Facilitating employment opportunities for adults with intellectual and developmental disability through parents and social networks.

PubMed

Petner-Arrey, Jami; Howell-Moneta, Angela; Lysaght, Rosemary

2015-07-01

People with intellectual and developmental disability (IDD) have historically had high unemployment and underemployment rates and continue to face significant barriers to attaining and sustaining employment. The purpose of this research, conducted in Ontario, Canada was to better understand the experiences of people with IDD gaining and keeping productivity roles. We used qualitative semi-structured interviews with 74 participants with IDD and their families or caregivers as proxies regarding the employment of a person with IDD. We selected a sample of persons from three different geographic regions in Ontario, Canada, and analyzed data through coding methods consistent with a grounded theory approach. Our results demonstrate the importance of parents and other members of social and family networks relative to connecting with work options and sustaining work over time, especially through continued advocacy and investment. Parents helped individuals with IDD negotiate the right job fit, though they often encountered challenges as a result of their efforts. Practitioners must understand how to support parents to be effective advocates for their adult children with IDD, assist them to develop and maintain their social networks and help them to avoid caregiver burnout. Implications for Rehabilitation People with intellectual and developmental disability (IDD) face numerous challenges in indentifying work options and overcoming barriers to employment. Parents and other non-paid support members of social networks can be instrumental in ensuring that persons with IDD not only secure initial job placements, but also sustain employment and employment alternatives. Professionals that support persons with IDD can direct their efforts to helping persons with IDD develop strong social connections, as well as helping parents to prevent burnout.

Two-Year Transitional Plan. State of Minnesota Developmental Disabilities. October 1, 1989-September 30, 1991. Accountability.

ERIC Educational Resources Information Center

Minnesota State Planning Agency, St. Paul.

The Minnesota 2-year state plan presents a review of the existing service delivery system for: (1) the provision of services to persons with developmental disabilities and their families; (2) a continuing response to priority areas specified in federal legislation; and (3) development of a work plan leading toward development of a Three-Year State…

Therapist Personal Agency: A Model for Examining the Training Context

ERIC Educational Resources Information Center

Mutchler, Matthew; Anderson, Stephen

2010-01-01

This study reviews the creation and testing of a model of Therapist Personal Agency during MFT training. A model including self-efficacy, trainee developmental level, supervisor working alliance, family of origin relationships, and psychological states was supported by data collected from a national sample of MFT students. The model supported by…

The Role of Personality in Relationship Closeness, Developer Assistance, and Career Success

ERIC Educational Resources Information Center

Wu, Pei-Chuan; Foo, Maw-Der; Turban, Daniel B.

2008-01-01

We investigate the role of relationship closeness, which is adapted from social network theory, in developmental relationships using a sample of 278 full-time working individuals. We theorize that personality, operationalized with the Five Factor Model, is associated with relationship closeness which is positively related to developer assistance…

Leadership May Provide the Means of Moving Up in Adult Moral Developmental Stages.

ERIC Educational Resources Information Center

Galaz-Fontes, Jesus Francisco; And Others

Although Kohlberg and others have proposed that various social psychological and cultural factors may influence a person's level of moral reasoning, most work in this area has been conducted among relatively well educated persons in so called advanced societies. These two studies investigated stages of reasoning about moral dilemmas among…

Caring for a Person Who Has Intellectual or Developmental Disabilities

MedlinePlus

... Childbirth Women Men Seniors Your Health Resources Healthcare Management End-of-Life Issues Insurance & Bills Self Care Working With Your Doctor ... Childbirth Women Men Seniors Your Health Resources Healthcare Management End-of-Life Issues Insurance & Bills Self Care Working With Your Doctor ...

Work Values System Development during Adolescence

ERIC Educational Resources Information Center

Porfeli, Erik J.

2007-01-01

Work values stability, change, and development can be appreciably reduced to a living system model [Ford, D. H. (1994). "Humans as self-constructing living systems: A developmental perspective on behavior and personality" (2nd ed.). Hillsdale, NJ: Lawrence Erlbaum Associates]. This theoretical model includes discrepancy-reducing and…

Towards a Developmentally Integrative Model of Personality Change: A Focus on Three Potential Mechanisms

PubMed Central

Riley, Elizabeth N.; Peterson, Sarah J.; Smith, Gregory T.

2017-01-01

While the overall stability of personality across the lifespan has been well-documented, one does see incremental changes in a number of personality traits, changes that may impact overall life trajectories in both positive and negative ways. In this chapter, we present a new, developmentally-oriented and integrative model of the factors that might lead to personality change, drawing from the theoretical and empirical work of prior models (e.g. Caspi & Roberts, 2001; Roberts et al., 2005) as well as from our own longitudinal studies of personality change and risky behavior engagement in children, adolescents, and young adults (Boyle et al., 2016; Riley & Smith, 2016; Riley et al., 2016). We focus on change in the trait of urgency, which is a high-risk personality trait that represents the tendency to act rashly when highly emotional. We explore processes of both biologically-based personality change in adolescence, integrating neurocognitive and puberty-based models, as well as behavior-based personality change, in which behaviors and the personality traits underlying those behaviors are incrementally reinforced and shaped over time. One implication of our model for clinical psychology is the apparent presence of a positive feedback loop of risk, in which maladaptive behaviors increase high-risk personality traits, which in turn further increase the likelihood of maladaptive behaviors, a process that continues far beyond the initial experiences of maladaptive behavior engagement. Finally, we examine important future directions for continuing work on personality change, including trauma-based personality change and more directive (e.g., therapeutic) approaches aimed at shaping personality. PMID:29109672

A Taxonomy of Instructional Objectives for Developmentally Disabled Persons: Personal Maintenance and Development: Homemaking and Community Life; Leisure; and Travel Domains. Working Paper 85-2. COMPETE: Community-Based Model for Public-School Exit and Transition to Employment.

ERIC Educational Resources Information Center

Dever, Richard B.

The purpose of Project COMPETE is to use previous research and exemplary practices to develop and validate a model and training sequence to assist retarded youth to make the transition from school to employment in the most competitive environment possible. The taxonomy described in this project working paper focuses on instructional objectives in…

Supporting Parenting through Differentiated and Personalized Text-Messaging: Testing Effects on Learning during Kindergarten. CEPA Working Paper No. 16-18

ERIC Educational Resources Information Center

Doss, Christopher; Fahle, Erin M.; Loeb, Susanna; York, Benjamin N.

