Intellectual Disability and Developmental Risk: Promoting Intervention to Improve Child and Family Well‐Being          下载免费PDF全文

Keith A. Crnic  Cameron L. Neece  Laura Lee McIntyre  Jan Blacher  Bruce L. Baker 《Child development》2017,88(2):436-445

Initial intervention processes for children with intellectual disabilities (IDs) largely focused on direct efforts to impact core cognitive and academic deficits associated with the diagnosis. Recent research on risk processes in families of children with ID, however, has influenced new developmental system approaches to early intervention. Recent risk and resilience processes are reviewed that connect stress, family process, and the high rates of behavioral problems in children with ID that have substantial influence on child and family outcomes. These models are linked to emerging evidence‐based intervention processes that focus on strategic parent skill training and mindfulness interventions that reduce parental stress and create indirect benefits for children's behavioral competencies. A family‐focused developmental systems approach (M. J. Guralnick, 2011) is emphasized.  相似文献   

Hyperactive Grey Objects     

Keith G. Jeffery  Anne Asserson 《Publishing Research Quarterly》2007,23(1):71-77

Previous papers on grey literature by the authors have described (1) the need for formal metadata to allow machine understanding and therefore scalable operations; (2) the enhancement of repositories of grey (and other) e-publications by linking with CRIS (Current Research Information Systems); (3) the use of the research process to collect metadata incrementally reducing the threshold barrier for end-users and improving quality in an ambient GRIDs environment. This paper takes the development one step further and proposes “intelligent” grey objects. The hypothesis is in 2 parts: (1) that the use of passive catalogs of metadata does not scale (a) in a highly distributed environment with millions of nodes and (b) with vastly increased volumes of R&D output grey publications with associated metadata; (2) that a new paradigm is required that (a) integrates grey with white literature and other R&D outputs such as software, data, products and patents (b) in a self-managing, self-optimizing way and that this paradigm manages automatically curation, provenance digital rights, trust, security and privacy. Concerning (1) existing repositories provide catalogs; harvesting takes increasing time ensuring non-currency. The end-user expends much manual effort/intelligence to utilize the results. The elapsed time of (1) the network (2) the centralized (or centrally controlled distributed) catalog server searches (3) end-user intervention becomes unacceptable. Concerning (2) there is no paradigm currently known to the authors that satisfies the requirement. Our proposal is outlined below. Hyperactive combines both hyperlinking and active properties of a (grey) object. Hyperlinking implies multimedia components linked to form the object and also external links to other resources. The term active implies that objects do not lie passively in a repository to be retrieved by end-users. They “get a life” and the object moves through the network knowing where it is going. A hyperactive grey object is wrapped by its (incrementally recorded) formal metadata and an associated (software) agent. It moves through process steps such as initial concept, authoring, reviewing and depositing in a repository. The workflow is based on the rules and information in the corporate data repository with which the agent interacts. Once the object is deposited, the agent associated with it actively pushes the object to the end-users (or systems) whose metadata indicate interest or an obligation in a workflowed process. The agents check the object and user (or system) metadata for rights, privacy, security parameters, and for any charges and assure compatibility. Alternatively the object can be found passively by end-user or system agents. The object can also associate itself with other objects forming relationships utilising metadata or content. Declared relationships include references and citations; workflowed relationships include versions and also links to corporate information and research datasets and software; inferenced relationships are discovered relationships such as between documents by different authors developed from an earlier idea of a third author. Components of this paradigm have been implemented to some extent. The challenge is implementing—respecting part two of the hypothesis—the integration architecture. This surely is harnessing the power of grey.

Anne AssersonEmail:

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Commentary: the coalition for improving maternity services:     

Hodges S  Stewart SB  Hotelling B  Romano A 《The Journal of perinatal education》2007,16(Z1):93S-96S

A consumer advocate, two childbirth educators, and a certified nurse-midwife each provide commentary on the effectiveness of and potential uses for the Evidence Basis for the Ten Steps of Mother-Friendly Care.  相似文献   

What good is a scientist in the classroom? Participant outcomes and program design features for a short-duration science outreach intervention in K-12 classrooms     

Laursen S  Liston C  Thiry H  Graf J 《CBE life sciences education》2007,6(1):49-64

