Processes of language acquisition in children with autism: evidence from preferential looking

Two language acquisition processes (comprehension preceding production of word order, the noun bias) were examined in 2- and 3-year-old children (n=10) with autistic spectrum disorder and in typically developing 21-month-olds (n=13). Intermodal preferential looking was used to assess comprehension of subject-verb-object word order and the tendency to map novel words onto objects rather than actions. Spontaneous speech samples were also collected. Results demonstrated significant comprehension of word order in both groups well before production. Moreover, children in both groups consistently showed the noun bias. Comprehension preceding production and the noun bias appear to be robust processes of language acquisition, observable in both typical and language-impaired populations.     

Care or scare: the safety of youth in congregate care in New York City

OBJECTIVE: This qualitative study examined stakeholders' perceptions of the safety of youth ages 12 and older living in congregate care facilities within the New York City foster care system. The study explored the youth's physical safety, the safety of their personal belongings, the physical conditions of congregate care settings, and the relationship between staff quality and youth safety. METHOD: The study involved interviews with family court judges, representatives of private child welfare agencies, attorneys who represent children in foster care, social workers, representatives of advocacy and other relevant organizations in New York City, and former foster youth who had been placed in congregate care settings. RESULTS: Safety in congregate care environments was an issue of significant concern. Threats to the youth's safety were found to emanate from peer-on-peer violence, stealing of personal belongings, inappropriate staff conduct, and the poor physical conditions of facilities. Youth's sense of safety was strongly linked to staff quality, including staff ability to relate effectively to youth and to maintain control of congregate care environments. CONCLUSIONS: Existing regulations in New York State appear to have had little effect in ensuring the safety of youth in many group and residential care facilities. Steps to improve safety outcomes for youth in these settings are proposed.     

Sustainability in Australian schools: A cross-curriculum priority?

PROSPECTS - In light of Australian policy and curriculum initiatives aimed to prioritize Education for Sustainability (EfS) practices, this article discusses a study that evaluated a smart meter...     

Comparing preservice,elementary, and junior high teachers' perceptions of school psychologists: Two decades later

One hundred eighty-one experienced teachers (elementary and junior high), and 189 preservice teachers were surveyed regarding their perceptions of school psychologists. The survey instrument used essentially the same categories as Styles in 1965, including: (a) level of training, (b) effectiveness, (c) qualifications for tasks, and (d) usefulness in specific duties. Analysis of the survey data showed there were significant differences between preservice and experienced teachers' effectiveness ratings of school psychologists on eight tasks typically performed by school psychologists. Significant differences also were found between preservice and experienced teachers on their ratings of school psychologists' qualifications to undertake specific tasks, although almost half of the experienced teachers were unable to rate the effectiveness of school psychologists. There was a small, but significant, negative relationship between the amount of contact with the school psychologist and the perceived effectiveness. Limitations inherent in survey methodology and the need to foster greater teacher awareness of the school psychologist's role are discussed.     

Children born at risk: What's happening in kindergarten?

Many studies examine the development of infants born at risk for medical and developmental problems during the early years of life, but far fewer follow these children into their school years. This project compared high-risk vs. low-risk children in their performance on the WPPSI at pre- and postkindergarten levels. In general, both groups of children demonstrated increases in performance; however, their patterns of performance were different. The high-risk children showed increases predominantly in the Performance areas of the test, whereas the low-risk children demonstrated increases predominantly in the Verbal areas.     

School phobia and separation anxiety: Diagnostic and treatment comparisons

There exists substantial confusion regarding the comparative diagnostic criteria and treatment implications for school phobia and separation anxiety. A literature survey demonstrates the tendency of school personnel to put all youngsters exhibiting these disorders into one group called “school refusers.” Treatment issues are handled in a similar fashion despite accumulating evidence of treatment-relevant differences between the disorders. Variables that facilitate a finer diagnostic discrimination are presented. After reviewing pertinent treatment distinctions between the two disorders, specific behaviorally oriented methods are recommended.     

A review of the literature on Attention-Deficit Hyperactivity Disorder children: Peer interactions and collaborative learning

ADHD children may have social skill deficits in at least three main areas: social communication, poor emotional regulation, and social-cognitive biases. They also have cognitive difficulties which have implications for their learning. Based on a review of the literature, it is argued that maladaptive classroom peer interactions for ADHD children may disadvantage their learning on collaborative tasks. Although the literature is sparse in the area of peer interactions and collaborative learning for ADHD children, some suggestions for practice and future research are suggested. © 1996 John Wiley & Sons, Inc.     

A comparison of students who delay kindergarten entry and those who are retained in grades K−5

Retention has been one way that school personnel have dealt with the problem of school failure. Some authors have proposed delayed school entry as an alternative to retention, especially since there are concerns about the effects of retention on students' self-esteem. It is unclear from the literature whether retention and delayed entry have differential outcomes on measures of school success. This study explored whether there were differences in IQ and achievement (at grades 2, 5, and 7) between students who delayed school entry and those who were retained in later elementary grades, as well as any interactions with gender. There was a significant 6-point difference in IQ, favoring the delayed-entry group. Furthermore, when the achievement test scores were analyzed using an ANCOVA with IQ as a covariate, no significant differences were identified for either group or gender. Implications for school practices are provided.