2017-01-01

Recent studies show that texting-based interventions can produce educational benefits in children across a range of ages. We study the effects of a text-based program for kindergarten parents, distinguishing a general program from one that adds differentiation and personalization based on the child's developmental level. Children in the…

A Lot of Knowledge Is a Dangerous Thing: Learning in Children and Adults

ERIC Educational Resources Information Center

Miller, Patricia H.

2006-01-01

The Kuhn and Pease (p. 279, this issue) article advances the fields of cognitive development and learning by integrating work on executive functions, metacognition, and scientific reasoning. The article also expands developmental work to older children and adults, to personal beliefs, and to social information, and reinvigorates the construct of…

Young Children with Developmental Delays as Young Adults: Predicting Developmental and Personal-Social Outcomes

ERIC Educational Resources Information Center

Bernheimer, Lucinda P.; Keogh, Barbara K.; Guthrie, Donald

2006-01-01

We report on a 20-year follow-up of 30 children with developmental delays identified at age 3. Our purpose was to assess the relationship of early indicators of delay to cognitive and personal-social status in young adulthood. Predictors were Developmental and Personal-Social factors derived from standardized tests and parent questionnaires…

The structural relationships between organizational commitment, global job satisfaction, developmental experiences, work values, organizational support, and person-organization fit among nursing faculty.

PubMed

Gutierrez, Antonio P; Candela, Lori L; Carver, Lara

2012-07-01

GUTIERAIM: The aim of this correlational study was to examine the relations between organizational commitment, perceived organizational support, work values, person-organization fit, developmental experiences, and global job satisfaction among nursing faculty. The global nursing shortage is well documented. At least 57 countries have reported critical shortages. The lack of faculty is finally being recognized as a major issue directly influencing the ability to admit and graduate adequate numbers of nurses. As efforts increase to both recruit and retain faculty, the concept of organizational commitment and what it means to them is important to consider. A cross-sectional correlational design was used. The present study investigated the underlying structure of various organizational factors using structural equation modelling. Data were collected from a stratified random sample of nurse faculty during the academic year 2006-2007. The final model demonstrated that perceived organizational support, developmental experiences, person-organization fit, and global job satisfaction positively predicted nurse faculty's organizational commitment to the academic organization. Cross-validation results indicated that the final full SEM is valid and reliable. Nursing faculty administrators able to use mentoring skills are well equipped to build positive relationships with nursing faculty, which in turn, can lead to increased organizational commitment, productivity, job satisfaction, and perceived organizational support, among others. © 2012 Blackwell Publishing Ltd.

A resource perspective on the work-home interface: the work-home resources model.

PubMed

ten Brummelhuis, Lieke L; Bakker, Arnold B

2012-10-01

The objective of this article is to provide a theoretical framework explaining positive and negative work-home processes integrally. Using insights from conservation of resources theory, we explain how personal resources (e.g., time, energy, and mood) link demanding and resourceful aspects of one domain to outcomes in the other domain. The resulting work-home resources (W-HR) model describes work-home conflict as a process whereby demands in one domain deplete personal resources and impede accomplishments in the other domain. Enrichment is described as a process of resource accumulation: Work and home resources increase personal resources. Those personal resources, in turn, can be utilized to improve home and work outcomes. Moreover, our resource approach to the work-home interface allows us to address two other issues that have thus far lacked a solid theoretical foundation. The W-HR model also explains how conditional factors such as personality and culture may influence the occurrence of work-home conflict and enrichment. Furthermore, the model allows us to examine how work-home conflict and enrichment develop over time. Finally, the model provides useful insights for other psychology subdisciplines, such as gender studies and developmental psychology.

A unifying perspective on personality pathology across the life span: Developmental considerations for the fifth edition of the Diagnostic and Statistical Manual of Mental Disorders

PubMed Central

TACKETT, JENNIFER L.; BALSIS, STEVE; OLTMANNS, THOMAS F.; KRUEGER, ROBERT F.

2010-01-01

Proposed changes in the fifth edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-V) include replacing current personality disorder (PD) categories on Axis II with a taxonomy of dimensional maladaptive personality traits. Most of the work on dimensional models of personality pathology, and on personality disorders per se, has been conducted on young and middle-aged adult populations. Numerous questions remain regarding the applicability and limitations of applying various PD models to early and later life. In the present paper, we provide an overview of such dimensional models and review current proposals for conceptualizing PDs in DSM-V. Next, we extensively review existing evidence on the development, measurement, and manifestation of personality pathology in early and later life focusing on those issues deemed most relevant for informing DSM-V. Finally, we present overall conclusions regarding the need to incorporate developmental issues in conceptualizing PDs in DSM-V and highlight the advantages of a dimensional model in unifying PD perspectives across the life span. PMID:19583880

Transforming the Addicted Person's Counterfeit Quest for Wholeness through Three Stages of Recovery: A Wilber Transpersonal Spectrum of Development Clinical Perspective

ERIC Educational Resources Information Center

Nixon, Gary

2012-01-01

In this article, we look at how an addicted person can through the therapeutic process replace the addiction "short cut" counterfeit quest for wholeness with an authentic quest for wholeness using Wilber' transpersonal spectrum of development model by working through different developmental levels during three stages of recovery. The first stage…

Lessons for spinal cord injury rehabilitation taken from adult developmental psychology: 2011 Essie Morgan Lecture

PubMed Central

Rose, Jon

2012-01-01

Background/objective Developmental phases affect how individuals cope with and challenge threats to self-concept, health and functioning. Understanding prominent models of adult psychological development can help spinal cord injury/disease (SCI/D) rehabilitation professionals facilitate positive change and growth. Design Author's theoretical model informed by literature review and personal experience. Setting Veterans administration (VA) medical center interdisciplinary outpatient clinic providing primary and specialty care to veterans with spinal cord injuries and disorders. Conclusion Threats to life expectations, health, well-being, identity, and other aspects of self create crises that can result in psychopathology or psychological growth. SCI/D can present multiple threats across the lifespan. For example, self-image, ability to perform various activities, ability to feel attractive, and even life itself may be challenged by SCI/D or its complications. Threats may be perceived at the time of injury or onset of symptoms. Also, as the injured body declines further over time, complications can cause significant temporary or permanent functional decline. Individuals interpret each of these threats in the context of current developmental needs. How people cope is influenced by developmental factors and personality traits. An integrated model of adult psychological development based on the works of Erikson, Gutmann, and Baltes is related to the literature on coping with SCI/D. This model provides insights that interdisciplinary rehabilitation teams may use to facilitate personal growth, optimal functioning, and physical health as adults with SCI negotiate normal developmental challenges throughout their lifetimes. PMID:22507022

Mathematical models in simulation process in rehabilitation of persons with disabilities

NASA Astrophysics Data System (ADS)

