Mercury Michael G.
Published: December 2008

Parental perspectives on and attitudes toward integration and mainstreaming are critical to success for young children with and without handicaps. Despite the growing body of literature on positive outcomes of integrated preschool settings, there have been few attempts to measure parental perspectives on the process at the time of initial integration and mainstreaming. This study examined the perspectives of parents of preschool handicapped children and parents of nonhandicapped children on philosophical aspects of integration, the social- emotional impact of integration on their child, teacher skills, and organizational variables. Results of this study show that both groups held positive perspectives on the issues, with some predictable differences. These findings hold promise for future integration efforts.
Concurrent Validity of the Battelle Developmental Inventory: Relationship with the Bayley Scales in Young Children with Known or Suspected Disabilities
Authors: Boyd Richard D. , Welge Patricia , Sexton David , Miller James H.
Published: December 2008

The concurrent validity of the Battelle Developmental Inventory was explored by correlating Battelle results with scores from the Bayley Scales in infants with known or suspected disabilities. Both the pattern and the strength of the obtained correlations lend support to the Battelle as an appropriate measure of development in infants with handicaps. Salient characteristics of the two measures are compared to aid practitioners in making an intelligent choice between these two instruments.
A Functional Classification for Early Childhood Education
Authors: Dunlap William R.
Published: December 2008

This research was designed to assess special education teachers' perception of the type of child in greatest need of early childhood special education placement. A sample of 123 special education teachers responded to the request to rank order a list of functional skills commonly associated with children 2 years old. The results were factor analyzed and revealed a classification of four types of children: (a) environmentally at-risk children, (b) children lacking gross-motor skills, (c) children lacking readiness and fine-motor skills, and (d) children with marked self-care deficiencies.
Preservice Preparation of Special Educators to Serve Infants with Handicaps and Their Families: Current Status and Training Needs
Authors: Bailey Donald B. , Palsha Sharon A. , Huntington Gail S.
Published: December 2008

The rapid increase in services for infants with handicaps and their famiies has heightened the need for qualified special education professionals. This article reports the results of a telephone survey to a random sample of preservice training programs, a mail survey sent to programs with an infancy or early childhood focus, and a working conference with leaders in infant personnel preparation. The purpose of those activities was to determine the current status of preparing special educators to work with infants and toddlers with handicaps, as well as with their families, and to identify current needs for training materials and curricula associated with that effort. Results indicated that typical students receive very little content related to infants or families in either undergraduate or graduate special education. Substantially more coverage was found in programs specializing in infancy or early childhood; furthermore, programs with an infancy focus (0-3 years) had more infancy coverage than did programs with a broader early childhood focus (0-5 years). No differences between early childhood and infancy programs were found in family assessment and intervention. The small number of graduates found in specialized programs, however, is not likely to meet the need for qualified professionals. Implications of the findings for training and materials development are discussed.
The Utility of a Curriculum-Based Assessment Instrument in the Development of Individualized Education Plans for Infants and Young Children
Authors: Notari Angela R. , Bricker Diane D.
Published: December 2008

This study investigated the effectiveness of the Evaluation and Programming System: Assessment Level I (EPS-I) in developing individual educational goals. The EPS-I is a curiculum-based assessment instrument intended for use with infants and young children functioning developmentally from 1 month to 3 years who are handicapped or at-risk. Long-range goals and short-term objectives developed from the EPS-I were compared with those developed from other assessment tools. A total of 850 goals and objectives written by 48 interventionists were rated and compared on qualities of educational relevance: functionality, generality, ease of integration within an instructional context, measurability, and relationship between long-range goal and short-term objective. In addition, the effects of formal training and no training on interventionists' use of the EPS-I were compared.
Ecocultural Theory as a Context for the Individual Family Service Plan
Authors: Bernheimer Lucinda P. , Gallimore Ronald , Weisner Thomas S.
Published: December 2008

Although PL 99-457 mandates a family focus to early intervention, there is a limited theoretical and empirical base to guide implementation of the new law. Ecocultural theory, which considers the sociocultural environment of the child and family, is proposed as a framework for designing intervention. To illustrate this theory, case material is selected from two ongoing longitudinal studies of families with young children with developmental delays, etiologies unknown or uncertain. Several aspects of ecocultural theory are used to illustrate its usefulness for intervention: a social constructivist perspective; the interconnected and hierarchical nature of the ecocultural niche; and the use of family-level outcomes as well as individual child outcomes. Implications for developing Individual Family Service Plans are discussed.
Parenting a Child with a Disability: A Longitudinal Study of Parental Stress and Adaptation
Authors: Hanson Marci J. , Hanline Mary Frances
Published: December 2008

