Collaboration in the assessment and diagnosis of preschoolers: Challenges and opportunities     

Karen Moran Finello 《Psychology in the schools》2011,48(5):442-453

The preschool assessment and diagnostic process offers many opportunities for collaboration across disciplines that can enrich the professional's understanding of the young child. This article addresses the advantages and complexities of such collaboration including opportunities for infusing collaboration across the multiple steps of assessment. Challenges commonly seen in a collaborative process, involving issues of time, decisions regarding diagnosis and recommended interventions, shared responsibilities, conflict across disciplines, and the need for administrative support, are explored. Special issues around creating meaningful partnerships with families are examined with attention to fully including families at whatever level they are comfortable. Finally, trends in consultation and collaboration that require the specialized expertise of preschool psychologists are described, along with promising models of training that incorporate collaboration, consultation, and policy work into the pre‐service experience. © 2011 Wiley Periodicals, Inc.  相似文献   

Neurocognitive predictors of reading outcomes for children with reading disabilities     

Frijters JC  Lovett MW  Steinbach KA  Wolf M  Sevcik RA  Morris RD 《Journal of learning disabilities》2011,44(2):150-166

This study reports on several specific neurocognitive process predictors of reading outcomes for a sample of 278 children with reading disabilities. Three categories of response (i.e., poor, average, and good) were formed via growth curve models of six reading outcomes. Two nested discriminant function analyses were conducted to evaluate the predictive capability of the following models: (a) an intervention and phonological processing model that included intervention group, phonological awareness, and rapid naming and (b) an additive cognitive neuropsychological model that included measures of memory, visual processes, and cognitive or intellectual functioning. Over and above the substantial explanatory power of the base model, the additive model improved classification of poor and good responders. Several of the cognitive and neuropsychological variables predicted degree of reading outcomes, even after controlling for type of intervention, phonological awareness, and rapid naming.  相似文献   

V. THE NEUROBIOLOGICAL TOLL OF EARLY HUMAN DEPRIVATION     

Charles A. Nelson III  Karen Bos  Megan R. Gunnar  Edmund J. S. Sonuga‐Barke 《Monographs of the Society for Research in Child Development》2011,76(4):127-146

Children raised in institutions frequently suffer from a variety of behavioral, emotional, and neuropsychological sequelae, including deficits in attention, executive functions, disorders of attachment, and in some cases a syndrome that mimics autism. The extent and severity of these disorders appear to be mediated, in part, by the age at which the child entered and, in some cases, left the institution. Here we review the neurobiological literature on early institutionalization that may account for the psychological and neurological sequelae discussed in other chapters in this volume.  相似文献   

How do students define their roles and responsibilities in online learning group projects?     

Karen C. Williams  Kari Morgan  Bruce A. Cameron 《Distance Education》2011,32(1):49-62

The goal of this study was to explore the processes of group role formation in online class settings. Qualitative analysis was used to code chat logs and discussion threads in six undergraduate Family and Consumer Sciences online courses that required online group projects. Four themes related to the process of group role formation emerged: testing the waters, apologies as being nice, tag – you’re it, and struggling to find one’s role. Students created roles of leader, wannabe, spoiler, agreeable enabler, coat‐tails, and supportive worker as the group process evolved over the course of the semester. Results lend support for a balance between allowing students to create and experience roles on their own and faculty assignment of roles. Questions are raised related to faculty approaches toward directing and scaffolding the group process.  相似文献   

Home IV Antibiotic Therapy and Exercise Capacity in Children with CF: A Case Series     

Narelle S. Cox  Karen O. McKay  Jennifer M. Follett  Jennifer A. Alison 《Cardiopulmonary Physical Therapy Journal》2011,22(1):16-19

Purpose: This case series describes the effect of home intravenous (IV) antibiotic therapy on spirometry and exercise capacity in a group of children with cystic fibrosis (CF). Methods: Outcomes from 10 children with CF who were prescribed a 14-day course of home IV antibiotics for a respiratory exacerbation are reported. All children performed spirometry and a modified shuttle test (MST) before and after 14-days of home IV therapy. Results: After 14 days, FEV₁ increased by mean (± SE) 12 ± 4 % (p < 0.05) but mean MST did not improve compared to baseline. All children improved or maintained spirometry values with treatment, however, only 5 improved MST distance. Conclusion: After 14 days of home IV antibiotic therapy, a significant improvement in spirometry, but not exercise capacity, was seen in this small series of children with CF. The lack of improvement in exercise capacity for all children following home IV antibiotic therapy suggests factors other than spirometry determine exercise capacity. Identifying and investigating the factors that influence exercise capacity during home IV antibiotic therapy requires further investigation.Key Words: cystic fibrosis, home IV therapy, FEV₁, Modified Shuttle Test  相似文献   

Changes in multicultural, Muslim and acculturation attitudes in the Netherlands armed forces     