Gorie, Nina; Dolga, Valer; Mondoc, Alina

2012-11-01

The problems of people with disability are varied. A disability may be physical, cognitive, mental, sensory, emotional, developmental or some combination of these. The major disabilities which can appear in people's lives are: the blindness, the deafness, the limb-girdle muscular dystrophy, the orthopedic impairment, the visual impairment. A disability is an umbrella term, covering impairments, activity limitations and participation restrictions. A disability may occur during a person's lifetime or may be present from birth. The authors conclude that some of these disabilities like physical, cognitive, mental, sensory, emotional, developmental can be rehabilitated. Starting from this state of affairs the authors present briefly the possibility of using certain mechatronic systems for rehabilitation of persons with different disabilities. The authors focus their presentation on alternative calling the Stewart platform in order to achieve the proposed goal. The authors present a mathematical model of systems theory approach under the parallel system and described its contents can. The authors analyze in a meaningful mathematical model describing the procedure of rehabilitation process. From the affected function biomechanics and taking into account medical recommendations the authors illustrate the mathematical models of rehabilitation work. The authors assemble a whole mathematical model of parallel structure and the rehabilitation process and making simulation and highlighting the results estimated. The authors present in the end work the results envisaged in the end analysis work, conclusions and steps for future work program..

Openness to Experience as a Predictor and Outcome of Upward Job Changes into Managerial and Professional Positions

PubMed Central

Nieß, Christiane; Zacher, Hannes

2015-01-01

In industrial and organizational psychology, there is a long tradition of studying personality as an antecedent of work outcomes. Recently, however, scholars have suggested that personality characteristics may not only predict, but also change due to certain work experiences, a notion that is depicted in the dynamic developmental model (DDM) of personality and work. Upward job changes are an important part of employees’ careers and career success in particular, and we argue that these career transitions can shape personality over time. In this study, we investigate the Big Five personality characteristics as both predictors and outcomes of upward job changes into managerial and professional positions. We tested our hypotheses by applying event history analyses and propensity score matching to a longitudinal dataset collected over five years from employees in Australia. Results indicated that participants’ openness to experience not only predicted, but that changes in openness to experience also followed from upward job changes into managerial and professional positions. Our findings thus provide support for a dynamic perspective on personality characteristics in the context of work and careers. PMID:26110527

Music Preferences, Personality Style, and Developmental Issues of Adolescents.

ERIC Educational Resources Information Center

Schwartz, Kelly D.; Fouts, Gregory T.

2003-01-01

Studied the personality characteristics and developmental issues of three groups of adolescent music listeners divided by preferred type of music. Findings for 164 adolescents show that each of the three music preference groups is inclined to demonstrate a unique profile of personality dimensions and developmental issues. (SLD)

Culture and personality disorder: from a fragmented literature to a contextually grounded alternative.

PubMed

Ryder, Andrew G; Sunohara, Momoka; Kirmayer, Laurence J

2015-01-01

The aim of this review is twofold: to review recent literature on personality disorders, published in 2013 and the first half of 2014; and to use recent theoretical work to argue for a contextually grounded approach to culture and personality disorder. Recent large-sample studies suggest that U.S. ethnoracial groups differ in personality disorder diagnostic rates, but also that minority groups are less likely to receive treatment for personality disorder. Most of these studies do not test explanations for these differences. However, two studies demonstrate that socioeconomic status partly explains group differences between African-Americans and European Americans. Several new studies test the psychometric properties of instruments relevant to personality disorder research in various non-Western samples. Ongoing theoretical work advocates much more attention to cultural context. Recent investigations of hikikomori, a Japanese social isolation syndrome with similarities to some aspects of personality disorder, are used to demonstrate approaches to contextually grounded personality disorder research. Studies of personality disorder must understand patients in sociocultural context considering the dynamic interactions between personality traits, developmental histories of adversity and current social context. Research examining these interactions can guide contextually grounded clinical work with patients with personality disorder.

Developmental perspectives on personality: implications for ecological and evolutionary studies of individual differences.

PubMed

Stamps, Judy A; Groothuis, Ton G G

2010-12-27

Developmental processes can have major impacts on the correlations in behaviour across contexts (contextual generality) and across time (temporal consistency) that are the hallmarks of animal personality. Personality can and does change: at any given age or life stage it is contingent upon a wide range of experiential factors that occurred earlier in life, from prior to conception through adulthood. We show how developmental reaction norms that describe the effects of prior experience on a given behaviour can be used to determine whether the effects of a given experience at a given age will affect contextual generality at a later age, and to illustrate how variation within individuals in developmental plasticity leads to variation in contextual generality across individuals as a function of experience. We also show why niche-picking and niche-construction, behavioural processes which allow individuals to affect their own developmental environment, can affect the contextual generality and the temporal consistency of personality. We conclude by discussing how an appreciation of developmental processes can alert behavioural ecologists studying animal personality to critical, untested assumptions that underlie their own research programmes, and outline situations in which a developmental perspective can improve studies of the functional significance and evolution of animal personality.

The role of familiarity in daily well-being: developmental and cultural variation.

PubMed

Oishi, Shigehiro; Kurtz, Jaime L; Miao, Felicity F; Park, Jina; Whitchurch, Erin

2011-11-01

The present study examined life stage and cultural differences in the degree to which familiarity of one's physical location and interaction partner is associated with daily well-being. Participants reported all the activities they engaged in and how they felt during these activities on a previous day using the Day Reconstruction Method (Kahneman, Krueger, Schkade, Schwarz, & Stone, 2004). Both Korean and American retirees were happier when in a familiar place than in an unfamiliar place, whereas the reverse was true for both Korean and American working adults. In addition, we found cultural differences in the role of familiarity of the interaction partner. Specifically, Koreans (both retirees and working adults) were substantially happier when they interacted with a familiar person than when they interacted with an unfamiliar person. In contrast, Americans (both retirees and working adults) were no happier with a familiar person than with an unfamiliar person.

Development in the Workplace.

ERIC Educational Resources Information Center

Demick, Jack, Ed.; Miller, Patrice M., Ed.

This book contains edited versions of papers from a symposium on adult development and a final integrative chapter. The following papers are included: "Introduction" (Jack Demick, Patrice Miller); "Influences of World View on Personality, Epistemology, and Choice of Profession" (Melvin Miller, Alan West); "Developmental Conceptions of Good Work: A…

Family Care for Persons with Developmental Disabilities: A Growing Commitment.

ERIC Educational Resources Information Center

Agosta, J. M., Ed.; Bradley, V. J., Ed.