Mothers' experiences in parenting children with disabilities were examined in this 3-year longitudinal study. Thirty-five mother-child pairs participated in the study. Mothers and their children representing one of three disability groups (Down syndrome, hearing impairment, and neurological impairment) were observed wher the children were toddler age, age 3, and age 4 years. Parental stress and adaptation to parenting were documented using the Parenting Stress Index, the Inventory of Parent Experiences, and a clinical intewiew with mothers. Results showed significant relationships between maternal stress and parenting experiences. However, few differences across groups were noted with regard to reported stress or parenting experiences and adaptation. Findings are discussed in terms of their relationships to other study variables (e.g., child's developmental status, attachment, mother—child interaction) and with regard to implications for early intervention service providers.
Public Law 99-457: Facilitating Family Participation on the Multidisciplinary Team
Authors: Nash James K.
Published: December 2008

The requirements for family participation on multidisciplinary teams under PL 99-457 are presented, followed by a brief review of the literature on family participation on existing multidisciplinary teams. A review of the literature on teamwork informs the identification of factors that influence team functioning. The implications of these factors for family participation on the multidisciplinary team are discussed, and strategies for facilitating family participation are outlined.
Promoting Positive and Supportive Interactions Between Preschoolers: An Analysis of Group-Oriented Contingencies
Authors: Kohler Frank W. , Strain Phillip S. , Maretsky Sharon , DeCesare Lisa
Published: December 2008

This study examined the effects of several procedures on the social and supportive interactions of two preschoolers with handicaps and their socially competent peers. An alternating individual and group-oriented reinforcement contingency produced equal increases in the target children's interactions with peers. However, neither procedure generated consistent levels of supportive peer behaviors. Following a baseline phase where social and supportive interactions decreased to lower levels, two socially competent children were taught to deliver high levels of supportive prompts to their peers during a dramatic play activity (e.g., “Ask [target child] to come and join our picnic”). Results indicated that peers complied with these statements by increasing the frequency of social behaviors directed to the target children. A final interdependent group contingency condition maintained both social and supportive interactions at high levels. These results are discussed with regard to the efficacy of group-oriented contingencies.
Personnel Preparation in Early Childhood Special Education: Assessment as a Content Area
Authors: Stayton Vicki D. , Johnson Lawrence J.
Published: December 2008

The purpose of this study was to examine how Early Childhood Special Education (ECSE) teacher education programs include assessment content in their curriculum. Eighty programs that were listed as having ECSE programs in the National Directory of Special Education Personnel Preparation Programs (Geiger, 1983) were sent questionnaires. A total of 56 programs responded, for a response rate of 70%. Findings revealed that the majority of ECSE programs had separate assessment courses with a practicum component. Assessment topics receiving the greatest emphasis were instructional assessment for programming, appropriate assessment procedures, use of observational techniques, and communicating/interpreting test results.
Evaluation and Assessment in Early Intervention for Infants and Toddlers
Authors: CAMPBELL PHILIPPA H.
Published: December 2008

This article examines assessment as it pertains to the development of IFSPs under Part H of PL 99-457. Specific attention is drawn to determining eligibility and where, in the IFSP process, assessment data can be collected. Implications for early intervention programs are highlighted.
Using Generalizability Theory in Early Childhood Special Education
Authors: GOODWIN LAURA D. , Goodwin WILLIAM L.
Published: December 2008

Using a set of hypothetical data, four approaches to the estimation of interrater reliability are illustrated and compared: correlation, comparison of means, percentage of agreement, and generalizability (G) theory techniques. For these data—composed of ratings for 10 subjects on 6 items by 2 raters—the reliability estimates varied widely. The highest estimate was .90 (the simple correlation between the two raters' total scores), and the lowest was a percentage of agreement between the two raters of 26.67% (when “agreement" meant exact match). The G theory techniques allow the researcher to estimate the amount of variance attributable to multiple sources of error within one study. Although more complex than the other methods illustrated here, the G theory procedures yield very beneficial information in many reliability-estimation situations in early childhood special education.
Persistence as an Indicator of Mastery Motivation in Young Children with Cognitive Delays
Authors: Hupp Susan C. , Abbeduto Leonard
Published: December 2008

