‘I'm always up against a brick wall with them’: parents' experiences of accessing support for their child with a newly recognised developmental disorder

Three of the most prevalent developmental disorders (DDs) are autism spectrum disorder (ASD), attention-deficit/hyperactivity disorder (ADHD) and fetal alcohol spectrum disorder (FASD). As part of a study screening for DDs in Greater Manchester, UK, a unique opportunity was taken to explore parents' experiences of receiving reports about their child's previously unrecognised DD. Six parents out of a possible 16 took part in interviews, which were analysed thematically. Findings drawn from parental responses revealed a number of barriers to accessing support for their child's additional needs, including perceived resistance from schools, particularly for quiet, well-behaved girls, and difficulty in accessing assessment or referrals. There needs to be greater awareness of additional needs in children without externalising behaviours, the presence of gender-specific differences in the presentation of DDs, and FASD as a commonly occurring DD. Ultimately, better support for children with DDs would reduce the burden of unmet needs for the children and their families, and for wider services.     

Toward a more critical examination of structural models

TETRAD II: Tools for Causal Modeling. Lawrence Erlbaum Associates, Inc., 365 Broadway, Hillsdale, NJ 07642, (201) 666–4110. $150. Requirements: 386 or higher IBM computer and DOS 3.0 or higher.     

TEACHING READING COMPREHENSION TO LEARNERS WITH AUTISM SPECTRUM DISORDER: PREDICTORS OF TEACHER SELF‐EFFICACY AND OUTCOME EXPECTANCY

Learners with autism spectrum disorder (ASD) often exhibit difficulty in the area of reading comprehension. Research connecting the learning needs of individuals with ASD, existing effective practices, teacher training, and teacher perceptions of their own ability to teach reading comprehension is scarce. Quantitative survey methodology and hierarchical regression analysis were utilized to investigate teacher preparedness to use effective practices, along with the job‐related factors of experience, administrator support, learner verbal ability, and instructional setting, as predictors of (1) teacher perceived self‐efficacy and (2) teacher perceived outcome expectancy teaching reading comprehension to learners with ASD. Study findings, based on 112 teacher participants, indicate that teachers with a higher confidence in using effective practices have both a higher perception of their own ability to teach comprehension (self‐efficacy), and a higher expectation of their own ability to increase instructional outcomes in learners with ASD (outcome expectancy). Implications for practice include professional development recommendations and provision of ongoing support from principals and administrators.     

Making and Breaking Careers: Reviewing Law Enforcement Hiring Requirements and Disqualifiers

With an increasing number of students entering criminal justice programs across the country, the majority of students are looking to pursue a career in law enforcement. While many students graduate college equipped for the law enforcement job market, some are unprepared for the scrutiny and depth the law enforcement hiring process requires. Using LEMAS data and a content analysis, this article reviews local and federal law enforcement agency websites and investigates specific job requirements, as well as noted disqualifiers, for both local and federal law enforcement positions. Furthermore, this article offers suggestions to criminal justice educators for assisting students in being prepared for realistic employment opportunities in the criminal justice field upon graduation.