The report presents findings from a study of family-based care for persons with developmental disabilities. The first of four parts introduces the problems of family-based care and presents perspectives of parents and of persons with developmental disabilities. Part 2, on responding to the needs of families, includes a review of historical and…

How Can the Norwegian Leader Development Program Improve to Better Develop Leaders?

DTIC Science & Technology

2012-12-14

GRANT NUMBER 5c. PROGRAM ELEMENT NUMBER 6. AUTHOR(S) LTC Stig Santiago Bjoernaes 5d. PROJECT NUMBER 5e. TASK NUMBER 5f. WORK UNIT...developmental enables individuals to pursue professional and personal goals in a life - 3James Kouzes and...

Creating Small Learning Communities: Lessons from the Project on High-Performing Learning Communities about "What Works" in Creating Productive, Developmentally Enhancing, Learning Contexts

ERIC Educational Resources Information Center

Felner, Robert D.; Seitsinger, Anne M.; Brand, Stephen; Burns, Amy; Bolton, Natalie

2007-01-01

Personalizing the school environment is a central goal of efforts to transform America's schools. Three decades of work by the Project on High Performance Learning Communities are considered that demonstrate the potential impact and importance of the creation of "small learning environments" on student motivation, adjustment, and well-being.…

Employee health-relevant personality traits are associated with the psychosocial work environment and leadership.

PubMed

Villaume, Karin; Hasson, Dan

2017-01-01

Little is known about personality in relation to assessments of the psychosocial work environment and leadership. Therefore the objective of this study is to explore possible associations and differences in mean values between employee health-relevant personality traits and assessments of the psychosocial work environment and leadership behaviors. 754 survey responses from ten organizations were selected from a large-scale intervention study. The Health-relevant Personality 5 inventory was used to assess personality. Five dimensions of the psychosocial work environment were assessed with 38 items from the QPS Nordic and 6 items from the Developmental Leadership Questionnaire were used to assess leadership behavior. Positive correlations were found between Hedonic capacity (facet of Extraversion) and perceptions of the psychosocial work environment and leadership behavior. Negative correlations were found for Negative affectivity (facet of Neuroticism), Antagonism (facet of Agreeableness), Impulsivity (facet of Conscientiousness) and Alexithymia (facet of Openness). There were also significant differences in mean values of all work environment indicators between levels of health-relevant personality traits. Those with higher levels of hedonic capacity had higher (better) perceptions compared to those with lower levels. Those with higher levels of negative affectivity had lower (worse) perceptions compared to those with lower levels. The findings show a clear association between employee health-relevant personality traits and assessments of the psychosocial work environment and leadership behavior. Personality can be important to take into consideration for leaders when interpreting survey results and when designing organizational interventions.

[Effect of developmental disorders on personality and personality disorders].

PubMed

Honda, Hideo

2013-01-01

Developmental disorders (DD) are now so common that it is even more necessary to investigate the relationship between DD and personality disorders (PD). Despite the lack of studies, DD and PD have much in common. For research on personality and its disorders, direct, real-time observation by researchers themselves on the "black box" of temperament and its interaction with the environment is needed. For research on DD, especially in those with mild DD symptoms, how developmental characteristics and their interaction with the environment affect the personality in adulthood should be investigated.

Work preferences, life values, and personal views of top math/science graduate students and the profoundly gifted: Developmental changes and gender differences during emerging adulthood and parenthood.

PubMed

Ferriman, Kimberley; Lubinski, David; Benbow, Camilla P

2009-09-01

Work preferences, life values, and personal views of top math/science graduate students (275 men, 255 women) were assessed at ages 25 and 35 years. In Study 1, analyses of work preferences revealed developmental changes and gender differences in priorities: Some gender differences increased over time and increased more among parents than among childless participants, seemingly because the mothers' priorities changed. In Study 2, gender differences in the graduate students' life values and personal views at age 35 were compared with those of profoundly gifted participants (top 1 in 10,000, identified by age 13 and tracked for 20 years: 265 men, 84 women). Again, gender differences were larger among parents. Across both cohorts, men appeared to assume a more agentic, career-focused perspective than women did, placing more importance on creating high-impact products, receiving compensation, taking risks, and gaining recognition as the best in their fields. Women appeared to favor a more communal, holistic perspective, emphasizing community, family, friendships, and less time devoted to career. Gender differences in life priorities, which intensify during parenthood, anticipated differential male-female representation in high-level and time-intensive careers, even among talented men and women with similar profiles of abilities, vocational interests, and educational experiences. (c) 2009 APA, all rights reserved).

The Work on Aging/DD in New York State.

ERIC Educational Resources Information Center

Parkinson, Charlotte

This conference presentation describes New York State programs serving elderly mentally retarded (MR) and developmentally disabled (DD) persons. These service providers offer programming that is sensitive to the impact of the aging process, or provide the opportunity to access community aging programs, or a combination. Linkages are being…

Employment Support as Knowledge Creation

ERIC Educational Resources Information Center

O'Brien, John; Callahan, Michael

2010-01-01

Traditional practice in employment of persons with disabilities has been to assess the skills and interests of the job seeker in relation to normative standards or to others. That comparative approach often results in job seekers with significant developmental disabilities being viewed as having few skills and lacking requisite work readiness,…

Career Adapt-Abilities Scale--Brazilian Form: Psychometric Properties and Relationships to Personality

ERIC Educational Resources Information Center

Teixeira, Marco Antonio Pereira; Bardagi, Marucia Patta; Lassance, Maria Celia Pacheco; Magalhaes, Mauro de Oliveira; Duarte, Maria Eduarda

2012-01-01

The Career Adapt-Abilities Scale--Brazilian Form (CAASBrazil) consists of four scales which measure concern, control, curiosity, and confidence as psychosocial resources for managing occupational transitions, developmental tasks, and work traumas. Internal consistency estimates for the subscale and total scores ranged from good to excellent. The…

Political Attitudes Develop Independently of Personality Traits

PubMed Central

Hatemi, Peter K.; Verhulst, Brad

2015-01-01

The primary assumption within the recent personality and political orientations literature is that personality traits cause people to develop political attitudes. In contrast, research relying on traditional psychological and developmental theories suggests the relationship between most personality dimensions and political orientations are either not significant or weak. Research from behavioral genetics suggests the covariance between personality and political preferences is not causal, but due to a common, latent genetic factor that mutually influences both. The contradictory assumptions and findings from these research streams have yet to be resolved. This is in part due to the reliance on cross-sectional data and the lack of longitudinal genetically informative data. Here, using two independent longitudinal genetically informative samples, we examine the joint development of personality traits and attitude dimensions to explore the underlying causal mechanisms that drive the relationship between these features and provide a first step in resolving the causal question. We find change in personality over a ten-year period does not predict change in political attitudes, which does not support a causal relationship between personality traits and political attitudes as is frequently assumed. Rather, political attitudes are often more stable than the key personality traits assumed to be predicting them. Finally, the results from our genetic models find that no additional variance is accounted for by the causal pathway from personality traits to political attitudes. Our findings remain consistent with the original construction of the five-factor model of personality and developmental theories on attitude formation, but challenge recent work in this area. PMID:25734580

Political attitudes develop independently of personality traits.

