This manual provides an overview of the early child development of normal children with low birth... more This manual provides an overview of the early child development of normal children with low birthweight who have been exposed to drugs before birth. The research on children exposed to cocaine and alcohol during the prenatal period is reviewed, as are the results of studies showing deficiencies in language and social development of drug-exposed children. Ways for foster parents to help children with these deficiencies are suggested. Issues relating to the parenting of drug-exposed children concern stress, burnout, and child and parent characteristics. Suggestions for parenting stressful children involve diet and exercise, relaxation'techniques, social support systems, and time management. A discussion of behavior management of drug-exposed children addresses the ultimate goal of children's self-management; the reasons children do what they do; and the special problems of children who have been maltreated. The referral process for special education, the categories of special education children, special education services, and ways of helping a child in special education are described for parents with school-age children. A glossary of technical terms is included. An appendix describes a study that examined the effects of crack babies on the child welfare system. (76 footnotes; 108 references) (BC)
IntroductionT H E IMPLEMENTATION of the 2001 federal No Child LeftBehind (NCLB) Act imposed a num... more IntroductionT H E IMPLEMENTATION of the 2001 federal No Child LeftBehind (NCLB) Act imposed a number of new procedures on public school districts throughout the country: the introduction of "teacher-proof," scripted curricula; continuous monitoring of student performance; high-stakes testing; and the punishment of teachers, administrators, and students if they did not meet external standards.1 Because of these new practices, many school districts were rated "low performing" in the implementation of rigorous academic curriculum at earlier ages. This caused kindergarten and early elementary public school administrators throughout the country to reduce the amount of time students were allowed to play and to resist any attempts to integrate play into their curricula.2 In the Early Childhood Longitudinal Study analyzed by researchers Jill Bowdon and Laura Desimone, data from 1998-1999 and 2010-2011 documented the disappearance of play, showing that NCLB led to more wo...
International Journal of Child Health and Nutrition, 2018
Dissemination of obesity prevention programs in different settings is needed. Moreover, new outre... more Dissemination of obesity prevention programs in different settings is needed. Moreover, new outreach tools to teach parents healthy eating and exercise lessons provided in these programs are important to develop. The pilot studies presented in this paper examined the implementation of the Children's Healthy Eating and Exercise Program in two different after school programs in 2015 and 2016. Participants were elementary school-age children and their parents. Eight lessons were presented at each school. Child perceptions of healthy eating and exercise goals were examined as well as child knowledge retention and perceptions of behavior change. Parent perceptions of the program were analyzed. Results indicated that children reported improved knowledge and behaviors. Parents reported satisfaction with the program, but remained hard to reach. Children recalled key components of the healthy eating lessons at long-term follow-up assessments. In the second pilot study, children served as health coaches for teaching parents about family goals. Children believed they were successful at coaching parents, but they requested help in developing family eating and exercise goals. Improving outreach to parents and involving siblings remains a goal for future studies as does beginning to examine changes in eating and physical activity using food diaries and accelerometry.
That mother is still in denial"; "The family is the real problem, they are demanding and unpredic... more That mother is still in denial"; "The family is the real problem, they are demanding and unpredictable"; or "If the dad would get over his anger, we would be able to work together better." Teachers or other professionals working with students with disabilities and their parents often say things like these. Denial, anger, and depression are all common reactions to challenges faced by family members of children with disabilities (see box, "What Does the Literature Say?"). This article can help professionals and parents learn and grow together as they work together for the children in their charge. Communication is a big part of the answer.
Direct observation was utilized to study how 5 children with mild-to-moderate deafness participat... more Direct observation was utilized to study how 5 children with mild-to-moderate deafness participated within inclusive classroom settings. Responses to practice and prompt opportunities, levels of prompting required to follow classroom directions, and engagement were analyzed across students with mild-to-moderate deafness and were compared to students with normal hearing. Similar responses to practice and prompt opportunities were observed across students, and engagement data indicated that 4 children with mildto-moderate deafness had similar rates to their peers. However, children with mild-to-moderate deafness required higher levels of prompting and were less accurate at following classwide verbal prompts. Agreement data on variables ranged between 83% and 99%, with the exception of 2 prompting levels. Social validity judgments indicated that the information was useful and important. Potential uses for data include consultation with teachers regarding interventions to increase student engagement and research regarding inclusionary practices.
