Family disruption and academic functioning in urban,black youth

The purpose of this study was to examine from an ecological perspective the relationships between multiple levels of family disruption and children's academic functioning in a sample of 390 urban, Black adolescents at age 14. Subjects in this cohort have been followed longitudinally since before their birth. Data from previous assessments at birth and age 7 years allowed for control of important correlates in this analyses. Examination of this unique sample, using multisource data collection procedures, provides important information about the many family disruptions among urban, low‐income families and the effects of these disruptions on academic outcomes. Results revealed several consistent findings, the most notable of which is that, when parents were married, adolescents demonstrated significantly higher grades, mediated through paternal involvement. Of all variables studied, the role of fathers in the lives of these adolescents was the most influential on academic outcomes. In this unique sample, even variables such as involvement with child protective services were not significantly related to outcomes after important control variables were factored into analyses. Results of this study have important implications for future research and for prevention and intervention efforts in urban, at‐risk samples. Emphasis is made for work in the school context, particularly for school psychologists. © 2011 Wiley Periodicals, Inc.     

Steps to Implementing Technology in Inclusive Early Childhood Programs

Twenty-first-century preschool children, with and without disabilities, may be found using technology, including assistive technologies, on a daily basis in their homes, schools, and communities. Early childhood educators are exploring opportunities to integrate technology and interactive media into the present-day curriculum. The authors suggest implementing the following five-step process to support using technology in early childhood inclusive programs: (a) assessing technology knowledge of young children, (b) developing technology rules with young children, (c) applying professional judgment and program policy, (d) implementing technology into the curriculum, and (e) collecting data for decision making. Through this process, early educators may define children's background knowledge and subsequently design a curriculum approach, including instructional methods and strategies, to engage young children while fostering creative learning experiences.     

A control group outcome study of a nonexclusionary time‐out package to improve social skills with preschoolers

Abstract

Teachers used a nonexclusionary time‐out package to treat inappropriate social behaviors that interfered with instructional tasks in four classrooms of preschool children, each containing an average of 16 students. We yoked classrooms on pretreatment scores of target behaviors and randomly assigned them to a time‐out ribbon plus praise or control condition. Students in the treatment condition wore wristbands with attached smiling face stickers and received praise from teachers for taking turns talking and remaining seated during group activities. Contingent on disruptive behavior, teachers removed the wristbands signaling a three‐minute time‐out period in which teachers restricted praise and attention but ongoing participation in activities continued. Multiple measures of treatment outcome were analyzed via MANCOVA and ANCOVAs. Behavior improved on direct observations of target behavior, the Preschool Behavior Questionnaire (PBQ) and items on a semantic differential, but not the Matson Evaluation of Social Skills with Youngsters. Treatment acceptability also supported treatment effects. We discuss implications of these results.     

Kindergarten screening: A survey of current practice

This study investigated current practices for screening new entrants to schools. A mail survey was conducted of 755 public‐ and private‐school districts in New York State to ascertain the procedures and instruments used to conduct kindergarten screening. Fifty‐one percent (385) of the districts responded. Thirty percent of the districts reported that they used locally developed screening instruments. The most widely used standardized instruments were the Developmental Indicators for the Assessment of Learning (DIAL‐R) (Mardell‐Czudnowski & Goldenberg, 1990), and the Brigance K & 1 Screen (Brigance, 1992). The great majority of respondents (95%) reported that screening is conducted on an individual basis, and in 45% of the districts, professionals spend more than 30 minutes in screening procedures with each child. On average, 3.58 different educational professionals in each district participate in screening procedures. About half of the districts reported that children identified as “unready” on the basis of screening procedures were referred for further evaluation; 19% of the districts advised parents to delay school entry for an additional year. Most districts (69%) reported that they were satisfied or very satisfied with current district practice. Implications for practitioners are discussed. © 2000 John Wiley & Sons, Inc.