PubMed

Hatemi, Peter K; Verhulst, Brad

2015-01-01

The primary assumption within the recent personality and political orientations literature is that personality traits cause people to develop political attitudes. In contrast, research relying on traditional psychological and developmental theories suggests the relationship between most personality dimensions and political orientations are either not significant or weak. Research from behavioral genetics suggests the covariance between personality and political preferences is not causal, but due to a common, latent genetic factor that mutually influences both. The contradictory assumptions and findings from these research streams have yet to be resolved. This is in part due to the reliance on cross-sectional data and the lack of longitudinal genetically informative data. Here, using two independent longitudinal genetically informative samples, we examine the joint development of personality traits and attitude dimensions to explore the underlying causal mechanisms that drive the relationship between these features and provide a first step in resolving the causal question. We find change in personality over a ten-year period does not predict change in political attitudes, which does not support a causal relationship between personality traits and political attitudes as is frequently assumed. Rather, political attitudes are often more stable than the key personality traits assumed to be predicting them. Finally, the results from our genetic models find that no additional variance is accounted for by the causal pathway from personality traits to political attitudes. Our findings remain consistent with the original construction of the five-factor model of personality and developmental theories on attitude formation, but challenge recent work in this area.

A Taxonomy of Instructional Objectives for Developmentally Disabled Persons: Vocational Domain. Working Paper 85-1. COMPETE: Community-Based Model for Public-School Exit and Transition to Employment.

ERIC Educational Resources Information Center

Dever, Richard B.

The purpose of Project COMPETE is to use previous research and exemplary practices to develop and validate a model and training sequence to assist retarded youth to make the transition from school to employment in the most competitive environment possible. This project working paper lists vocational goals and objectives that individuals with…

Borderline personality disorder and the emerging field of developmental neuroscience.

PubMed

Crowell, Sheila E; Kaufman, Erin A

2016-10-01

Over the past 2 decades there has been a dramatic shift in understanding of personality disorders, such as borderline personality disorder (BPD). What was historically viewed as an entrenched pattern of antagonistic, interpersonally dependent, and uncorrectable conduct is now seen as the outcome of complex-yet modifiable-developmental processes. The borderline label, which once inspired such harsh opprobrium in clinical communities that early diagnosis was considered taboo, is now increasingly applied to adolescents who are receiving effective treatment and desisting from a borderline trajectory. Research examining the developmental origins and early manifestations of BPD is increasing rapidly, making it an appropriate time to take stock of current developmental research and articulate an agenda for the future. We identify 4 challenges that continue to impede innovative research on borderline personality development: (a) inadequate attention to continuity and discontinuity across development, (b) medical and diagnostic systems that localize personality pathology within the individual, (c) the lingering belief that biological research is antithetical to contextual/interpersonal understandings of psychopathology (and vice versa), and (d) reluctance to reach across disciplinary and developmental boundaries to identify creative paradigms and foster innovative discovery. In order to overcome these challenges, we propose an approach to future research on adolescent borderline pathology that integrates developmental psychopathology, social and affective neuroscience, and personality theory perspectives. This intersection-the developmental neuroscience of personality pathology-offers theoretical and methodological advantages over disciplinary isolation and is fertile ground for generating novel hypotheses on the development and prevention of BPD. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Developmental Audits with Challenging Youth

ERIC Educational Resources Information Center

Brendtro, Larry K.; du Toit, Lesley; Bath, Howard; Van Bockern, Steve

2006-01-01

The Developmental Audit[R] is a new strength-based assessment model for youth who are in conflict in home, school, or community. Developmental Audits involve collaboration with young persons who are seen as experts on themselves. Discussing challenging life events provides a window to the young person's private logic and goals. The audit scans…

Career Adapt-Abilities Scale--Netherlands Form: Psychometric Properties and Relationships to Ability, Personality, and Regulatory Focus

ERIC Educational Resources Information Center

van Vianen, Annelies E. M.; Klehe, Ute-Christine; Koen, Jessie; Dries, Nicky

2012-01-01

The Career Adapt-Abilities Scale (CAAS)--Netherlands Form consists of four scales, each with six items, which measure concern, control, curiosity, and confidence as psychosocial resources for managing occupational transitions, developmental tasks, and work traumas. Internal consistency estimates for the subscale and total scores ranged from…

CARF Accreditation: Summary of 500 Surveys, 1982-1984. Public Policy Monograph Series Number 21 (A Working Paper).

ERIC Educational Resources Information Center

Hemp, Richard; And Others

A project entitled "Using Accreditation Results for Statewide Program Evaluation" reviewed agency and client characteristics and outcomes for surveys conducted between 1980 and 1984 by the Accreditation Council for Services for Mentally Retarded and Other Developmentally Disabled Persons (ACMRDD) and the Commission on the Accreditation of…

Music Preferences and the Adolescent Brain: A Review of Literature

ERIC Educational Resources Information Center

Thomas, Karen S.

2016-01-01

Music plays an important part in the transitional period of life for adolescents as they define their personal and social identities and build their preferences for music. Recent neuroscientific research into the adolescent brain has produced developmental models that work to explain the neural reasons behind teenage behavior and development.…

Deconstructing executive deficits among persons with autism: implications for cognitive neuroscience.

PubMed

Russo, Natalie; Flanagan, Tara; Iarocci, Grace; Berringer, Darlene; Zelazo, Philip David; Burack, Jacob A

2007-10-01

Individuals with autism demonstrate impairments on measures of executive function (EF) relative to typically developing comparison participants. EF is comprised of several processes including inhibition, working memory and set shifting that develop throughout the lifespan. Impairments in EF may appear early in development and persist, or may represent a more transient delay which resolves with time. Given the unevenness of the cognitive profile of persons with autism, understanding the development of EF poses methodological challenges. These issues include those related to matching measures and the choice of comparison participants to which the performance of persons with autism will be compared. In the current review, we attempt to break down the processes of inhibition, working memory and set shifting among persons with autism. We propose to do this within a developmental perspective that highlights how matching measures and comparison participants can affect the interpretation of research findings.