Goal-directed exploration, as an indicator of mastery motivation, may provide an important avenue of study to enhance learning by children with cognitive delays. Strategies to assess a child's use of mastery behaviors, however, have been based primarily on research conducted with nondelayed infants. It has been suggested that these assessment techniques may not be appropriate for children with cognitive delays, given their inclination to perseverate and to be motivated by easy rather than moderately challenging tasks. The purpose of this study was to investigate the basis of behaviors that may reflect mastery motivation with a group of young children with moderate and severe cognitive delays. The results supported the application of the mastery motivation model to this group of children. The children used mastery behaviors significantly more often than lower-level exploratory behaviors. The use of mastery behaviors was related to the occurrence of success, and there was a greater-than-chance likelihood that success would follow the use of mastery behaviors. These findings support, the continued investigation of the use of mastery behaviors as a vehicle of learning by young children with cognitive delays.
Teachers' Use of Strategies to Facilitate the Communication of Preschool Children with Disabilities
Authors: ROBERTS JOANNE ERWICK , BAILEY DONALD B. , NYCHKA HELEN BUBE
Published: December 2008

This study examined how teachers use facilitation strategies that promote the communication of preschool children with disabilities. The communicative interactions between 31 teachers and their students in two contexts, meals and activities, were rated. The results showed that teachers frequently engaged children in communicative interactions, commented on ongoing activities, were highly responsive in their interactions, and waited for children to respond. Teachers less frequently expanded children's utterances, prompted for a higher level of response, or promoted peer interactions. Ratings of the frequency of use of strategies during meals were not significantly related to the frequency of use of strategies during activities; however, overall ratings for the quality of the strategies used were significantly correlated between the contexts of meals and activities.
Using Value-Added Analysis to Examine Short-Term Effects of Early Intervention
Authors: MARKOWITZ JOY B. , HEBBELER KATHLEEN , LARSON JOHN C. , COOPER JUDITH A. , EDMISTER PATRICIA
Published: December 2008

This study examined the short-term effects of early intevention on 489 children who began special education services under the age of 5 years. Program effects were determined by comparing observed growth to expected growth through the use of a statistical technique called “value. added analysis.” The findings indicate that the children made developmental gains in their first program year beyond that predicted by maturation alone. Program effects were documented in a variety of skill areas for children classified as language impaired and children classified as multi-handicapped. For children classified as speech impaired, benefits were found in the cognitive domain only. This study can serve as an analytic model for others who must evaluate programs without manipulating treatments or using control groups.
Family-Guided Assessment for IFSP Development
Authors: SLENTZ KRISTINE L. , BRICKER DIANE
Published: December 2008

The assessment of family strengths and needs for Individual Family Service Plan development has engendered considerable anxiety among early intervention practitioners. In the search for appropriate family assessment instruments and models, interventionists are faced with a confusing array of resources, materials, and procedural recommendations. This article expresses concern with prevailing family assessment models that suggest comprehensive assessment across all areas of family functioning. Issues of instrument development and use, the types and nature of early intervention services provided, and the role of interventionists are discussed in light of feedback from practitioners.
A Method for Studying the Professional Practical Knowledge of Service Providers
Authors: COLEMAN LAURENCE J.
Published: December 2008

This paper presents Professional Practical Knowledge research, a method for studying the observable action and invisible knowledge of service providers. The method grows out of the symbolic interactionist perspective and can be categorized as a qualitative mode of inquiry. Information is provided for guidance in deciding whether or not to use this methodology.
Early Intervention with Gifted Children
Authors: STILE STEPHEN W. , KITANO MARGIE , JUNE LECRONE PAT KELLEY
Published: December 2008

This study surveyed the status of preschool and kindergarten programs for gifted children in 50 states, 5 territories and Washington, D.C. We received responses from 100% of the states, 40% of the territories and Washington, D.C., for a 95% overall response rate. Fourteen states (28%) and one territory reported having a total of more than 51 preschool programs for gifted children. These programs are located at public schools, university campuses, and private sites. Twenty-nine states (58%) and one territory reported serving gifted kindergarten children in a total of more than 2,655 school districts. Kindergarten programs are funded through regular education (40%), special education (30%), a combination of regular and special education (17%) or other sources (13%). Sixteen states (52%) providing preschool or kindergarten programs reported that needs of gifted children from disadvantaged families are specifically addressed.
The Role of Parental Report in the Screening and Assessment of Young Children
Authors: DIAMOND KAREN E. , SQUIRES JANE
Published: December 2008

This paper reviews research focusing on the role of parental report in screening and assessment of young children. Specific issues discussed include the relationship between parent report and the child's tested performance, variables that may affect parent-professional agreement, the effect of such disagreement on the usefulness of parent report, and how and when parent report should be used. We discuss the role of parent report in screening, assessment, and program planning. We make specific recommendations for the systematic use of parent report in early intervention efforts.
The Individualized Functional Assessment Process for Young Children with Disabilities
Authors: BROWN CAROLE W. , SEKLEMIAN PATTI
Published: December 2008

