Signposts to development: theory of mind in deaf children

Possession of a "theory of mind" (ToM)--as demonstrated by an understanding of the false beliefs of others--is fundamental in children's cognitive development. A key question for debate concerns the effect of language input on ToM. In this respect, comparisons of deaf native-signing children who are raised by deaf signing parents with deaf late-signing children who are raised by hearing parents provide a critical test. This article reports on two studies (N = 100 and N = 39) using "thought picture" measures of ToM that minimize verbal task-performance requirements. These studies demonstrated that even when factors such as syntax ability, mental age in spatial ability, and executive functioning were considered, deaf late signers still showed deficits in ToM understanding relative to deaf native signers or hearing controls. Even though the native signers were significantly younger than a sample of late signers matched for spatial mental age and scores on a test of receptive sign language ability, native signers outperformed late signers on pictorial ToM tasks. The results are discussed in terms of access to conversation and extralinguistic influences on development such as the presence of sibling relationships, and suggest that the expression of a ToM is the end result of social understanding mediated by early conversational experience.     

Self-Restraint as a Mediator of Family Influences on Boys' Delinquent Behavior: A Longitudinal Study

In the course of social development, family influences seem to become partly internalized and transformed into personality characteristics that regulate behavior outside the family sphere. In a longitudinal study of 81 boys and their families, we hypothesized that individual differences in boys' self-restraint would serve as a mediator between family factors in preadolescence and sons' delinquent behavior 4 years later. Measures were derived from principal components analyses of multiple indices of each construct as assessed by multiple informants. As expected, parenting practices measured at both pre- and mid-adolescence predicted delinquent acts only indirectly via their association with boys' self-restraint. In addition, general family functioning at preadolescence, independent of other scores, predicted boys' levels of self-restraint 4 years later. There was no evidence that boys' self-restraint at preadolescence systematically affected the quality of parenting that they subsequently received. Parents' and families' role in children's development of self-regulatory skills may be a primary vehicle by which they ultimately influence adolescents' problem behaviors.     

Early Responsiveness to Intensive Behavioural Intervention Predicts Outcomes Among Preschool Children with Autism

Archival data from a private day‐school offering early intensive behavioural intervention based on the principles of applied behaviour analysis to preschoolers with autism (N = 29) were analysed longitudinally. Teacher reports on the Assessment of Basic Language and Learning Skills (ABLLS) were available up to 4 times and on the Vineland Adaptive Behavior Scales—Classroom Edition (VABS‐CE), at 2 time points. Parent reports on the Autism Treatment Evaluation Checklist (ATEC) were available at 2 time points. All assessments occurred approximately at 6‐month intervals. Children showed statistically significant progress across all skill domains on the ABLLS and on selected subscales and the composite scales of the VABS‐CE and ATEC. Gains were substantial for some children and minor for others. When divided into performance‐based groups, both higher‐performing and lower‐performing groups showed improvement over time, with greater improvement for the higher‐performing group. Nine of 16 children who had been discharged from the programme entered inclusive kindergarten or first‐grade classrooms with an aide. Seven discharged children entered special education classrooms. No child progressed to the point that special education services were not needed. Findings are discussed relevant to the extant literature on early intensive behavioural intervention outcomes among young children with autism.     

Professional socialization and contemporary career attitudes of three faculty generations

As one aspect of a study of individual and organizational conditions contributing to faculty vitality, career socialization experiences and current career attitudes of three faculty generations were compared for two groups of tenured university faculty members. The first group was a representative sample drawn from the fields of the humanities, biological sciences, physical sciences, and social sciences. The second was a selected sample of faculty from the same areas who had been identified by judges as highly active in teaching, research, and service. The analyses focus on differences in the professional socialization experiences and career attitudes of the two groups that appear to be indicative of career success. Within these groups the generational trends are also examined.Presented at the 23rd Annual Forum of the Association for Institutional Research, Toronto, May 1983.     

GRANDPARENTS RAISING GRANDCHILDREN: GOALS AND SUPPORT GROUPS

More grandparents are raising grandchildren than ever before. Success in overcoming their unique problems requires that grandparents be optimistic and adjust to their new role; learn about child and adolescent development in today's society; cooperate with the parent who shares responsibility for providing care; monitor social and academic development; become aware of available services, obligations, and rights; and obtain periodic relief from the demands of the role. Full‐time grandparents often rely on support groups for advice and comfort. The merits of this approach are identified, along with ways to improve group interaction by encouraging hopeful attitudes and constructive behavior, setting guidelines for discussion, emphasizing communication with family members, and making education the basis for grandparent development.     

ORGANIZING,MANAGING, AND EVALUATING SERVICE-LEARNING PROJECTS

As educators work to develop methods to capture the attention of greater numbers of students, they are finding merit in some of the tried-and-true methods of the past. Service-learning is one of those methods with a sound reputation that is now enjoying a comeback. Previously known as experiential learning, service-learning expands on the best aspects of volunteerism and classical internships. Service-learning projects are beneficial for students, faculty members, site providers, and clients. Regardless of whether projects are loosely constructed with little oversight or highly prescribed and closely monitored, a systematic approach to organization, management, and evaluation is important. This article offers an adaptable framework for educators who wish to incorporate new or improve existing service-learning experiences within their gerontology programs.