Application of Attachment Theory in Clinical Social Work.

PubMed

Blakely, Thomas Joseph; Dziadosz, Gregory M

2015-11-01

This article proposes the use of attachment theory in clinical social work practice. This theory is very appropriate in this context because of its fit with social work concepts of person-in-situation, the significance of developmental history in the emergence of psychosocial problems, and the content of human behavior in the social environment. A literature review supports the significance of the theory. Included are ideas about how attachment styles and working models may be used in assessment and treatment to help clients achieve a secure attachment style.

Personality in the Age of Industry: Structure, Heritability, and Correlates of Personality in Middle Childhood from the Perspective of Parents, Teachers, and Children.

PubMed

Clark, D Angus; Durbin, C Emily; Hicks, Brian M; Iacono, William G; McGue, Matt

2017-04-01

Middle childhood is a crucial juncture in the lifespan where children work towards achieving a sense of competence foundational for future development. However, middle childhood has historically been underrepresented in the personality literature. The current study provides a comprehensive examination of personality in middle childhood using a large (N = 2510), longitudinal sample of 10- to 12-year-old twins. The structure, heritability, and correlates of personality in this period were investigated using personality ratings of parents, teachers, and children. Results showed that personality in middle childhood has a coherent structure, is heritable, and is relevant for developmentally salient outcomes such as externalizing behavior, substance use, and academic engagement. Results emphasize the importance of investigating personality in middle childhood across multiple informants.

Personality in the Age of Industry: Structure, Heritability, and Correlates of Personality in Middle Childhood from the Perspective of Parents, Teachers, and Children

PubMed Central

Clark, D. Angus; Durbin, C. Emily; Hicks, Brian M.; Iacono, William G.; McGue, Matt

2016-01-01

Middle childhood is a crucial juncture in the lifespan where children work towards achieving a sense of competence foundational for future development. However, middle childhood has historically been underrepresented in the personality literature. The current study provides a comprehensive examination of personality in middle childhood using a large (N = 2510), longitudinal sample of 10- to 12-year-old twins. The structure, heritability, and correlates of personality in this period were investigated using personality ratings of parents, teachers, and children. Results showed that personality in middle childhood has a coherent structure, is heritable, and is relevant for developmentally salient outcomes such as externalizing behavior, substance use, and academic engagement. Results emphasize the importance of investigating personality in middle childhood across multiple informants. PMID:28408770

Access to dental care for persons with developmental disabilities in Ontario.

PubMed

Koneru, Anjani; Sigal, Michael J

2009-03-01

This study was undertaken to determine the proportion of persons primarily with developmental disabilities who encounter difficulties accessing dental care in Ontario, to identify perceived barriers to accessing dental care and to determine if persons with disabilities and their caregivers believe that oral health is important. Community organizations providing services mainly to persons with developmental disabilities in Ontario were recruited to circulate a questionnaire to their members by mail or the Internet. Fourteen organizations mailed out a total of 1,755 paper questionnaires in autumn 2006, of which 420 (23.9%) were returned; in addition, 236 Internet questionnaires were returned. Of the 656 paper and Internet responses, 634 were deemed valid. Most of the respondents had developmental disabilities. Almost three-quarters of respondents (464 [73.2%] ) reported being able to access dental services in Ontario. Personal (internal) factors were more likely to represent barriers to dental care than external factors. The majority of persons with disabilities and most caregivers believed that oral health is important for overall health.

Personal Traits and Experiential Characteristics of Developmental Mathematics Faculty: Impact on Student Success

ERIC Educational Resources Information Center

Preuss, Michael D.

2008-01-01

This ex post facto study of the relationship of selected personal traits and experiential characteristics of developmental mathematics faculty with student success rates was conducted at a rural, North Carolina community college. The data gathered was from all classroom based sections of three levels of developmental mathematics taught between…

The Relationship between the Severity of Eating Problems and Intellectual Developmental Deficit Level

ERIC Educational Resources Information Center

Gal, Eynat; Hardal-Nasser, Reem; Engel-Yeger, Batya

2011-01-01

Nutrition, essential in the daily living functions promoting life quality of persons with intellectual developmental deficits (IDD), is adversely affected by the highly prevalent eating problems in these persons. The current study explores the characteristics of eating problems in population of children with intellectual developmental disorders.…

Developmentally Disabled Persons in Family Settings: Report No. 1.

ERIC Educational Resources Information Center

Cox, Wendy M.; Wilson, Wendell L.

The first of three reports from a study of developmentally disabled persons living with their families, this document presents findings on the first group (group A) studied: Washington's Division of Developmental Disabilities (DDD) clients 16 and older who currently live with their families. The closest relatives or guardians were interviewed and…

Family Decision Making: Benefits to Persons with Developmental Disabilities and Their Family Members

ERIC Educational Resources Information Center

Neely-Barnes, Susan; Graff, J. Carolyn; Marcenko, Maureen; Weber, Lisa

2008-01-01

Family involvement in planning and choosing services has become a key intervention concept in developmental disability services. This study (N = 547) modeled patterns of family decision making and assessed benefits to persons with developmental disabilities (DDs) and their family members. A latent profile analysis identified 4 classes that were…

Charles Darwin and the Origins of Plant Evolutionary Developmental Biology

PubMed Central

Friedman, William E.; Diggle, Pamela K.

2011-01-01

Much has been written of the early history of comparative embryology and its influence on the emergence of an evolutionary developmental perspective. However, this literature, which dates back nearly a century, has been focused on metazoans, without acknowledgment of the contributions of comparative plant morphologists to the creation of a developmental view of biodiversity. We trace the origin of comparative plant developmental morphology from its inception in the eighteenth century works of Wolff and Goethe, through the mid nineteenth century discoveries of the general principles of leaf and floral organ morphogenesis. Much like the stimulus that von Baer provided as a nonevolutionary comparative embryologist to the creation of an evolutionary developmental view of animals, the comparative developmental studies of plant morphologists were the basis for the first articulation of the concept that plant (namely floral) evolution results from successive modifications of ontogeny. Perhaps most surprisingly, we show that the first person to carefully read and internalize the remarkable advances in the understanding of plant morphogenesis in the 1840s and 1850s is none other than Charles Darwin, whose notebooks, correspondence, and (then) unpublished manuscripts clearly demonstrate that he had discovered the developmental basis for the evolutionary transformation of plant form. PMID:21515816

Charles Darwin and the origins of plant evolutionary developmental biology.

