This systematic review sought to understand the individual characteristics of incarcerated youth within the major risk factor domains identified by the U.S. Office of Juvenile Justice and Delinquency Prevention (OJJDP). A comprehensive search of the literature from 1979 to 2013 identified 85 articles of individual-level risk characteristics that…

A Foster-Grandparent Program group received part-time mothering'' by elderly institutional aids for a period of up to more than 4 years. A control group resided in a similar institution which did not provide supplementary foster grandparent'' care. There was a significant difference in IQ in favor of the FGP children. (Author)

Contrasted Lewis M. Terman's letters to parents of boys (N=42) with childhood intelligence quotients (IQs) greater than 170 contrasted with those sent to parents of boys (N=42) with IQs between 135 and 159. Suggests that the social needs of many highly intelligent children can best be satisfied in peer groups consisting of children of similar…

This article reports on the activities and interactions of a highly gifted 9-year-old boy working in a fifth grade classroom with students of mixed ability levels. School modifications to manage gaps between the boy's intellectual development and his social and emotional development took little account of his affective needs, and resulted in…

Written for families with adolescent children, this handbook provides information about adolescent development and about the new ways family members relate to each other when children become adolescents. The handbook discusses the physical, social, and intellectual changes that young people experience, describing how parents can respond to some of…

This article discusses findings from the Asperger Syndrome Research Project, which investigated the complex characteristics of children and youth with Asperger Syndrome (AS). Intellectual, academic, social and emotional, and sensory characteristics are described, along with suggestions for professionals and parents for addressing these…

This document, prepared by the Tucson Early Education Model (TEEM), outlines TEEM's expectations for children's growth in each of four goal areas and describes the corresponding responsibilities of teachers, teaching and program assistants, parents, local education agencies (LEAs) and the Model sponsor. The expectations and responsibilities are…

This paper discusses current perspectives on the education of young children in terms of five interrelated issues rooted in a developmental perspective: (1) the complexities of predicting the long-term developmental outcomes of early experience; (2) how to interpret gender differences in the long-term effects of different approaches to early years…