Promoting Interdisciplinary Practice: An Interview With Steven R. Forness

As part of an ongoing oral history project, a conversation was held with Dr. Stephen Forness on the past, present, and possible future of the field of providing services to children with emotional-behavioral disorders. Dr. Forness stresses the increasing importance of providing an interdisciplinary approach to meeting these needs

Children's responses to a social story song in three inclusive preschool classrooms: A pilot study

The social story is a pedagogical strategy presented individually, often in print, to primary grade children with autism. Authors examined teachers’ perceptions of the effect of a social story song adapted for preschoolers in six inclusive classes. A board certified music therapist composed a social story song set to a familiar melody about waiting, a behavior of significant concern for preschool teachers teaching on a military post. Teachers, trained by the music therapist, implemented the social story song within each of their part day, multi-age classrooms for five weeks. Results of this pilot suggest teachers perceived the training to be sufficient for immediate use and the song effective in modifying behavior in both exceptionally and typically developing children when either the teacher or children initiated it. Social story songs for preliterate children may be an effective intervention strategy to support behavior change within inclusive preschool settings

Advocating for children with emotional and behavioral disorders: an interview with Eleanor Guetzloe

Eleanor Guetzloe shares her unique professional history in a conversation. Eleanor outlines her views on the history of the field and provides the reader with her insights on the future of the field. She offers valuable advice to those entering this field and shares what she sees as the areas where we can provide better support for children with challenging needs

Rediscovering the art of Developmental Therapy: an interview with Mary M. Wood

Dr. Mary Margaret Wood is best known for developing psycho-educational programs that integrate mental health and special education interventions for children with emotional and behavioral disorders (EBD). Developmental Therapy (DT) includes comprehensive assessment of student behavior, communication, social, and cognitive development, individualized interventions to facilitate healthy personality growth across the developmental frameworks, and on-going monitoring of student development. Developmental Therapy Teaching (DTT) offers educational approaches for educators and other interveners and places developmentally-matched objectives and instructional strategies at the center of the intervention process. Over the past 40 years, DT and DTT and elements of these models have been adopted both nationally and internationally. In this interview, Dr. Wood reflects on her career, influences on the development and contributions of Developmental Therapy, the current status of the field, and the future of educating children with EBD. The interview was conducted on August 16, 2011 in Athens, Georgia, where Dr. Wood is Professor Emeritus of Special Education at the University of Georgia

Incidence, type and causes of dispensing errors: A review of the literature

Sections PDFPDF Tools Share Abstract Objectives To identify, review and evaluate the published literature on the incidence, type and causes of dispensing errors in community and hospital pharmacy. Method Electronic databases were searched from 1966 to February 2008. This was supplemented by hand‐searching the bibliographies of retrieved articles. Analysis of the findings explored the research methods, operational definitions, incidence, type and causes of dispensing errors. Key findings Sixty papers were identified investigating dispensing errors in the UK, US, Australia, Spain and Brazil. In general, the incidence of dispensing errors varied depending on the study setting, dispensing system, research method and operational definitions. The most common dispensing errors identified by community and hospital pharmacies were dispensing the wrong drug, strength, form or quantity, or labelling medication with the incorrect directions. Factors subjectively reported as contributing to dispensing errors were look‐alike, sound‐alike drugs, low staffing and computer software. High workload, interruptions, distractions and inadequate lighting were objectively shown to increase the occurrence of dispensing errors. Conclusions Comparison of the reviewed studies was confounded by differences in study setting, research method and operational definitions for dispensing errors, error rate and classification of error types. The World Health Organization is currently developing global patient safety taxonomy. Such a standardized taxonomy for dispensing errors would facilitate consistent data collection and assist the development of error‐reduction strategies