ethanporcaro/eric-fulltext-meta huggingface dataset:
Childhood Health: Trends and Consequences over the Life Course
Author: Delaney, Liam
Date: 2012-00-00
Type: Journal Articles
Subjects: Evidence,Economic Status,Family Income,Incidence,Health Conditions,Physical Health,Diseases,Mental Health,Child Health,Cognitive Restructuring,Chronic Illness,Mental Disorders,Clinical Diagnosis,Trend Analysis,Socioeconomic Status,Intervention,Drug Therapy,Depression (Psychology),Anxiety,Correlation,Economic Impact

This article first documents evidence on the changing prevalence of childhood physical and mental health problems, focusing on the development of childhood health conditions in the United States. Authors Liam Delaney and James Smith present evidence on the changing prevalence of childhood chronic conditions over time using recalled data as well as contemporaneous accounts of these childhood health problems. The raw data from both sources show sharp increases in the prevalence of most childhood physical health problems (such as asthma, allergies, respiratory problems, and migraines) over time. However, inferring trends is difficult because such data are also consistent with improved detection of childhood disease, and many of the causes of childhood disease have not worsened over time. Conclusions about rapidly rising rates of childhood physical health problems over time are premature at best, especially concerning the magnitude of trends. Documenting real changes in the prevalence of specific diseases is a high-priority research topic. In contrast, the evidence is much stronger that childhood mental health problems are becoming worse. The authors next present new evidence on the effects of early childhood physical and mental problems on health and economic status in adulthood. They find that both childhood physical and mental health problems contribute significantly to poorer adult health. However, they also find that childhood mental health problems have much larger impacts than do childhood physical health problems on four critical areas of socioeconomic status as an adult: education, weeks worked per year, individual earnings, and family income. Finally, the authors examine evidence regarding the efficacy of early mental health treatment for children in terms of promoting good health later on. Existing studies suggest that a combination of cognitive behavioral therapy and medication appears to be effective in the treatment of both anxiety and depression in children. However, much more research is needed on the efficacy of these childhood interventions into adulthood. Clinical trials have been too short to evaluate the long-term impacts of various forms of treatment, and these impacts are definitively long term. (Contains 48 endnotes, 6 tables and 4 figures.)
The Economic Costs of Childhood Disability
Author: Stabile, Mark
Date: 2012-00-00
Type: Journal Articles
Subjects: Working Hours,Physical Disabilities,Mental Health,Disabilities,Health Insurance,Labor,Children,Computation,Labor Supply,Labor Force,Literature Reviews,Costs,Coping,Employment Level,Parents,Family Environment,Stress Variables,Access to Education,Economic Impact,Child Health,Mothers

Childhood disabilities entail a range of immediate and long-term economic costs that have important implications for the well-being of the child, the family, and society but that are difficult to measure. In an extensive research review, Mark Stabile and Sara Allin examine evidence about three kinds of costs--direct, out-of-pocket costs incurred as a result of the child's disability; indirect costs incurred by the family as it decides how best to cope with the disability; and long-term costs associated with the child's future economic performance. Not surprisingly, the evidence points to high direct costs for families with children with disabilities, though estimates vary considerably within these families. Out-of-pocket expenditures, particularly those for medical costs, for example, are higher among families with children with a special health care need. An important indirect cost for these families involves decisions about employment. Stabile and Allin examine several studies that, taken together, show that having a child with disabilities increases the likelihood that the mother (and less often the father) will either curtail hours of work or stop working altogether. Researchers also find that having a child with disabilities can affect a mother's own health and put substantial strains on the parents' relationship. In the longer term, disabilities also compromise a child's schooling and capacity to get and keep gainful employment as an adult, according to the studies Stabile and Allin review. Negative effects on future well-being appear to be much greater, on average, for children with mental health problems than for those with physical disabilities. Stabile and Allin calculate that the direct costs to families, indirect costs through reduced family labor supply, direct costs to disabled children as they age into the labor force, and the costs of safety net programs for children with disabilities average $30,500 a year per family with a disabled child. They note that the cost estimates on which they base their calculation vary widely depending on the methodology, jurisdiction, and data used. Because their calculations do not include all costs, notably medical costs covered through health insurance, they represent a lower bound. On that basis, Stabile and Allin argue that many expensive interventions to prevent and reduce childhood disability might well be justified by a cost-benefit calculation. (Contains 117 endnotes, 1 table and 2 figures.)
Disability and the Education System
Author: Aron, Laudan
Date: 2012-00-00
Type: Journal Articles
Subjects: Evidence,Civil Rights,Eligibility,Federal Legislation,Academic Achievement,Academic Education,Disabilities,Special Education,Accessibility (for Disabled),Educational Assessment,Educational Indicators,Educational Development,Educational History,Federal Aid,Related Services (Special Education),Program Effectiveness,Intervention,Educational Finance,Financial Support,Funding Formulas,Outcomes of Education,Educational Practices,Educational Policy,Educational Opportunities