PubMed

Friedman, William E; Diggle, Pamela K

2011-04-01

Much has been written of the early history of comparative embryology and its influence on the emergence of an evolutionary developmental perspective. However, this literature, which dates back nearly a century, has been focused on metazoans, without acknowledgment of the contributions of comparative plant morphologists to the creation of a developmental view of biodiversity. We trace the origin of comparative plant developmental morphology from its inception in the eighteenth century works of Wolff and Goethe, through the mid nineteenth century discoveries of the general principles of leaf and floral organ morphogenesis. Much like the stimulus that von Baer provided as a nonevolutionary comparative embryologist to the creation of an evolutionary developmental view of animals, the comparative developmental studies of plant morphologists were the basis for the first articulation of the concept that plant (namely floral) evolution results from successive modifications of ontogeny. Perhaps most surprisingly, we show that the first person to carefully read and internalize the remarkable advances in the understanding of plant morphogenesis in the 1840s and 1850s is none other than Charles Darwin, whose notebooks, correspondence, and (then) unpublished manuscripts clearly demonstrate that he had discovered the developmental basis for the evolutionary transformation of plant form.

Reactive Personality-Environment Transactions and Adult Developmental Trajectories

ERIC Educational Resources Information Center

Smith, Gregory T.; Williams, Suzannah F.; Cyders, Melissa A.; Kelley, Scott

2006-01-01

The possibility, which is based on the concept of reactive personality-environment transactions, that individuals learn different things from the same experience as a function of personality differences may help explain individual differences in adult developmental trajectories. In an analogue, longitudinal design, business students were taught…

Describing heterogeneity of unmet needs among adults with a developmental disability: An examination of the 2012 Canadian Survey on Disability.

PubMed

Zwicker, Jennifer; Zaresani, Arezou; Emery, J C Herb

2017-06-01

As a signatory to the UN Convention on the Rights of Persons with Disabilities, Canada has committed to protect the rights and dignity of persons with developmental disabilities (DD), which means that labour markets, education, and training opportunities should be inclusive and accessible. Describe the unmet employment, education and daily needs of adults with DD, with a sub analysis of persons with autism spectrum disorder (ASD) and cerebral palsy (CP) in Canada, to inform efficient and equitable policy development. Secondary analysis of 2012 Canadian Survey on Disability was used to study a sample including working age (15-64 years old) individuals with self-reported DD, CP and ASD. Persons with DD reported on their met and unmet needs in term of activities of daily living, education and employment. Labour force participation is the lowest for those with DD compared to any other disability. Individuals with CP and ASD report a high level of unmet needs that differ in terms of educational, vocational and daily living supports. Improving labour force participation to be inclusive and accessible requires policy that considers the range of unmet needs that exist for persons with DD. Copyright © 2017 The Authors. Published by Elsevier Ltd.. All rights reserved.

Developmentally Disabled Persons in Family Settings: Report No. 3.

ERIC Educational Resources Information Center

Cox, Wendy M.; Wilson, Wendell L.

The final part of a three part study of developmentally disabled persons in Washington State, this document focuses on clients of the Division of Developmental Disabilities (DDD), ages 19 through 26, who appeared to be eligible for DDD services but were not enrolled with the DDD (group C). Telephone interviews were conducted with parents of 55…

An Exploratory Study of the Knowledge of Personal Safety Skills among Children with Developmental Disabilities and Their Parents

ERIC Educational Resources Information Center

Miller, Hannah L.; Pavlik, Kathryn M.; Kim, Min Ah; Rogers, Karen C.

2017-01-01

Background: This study assessed the knowledge of personal safety skills among children with developmental disabilities and their parents' perceptions of children's knowledge. Method: This exploratory study examined the mental health records of 37 children with developmental disabilities referred for an abuse risk reduction group in a community…

Psychometric Properties of the ASPeCT-DD: Measuring Positive Traits in Persons with Developmental Disabilities

ERIC Educational Resources Information Center

Woodard, Cooper

2009-01-01

Background: The Assessment Scale for Positive Character Traits-Developmental Disabilities (ASPeCT-DD) was designed to measure the presence and strength of selected positive or strength-based traits in persons with developmental disabilities. These traits may help to determine level of happiness or value associated with the more commonly measured…

Variation by Disability in State Predictors of Medicaid 1915C Waiver Use and Expenditures

ERIC Educational Resources Information Center

Miller, Nancy A.; Kitchener, Martin; Elder, Keith T.; Kang, Yu; Rubin, Andrea; Harrington, Charlene

2005-01-01

Purpose: States are increasingly using the Medicaid 1915c waiver program to provide community-based long-term care. A substantially greater share of long-term-care dollars supports community-based care for individuals with intellectual and developmental disabilities, relative to older and working-age persons with primarily physical disabilities.…

Re-examining Social Work Roles and Tasks with Foster Care

ERIC Educational Resources Information Center

Fulcher, Leon C.; McGladdery, Suzanne

2011-01-01

In order to promote developmental outcomes with children and young people and to nurture their positive health and well-being in foster care, social workers and case managers are required to direct professional attention toward both the child or young person and her/his daily living environment(s)--at home, at school, and in the local…

Career Transitions for Adults. Maine Guide. A Developmental Framework for Life Choices.

ERIC Educational Resources Information Center

Maine State Dept. of Educational and Cultural Services, Augusta. Bureau of Adult and Secondary Vocational Education.

This curriculum presents career, academic, and life skill activities to assist education and training organizations in developing and delivering comprehensive career development and life skill programs. It is designed for the out-of-school person who has life and work experiences and who wants to assess a current life or career situation. The…

Developmental Relations between Alcohol Expectancies and Social Norms in Predicting Alcohol Onset

ERIC Educational Resources Information Center

Janssen, Tim; Treloar Padovano, Hayley; Merrill, Jennifer E.; Jackson, Kristina M.

2018-01-01

Expectations about alcohol's effects and perceptions of peers' behaviors and beliefs related to alcohol use are each shown to strongly influence the timing of drinking onset during adolescence. The present study builds on prior work by examining the conjoint effects of within-person changes in these social-cognitive factors on age of adolescent…

Understanding the role of social capital in adolescents' Big Five personality effects on school-to-work transitions.

PubMed

Baay, Pieter E; van Aken, Marcel A G; de Ridder, Denise T D; van der Lippe, Tanja

2014-07-01

The school-to-work transition constitutes a central developmental task for adolescents. The role of Big Five personality traits in this has received some scientific attention, but prior research has been inconsistent and paid little attention to mechanisms through which personality traits influence job-search outcomes. The current study proposed that the joint effects of Big Five personality traits and social capital (i.e., available resources through social relations) would shed more light on adolescents' job-search outcomes. Analyses on 685 Dutch vocational training graduates showed that extraversion and emotional stability were related to better job-search outcomes after graduation. Some relations between Big Five personality traits and job-search outcomes were explained by social capital, but no relations were dependent on social capital. Social capital had a direct relation with the number of job offers. Contrary to popular belief, this study shows that Big Five personality traits and social capital relate to job-search outcomes largely independently. Copyright © 2014 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

The developmental course of gender differentiation: conceptualizing, measuring, and evaluating constructs and pathways.