The Zebley decision, rendered by the Supreme Court on February 22, 1990, substantially expanded the definition of disability in young children by including functional equivalence. The result is a new process for disability determination by the Social Security Administration that includes an individualized functional assessment. The developmental principles undergirding the individualized functional assessment have important implications for (a) policy makers under Part H who set standards for eligibility for early intervention services and (b) practitioners who assess young children. It is the responsibility of the early intervention community to translate these policies into practice and to mold and refine policies as new information about best practice in assessment evolves.
A Descriptive Analysis of Family-Related Services in the Neonatal Intensive Care Unit
Authors: CARDINAL DONALD N. , SHUM KATHY
Published: December 2008

Federal legislation has increased the emphasis on the delivery of a continuum of services from birth through school age for infants and toddlers who are at risk. The problem is who should be delivering services to the families of these children. This study attempts to view primarily the role of the neonatal intensive care unit (NICU) in this process. To determine the ideal provision of services to families and infants at risk, a review of literature is presented indicating that support for families is needed during the infants' stay in the NICU, during transition to home, and after returning to home. In an attempt to describe the actual nonmedical services being provided to families in the NICU, all 94 NICUs in the state of California were surveyed. The survey results indicated that NICUs generally provided comprehensive services to families while the infant was in the hospital, less service to the family during the transition home, and very little support and follow-up after the infant returned home. Further studies can determine how community agencies and professionals can pick up where the NICU leaves off, thereby providing a continuum of services to families and infants at risk.
The Reliability of Observations of Young Children's Engagement
Authors: McWILLIAM R. A. , WARE WILLIAM B.
Published: December 2008

The reliability of measurement of how young children spend their time has traditionally been computed in terms of interobserver exact agreement This study sought to apply generalizability theory to the measurement of engagement Forty-seven young children, 15 of whom had disabilities, were observed four times in their child care setting. Types and levels of engagement were coded by three raters. Using ANOVA procedures for determining the relative contribution of different sources of error, a fully crossed (with subjects) two-facet (sessions, raters) generalizability (G) study was employed. The nine outcome measures were four types and five levels of engagement Results showed that raters accounted for less than 2% of the variance in the error of the scores, while sessions accounted for most of the variance other than between subject variance. The outcome measures proved to vary in their reliability robustness. The G study was followed by a decision (D) study to determine the levels of the facets that would be required to achieve a generalizability coefficient of .80. The number of sessions could be realistically increased to achieve this aim, but the increase in “dependability” achieved with the addition of each rater was minimal. Conclusions are drawn about the importance of assessing more than one source of error, raters, in observational research Overall, molecular methods were determined to be relatively unstable for measuring the molar construct of engagement, but certain engagement outcomes were stable across sessions and raters.
Mothers' Perceptions of the Benefits and Drawbacks of Early Childhood Mainstreaming
Authors: Guralnick Michael J.
Published: December 2008

The possible benefits and drawbacks of early childhood mainstreaming were evaluated by mothers of both special-needs and non-special-needs children representing a large community-based sample. Separate groups were recruited to establish comparisons related to children with cognitive delays, communication disorders, physical disabilities, and those at risk. A sample of typically developing children was also included. Results revealed widespread support for the benefits of mainstreaming, particularly promoting the acceptance of children with disabilities in the community, preparing the child for the real world, encouraging learning to a greater extent, and providing opportunities for more interesting and creative activities. However, a substantial number of perceived drawbacks was also noted, especially in connection with the availability of special help, special services, and qualified personnel as well as concerns regarding rejection by peers. Findings related to drawbacks suggest parental views that might counteract perceived benefits and reduced confidence in mainstreamed programs. In general, mothers' perceptions of mainstreaming were similar across family demographics, child characteristics, and type of program placement. A major exception was children's behavior problems, in which mainstreaming was perceived to be associated with more drawbacks.
Enhanced Milieu Teaching
Authors: HEMMETER MARY LOUISE , KAISER ANN P.
Published: December 2008

This study examined the effects of training 4 parents to use enhanced milieu teaching with their preschool children with developmental delays. A multiple baseline design across 3 intervention strategies was used to assess the parents' acquisition of the strategies. A multiple-probe design across 2 families, replicated across 2 additional families, was used to assess the effects of the parents' implementation of the strategies on their children's communication skills. The parents learned to use the strategies in the clinic and generalized them to the home. Positive effects were observed on children's spontaneous communication and target use, and on parent and child affect. Evidence of positive effects on child language development was also observed. Parent satisfaction with the intervention was high.
School Readiness
Authors: MAY DEBORAH , KUNDERT DEBORAH , NIKOLOFF OLIVER , WELCH EDWARD , GARRETT MARY , BRENT DONNA
Published: December 2008