Education is important for all children, but even more so for children with disabilities, whose social and economic opportunities may be limited. In this article, Laudan Aron and Pamela Loprest assess how well the nation's education system is serving students with disabilities. Aron and Loprest trace the evolution of the special education system in the United States from its origins in the civil rights movement of the mid-twentieth century. They note the dual character of federal legislation, which both guarantees eligible children with disabilities the right to a &quot;free, appropriate public education in the least restrictive setting&quot; and establishes a federal funding program to help meet this goal. They then review the types of services and accommodations these children receive from infancy through young adulthood. The special education system has given children with disabilities much greater access to public education, established an infrastructure for educating them, helped with the earlier identification of disabilities, and promoted greater inclusion of these children alongside their nondisabled peers. Despite these advances, many problems remain, including the over- and underidentification of certain subgroups of students, delays in identifying and serving students, and bureaucratic, regulatory, and financial barriers that complicate the program for everyone involved. More important, the authors show that special education students still lag behind their nondisabled peers in educational achievements, are often held to lower expectations, are less likely to take the full academic curriculum in high school, and are more likely to drop out of school. Only limited evidence is available on the effectiveness of specific special education services or on how to improve student achievement for this important subgroup of students. Improving the system will require better ways of understanding and measuring both ends of the special education continuum, namely, what services special education children need and receive, and what academic outcomes these students achieve. Without stronger evidence linking these two aspects of the system, Aron and Loprest argue, researchers will be unable to gauge the efficacy of the services now being delivered or to formulate effective reforms to the system as a whole. (Contains 59 endnotes and 3 figures.)
Health Insurance and Children with Disabilities
Author: Szilagyi, Peter G.
Date: 2012-00-00
Type: Journal Articles
Subjects: Health Needs,Health Insurance,Child Health,Access to Health Care,Disabilities,Parent Attitudes,Diseases,Health Services,Public Health,Children,Federal Programs

Few people would disagree that children with disabilities need adequate health insurance. But what kind of health insurance coverage would be optimal for these children? Peter Szilagyi surveys the current state of insurance coverage for children with special health care needs and examines critical aspects of coverage with an eye to helping policy makers and clinicians improve systems of care for them. He also reviews the extent to which insurance enhances their access to and use of health care, the quality of care received, and their health outcomes. Szilagyi begins by noting that nearly 9 percent of children with disabilities are uninsured for all or part of a year and that coverage even for many such children with insurance is inadequate--either not meeting their needs or not adequately covering the costs of care. By one estimate, nearly two of every five special needs children are either uninsured or inadequately insured. The author finds strong evidence that health insurance improves access to health care. Children with disabilities who are insured are more likely than those who are uninsured to have a primary care provider, to be able to reach a specialist, and to have access to supporting services. They also have fewer unmet needs for medical and oral health care and receive care more quickly. The bulk of the evidence shows that insurance improves quality of care for children in general and for children with disabilities. Parents of insured children with chronic conditions are more satisfied with their children's primary care, medications, specialty care, and overall health care than are parents of their uninsured peers. A handful of studies of specific diseases have found insurance to be related to improvements in quality measures, such as more doctor visits and greater continuity of care. In conclusion, Szilagyi stresses the need to provide adequate health insurance to all children with disabilities and to develop a set of best practices in health insurance to cover important services needed by this population. To that end, implementation of the federal health care reform act, including the mandate for insurance coverage, is important. He also urges support for medical home and other quality initiatives and better ways to monitor quality and health outcomes to ensure that children with disabilities receive cost-effective and equitable care. (Contains 88 endnotes, 2 tables, 1 box and 2 figures.)
How Can Quality Improvement Enhance the Lives of Children with Disabilities?
Author: Perrin, James M.
Date: 2012-00-00
Type: Journal Articles
Subjects: Federal Programs,Quality of Life,Diseases,Health Insurance,Child Health,Youth,Educational Improvement,Disabilities,Access to Health Care,Federal Legislation,Chronic Illness,Prevention

