Life skills are personal resources that can be trained and applied in a specific situation and transferred to other contexts. The growing body of research has shown that intervention programs produce positive results in learning and transferring life skills. Nonetheless, there is a need to clarify the efficacy of life skills training, namely the…

This article introduces the revised and updated "DC:0-5™: Diagnostic Classification of Mental Health and Developmental Disorders of Infancy and Early Childhood." The authors describe the past and current efforts to create a developmentally based classification system for very young children. DC:0-3, published in 1994 by ZERO TO THREE,…

Early intervention (EI) and early childhood special education (ECSE) practitioners participating in the Child Outcomes Summary (COS) process must understand age-expected development, the ages at which children typically acquire different skills. This resource provides answers to commonly asked questions about age anchoring as it applies to the COS…

Autism is one of the most heritable neurodevelopmental conditions and has an early onset, with symptoms being required to be present in the first 3 years of life in order to meet criteria for the "core" disorder in the classification systems. As such, the focus on identifying a prodrome over the past 20 years has been on pre-clinical…

As a follow-up to an earlier effort to distinguish schools by stages of development along the context of organizational learning (OL), this paper further targets the OL processes and outcomes to generate a more dynamic and functional framework for sustaining and refining the earlier version of the typology. It is hoped that through such a…

Citing the need for a basic, K-12 developmental framework for service learning, this article describes such a model. This model, an inclusive typology of service learning, distinguishes three levels of service learning: Community Service, Community Exploration, and Community Action. The authors correlate this typology to Piaget's cognitive…

Although juvenile sex offenders (JSOs) account for a significant percentage of sex crimes committed in this country, researchers have only recently begun to study this population. One line of inquiry has been to investigate sub-types of offenders, in order to determine whether different types of offenders have different personality profiles and…

This document is a plan for tracking students' social growth by the college resident assistant and for evaluating the students' growth and the resident assistant's performance. The plan, based on Bloom's Taxonomy of Affective Cognitive Processes, includes a clarified purpose, objectives for implementation, shared assessment values, and continuing…

Using a composite example of field trips from several years of traveling to Yellowstone with high school biology students, the author illustrates how to raise the cognitive level of science instruction and student learning through science field trips. The author examines what teachers can do to raise the level of both teaching and learning in all…

This article presents a five-tiered taxonomy that describes the nature of participation in, and learning through, asynchronous discussion. The taxonomy is framed by a constructivist view of asynchronous discussion. The five tiers of the taxonomy include the following: (a) passive participation, (b) developmental participation, (c) generative…

Describes a classroom project for middle school students where developmental theory was translated into instruction promoting cognitive development. (MD)

The effective practice of school psychology requires a strong research and theoretical base, a framework that encompasses developmental processes and outcomes, both adaptive and maladaptive, which facilitates assessment and intervention and offers insight into classroom and family dynamics. Attachment theory provides the school psychologist with…

This case study describes an innovative school entry system in which children are registered at school according to their stage of development, not their age. The system was introduced by law in Hungary in 1986. In this study, an introduction is followed by a discussion of problems in curricular articulation. Problems are discussed in terms of the…