School readiness practices, which include school readiness screenings before school entry, and extra-year school readiness programs for children identified as immature, may interfere with the provision of early intervention services and the inclusion of young children with their peers in kindergarten and 1st grade. This paper examines school readiness practices, some of the assumptions behind the school readiness controversy, the efficacy research on these programs, legal issues related to school readiness practices, and how school readiness practices interfere with early intervention and the inclusion of all children in the schools.
Preschool Eligibility Determination for Children With Known or Suspected Learning Disabilities Under IDEA
Authors: SNYDER PATRICIA , BAILEY DONALD B. , AUER CARRIE
Published: December 2008

We present data that describe the eligibility determination systems used in 49 states and the District of Columbia to qualify preschool children for services under the Individuals with Disabilities Education Act. Results of our survey indicate that these eligibility determination systems are characterized by a variety of categorical, combination, and noncategorical approaches. The use of the specific eligibility category of learning disabilities is particularly varied and controversial. Findings regarding the use of the learning disabled category are discussed from historical and functional perspectives. We conclude that controversies surrounding the use of the category learning disabilities with preschool children are not likely to be resolved unless attention is directed to the establishment of functional eligibility determination systems.
Interactions Between Mothers and Children Who are Deaf
Authors: JAMIESON JANET R.
Published: December 2008

Research examining interactions between mothers and children with hearing loss was reviewed from a dialectical perspective. Although dyads with shared hearing status (i.e., in which mother and child are both deaf or both hearing) use many similar and effective strategies for initiating and maintaining interactions, dyads of hearing mothers and children who are deaf are often characterized by asynchrony, excessive maternal control, and child dependence. A variety of strategies was identified by which deaf mothers accommodate their children's need for visual language input. It is proposed that an intervention approach emphasizing these strategies is more effective than focusing on the shortcomings of children with hearing loss. Several strategies aimed at promoting child participation and language development are suggested.
Children Have More Need of Models Than Critics
Authors: THOMPSON TRAVIS
Published: December 2008

A review of Betty Hart and Todd Risley, Meaningful Differences in the Everyday Experience of Young American Children. Baltimore: Brookes. 1995. 268 pp. ISBM 1-55766-197-9. Hardcover; $22.00.

Travis Thompson is Director of the John F. Kennedy Center.

This manuscript was prepared in part with funds provided by P30 HD15052 from the National Institute of Child Health and Human Development to Vanderbilt University. The author expresses his gratitude to Ford Ebner, Director of the Institute of Developmental Neuroscience and Averill King of the Susan Gray School for Children of the John F. Kennedy Center, as well as Ann M. Neely, Assistant Provost and Professor of Education, Vanderbilt University, and David Lubinski, Co-Director of the Center for Gifted Youth, Iowa State University, for their thoughtful suggestions and comments.
Head Start
Authors: BUSCEMI LEAH , BENNETT TESS , THOMAS DAWN , DELUCA DEBORAH A.
Published: December 2008

Head Start is the largest program providing comprehensive educational, health, and social services to young children and their families in poverty and is an important player in the early childhood service delivery system. This article summarizes the results of a needs assessment of Head Start programs in one region in the nation. Three important challenges were identified: (a) serving young children with emotional-behavior issues, (b) working with families, and (c) working with community institutions. The paper focuses on a midwestern state, presenting interview information that confirms trends found in survey data from the whole region. As collaboration between early childhood programs serving children with disabilities becomes more prevalent, the challenges facing Head Start are a concern for the early childhood community.
Factors Related to Intervention Integrity and Child Outcome in Social Skills Interventions
Authors: PETERSON CARLA A. , McCONNELL SCOTT R.
Published: December 2008

The purpose of the current investigation was to assess the relationship between the integrity with which social skills interventions were implemented in early childhood special education classrooms and 3 factors: teacher ratings of intervention acceptability, consultative support for implementation, and individual child outcomes. Sixteen early childhood special education teachers were randomly divided into two groups: training only and training with consultative support. Each teacher selected 1 of 4 standardized intervention packages for implementation. Prior to implementation, teachers were asked to complete a survey questionnaire designed to assess their acceptability ratings for individual components of the intervention package. Children receiving intervention participated in free play sessions, structured play sessions, direct-instruction sessions, and role play sessions. Observational data collection techniques were used to assess the integrity with which intervention components were implemented and, following intervention, the social interaction behaviors of participating children. Positive correlations between intervention integrity and both overall amount of intervention provided and child outcome were found. Results also indicated that teacher ratings of intervention acceptability were weak predictors of subsequent intervention integrity and consultative support did not systematically affect intervention integrity.
Defining Eligibility Criteria for Preventive Early Intervention in an NICU Population
Authors: O'BRIEN MARION , RICE MABEL , ROY CAROLYN
Published: December 2008