The implementation oflevels systems has recently increased in public school programs for students... more The implementation oflevels systems has recently increased in public school programs for students with behavioral disorders. These systems, emerging from residential and treatment programs for students with complex behavioral disorders, have been applied with adolescents involved in substance abuse (
A major challenge for the special education faculty was how to prepare teachers and other educati... more A major challenge for the special education faculty was how to prepare teachers and other educational personnel to meet the needs of all children in the next millennium. Our practice had been successful with children in self-contained, isolated settings but would not meet diverse children's needs in settings such as general education classrooms. The faculty was charged to identify a vision within and across special education certification areas, and for services to children across the developmental contexts. Prior to 1985 the Special Education Program consisted of 12 full-time faculty members, two part-time faculty members who shared appointments with other colleges in the university, and one faculty member who had a full-time appointment at the Cincinnati Center for Developmental Disorders teaching the equivalent of one course per quarter for special education. The Special Education Program was housed in the Department of Early Childhood and Special Education. Programs of study associated with Ohio certification areas were independent of each other and of other teacller education programs in the college: two undergraduate teacher education programs in the areas of multiple disabilities and developmental disabilities (the Ohio category FOCUSOfl Exce_ntional children ISSN 0015-51 IX FOCUS ON EXCEPTIONAL CHILDREN (USPS 203-360) is published monthly except June, July, and August as a service to teachers, special educators, curriculum specialists, administrators, and those concerned with the special education of exceptional children. This publication is annotated and indexed by the ERIC Clearinghouse on Handicapped and Gifted Children for publication in the monthly Current Index to Journals in Education (CIJE) and the quarterly index, Exceptional Children Education Resources (ECER). The full text of Focus on Exceptional Children is also available in the electronic versions of the Education Index.
Preventing School Failure: Alternative Education for Children and Youth, 2015
The passage of the Individuals With Disabilities Education Improvement Act and the No Child Left ... more The passage of the Individuals With Disabilities Education Improvement Act and the No Child Left Behind Act has highlighted the importance of all students having access to the general education curriculum. Because students with disabilities are being included in the general education classroom in greater numbers, teachers need to implement research-based instructional strategies. To extend research on one effective strategy, the authors used a single case ABAB reversal design to investigate the effects of using response cards on active student responding and on-task behavior for five students with intellectual disabilities during science and social studies lessons in the general education classroom. Results suggest increased active student responding and on-task behavior for all five participants. A discussion of study limitations, implications, and future research directions is included.
This archival research, based on extensive case les, describes extremely disruptive family events... more This archival research, based on extensive case les, describes extremely disruptive family events and child characteristic s in a sample of 29 infants whose parents' rights have been terminated. The term "marker variable" is used to underscore the potential importance of those events in understanding developmental trajectorie s of children because many of the events are markers for family situations that disrupt the caregiving environment. Thus, these events become signi cant intervening variables in development research and psychopathology. Following a review of theory, an analysis of events as revealed in the case studies, and a closer look at four representativ e cases, implications for practice and policy are discussed .
Abstract With a high rate of additional learning needs in children with permanent hearing loss, t... more Abstract With a high rate of additional learning needs in children with permanent hearing loss, this study sought to understand their educational and support needs. School information on 62 children with varying degrees of hearing loss attending an urban public school during a 5-year period was analysed to understand types and amounts of services over time. Individualized Education Programs and Multifactored Evaluation Plans reported the number of minutes provided by various providers, the types of services provided, and the goals set for each student. Although all students had a documented hearing loss, the services and intensity of services varied widely based on primary educational label. This is characterized by changes in goals, services, and intensity (minutes provided) from one year to the next if a child experienced an educational label change. Implications are far reaching for educators and administrators regarding determination of educational label for students with comorbid conditions.