Many short-duration science outreach interventions have important societal goals of raising science literacy and increasing the size and diversity of the science workforce. Yet, these long-term outcomes are inherently challenging to evaluate. We present findings from a qualitative research study of an inquiry-based, life science outreach program to K-12 classrooms that is typical in design and excellent in execution. By considering this program as a best case of a common outreach model, the "scientist in the classroom," the study examines what benefits may be realized for each participant group and how they are achieved. We find that K-12 students are engaged in authentic, hands-on activities that generate interest in science and new views of science and scientists. Teachers learn new science content and new ways to teach it, and value collegial support of their professional work. Graduate student scientists, who are the program presenters, gain teaching and other skills, greater understanding of education and diversity issues, confidence and intrinsic satisfaction, and career benefits. A few negative outcomes also are described. Program elements that lead to these benefits are identified both from the research findings and from insights of the program developer on program design and implementation choices.  相似文献   

A summer program designed to educate college students for careers in bioinformatics     

Krilowicz B  Johnston W  Sharp SB  Warter-Perez N  Momand J 《CBE life sciences education》2007,6(1):74-83

A summer program was created for undergraduates and graduate students that teaches bioinformatics concepts, offers skills in professional development, and provides research opportunities in academic and industrial institutions. We estimate that 34 of 38 graduates (89%) are in a career trajectory that will use bioinformatics. Evidence from open-ended research mentor and student survey responses, student exit interview responses, and research mentor exit interview/survey responses identified skills and knowledge from the fields of computer science, biology, and mathematics that are critical for students considering bioinformatics research. Programming knowledge and general computer skills were essential to success on bioinformatics research projects. General mathematics skills obtained through current undergraduate natural sciences programs were adequate for the research projects, although knowledge of probability and statistics should be strengthened. Biology knowledge obtained through the didactic phase of the program and prior undergraduate education was adequate, but advanced or specific knowledge could help students progress on research projects. The curriculum and assessment instruments developed for this program are available for adoption by other bioinformatics programs at http://www.calstatela.edu/SoCalBSI.  相似文献   

Subtypes, severity, and structural stability of peer victimization: what does latent class analysis say?   总被引：2，自引：1，他引：1  

Nylund K  Bellmore A  Nishina A  Graham S 《Child development》2007,78(6):1706-1722

This study uses latent class analysis (LCA) to empirically identify victimization groups during middle school. Approximately 2,000 urban, public middle school students (mean age in sixth grade = 11.57) reported on their peer victimization during the Fall and Spring semesters of their sixth, seventh, and eighth grades. Independent LCA analyses at each semester yielded 3 victim classes based on victimization degree rather than type (e.g., physical vs. relational). The most victimized class always represented the smallest proportion of the sample, decreasing from 20% in sixth grade to 6% by the end of eighth grade. This victimized class also always reported feeling less safe at school concurrently and more depressed than others 1 semester later, illustrating the validity of the LCA approach.  相似文献   

Engaging adolescents with LD in higher order thinking about history concepts using integrated content enhancement routines     

Bulgren J  Deshler DD  Lenz BK 《Journal of learning disabilities》2007,40(2):121-133

The understanding and use of historical concepts specified in national history standards pose many challenges to students. These challenges include both the acquisition of content knowledge and the use of that knowledge in ways that require higher order thinking. All students, including adolescents with learning disabilities (LD), are expected to understand and use concepts of history to pass high-stakes assessments and to participate meaningfully in a democratic society. This article describes Content Enhancement Routines (CERs) to illustrate instructional planning, teaching, and assessing for higher order thinking with examples from an American history unit. Research on the individual components of Content Enhancement Routines will be illustrated with data from 1 of the routines. The potential use of integrated sets of materials and procedures across grade levels and content areas will be discussed.  相似文献   

Fostering creative performance in art and design education via self-regulated learning     

Greene  Jeffrey A.  Freed  Rebekah  Sawyer  R. Keith 《Instructional Science》2019,47(2):127-149

Instructional Science - There is a lack of research and practice focused on how to foster higher-order processing, such as creative performance, within higher education settings. To address this...  相似文献   

‘What does an O say when there's no E at the end?’ Parents' reading‐related knowledge and feedback during child‐to‐parent reading     

Aviva Segal  Sandra Martin‐Chang 《Journal of Research in Reading》2019,42(2):349-370

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Attachment,Communication, and Relationship Functioning Among College Student Veterans and Nonveterans     

Shelley A. Riggs  Kellye S. Carver  Daniel Romero  Sandra B. Morissette  Jamie Wilson  Robyn Campbell  James McGuffin 《Journal of College Counseling》2019,22(2):110-124

This study examined attachment processes of college student veterans and nonveterans and further examined how veteran status and attachment style directly and indirectly predict relationship functioning. Results indicated that student veterans were more often dismissing in their attachment style but less often preoccupied than nonveteran students. Veteran status moderated the association between attachment style and dyadic consensus. The contributions of attachment and communication processes to overall relationship adjustment differed for student veterans and nonveterans.  相似文献