Cognitive-behavioral treatment of childhood depression

There has been a recent surge of interest in the topic of childhood depression. Whereas much has been written about diagnosis of childhood depression, far less attention has been devoted to the treatment of this condition. The limited knowledge base about intervention approaches to childhood depression stems from the recency of interest in this condition and its imprecise definition. Models for the treatment of childhood depression arise largely from treatment models of adult depression, because the two conditions are seen as similar. This paper reviews the assumptions, potential uses and misuses, research base, and developmental goodness of fit of behavioral and cognitive approaches to the treatment of childhood depression. Empirical data, as well as rational analysis based on developmental considerations, are used in evaluating the merits of the various therapeutic approaches. Implications for school psychologists are discussed.     

Internationalizing the Business Curriculum: Bridging the Academic Culture Gap

Rapid global change, driven especially by the telecommunications and computing industries, are rapidly transforming the international economic, social, and cultural landscape. Affected are both urban and rural businesses who face intense competition at home and abroad. If the U.S. is to continue to maintain a competitive advantage in the global marketplace, educational institutions must prepare the next generation of leaders for a pluralistic world in which multiculturalism dominates. This paper addresses one aspect of preparing university graduates for the global setting: the meshing of the business and economics disciplines with other relevant curricula. It describes first the underlying philosophy that supports federal funding for integrative initiatives designed to enhance students' multi‐cultural competence. Second, in the form of a case study, it recounts the experience of a particular program that was successfully implemented recently at the University of Kentucky. Third, this case study can serve as a model for integrative cross‐curricular efforts at institutions of higher learning elsewhere.     

Grade retention among students with learning disabilities

This study explored the rates of grade retention among children with undiagnosed learning disabilities. During the 1990–91 school year, data were collected on 344 Michigan students who were referred for special-education evaluation due to learning problems. Of the 201 students determined to possess a learning disability (LD), 71.6% had been retained at least once before they were referred for special-education evaluation. Minority and urban LD students were more apt to be retained before being referred for evaluation. Retained LD students were usually one year older than nonretained LD students at the time of special-education referral. Although retention among LD students did not appear to be related to gender or grade placement, retained LD students generally exhibited lower levels of intelligence and weaker skills in reading comprehension, writing, and math at the time of their referral. © 1996 John Wiley & Sons, Inc.     

Parent role characteristics: Parent views and their implications for school psychologists.

This research examined the parent role as perceived by a large number of parents of school-age children in New Hampshire. The results reveal that these parents readily describe a parent role using the same characteristics that emerge from the research literature. More importantly, the subjects consider each of the six parent role characteristics as differentially important at different stages in children's development. The implications of this research for school psychologists are many, including, for instance, assessment, consultation, and intervention.     

Curriculum-based measurement: Conceptual and psychometric considerations

This review of published literature and research critically examines the conceptual and psychometric problems associated with curriculum-based measurement (CBM) as they relate to eligibility decision making and programming for special education. It is concluded that although CBM can provide a useful supplement in assessing and remediating academic difficulties, it suffers from many of the criticisms leveled at traditional assessments as well as some unique limitations of its own. It is concluded that CBM, to be of most value, needs to be part of a larger systematic psychoeducational assessment program rather than a replacement for it.     

Teachers as detectors of learning disability

This study examines the validity of teacher judgment as the primary or sole means for determining eligibility for special education services among pupils referred as learning disabled (LD). The rationale is predicated, in part, upon two premises: (a) the high referral-to-placement ratio; (b) the regular education teacher's provision of the most influential data in the eligibility determination process. Results indicate that reliance on the teacher's ability to judge whether or not a student is LD would nearly double the number of students identified as LD and result in far more errors (false positives) than would be acceptable. Any savings associated with reduced testing costs would be more than offset by the doubling of personnel costs associated with increased services. Given the national concern about overidentification of the LD, extreme dependence on the use of “teacher as test” is misguided.     

Conduct Disorder: Developmental considerations

Antisocial behavior clearly has its roots in childhood. DSM-IV now recognizes that antisocial behavior follows at least two main developmental routes—a childhood-onset and a post-pubertal adolescent-onset—that vary in etiology, natural course, compounding features, prognosis, and treatment needs. Neuropsychological deficits and family adversity predispose the early starters to a life of antisocial behavior. Aggressive antisocial behavior crystallizes around age 8. Importantly, the adolescent-limited delinquents are free from psychopathology. Findings about developmental pathways and individual factors affecting the development of conduct disorder are presented. Both stability and change characterize the cause of conduct disorder. Conclusions and implications are noted. © 1997 John Wiley & Sons, Inc.