Child protective services' response to prenatal drug exposure: results from a nationwide survey.

OBJECTIVE: This survey was conducted to: (1) document child protective services (CPS) agencies' actual practices regarding prenatal drug exposure; (2) examine urban and rural differences in CPS responses; (3) explore whether CPS practices varied as a function of county median income, birth rate, population size, or percent minority births; and (4) assess respondent satisfaction with their county's current responses. METHOD: Data were collected via a nationwide telephone survey of child welfare supervisors from two urban and two rural counties in every state (N = 200). RESULTS: Ninety percent of counties (100% of urban and 80% of rural) reported receiving referrals of infants with prenatal drug exposure. Among those receiving referrals, extreme variations in practice were found; all possible response options (from very inactive to very aggressive) were equally represented on key questions (e.g., filing court petitions, taking custody). Rural counties tended to have stronger responses than urban counties (t[175] = -2.26, p = .024). County response did not vary with county-level median family income, percent minority births, or birth rate. Despite wide variations in practice, the majority of respondents (69%) felt their county's response was appropriate. Of respondents who did indicate that their county's response was inappropriate, most (85%) felt that the county needed to do more to protect children. CONCLUSIONS: There is currently tremendous variation across US counties in CPS responses to, and beliefs regarding, the issue of prenatal drug exposure. Some of this variation is due to differences between urban and rural counties, with little variation explained by differences in median income or percent minority births at the county level. There is a need for research-based guidance and consensus building in CPS practice in this area.     

Helping students understand their learning styles: Effects on study self‐efficacy,preference for group work,and group climate

Small tutorial groups in higher education are often composed without regard to students’ gender or broad knowledge background, for example, yet research indicates that composing groups on the basis of gender and prior qualifications may have significant effects on assessment outcomes. Previous studies have also investigated the effects of composing groups on the basis of learning style preference and found no effects. The effect of combining group composition with training in learning styles is unclear, however. In this study we report on the effects of workshop training in learning styles on balanced group members’ study self‐efficacy, preference for group work, group climate, and assessment performance. Although we found no effects, students reported greater self‐awareness of their own learning and acceptance of others’ styles. We conclude that in collaborative learning environments, training may need to go beyond facilitating growth in students’ self‐awareness to include a focus on how to apply this understanding to improving group function and helping others to learn.     

Sentence context and meaning frequency effects in children's processing of ambiguous words

Nine- and twelve-year-old children named target words which were preceded by sentences ending in words having more than one meaning. Sentences biased the ambiguous word toward its dominant (more frequent) or subordinate (less frequent) meaning. Targets were related to the same meaning as that biased by the sentence, the other meaning, or were unrelated. Targets were presented 0, 300, or 700 ms following the sentence. For both ages, dominant sentences facilitated responses only to the contextually appropriate target. However, subordinate sentences led to facilitation of the appropriate meaning only for the younger group. Older children showed greater facilitation for the inappropriate (but more common) meaning. These results indicate that younger children are more sensitive to the sentence context in which an ambiguous word appears, while the processing of the older children is determined more by the relative frequencies of the words meanings.     

Learning and Earning: Measuring 'Rates of Return' Among Mature Graduates from Part-time Distance Courses

This paper develops a method for tracking changes in the earnings of Open University graduates and for examining the extent to which such changes differ from national trends. The preliminary findings suggest that Open University graduates do indeed achieve relative financial gains and some attempts are made to identify where these increases are most commonly found.     

Can We Boost Preschoolers’ Inhibitory Performance Just by Changing the Way They Respond?

Changing the way children make their response appears to sometimes, but not always, boost their inhibitory control—though interpreting existing findings is hampered by inconsistent methods and results. This study investigated the effects of delaying, and changing, the means of responding. Ninety-six preschoolers (M_age 46 months) completed tasks assessing inhibitory control, counterfactual reasoning, strategic reasoning, and false belief understanding. Children responded either immediately or after a delay, and either by pointing with their finger, or with a hand-held arrow. Delaying boosted performance on all tasks except false belief understanding; arrow-pointing only improved strategic reasoning. It is suggested that delay helps children work out the correct response; it is unlikely to help on tasks where this requirement is absent.