Perinatal medical status, environmental risk, and infant developmental status in a group of high-risk infants cared for in an NICU immediately after birth were evaluated for their usefulness as possible criteria for entry into preventive early intervention services. Those children whose 4-year IQ scores placed them in the borderline or deficient category were considered to be the “target” group for whom early preventive intervention would have been indicated. Of the individual categories of risk, family environment was most accurate, 18-month developmental assessments were somewhat useful, and perinatal health histories were least effective in identifying the target children. The aggregation of all three categories of risk was the most accurate in identifying low performance at age 4, but would result in a high rate of under-referrals to early intervention services. A 2-tiered system of developmental follow-up, based on environmental risk criteria, is proposed.
The Effect of Partner Hearing Status on Social and Cognitive Play
Authors: Levine Linda M. , Antia Shirin D.
Published: December 2008

We observed the social/cognitive play of 46 young children who were deaf or hard of hearing (D/HH). The children were videotaped during play in small integrated groups consisting of D/HH and hearing children. Younger children engaged in more constructive play than dramatic play, whereas older children engaged in more dramatic play than functional play. With D/HH partners, children engaged primarily in constructive play, but in groups that included both D/HH and hearing partners they engaged most frequently in dramatic play. The findings indicate that the frequency of cognitive and social play of children who are D/HH is similar to that of hearing children, and that group play varies according to the hearing status of the play partner.
Potential Scoring Problems Using the Bayley Scales of Infant Development-II Mental Scale
Authors: Mayes Susan Dickerson
Published: December 2008

When testing children with developmental delays on the BSID-II Mental Scale, the examiner has the option of starting at the child's chronological age (CA) or at the child's estimated level of functioning. Different starting points can yield different scores. The higher the starting point, the higher the score. When scores on the BSID-II administered in its entirety and scores predicted from the original BSID concurrently administered to 32 children with developmental delay were used as criteria, starting at the child's CA inflated BSID-II scores. Results were skewed in the opposite direction when testing started at the lowest item set. Testing downward until the child passed all items and upward until the child failed all items eliminated the problem of false basals and ceilings and yielded scores consistent with those predicted.
Leaning Forward or Bending Over Backwards: Cultural Reciprocity in Working With Families
Authors: Harry Beth
Published: December 2008

Keynote address delivered at the annual meeting of the Division for Early Childhood, in Orlando, Florida, on November 4, 1995.
Transition-Based Teaching
Authors: WOLERY MARK , ANTHONY LESLIE , HECKATHORN JULIE
Published: December 2008

The effects of transition-based teaching was evaluated on the duration of in-class transitions, teachers' behaviors during transitions, and children's learning. Four teachers and children in an integrated preschool program participated. The duration of transitions and teachers' behaviors were measured during transitions, and children's learning was assessed in individual probes. A combination of the withdrawal and multiple baseline designs was used. Transition-based teaching did not alter substantially the duration of transitions for teachers or children, did not appear to interfere with other teacher responsibilities during transitions, and produced increases in children's targeted behaviors.
A Naturalistic Study of Collaborative Play Transformations of Preschoolers with Hearing Impairments
Authors: SELMI ANN M. , RUEDA ROBERT S.
Published: December 2008

Through collaborative play activities, preschoolers create fantasy-type enactments by using abstract transformations and verbal metacommunications. This naturalistic study examines the classroom collaborative play activities of nine preschoolers who are hearing-impaired, are language-delayed, and do not use sign language. Results demonstrate that these children construct collaborative play episodes which incorporate role, action, and object transformations, and use a nonverbal metacommunication system to convey information about these transformations to their play partners. The findings suggest that the preschoolers in this study might also be dependent on the play environment and the objects available in that environment to plan and coordinate their pretend play enactments.
Building Effective Successful Teams
Authors: OLSON JENNIFER , LEE MURPHY CARI , Olson PHILIP D.
Published: December 2008

While methods for developing and delivering quality inservice education currently are receiving attention, few researchers or practitioners have focused on delivering inservice education to teams rather than individuals. The interactive teaming model for inservice education described in this article builds upon the essential components of quality inservice education and was designed for use by teams of early childhood personnel (e.g., Head Starts, public preschools). A description of the inservice model, its critical features, how these features are linked with an interactive teaming format, and results of preliminary participant evaluations are also presented.
Prelinguistic Pragmatic Functions as Predictors of Later Expressive Vocabulary
Authors: McCATHREN REBECCA B. , YODER PAUL J. , WARREN STEVEN F.
Published: December 2008