Much attention has aided measurement and improvement in the quality of health care during the past two decades, with new ways to define and measure quality, recognition that doing so can identify strategies to enhance care, and systematic efforts by both government and private insurers to apply these principles. In this article, James Perrin reviews these gains. Although children have benefited, these quality measurement efforts have focused mainly on adult health care. Now, two recent federal programs promise to expand quality measurement of child health care. Enacted in 2009, the Children's Health Insurance Program Reauthorization Act provides systematic support for efforts to develop and implement a set of child health quality measures. This federal support represents the first major public investment in improving child health care quality. The Affordable Care Act, which became law in 2010, extends those activities by focusing attention on improving care for people with chronic conditions, including new ways to organize care using teams of doctors, nurses, and others focused on improving chronic care outcomes. For children especially, this team care should also focus on prevention of chronic conditions and their consequences. Despite these significant efforts to expand quality measurement among children and youth, Perrin finds that most measures and improvement activities focus on children without chronic conditions, and few measures of chronic conditions go beyond examining what kinds of monitoring children with specific conditions receive. Only limited attention is paid to how well the children are functioning. A number of networks working with children with specific chronic health conditions (such as cancer, cystic fibrosis, and sickle cell disease) have developed effective measures of functioning for children with those conditions and active programs to improve such outcomes. These networks offer the best examples of how to improve care and outcomes for young people with disabilities. Broadening their impact to larger numbers of children with disabilities will require developing measures of functioning and quality of life and targeting interventions and efforts to improve those outcomes. (Contains 56 endnotes, 2 tables and 1 figure.)
Emerging Technologies and Their Impact on Disability
Author: Wise, Paul H.
Date: 2012-00-00
Type: Journal Articles
Subjects: Caring,Delivery Systems,Incidence,Disabilities,Innovation,Children,Physical Environment,Technological Advancement,Influence of Technology,Appropriate Technology,Assistive Technology,Definitions,Therapy,Prevention,Accessibility (for Disabled),Human Factors Engineering,Access to Health Care,Social Influences,Child Health,Epidemiology,Health Conditions

Technological innovation is transforming the prevalence and functional impact of child disability, the scale of social disparities in child disability, and perhaps the essential meaning of disability in an increasingly technology-dominated world. In this article, Paul Wise investigates several specific facets of this transformation. He begins by showing how technological change influences the definition of disability, noting that all technology attempts to address some deficiency in human capacity or in the human condition. Wise then looks at the impact of technology on childhood disabilities. Technical improvements in the physical environment, such as better housing, safer roads, and poison-prevention packaging, have significantly reduced childhood injury and disability. Other technological breakthroughs, such as those that identify genetic disorders that may lead to pregnancy termination, raise difficult moral and ethical issues. Technologies that identify potential health risks are also problematic in the absence of any efficient treatment. Wise stresses the imbalance in the existing health care delivery system, which is geared toward treating childhood physical illnesses that are declining in prevalence at a time when mental and emotional conditions, many of which are not yet well understood, are on the rise. This mismatch, Wise says, poses complex challenges to caring for disabled children, particularly in providing them with highly coordinated and integrated systems of care. Technology can also widen social disparities in health care for people, including children with disabilities. As Wise observes, efficacy--the ability of a technology to change health outcomes--is key to understanding the relationship of technology to social disparities. As technological innovation enhances efficacy, access to that technology becomes more important. Health outcomes may improve for those who can afford the technology, for example, but not for others. Hence, as efficacy grows, so too does the burden on society to provide access to technology equitably to all those in need. Without such access, technological innovation will likely expand disparities in child outcomes rather than reduce them. (Contains 68 endnotes and 2 figures.)
Prevention of Disability in Children: Elevating the Role of Environment
Author: Rauch, Stephen A.
Date: 2012-00-00
Type: Journal Articles
Subjects: Social Attitudes,At Risk Persons,Disabilities,Zoning,Risk,Genetics,Pollution,Environmental Influences,Child Development,Smoking,Hazardous Materials,Advertising,Drinking,Eating Habits,Child Health,Children,Intervention