Rudy Richardson  Tessa op den Buijs  Karen van der Zee 《Int J Intercult Relat》2011,35(5):580-591

The present study examined changes in multicultural, Muslim and acculturation attitudes in the Dutch military. In 2008 and 2006 two large quantitative surveys were conducted within the Dutch military. The results of the survey in 2006 showed a slightly negative attitude of Dutch Defense employees towards multiculturalism and a strong preference for assimilation in the public context. Interestingly, in 2008 attitudes towards Multiculturalism had become more positive as compared to 2006. Although in 2008 a higher rate of employees preferred the integration strategy, the majority still favored migrants to adopt an assimilation strategy.  相似文献   

Objectively assessed physical activity among Tongans in the United States     

Behrens TK  Moy K  Dinger MK  Williams DP  Harbour VJ 《Research quarterly for exercise and sport》2011,82(3):565-569

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Nutrition and Physical Activity Practices in Childcare Centers Versus Family Childcare Homes     

Ruby Natale  Monica Page  Lee Sanders 《Early Childhood Education Journal》2014,42(5):327-334

Obesity rates among preschool-aged children have doubled in the past 10 years, and 60 % of these children spend the majority of their day in childcare facilities. Few studies have examined the quality of nutrition and physical activity practices in childcare centers as compared to family childcare homes. The purpose of this study is to determine if a pattern of differences exist in these two settings. As part of a CDC-funded study to reduce the obesity epidemic in young children, directors of 1,140 childcare facilities (842 out-of-home and 298 in-home) in one large county completed a survey that detailed their practices related to child nutrition and physical activity. Results showed that compared with out-of-home facilities, in-home facilities were more likely to report excellent indoor physical activity (87.2 vs. 85.5 %, p = 0.059), less likely to report excellent outdoor physical activity (92.8 vs. 96.5 %, p = 0.018), more likely to serve fruit (80.3 vs. 51.2 %), and less likely to serve 1 % milk (45.2 vs. 55 %). This study’s present findings revealed that ample opportunity exists to significantly improve the health of young children in both in-home and out-of-home facilities.  相似文献   

Exploring Daily Physical Activity and Nutrition Patterns in Early Learning Settings: Snapshots of Young Children in Head Start,Primary, and After-School Settings     

Dolores A. Stegelin  Denise Anderson  Karen Kemper  Jennifer Wagner  Katharine Evans 《Early Childhood Education Journal》2014,42(2):133-142

The purpose of this research project was to gain a greater understanding of daily routines of 4–7 year olds regarding physical activity and nutrition practices in typical early learning environments. The settings selected for this observational study included Head Start, primary, and after-school learning environments in a city in the southeast. Specifically, this exploratory study focused on the research question: What are typical daily physical activity and nutrition patterns in community-based early learning settings for young children 4–7 years of age in the United States? Two overarching themes were identified through data analysis: restriction of activity and restriction of physical movement. Results indicated that children in elementary school settings had fewer opportunities for indoor and outdoor physical activity than children in other settings and that children seek to be physically active and will do so when given the opportunity. Increasing time for both structured and unstructured physical activity and play for children ages 4–7 in early learning settings was recommended by the researchers.  相似文献   

Assessing Quality in Toddler Classrooms Using the CLASS-Toddler and the ITERS-R     

Karen M. La Paro  Amy C. Williamson  Bridget Hatfield 《Early education and development》2014,25(6):875-893

Many very young children attend early care and education programs, but current information about the quality of center-based care for toddlers is scarce. Using 2 observation instruments, the Infant/Toddler Environment Rating Scale–Revised (ITERS-R) and the Classroom Assessment Scoring System, Toddler Version (CLASS-Toddler), 93 child care classrooms for toddlers across the state of North Carolina, representing a range of quality, were assessed to determine overall quality, and associations between observed quality and teachers' ratings of child behavior problems and competence outcomes using the Brief Infant Toddler Social Emotional Assessment. Research Findings: Findings indicated that overall, toddler classrooms were rated as being of moderate quality. Associations between observed quality and teacher-reported child behavior problems and competence outcomes indicated that CLASS-Toddler ratings were positively associated with fewer behavior problems; specifically, children in classrooms with higher levels on the CLASS-Toddler domains of Emotional and Behavioral Support as well as Engaged Support for Learning were reported to have fewer behavior problems. Similarly, the ITERS-R subscales of Interaction and Listening and Talking were positively related to fewer reported behavior problems. Regression models showed that the CLASS-Toddler Emotional and Behavioral Support domain predicted differences in child behavior problems. Practice or Policy: Findings suggest the need for additional research related to very young children's experiences in center-based child care to examine associations between quality and child experiences and outcomes. Children's experiences over time need to be examined to understand how these early child care experiences are related to children's later school adjustment and performance. On a related note, professional development for teachers in toddler classrooms needs to be addressed in terms of preparing effective teachers for young children during the toddler developmental period.  相似文献