Enhancing the Development of Low-Birthweight, Premature Infants: Changes in Cognition and Behavior over the First Three Years   总被引：5，自引：0，他引：5  

Jeanne Brooks-Gunn  Pam Kato Klebanov  Fong-ruey Liaw  Donna Spiker 《Child development》1993,64(3):736-753

The Infant Health and Development Program is a randomized clinical trial to test the efficacy of educational and family support services and pediatric follow-up offered in the first 3 years of life on reducing the incidence of developmental delay in low-birthweight (LBW), preterm infants in 8 clinical sites ( N = 985). Effects of the intervention on cognitive and behavior problem scores over the 3 years are examined. Significant intervention effects were seen on cognitive scores at 24 and 36 but not 12 months of age; effect sizes were similar at both ages. These effects persist when controlling for earlier cognitive scores. At 24 and 36 months, behavior problem scores for the intervention group were significantly lower than for the follow-up group; the intervention was more efficacious for children with higher initial behavior problem scores. Results are discussed in terms of timing and targeting of services for LBW and disadvantaged children.  相似文献   

Teachers’ attitudes towards inclusive education: a critical review of published questionnaires     

Donna L. Ewing  Jeremy J. Monsen  Stephan Kielblock 《Educational Psychology in Practice》2018,34(2):150-165

Teachers’ attitudes towards inclusive education affect its successful implementation within mainstream schools. This paper reviews nine questionnaires which capture primary school teachers’ attitudes towards inclusion, with the aim to support researchers in selecting the most appropriate measure according to the purpose of their study. Most of the reviewed questionnaires showed acceptable reliability and validity. The Multidimensional Attitudes towards Inclusive Education Scale (MATIES) and the Sentiments, Attitudes, and Concerns about Inclusive Education Revised Scale (SACIE-R) were the only questionnaires with adequate psychometric properties which addressed the affective, cognitive and behavioural components of teachers’ attitudes. As another psychometrically sound scale, the Teachers’ Attitude towards Inclusion Scale (TAIS) was found to use more up-to-date terminology and suitably addressed the cognitive and behavioural components. This paper provides a useful resource to facilitate the appropriate selection of questionnaires that measure teachers’ attitudes towards inclusion.  相似文献   

Multiple hedonic memory: Memory for more than one hedonic event in rats     

E. J. Capaldi  Donna R. Verry  Timothy M. Nawrocki 《Learning & behavior》1982,10(3):351-357

In each of two investigations, rats ran in a runway to obtain varying quantities of food pellets presented in a fixed order, such as 20-0-20. The major finding was that rats ran faster on a 0-pellet trial if that trial was followed shortly by a 20-pellet trial (e.g., 20-0-20 series) than if it was not (e.g., 20-0 series). This finding was obtained both within groups (Experiment 1) and between groups (Experiment 2), and suggested that the memory of 20 pellets arising from the first trial of the 20-0-20 series was retrieved not only on the second trial of the series, thereby signaling 0 pellets, but on the third trial as well, thereby also signaling 20 pellets. Retrieving the memory of 20 pellets on Trial 3 of the 20-0-20 series apparently resulted in that memory’s elevating speed on Trial 2 of that series.  相似文献   

Evolving policy paradigms of middle leadership in Scottish and Irish education: implications for middle leadership professional development     

Christine Forde  Gillian Hamilton  Máire Ní Bhróithe  Mary Nihill  Anna Mai Rooney 《School Leadership & Management》2019,39(3-4):297-314

ABSTRACT

Middle leadership is a dynamic area of policy in Scottish and Irish education to build leadership capacity. This article reports on a critical policy analysis of sequential sets of Scottish and Irish policy on middle leadership to identify codes of meaning. Two aspects are reported: (1) constructions of the purposes of middle leadership and (2) key themes in changing policy paradigms. While there is a development of policy ideas from delegated tasks to management functions to leadership for learning, there is little on the practice of leading learning. The findings are reviewed to identify issues related to middle leadership professional development.  相似文献   

Behavioral Competence among Mothers of Infants in the First Year: The Mediational Role of Maternal Self-Efficacy   总被引：10，自引：0，他引：10  

Douglas M. Teti  Donna M. Gelfand 《Child development》1991,62(5):918-929

This study tests the idea that mothers' self-efficacy beliefs mediate the effects on parenting behavior of variables such as depression, perceptions of infant temperamental difficulty, and social-marital supports. Subjects were 48 clinically depressed and 38 nondepressed mothers observed in interaction with their 3-13-month-old infants (M = 7.35 months). As predicted, maternal self-efficacy beliefs related significantly to maternal behavioral competence independent of the effects of other variables. When the effects of self-efficacy were controlled, parenting competence no longer related significantly to social-marital supports or maternal depression. In addition, maternal self-efficacy correlated significantly with perceptions of infant difficulty after controlling for family demographic variables. These results suggest that maternal self-efficacy mediates relations between maternal competence and other psychosocial variables and may play a crucial role in determining parenting behavior and infant psychosocial risk.  相似文献   

School-wide Positive Behavior Support: Addressing Behavior Problems that Impede Student Learning     

Jared S. Warren  Hank M. Bohanon-Edmonson  Ann P. Turnbull  Wayne Sailor  Donna Wickham  Peter Griggs  Shelly E. Beech 《Educational Psychology Review》2006,18(2):187-198

The school-wide application of positive behavior support (PBS) is a prevention-oriented approach to student discipline that is characterized by its focus on defining and teaching behavioral expectations, rewarding appropriate behaviors, continual evaluation of its effectiveness, and the integration of supports for individuals, groups, the school as a whole, and school/family/community partnerships. Although school-wide PBS has been implemented in hundreds of schools thus far, many professionals in education and psychology remain, for the most part, unfamiliar with this proactive alternative for increasing positive student behavior. This article reviews the foundations and core components of school-wide PBS, provides a case example of the implementation and preliminary evaluation of school-wide PBS in an urban middle school, and summarizes critical issues and future research directions in this area of considerable importance to professionals in educational psychology and related fields.  相似文献   

The infant as onlooker: learning from emotional reactions observed in a television scenario     

Mumme DL  Fernald A 《Child development》2003,74(1):221-237

Two studies investigated whether 10- and 12-month-olds can use televised emotional reactions to guide their behavior. Infants watched an actress orient toward 1 of 2 novel objects and react with neutral affect during baseline and with positive or negative affect during test. Infants then had 30 s to interact with the objects. In Study 1, 12-month-olds (N = 32) avoided the target object and showed increases in negative affect after observing the negative-emotion scenario. Twelve-month-olds' responses to positive vs. neutral signals did not differ significantly. In Study 2, 10-month-olds (N = 32) attended to the televised presentations but showed no consistent changes in their object interactions or affect. Thus, 12-month-olds used social information presented on television and associated emotional signals with the intended target.  相似文献   

A Prescription for Global Education in Health and Human Services     

Donna M. Daly  Suzanne Baker  Stephen J. Williams 《About Campus》2013,18(3):19-24

Study abroad might be associated primarily with humanities or business majors, but San Diego State University has mandated an international experience for all its health and human services students. Here's why.  相似文献   

Methodologies for mapping a Southern African girlhood in the age of Aids,by R. Moletsane,C. Mitchell,A. Smith and Chisholm     

Donna Sharkey 《Gender and education》2010,22(1):134-135

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CDQ and IJEVG editors’ joint statement on the third special international section     

Jér?me Rossier  Jerry Trusty  Donna E. Schultheiss  Raoul Van Esbroeck  Spencer Niles 《International Journal for Educational and Vocational Guidance》2012,12(1):1-3

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