International Journal of Qualitative Studies in Education, 1995
The classroom is both a social occasion and a learning place. In this study of a developmental ki... more The classroom is both a social occasion and a learning place. In this study of a developmental kindergarten, this dual classroom agenda and the impact on teacher and student behavior is explored. Among the at‐risk children in this study, these two classroom purposes did not peacefully coexist. Social‐participation goals took precedence for the children. The teacher, frustrated in her need
This manual provides an overview of the early child development of normal children with low birth... more This manual provides an overview of the early child development of normal children with low birthweight who have been exposed to drugs before birth. The research on children exposed to cocaine and alcohol during the prenatal period is reviewed, as are the results of studies showing deficiencies in language and social development of drug-exposed children. Ways for foster parents to help children with these deficiencies are suggested. Issues relating to the parenting of drug-exposed children concern stress, burnout, and child and parent characteristics. Suggestions for parenting stressful children involve diet and exercise, relaxation'techniques, social support systems, and time management. A discussion of behavior management of drug-exposed children addresses the ultimate goal of children's self-management; the reasons children do what they do; and the special problems of children who have been maltreated. The referral process for special education, the categories of special education children, special education services, and ways of helping a child in special education are described for parents with school-age children. A glossary of technical terms is included. An appendix describes a study that examined the effects of crack babies on the child welfare system. (76 footnotes; 108 references) (BC)
IntroductionT H E IMPLEMENTATION of the 2001 federal No Child LeftBehind (NCLB) Act imposed a num... more IntroductionT H E IMPLEMENTATION of the 2001 federal No Child LeftBehind (NCLB) Act imposed a number of new procedures on public school districts throughout the country: the introduction of "teacher-proof," scripted curricula; continuous monitoring of student performance; high-stakes testing; and the punishment of teachers, administrators, and students if they did not meet external standards.1 Because of these new practices, many school districts were rated "low performing" in the implementation of rigorous academic curriculum at earlier ages. This caused kindergarten and early elementary public school administrators throughout the country to reduce the amount of time students were allowed to play and to resist any attempts to integrate play into their curricula.2 In the Early Childhood Longitudinal Study analyzed by researchers Jill Bowdon and Laura Desimone, data from 1998-1999 and 2010-2011 documented the disappearance of play, showing that NCLB led to more wo...
International Journal of Child Health and Nutrition, 2018
Dissemination of obesity prevention programs in different settings is needed. Moreover, new outre... more Dissemination of obesity prevention programs in different settings is needed. Moreover, new outreach tools to teach parents healthy eating and exercise lessons provided in these programs are important to develop. The pilot studies presented in this paper examined the implementation of the Children's Healthy Eating and Exercise Program in two different after school programs in 2015 and 2016. Participants were elementary school-age children and their parents. Eight lessons were presented at each school. Child perceptions of healthy eating and exercise goals were examined as well as child knowledge retention and perceptions of behavior change. Parent perceptions of the program were analyzed. Results indicated that children reported improved knowledge and behaviors. Parents reported satisfaction with the program, but remained hard to reach. Children recalled key components of the healthy eating lessons at long-term follow-up assessments. In the second pilot study, children served as health coaches for teaching parents about family goals. Children believed they were successful at coaching parents, but they requested help in developing family eating and exercise goals. Improving outreach to parents and involving siblings remains a goal for future studies as does beginning to examine changes in eating and physical activity using food diaries and accelerometry.
That mother is still in denial"; "The family is the real problem, they are demanding and unpredic... more That mother is still in denial"; "The family is the real problem, they are demanding and unpredictable"; or "If the dad would get over his anger, we would be able to work together better." Teachers or other professionals working with students with disabilities and their parents often say things like these. Denial, anger, and depression are all common reactions to challenges faced by family members of children with disabilities (see box, "What Does the Literature Say?"). This article can help professionals and parents learn and grow together as they work together for the children in their charge. Communication is a big part of the answer.
Direct observation was utilized to study how 5 children with mild-to-moderate deafness participat... more Direct observation was utilized to study how 5 children with mild-to-moderate deafness participated within inclusive classroom settings. Responses to practice and prompt opportunities, levels of prompting required to follow classroom directions, and engagement were analyzed across students with mild-to-moderate deafness and were compared to students with normal hearing. Similar responses to practice and prompt opportunities were observed across students, and engagement data indicated that 4 children with mildto-moderate deafness had similar rates to their peers. However, children with mild-to-moderate deafness required higher levels of prompting and were less accurate at following classwide verbal prompts. Agreement data on variables ranged between 83% and 99%, with the exception of 2 prompting levels. Social validity judgments indicated that the information was useful and important. Potential uses for data include consultation with teachers regarding interventions to increase student engagement and research regarding inclusionary practices.
