Supporting children with genetic syndromes in the classroom: the example of 22q deletion syndrome

An increasing number of children are likely to have a known genetic cause for their special educational needs. One such genetic condition is 22q11.2 deletion syndrome (22qDS), a genetic syndrome associated with early speech and language difficulties, global and specific cognitive impairments, difficulties with attention and difficulties with social-emotional functioning. In this article the learning and behavioural strengths and needs of this genetic syndrome are described along with recommendations for classroom-based interventions. Suggested recommendations in the learning and emotional-behavioural domains for the syndrome draw on a number of approaches that have been found to be useful for children with a range of conditions including ADHD, ASD and dyscalculia. While teachers cannot be expected to know about all potential genetic causes for special educational needs, knowing that a genetic condition is likely to be associated with a pattern of relative cognitive and behavioural strengths and needs is important

Respecting the Evidence

Wherein Stedman answers Berliner and Biddle's reply to his review of The Manufactured Crisis

The NAEP Long-Term Trend Assessment: A Review of Its Transformation, Use, and Findings

During the past 25 years, the country witnessed a dramatic transformation of the National Assessment of Educational Progress (NAEP). Actions by the Educational Testing Service (ETS), Congress, and the National Assessment Governing Board fundamentally changed NAEP\u27s role in federal educational policy and the nation\u27s schools. Developed in the 1960s through a privately funded initiative, NAEP began as a voluntary program run by a state consortium with financial support from the Department of Health, Education, and Welfare. It later became a congressionally legislated program administered by one of the country\u27s premier testing organizations and overseen by a federally mandated public board. Over time, NAEP\u27s focus and scope changed substantially, expanding to grade and state testing, reporting by achievement levels, and, as part of No Child Left Behind (NCLB), requiring participation to receive Title 1 funds. NAEP was no longer a program whose results were reported in passing, but had become central to monitoring the nation\u27s progress in achievement and equity. One major change was splitting NAEP into two separate programs: (1) the main assessment that tested students in grades 4, 8, and 12 in diverse subjects and (2) the long-term trend assessment that tracked performance in reading, writing, math, and science at ages 9, 13, and 17 as NAEP had done since 1969. This paper describes how NAEP\u27s trend assessment changed, its use in national educational discussions, and its major findings. From the earliest days, NAEP trends have figured prominently in debates over the decline of excellence, and extra attention is devoted to that issue. The paper also discusses the way in which NAEP trends have been used in evaluations of NCLB and the minority-majority achievement gap. A final section addresses the future of the long-term trend assessment. Its utility has been sufficiently questioned that the Board has considered eliminating it. (Contains 7 tables, 5 figures, 23 endnotes, and an appendix entitled Establishing Trends. A bibliography is also included.

Natural Gas Landowner Coalitions in New York State: Emerging Benefits of Collective Natural Resource Management

Thousands of rural landowners in New York State have joined together to form grassroots organizations aimed at collectively bargaining with natural gas companies. The leverage afforded by acting collectively allows these landowner coalitions to potentially influence the economic, environmental, and community impacts of gas development across hundreds of thousands of acres. In-depth interviews with coalition leaders conducted for this article reveal the scope, motivations, and benefits of membership in these groups. Our work examines these elements using multiple frameworks for understanding collective natural resource management. The coalitions are primarily concerned with the advancement of private member benefits, while public benefits of the collective action are poised to accrue indirectly. Group leaders are also contemplating how to use their leverage to secure direct benefits for the wider community – actions that may give communities a modicum of local control over gas development

A survey of evidence-based practice, training, supervision and clinician confidence relating to post-traumatic stress disorder (PTSD) therapies in UK child and adolescent mental health professionals

Background: Post-Traumatic Stress Disorder (PTSD) in children and adolescents has received increasing recognition in recent decades. Despite development of treatments and improved dissemination efforts, research has identified a number of barriers to implementing these approaches. Objective: This study sought to understand what interventions mental health professionals working with children and adolescents utilised to treat PTSD, their training and supervision, their confidence in assessing and treating PTSD, and how these factors relate to clinicians characteristics (e.g. age, gender, professional background). Method: The study comprised an internet-delivered survey of clinicians working in child and adolescent mental health services in the UK (N = 716). Results: Many clinicians (>40%) had not received training in working with PTSD, with considerable variation between professional background. Lack of training and supervision was associated with reduced clinician confidence in treating children with PTSD (possible range 0–10; training M = 7.54, SD = 1.65, no training M = 5.49, SD = 2.29; supervision M = 7.53, SD = 1.63, no supervision M = 5.98, SD = 2.35). Evidence-based therapies for PTSD such as Trauma-Focused Cognitive-Behavioural Therapy and Eye Movement Desensitisation and Reprocessing were only endorsed modestly by clinicians (58.4% and 37.5%, respectively). Regression analyses identified that lack of training and supervision were significant barriers to the use of evidence-based interventions. Other predictors of clinician confidence and use of evidence-based interventions included profession and years of experience. Participants almost universally wanted more training in working with PTSD. Conclusions: Evidence-based treatments are not currently universally delivered by mental health professionals in the UK, with certain professions particularly lacking training and confidence with this condition. Training around trauma and PTSD may be an ongoing need to boost and maintain confidence in working with PTSD in youth