This study tested the relationship between prelinguistic pragmatic functions and later expressive vocabulary of children with mild to moderate developmental delays. Fifty eight toddlers with Bayley Mental Development Indices from 35-85 participated. All children had fewer than 3 words in their expressive vocabularies and showed at least one instance of intentional prelinguistic communication prior to testing. At the beginning of the study, children's prelinguistic behavior regulation, social interaction, and joint attention were measured. One year later, children's expressive vocabulary was measured. Results indicated that rate of joint attention and rate of communication were statistically significant predictors of later expressive vocabulary. Rate of behavior regulation was not a predictor. There were too few instances of social interaction to test its predictive validity.
A Multi-site Evaluation of Parent to Parent Programs for Parents of Children With Disabilities
Authors: S. SINGER GEORGE H. , MARQUIS JANET , POWERS LAURIE K. , BLANCHARD LYNN , DIVENERE NANCY , SANTELLI BETSY , AINBINDER JUDITH G. , SHARP MICHAEL
Published: December 2008

This paper describes 2 approaches used to evaluate Parent to Parent mentoring programs in 5 states. Parents were assigned to either a treatment group or a waiting list comparison group. The treatment group participated in Parent to Parent for 2 months. Groups were compared on measures of coping, attitude, and progress on addressing problems. Analyses showed statistically significant positive gains for the parents in the treatment group. Changes on a measure of empowerment were not statistically significant. A qualitative study based on consumer satisfaction interviews with parents provided insight into what makes the Parent to Parent program work. The findings support the value of Parent to Parent self-help programs as one component of a family support system.
Facilitating Self-Initiated Proto-Declaratives and Proto-Imperatives in Prelinguistic Children with Developmental Disabilities
Authors: YODER PAUL J. , WARREN STEVEN F.
Published: December 2008

This study tested the effects of 2 prelinguistic communication interventions on generalized use of communication for two major pragmatic functions: proto-imperatives and proto-declaratives. Outcomes were measured immediately following intervention, and 6 months later. Fifty-eight children with developmental disabilities in the prelinguistic communication period of development were assigned randomly to either a treatment or contrast intervention. In families with high responsivity to children's communication acts at the pre-treatment period, the prelinguistic milieu teaching (PMT) treatment facilitated post treatment increases in generalized use of self-initiated proto-imperatives and self-initiated proto-declaratives. In families with low responsivity to children's communication acts, the responsive small group (RSG) comparison intervention facilitated post treatment increases in generalized use of self-initiated proto-imperatives. Weaker evidence at the 6-month follow-up suggests some effects of RSG on self-initiated proto-declaratives.
Parental Perceptions of Childhood Overweight in the Mexican American Population: An Integrative Review
Authors: Ward Carroll L.
Published: December 2008

The prevalence of overweight in Mexican American children has been increasing at a steady rate over the past few years. People of Mexican origin make up the largest proportion of the Hispanic population, which has been reported by the U.S. Census Bureau to be the fastest growing ethnic group in the United States. The purpose of this integrative review was to examine and summarize the current research on parental perceptions of childhood overweight in the Mexican American population. Four main themes evolved as a result of the data analysis: parental perception of overweight, parental practices, household food security status, and acculturation. School nurses are in a position to influence children in improving their nutritional status and increasing their physical activity. Understanding cultural values and beliefs regarding health status and overweight of Mexican American families should be a priority for school nurses. Identifying food-related parenting styles and the concept of acculturation should also be considered prior to incorporating relevant interventions in the school setting.
Modeling Loose Joints in Elastic Structures— Simulation Algorithm and Results
Authors: Barhorst Alan A.
Published: December 2008

This is the third paper in a four companion paper sequence. In these papers, a hybrid parameter multiple body system (HPMBS) methodology is utilized to model the frictional contact/impact of a loose bolted joint between two sections of a cantilever beam undergoing planar slewing motion. In this preliminary model, a “rigid” joint is utilized, allowing the members of the joint to be rigid, each attached to an elastic beam section. Frictional contact/impact is modeled at four contact points. The contact constraints and momentum transfer are modeled with the idea of instantly applied nonholonomic constraints. In this paper, the contact and switching algorithms, the numerical solution scheme, and simulation results are presented. The theoretical model of the variable structure dynamic system, the momentum transfer equations and the experimental comparison are presented elsewhere. The motivation for this work is the need for accurate low order models of complicated nonlinear phenomena in structural systems.
Reflexive Practice as Ethics and Political Position
Authors: Albertín Carbó Pilar
Published: December 2008

