The adaptation of hearing parents of hearing-impaired youths

This study evaluated the emotional and marital adjustment of hearing parents of hearing-impaired youths. Participants included mothers and fathers of hearing-impaired youths and mothers and fathers of hearing youths. In contrast with expectations based on clinical impressions reported in the literature, parents of hearing-impaired youths reported less symptomatology than did parents of hearing youths, and there were no differences in the marital satisfaction of parents in intact families. Moreover, parental adjustment was not associated with the duration of time since the child was diagnosed as hearing impaired. In addition, hierarchical multiple regression analyses revealed that family cohesion was associated with low maternal symptomatology and high marital satisfaction for both spouses. For mothers, low symptomatology was associated with low stress and female gender of child; high marital satisfaction also was linked with a less severe degree of hearing loss in the youth.     

Developing guidelines for HIV antibody testing among victims of pediatric sexual abuse

The incidence of human immunodeficiency virus (HIV) infection acquired by children through sexual abuse is presently unknown. A telephone survey of 63 practitioners of pediatric sexual abuse (PSA) assessment in the five U.S. regions with highest prevalence of HIV infection was conducted to determine the present status of guidelines for HIV antibody testing of PSA victims. No formal protocol was used by any of those surveyed, and a literature review found no existing guidelines for HIV antibody testing of PSA victims. A standard set of clinical situations was presented to practitioners to assess whether a consensus exists of indications for HIV antibody testing of abused children. Seven clinical profiles with 12 criteria were presented including HIV antibody status, AIDS/ARC clinical profile, and behavioral profile of the assailant; clinical profile of the victim; pre-assault victim behavioral profile compatible with high risk of HIV infection (exclusively adolescents); parent/guardian anxiety/psychosocial profile; and profile of the assaultive act with respect to potential transmissibility of HIV. We found an 85% or greater consensus for 6 testing criteria, and based upon these propose an interim set of HIV antibody testing guidelines for PSA victims. There was no consensus about five testing criteria, but their frequent citation merits further consideration. Clinical application of interim guidelines and design of prospective studies to quantitatively evaluate them are reviewed.     

A conceptual overview of the regression discrepancy model for evaluating severe discrepancy between IQ and achievement scores

A conceptual overview of the Regression Discrepancy Model (RDM) for determining severe discrepancy between IQ and achievement scores is presented in order to enhance understanding of the model without the use of the complex mathematical equations that constitute the model. The six specific goals of the RDM are identified, and figures illustrate the manner in which the model accomplishes each goal. Figures are also provided from a RDM computer output showing the basic outcomes of the model. Advantages and disadvantages of the RDM are discussed to further promote understanding of the model.     

Classroom Activities and Areas: Regularity of Use and Perceptions of Adaptability by General Early Educators

This report describes a mail survey of general early educators from Head Start, public school pre-kindergarten, public school kindergarten, and community preschool/child care programs. The purposes were to secure information about the availability of classroom activities and areas, and to obtain the respondents' perceptions of the ease with which activities and areas could be adapted to accommodate children with disabilities. Of the 893 mailed questionnaires, 483 (54.1%) were returned and coded. The respondents reportedly used a wide range of classroom activities and areas, and they rated those activities and areas as moderately easy to adapt. Also, respondents from mainstreamed programs used slightly more activities and perceived the activities as easier to adapt than did respondents from non-mainstreamed programs. The findings appear to indicate that placement of children with disabilities in segregated programs cannot be justified on grounds that integration will restrict the range of activities available to typically developing children, or on the grounds that the adaptations are perceived by program staff as too difficult to be accomplished.     

A cross-age study of the understanding of five chemistry concepts

A sample of 100 students from junior high school physical science, high school chemistry, and introductory college chemistry were examined for understanding of five chemistry concepts. The concepts addressed were chemical change, dissolution of a solid in water, conservation of atoms, periodicity, and phase change. The amount of experience with the concepts (grade level) and reasoning ability (developmental level) were examined as possible sources of variation in student understanding. Differences in understanding with respect to grade level were found to be significant for the concepts of chemical change, dissolution of a solid, conservation of atoms, and periodicity. However, few of the students in the college chemistry sample exhibited sound understanding of chemical change, periodicity, or phase change. The use of particulate terms (atoms, ions, molecules) increased across the grade levels. Reasoning ability proved to be a significant factor for student understanding of conservation of atoms and periodicity. An examination of the number and types of misconceptions across the grade levels revealed several interesting patterns and suggested sources for the students' alternative conceptions.     

An alternate route for preparing deaf children for BiBi programs: the home language as L1 and cued speech for conveying traditionally spoken languages

This article focuses on nonsigning hearing parents of deaf children who share the goals of bilingual-bicultural (BiBi) programs for their child, opt for their home language to be their deaf child's first language (L1), and have questions about communication options (e.g., oral methods, manually coded English [MCE] systems, or Cued Speech) for conveying that language. We present research findings related to the effectiveness of MCE systems and Cued Speech for conveying English and developing deaf children's reading abilities. We compare the cueing of English and the signing of MCE systems in terms of theoretical and practical advantages. Finally, we suggest research needs.