Much public attention and many resources are focused on medical research to identify risk factors and mitigate symptoms of disability for individual children. But this focus will inevitably fail to "prevent" disabilities. Stephen Rauch and Bruce Lanphear argue for a broader focus on environmental influences that put entire populations at risk. They argue that identifying and eliminating or controlling environmental risk factors that incrementally increase the prevalence of disability is the key to preventing many disorders. Rauch and Lanphear examine emerging evidence that many disabilities of childhood have their roots in the environment--from toxins in air, water, and soil, to the stressors of poverty, to marketing practices that encourage unhealthy choices or discourage healthy ones. They review research on well-known environmental causes of disability, such as exposures to lead, cigarette smoke, and industrial air pollution. They point to new evidence suggesting that chemicals found in commonly used plastics may have subtle but serious effects on child development, and that many disabilities spring from the complex interplay of environmental risk factors and genetic susceptibility. Rauch and Lanphear make a case for turning our attention to societal or population-level interventions that would rely less on medical and genetic technology and more on policies and regulations that would reduce children's exposure to ubiquitous environmental risks. Examples include required testing of new chemicals for developmental toxicity before they are put on the market; zoning regulations that separate residential communities from industrial areas; and restrictions on advertising of unhealthy products, such as tobacco, alcohol, and junk foods, to children. Rauch and Lanphear outline and assess the effectiveness of interventions that could be adopted, and suggest what a healthy modern community might look like. Such interventions, they acknowledge, are likely to be highly controversial, require both long-term investments and shifts in societal thinking, and produce less well-defined outcomes than individual medical treatments. But in the long run, the authors contend, such interventions could prevent many of the disabilities that now afflict millions of children and adults. (Contains 114 endnotes, 1 table and 1 figure.)
An Analysis of Effect Sizes for Single-Subject Research: A Statistical Comparison of Five Judgemental Aids
Author: Mason, Lee L.
Date: 2010-00-00
Type: Journal Articles
Subjects: Evidence,Autism,Effect Size,Comparative Analysis,Behavior Problems,Correlation,Self Destructive Behavior,Sample Size,Intervals

Effect sizes for single-subject research were examined to determine to what extent they measure similar aspects of the effects of the treatment. Seventy-five articles on the reduction of problem behavior in children with autism were recharted on standard celeration charts. Pearson product-moment correlations were then conducted between two previously unexamined effect sizes, celeration and celeration change, as well as three more common statistics, the mean baseline reduction, the percentage of non-overlapping data, and the percentage of zero data. Significant correlations were found for both celeration and celeration change, suggesting that these and other effect sizes measure somewhat similar aspects of the effect of the treatment. These findings and limitations are discussed within the broader context of evidence-based practices in education. (Contains 1 table and 4 figures.)
Four of Ogden Lindsley's Unpublished Presentation Summaries
Author: Starlin, Clay M.
Date: 2010-00-00
Type: Journal Articles
Subjects: Music Education,Precision Teaching,Teaching Methods,Autism,Music,Music Teachers,Decision Making,Athletics,Athletic Coaches

As one might expect from the founder of Precision Teaching, Ogden Lindsley was precise in creating the summaries of his presentations. Ogden took the opportunity to share his latest thinking on a topic in his presentations. However, because the presentation summaries have not been published, many people have missed the advantage of this knowledge. At the request of Rick Kubina, "JPTC" editor, I agreed to write my reaction to four of Og's presentations. These summaries cover presentations between May 1999 and October 2001. One summary discusses the connection between the Suzuki music teaching system and Precision Teaching, four summaries are related to autism, and the last summary addresses the role of Precision Teaching in decision making.
A Case Study Using SAFMEDS to Promote Fluency with Skinner's Verbal Behavior Terms
Author: Stockwell, Fawna
Date: 2010-00-00
Type: Journal Articles
Subjects: Verbal Stimuli,Case Studies,Verbal Operant Conditioning,Behavior,Predictor Variables,Nonverbal Ability,Behavior Modification

Using a deck of 60 Say All Fast a Minute Every Day Shuffled (SAFMEDS) cards, a learner established a fluent verbal repertoire related to the key terms of Skinner's (1957) analysis of verbal behavior. This learner was required to see the phrase printed on the front of the card and to say the term printed on the back. Regular timings were recorded over the course of 3 weeks. Results showed an improving learning picture over time--an increase in correct responses and a decrease in incorrect, or &quot;not yet&quot; responses. During the 3rd week of practicing the SAFMEDS set, the learner achieved the fluency aim of 40 cards correct and 2 or fewer not yet responses in a 1-minute timing. Follow-up timings, conducted 3, 4, and 11 weeks after the learner achieved the fluency aim, showed a general maintenance of the performance in both speed and accuracy in the absence of daily practice. (Contains 2 figures.)
On Doctoral Education: How to Supervise a PhD, 1985-2011
Author: Connell, Raewyn
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Graduate Students,Supervision,Doctoral Programs,Supervisory Methods,Supervisor Supervisee Relationship,Faculty Advisers,Graduate School Faculty,Faculty Workload,Educational Environment,Educational Policy,Educational Change,Personal Narratives,Educational Trends

In this essay, the authors talk about higher degree supervision as a human relationship, and shares how to supervise a PhD. There's a tendency now to talk about supervision as if it's a technical process one needs to learn the rules of. This paper urges educators to think about this as a human educational relationship, which has all the ups and downs that any human relationship does. The paper aims to get people to think in a rounded way about supervision, not just a technical matter. It also aims to get graduate students to be thinking about the nature of this relationship, to see the supervisor not just as the authority figure or the bureaucratic figure, but as someone who is engaged in an educational interchange. (Contains 1 endnote.)