Active family involvement and important family roles in the early intervention to preschool transition have been mandated by laws, recognized by the position statements of professional organizations, and validated through evidence-based research. In order to involve families in this process, reduce stresses, and conquer the challenges families may…

This study examines the overall quality of parenting behaviours among low-income mothers in the USA and the extent to which they are influenced by risk factors within the family environment, maternal well-being and maternal risk characteristics associated with socio-economic status. Participants consisted of 1070 low-income mothers of…

This paper describes the incorporation of Keller's ARCS (Attention, Relevance, Confidence, and Satisfaction) motivation model into traditional classroom instruction-learning process. Viewing that technological and vocational students have low confidence and motivation in learning, the authors applied the ARCS motivation model not only in the…

The development of language and literacy is the foundation for all other learning. This statement is the guiding philosophy at the Iowa School for the Deaf (ISD). Teachers at ISD believe that intensive, highly structured early intervention and education work best to support cognitive and communication development in their students. However, little…

Research is clear on the benefit of early intervention efforts and the importance of intensive instructional supports; however, understanding which features to intensify is less clear. General intervention features of group size, instructional delivery, and time are areas schools can consider manipulating to intensify instruction. Also, each of…

This paper looks at recent trends in Government policy and practice around supporting and involving parents of children with disabilities and special educational needs (SEN) in their care, development and education. In particular, the paper examines the opportunities offered in the Children's Plan ( DCSF, 2007) and "Aiming High" (HM TreasuryDfES,…

The risk factors for young people with intellectual disabilities developing a mental health disorder are higher than those found in the general population, yet training is very rarely available to frontline staff. A recent study in the United Kingdom cited prevalence rates of mental ill health among adults with intellectual disabilities ranging…

The bibliography of 90 items lists books and journal articles for professionals and parents on the topic of integration of early intervention programs. The list encompasses publications on program models, parental expectations, financial concerns, effects on development of handicapped and nonhandicapped children, social behavior, and educational…

Bullying is a serious matter involving a substantial number of students. Most bullying occurrences are undetected or ignored, leading to detrimental physical and psychological effects for victims, as well as school climate. Teachers intervene in only 4 percent of all incidents. Well-conducted, comprehensive bullying prevention programs can be…

This progress report on the work done by the National Reading Panel, established at the request of Congress, addresses the research done regarding children mastering essential reading skills and the need for early intervention. It gives a list and short biography of the 14 panel members and discusses logistics of the panel. The paper presents…

Interviews with 15 parents of babies with severe handicaps revealed several categories of concern relating to early intervention, perceived benefits of early intervention programs, and sources and types of advice that influenced parents' enrollment decisions. Implications for professional practice are discussed. (Author/JDD)

The purpose of this study was to determine whether preschool-age children could be taught sexual abuse prevention skills and concepts, and to determine if any variation in performance exits as a function of the child's age. Results indicate that preschool-age children can be taught prevention skills and concepts, but benefit from participation…

Highlights the findings of the study by Pollitt et al. in this monograph that nutritional supplementation has long-term consequences for cognitive development and that the relationship of nutrition to cognitive performance does not fit a main-effects model. Also reviews methodological and conceptual issues unresolved by the study; and discusses…

Responds to commentary on the Pollitt et al. study reported in this monograph. Posits that nutritional insults are sensitive to intervention. Discusses research methodology; methodological issues related to sex differences; the buffering influence of high SES and dietary supplementation against the adverse effects of poor diet and low SES,…

Presents an eating disorders continuum. Describes groups on the continuum by highlighting behavioral, cognitive-attitudinal, and self-esteem differences. Discusses relationship between continuum and developmental course of eating disorders. Presents prevention, early intervention, and treatment programs for various continuum groups. Offers…