The following article deals with the ethical implications of reflexive practice in an ethnographic study of heroin use in a neighbourhood of the city of Barcelona (Spain). The fieldwork was carried out during a period of historically high prevalence of heroin use (1994—5) and the analysis was extended to the year 2000. Various situations experienced during the fieldwork were analysed, and the `positions' of the ethnographer or author of the text were explored in two ways: (1) based on intersubjective components of the informant-ethnographer relationship (social categories, emotions, decision making, authority, etc.); and (2) based on the tension of `enunciative positions' (of the discourse) within the text. Among the results I can highlight are: (1) building awareness of the `enunciative positions' shown in the text; (2) the possible transformations of the subjects involved that is, of the informants, the ethnographer and the readers, and the multiple subjectivities that emerge and stand out in the specific contexts of interaction, and (3) the ethical implications of these positions.
Inbred Strain-Specific Response to Biglycan Deficiency in the Cortical Bone of C57BL6/129 and C3H/He Mice
Authors: Wallace Joseph M , Golcuk Kurtulus , Morris Michael D , Kohn David H
Published: December 2008

Inbred strain-specific differences in mice exist in bone cross-sectional geometry, mechanical properties, and indices of bone formation. Inbred strain-specific responses to external stimuli also exist, but the role of background strain in response to genetic deletion is not fully understood. Biglycan (bgn) deficiency impacts bone through negative regulation of osteoblasts, resulting in extracellular matrix alterations and decreased mechanical properties. Because osteoblasts from C3H/He (C3H) mice are inherently more active versus osteoblasts from other inbred strains, and the bones of C3H mice are less responsive to other insults, it was hypothesized that C3H mice would be relatively more resistant to changes associated with bgn deficiency compared with C57BL6/129 (B6;129) mice. Changes in mRNA expression, tissue composition, mineral density, bone formation rate, cross-sectional geometry, and mechanical properties were studied at 8 and 11 wk of age in the tibias of male wildtype and bgn-deficient mice bred on B6;129 and C3H background strains. Bgn deficiency altered collagen cross-linking and gene expression and the amount and composition of mineral in vivo. In bgn's absence, changes in collagen were independent of mouse strain. Bgn-deficiency increased the amount of mineral in both strains, but changes in mineral composition, cross-sectional geometry, and mechanical properties were dependent on genetic background. Bgn deficiency influenced the amount and composition of bone in mice from both strains at 8 wk, but C3H mice were better able to maintain properties close to wildtype (WT) levels. By 11 wk, most properties from C3H knockout (KO) bones were equal to or greater than WT levels, whereas phenotypic differences persisted in B6;129 KO mice. This is the first study into mouse strain-specific changes in a small leucine-rich proteoglycan gene disruption model in properties across the bone hierarchy and is also one of the first to relate these changes to mechanical competence. This study supports the importance of genetic factors in determining the response to a gene deletion and defines biglycan's importance to collagen and mineral composition in vivo.
Lipid Levels: A Link Between Cardiovascular Disease and Osteoporosis?
Authors: Buizert Petra J , van Schoor Natasja M , Lips Paul , Deeg Dorly JH , Eekhoff Elisabeth M
Published: December 2008

Epidemiological observations support a positive relationship between cardiovascular diseases (CVD) and osteoporosis, where cholesterol has been indicated to be a possible link. Only a few studies have investigated the relation between lipids and BMD, but the association remains unclear. We studied the relationship between serum lipids and BMD of the calcaneus. A cross-sectional population-based study was performed, based on data from the Longitudinal Aging Study Amsterdam, including 620 men and 635 women, 65–88 yr of age. BMD was measured by quantitative ultrasound (QUS), velocity of sound (VOS; m/s), and broadband ultrasound attenuation (BUA; dB/MHz). Models were adjusted for age, body mass index, physical activity, smoking, alcohol, diabetes mellitus, hypertension, testosterone, and 25-hydroxyvitamin D. No association was found between total cholesterol (TC) and QUS. Men and women in the highest quartile of high-density lipoprotein cholesterol (HDL-c) had a significantly lower QUS (men—VOS: β = −20.8, p = 0.00; BUA: β = −5.2, p = 0.02; women—VOS: β = −18.6, p = 0.00) compared with men and women in the lowest quartile. An even stronger positive association was seen between TC/HDL-c ratio and QUS (men—VOS: β = 21.8, p = 0.00; BUA: β = 5.5, p = 0.01; women—VOS: β = 19.2, p = 0.00; BUA: β = 3.6, p = 0.05). Our analysis shows that the lipid profile that is favorable in the prevention of CVD (i.e., high levels of HDL-c and low TC/HDL-c ratio) is unfavorable for QUS. These results indicate that HDL-c levels do not explain the association between osteoporosis and CVD.