A Mental Health Clinic for Toddlers with Developmental Delays and Behavior Problems

A mental health clinic was developed for toddlers with developmental disabilities and significant behavior problems from families living in poverty. The clinic was a collaborative effort between a community-based Birth-to-Three agency and a university. The purpose of this clinic was threefold: to provide direct mental health services for these young children, to train graduate students to work with this population, and to begin to contribute to the limited research available in this area. This paper describes the clinical intake procedures and outcomes for the 81 children served by the clinic over a 2-year period. Referral concerns included tantrums, aggression, oppositional behaviors, hyperactivity, and self-injury. The children came from a diverse group of families living in poverty; single mothers with less than a high school education headed most of the households. The clinical intake included direct observations of parent–child interactions, child behavior assessments, and parental interviews and self-report measures. For the present sample, 77% of the children met the criteria for a developmental disability and nearly 70% also met the criteria for a psychiatric disorder. The most common diagnosis was oppositional defiant disorder. Discussion regarding the challenges inherent in working with families of toddlers with developmental delays and psychiatric disorders living in low-income circumstances is included

Treatment Outcomes for At-Risk Young Children With Behavior Problems: Toward a New Definition of Success

This study examined the outcomes of Early Pathways (EP), an in-home parent–child therapy program with 447 at-risk children younger than 5 years of age who were referred for severe behavior and emotional problems, such as aggression, oppositional behavior, and separation anxiety. EP emphasized parent-directed training of child behavior strategies including psychoeducation regarding child development, child-led play, and cognitive-behavioral techniques. Outcomes were assessed using a unique 2-dimensional definition of treatment completion, which consisted of treatment duration and an assessment of reliable change for the primary outcome measure of child behavior problems. Results showed that the majority of children (63.4%) met or exceeded treatment completion. In addition, repeated-measures multivariate analyses of variance at pretest, posttest, and follow-up revealed increased child prosocial behaviors, reduced child behavior problems, improved caregiver nurturing, an increase in parents’ developmentally appropriate expectations of children, improved parent–child relationships, and a decrease in clinical diagnoses following treatment. This study offers guidance for developing effective early-intervention services for families in poverty to enhance outcomes for their young children. Along with its existing large-scale, community-based effectiveness studies, future research should establish additional statistical support including a randomized, waitlist control design of EP

A physiologically based approach to consciousness

The nature of a scientific theory of consciousness is defined by comparison with scientific theories in the physical sciences. The differences between physical, algorithmic and functional complexity are highlighted, and the architecture of a functionally complex electronic system created to relate system operations to device operations is compared with a scientific theory. It is argued that there are two qualitatively different types of functional architecture, and that electronic systems have the instruction architecture based on exchange of unambiguous information between functional components, and biological brains have been constrained by natural selection pressures into the recommendation architecture based on exchange of ambiguous information. The mechanisms by which a recommendation architecture could heuristically define its own functionality are described, and compared with memory in biological brains. Dream sleep is interpreted as the mechanism for minimizing information exchange between functional components in a heuristically defined functional system. The functional role of consciousness of self is discussed, and the route by which the experience of that function described at the psychological level can be related to physiology through a functional architecture is outlined

Objectivity, Proximity and Adaptability in Corporate Governance

Countries appear to differ considerably in the basic orientations of their corporate governance structures. We postulate the trade-off between objectivity and proximity as fundamental to the corporate governance debate. We stress the value of objectivity that comes with distance (e.g. the market oriented U.S. system), and the value of better information that comes with proximity (e.g. the more intrusive Continental European model). Our key result is that the optimal distance between management and monitor (board or shareholders) has a bang-bang solution: either one should capitalize on the better information that comes with proximity or one should seek to benefit optimally from the objectivity that comes with distance. We argue that this result points at an important link between the optimal corporate governance arrangement and industry structure. In this context, we also discuss the ways in which investors have "contracted around" the flaws in their own corporate governance systems, pointing at the adaptability of different arrangements.http://deepblue.lib.umich.edu/bitstream/2027.42/39651/3/wp266.pd

Liberating Composition from Language Dictatorship

Historically, programming languages have been—although benevolent—dictators: fixing a lot of semantics into built-in language constructs. Over the years, (some) programming languages have freed the programmers from restrictions to use only built-in libraries, built-in data types, or built-in type checking rules. Even though, arguably, such freedom could lead to anarchy, or people shooting themselves in the foot, the contrary tends to be the case: a language that does not allow for extensibility, is depriving software engineers from the ability to construct proper abstractions and to structure software in the most optimal way. Instead, the software becomes less structured and maintainable than would be possible if the software engineer could express the behavior of the program with the most appropriate abstractions. The new idea proposed by this paper is to move composition from built-in language constructs to programmable, first-class abstractions in the language. As an emerging result, we present the Co-op concept of a language, which shows that it is possible with a relatively simple model to express a wide range of compositions as first-class concepts

Comprehensive Positive School Discipline Resource Guide

This document provides a guide to assist schools and districts by providing information, resources, and tools to further the development of Positive School Discipline practices

Teaching Children with Reactive Attachment Disorder: A Review of the Literature

Reactive Attachment Disorder (RAD) has been examined by the psychological community for many years, but only in recent years has it entered the realm of education and recognizing students with RAD has occurred. Disagreements continue to take place over what types of assessments or interventions may work for children with RAD. Often children with RAD are not diagnosis [sic] because the symptoms reflect other dysfunctional behaviors and teachers reject these students as unwilling to accept instruction. This paper is a literature review of professional articles available with bearing on teaching children with RAD. In addition, this article presents behaviors of RAD and describes recommendations in dealing with students with RAD that teachers may use. Lastly, the article briefly summarizes the content of several research articles

Maximizing Academic Success for Foster Care Students: A Trauma-Informed Approach

Children in foster care have experienced significant trauma due to the loss of primary attachment figures and the circumstances associated with that loss. Children who have suffered trauma generally present with cognitive, social, physical, and emotional vulnerabilities. These vulnerabilities are often expressed in the P–12 academic setting through difficulties with behavioral and emotional self-regulation, academic functioning, and physical ailments and illness related to chronic stress-induced compromised immune systems. This results in academic failure for half of all children in care. Training in how to respond to children who have suffered trauma is essential to ensure that children are comfortable and feel secure in the classroom so that they can access their education. To that end, a framework to support children in P–12 settings who are particularly vulnerable to academic failure due to trauma is presented