The implementation oflevels systems has recently increased in public school programs for students... more The implementation oflevels systems has recently increased in public school programs for students with behavioral disorders. These systems, emerging from residential and treatment programs for students with complex behavioral disorders, have been applied with adolescents involved in substance abuse (
A major challenge for the special education faculty was how to prepare teachers and other educati... more A major challenge for the special education faculty was how to prepare teachers and other educational personnel to meet the needs of all children in the next millennium. Our practice had been successful with children in self-contained, isolated settings but would not meet diverse children's needs in settings such as general education classrooms. The faculty was charged to identify a vision within and across special education certification areas, and for services to children across the developmental contexts. Prior to 1985 the Special Education Program consisted of 12 full-time faculty members, two part-time faculty members who shared appointments with other colleges in the university, and one faculty member who had a full-time appointment at the Cincinnati Center for Developmental Disorders teaching the equivalent of one course per quarter for special education. The Special Education Program was housed in the Department of Early Childhood and Special Education. Programs of study associated with Ohio certification areas were independent of each other and of other teacller education programs in the college: two undergraduate teacher education programs in the areas of multiple disabilities and developmental disabilities (the Ohio category FOCUSOfl Exce_ntional children ISSN 0015-51 IX FOCUS ON EXCEPTIONAL CHILDREN (USPS 203-360) is published monthly except June, July, and August as a service to teachers, special educators, curriculum specialists, administrators, and those concerned with the special education of exceptional children. This publication is annotated and indexed by the ERIC Clearinghouse on Handicapped and Gifted Children for publication in the monthly Current Index to Journals in Education (CIJE) and the quarterly index, Exceptional Children Education Resources (ECER). The full text of Focus on Exceptional Children is also available in the electronic versions of the Education Index.
Preventing School Failure: Alternative Education for Children and Youth, 2015
The passage of the Individuals With Disabilities Education Improvement Act and the No Child Left ... more The passage of the Individuals With Disabilities Education Improvement Act and the No Child Left Behind Act has highlighted the importance of all students having access to the general education curriculum. Because students with disabilities are being included in the general education classroom in greater numbers, teachers need to implement research-based instructional strategies. To extend research on one effective strategy, the authors used a single case ABAB reversal design to investigate the effects of using response cards on active student responding and on-task behavior for five students with intellectual disabilities during science and social studies lessons in the general education classroom. Results suggest increased active student responding and on-task behavior for all five participants. A discussion of study limitations, implications, and future research directions is included.
This archival research, based on extensive case les, describes extremely disruptive family events... more This archival research, based on extensive case les, describes extremely disruptive family events and child characteristic s in a sample of 29 infants whose parents' rights have been terminated. The term "marker variable" is used to underscore the potential importance of those events in understanding developmental trajectorie s of children because many of the events are markers for family situations that disrupt the caregiving environment. Thus, these events become signi cant intervening variables in development research and psychopathology. Following a review of theory, an analysis of events as revealed in the case studies, and a closer look at four representativ e cases, implications for practice and policy are discussed .
Abstract With a high rate of additional learning needs in children with permanent hearing loss, t... more Abstract With a high rate of additional learning needs in children with permanent hearing loss, this study sought to understand their educational and support needs. School information on 62 children with varying degrees of hearing loss attending an urban public school during a 5-year period was analysed to understand types and amounts of services over time. Individualized Education Programs and Multifactored Evaluation Plans reported the number of minutes provided by various providers, the types of services provided, and the goals set for each student. Although all students had a documented hearing loss, the services and intensity of services varied widely based on primary educational label. This is characterized by changes in goals, services, and intensity (minutes provided) from one year to the next if a child experienced an educational label change. Implications are far reaching for educators and administrators regarding determination of educational label for students with comorbid conditions.
International Journal of Qualitative Studies in Education, 1995
The classroom is both a social occasion and a learning place. In this study of a developmental ki... more The classroom is both a social occasion and a learning place. In this study of a developmental kindergarten, this dual classroom agenda and the impact on teacher and student behavior is explored. Among the at‐risk children in this study, these two classroom purposes did not peacefully coexist. Social‐participation goals took precedence for the children. The teacher, frustrated in her need
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