Synthesizes the research on infant-parent interaction and proposes a model for introducing and including infant-parent interaction in family-centered early intervention with young children having disabilities. The model stresses the family's vision for the child's future and the family's role in active decision making. (DB)

This response to Baird and Peterson (EC 617 085) suggests that the original authors' conceptions of family-centered philosophy and intervention in parent-child interaction are inaccurate. They note the importance of parent-child interactions and the need for intervention procedures to be based on the parent-child interaction literature. (DB)

Examined the home literacy experiences of 15 families who participated in a parent program which used a workshop approach to help parents develop skills and understandings needed to create a supportive literacy environment in their home. Analyzed results and outlined activities according to the pattern of use of nonliteracy, literacy, library, and…

In response to O'Brien et al., who examined predictors of child outcomes among at-risk infants, this article suggests that the goal of prevention and early detection can be more efficiently met if the focus shifts from prediction to ongoing monitoring of children's developmental growth. A three-step model involving ongoing screening, eligibility…

Discusses the role confusion early intervention counselors in South Africa are likely to face, urging a distinction between disciplinary counseling and developmental counseling. Addresses particularly the black counselor's role in South Africa's caregiving system, highlighting the importance of issues of cultural diversity and sensitivity. (EV)

Describes an early intervention literacy program which brings books, children, and parents together in Pittsburgh, Pennsylvania. States that it provides low-income parents with the information, skills, and encouragement needed to promote the literacy development of their children. (PA)

Adolescent substance abuse efforts often direct prevention at known correlates of substance use. Discusses prevention efforts targeted toward minority populations. Assesses group differences using data from 981 Black and White adolescents and latent variable structural equations techniques. Concludes risk factor measures predict substance use for…

Problems in early identification of children with emotional or behavioral disorders in current systems of care are discussed along with current methods for early screening. Use of early detection and ongoing assessment of response as a basis for more focused intervention is suggested. Primary and secondary prevention issues are also discussed.…

This article describes the possible effect a smaller federal government would have on empowerment of families of individuals with developmental disabilities. The concept of empowerment and how families have come to rely on government support are discussed. The article also reviews the impact that decreased government support would have on early…

This paper reviews findings from comprehensive early intervention studies with young children with autism and formulates questions that need to be answered to establish efficacious, accessible early treatment. Results suggest that intensive, very early treatment appears to lessen the debilitating effects of autism. Research questions involve…

School-based alcohol use prevention studies frequently employ designs in which schools are assigned to treatment conditions while observations are made on individuals. This article presents estimates of school-level intraclass correlation for measures related to alcohol use among students in grades 9 and 12 and discusses their use in planning new…

Presents an overview of problems involved in identifying and defining "learning-disabled" students. Confusion is caused by varying state definitions and different interpretations of state and federal laws. Discusses the neuroscientific approach to classifying student learning styles and the ways in which the learning-disabled label is sometimes…

This article explores the theoretical and empirical support for the teaching of reading as a supportive language development program for young children with disabilities. Unidirectional and multidirectional theories are discussed. Some evidence was found for a formative influence of reading on language development. (Author/CR)

This article describes the Interagency Planning and Support Project, which aimed to improve coordination among agencies serving young children with disabilities and their families by integrating disparate service documents and planning processes. Analysis of Collaborative Support Plan data on 34 families shows the approach was successful in…

Brain researchers developed a three-tier model to treat reading problems, involving screening for early intervention, modifying regular instruction and monitoring student progress, and diagnosing and treating referred children. In a pilot of the model, 64 percent of 215 participating students needed no further intervention beyond tier 2. In…