PubMed

Liben, Lynn S; Bigler, Rebecca S

2002-01-01

Gender differentiation is pervasive, and understanding how and why it develops is important for both theoretical and practical reasons. The work described here is rooted in constructivist accounts of gender differentiation. Past research provides considerable support for constructivist predictions concerning (a) developmental changes in gender attitudes and (b) the relation between gender attitudes and information processing. Little work, however, has addressed the more fundamental question of how children's developing gender attitudes about others are related to developing gender characterizations of self. The focus of the current Monograph is on this other-self relation during middle childhood. A brief review of past theory and empirical work on gender differentiation is provided. It is argued that a major explanation of the limitations and inconsistencies evident in earlier work may be traced to restrictions in the measures available to assess key constructs. A conceptual analysis of the specific limitations of past measures is presented. The Monograph then offers alternative models of the developmental relation between attitudes toward others and characterization of self (the attitudinal and the personal pathway models), and identifies conditions expected to influence the strength of the observed other-self relation. Four studies establish the reliability and validity of a suite of measures that provides comparable methods for assessing attitudes toward others (attitude measures, or AM) and sex typing of self (personal measures, or PM) in three domains: occupations, activities, and traits (or OAT). Parallel forms are provided for adults (the OAT-AM and OAT-PM) and for children of middle-school age, roughly 11-13 years old (the COAT-AM and COAT-PM). A fifth study provides longitudinal data from children tested at four times, beginning at the start of grade 6 (approximately age 11 years) and ending at the close of grade 7 (approximately age 13 years). These data are used to examine the developmental relation between children's sex typing of others and sex typing of the self, and to test the predictions concerning the factors hypothesized to affect the strength of the relation between the two types of sex typing. Overall, the data supported the conceptual distinctions among individuals' (a) gender attitudes toward others, (b) feminine self, and (c) masculine self, and, additionally, revealed some intriguing differences across domains. Interestingly, the data concerning the other-self relation differed by sex of participant. Among girls, analyses of concurrent relations showed that those girls who held fewer stereotypes of masculine activities for others showed greater endorsement of masculine items for self, a finding compatible with both the other-to-self attitudinal pathway model and the self-to-other personal pathway model. The prospective regression analyses, however, showed no effects. That is, preadolescent girls' gender attitudes about others did not predict their later self-endorsements, nor did self-endorsements predict later attitudes. Data from boys showed a strikingly different pattern, one consistent with the self-to-other personal pathway model: There was no evidence of concurrent other-self relations, but prospective analyses indicated that preadolescent boys who endorsed greater numbers of feminine traits as self-descriptive early in grade 6 developed increasingly egalitarian gender attitudes by the end of grade 7. The Monograph closes with discussions of additional implications of the empirical data, of preliminary work on developing parallel measures for younger children, and of the need to design research that illuminates the cognitive-developmental mechanisms underlying age-related changes in sex typing.

Annual Statistical Report, 1988. Client Assistance Program, Protection & Advocacy System for Persons with Mental Illness, Protection & Advocacy System for Persons with Developmental Disabilities.

ERIC Educational Resources Information Center

National Association of Protection and Advocacy Systems, Washington, DC.

The report summarizes: (1) 1988 program data for state Protection and Advocacy Systems for persons with developmental disabilities and persons with mental illness, and (2) 1988 program data for Client Assistance Programs. The data are derived from reports from 56 states and territories. In addition to nationwide data totals, each state's…

Meeting Developmental Challenges during Emerging Adulthood: The Role of Personality and Social Resources

ERIC Educational Resources Information Center

Shulman, Shmuel; Kalnitzki, Esther; Shahar, Golan

2009-01-01

A one-year follow-up study examined the role of developmental challenges, personality (dependency, self-criticism, and personal efficacy), and support systems in adaptation among Israeli emerging adults (N = 236) participating in a preparatory academic program. Participants were assessed during their enrollment in the preparatory academic program…

Costs of Epilepsy in an Intermediate Care Facility for Persons with Mental Retardation.

ERIC Educational Resources Information Center

Burke, Thomas A.; McKee, Jerry R.; Pathak, Dev S.; Donahue, Rafe M. J.; Parasuraman, T. V.; Batenhorst, Alice S.

1999-01-01

A study compared the cost of caring for 50 institutionalized persons with developmental disabilities and epilepsy with 50 individuals with developmental disabilities. Costs attributable to epilepsy were found to be approximately $825.00 and $918.00 per person over a six-month period. Personnel, drugs, hospitalization, and laboratories/procures…

Developmental Trajectories of Personal and Collective Self-Concept among American Indian Adolescents

ERIC Educational Resources Information Center

Whitesell, Nancy Rumbaugh; Mitchell, Christina M.; Kaufman, Carol E.; Spicer, Paul

2006-01-01

Developmental trajectories of personal and collective self-concept were examined among American Indian adolescents. Personal self-concept (self-esteem) and collective self-concept (American Indian identity, Euro-American identity, community-mindedness) were assessed 6 times over 3 years in 4 cohorts of adolescents from 3 American Indian cultural…

Temperament, Personality and Developmental Psychopathology: A Review Based on the Conceptual Dimensions Underlying Childhood Traits

ERIC Educational Resources Information Center

De Pauw, Sarah S. W.; Mervielde, Ivan

2010-01-01

The numerous temperament and personality constructs in childhood impede the systematic integration of findings on how these individual differences relate to developmental psychopathology. This paper reviews the main temperament and personality theories and proposes a theoretical taxonomy representing the common structure of both temperament and…

Coherence of Personal Narratives across the Lifespan: A Multidimensional Model and Coding Method

PubMed Central

Reese, Elaine; Haden, Catherine A.; Baker-Ward, Lynne; Bauer, Patricia; Fivush, Robyn; Ornstein, Peter A.

2012-01-01

Personal narratives are integral to autobiographical memory and to identity, with coherent personal narratives being linked to positive developmental outcomes across the lifespan. In this article, we review the theoretical and empirical literature that sets the stage for a new lifespan model of personal narrative coherence. This new model integrates context, chronology, and theme as essential dimensions of personal narrative coherence, each of which relies upon different developmental achievements and has a different developmental trajectory across the lifespan. A multidimensional method of coding narrative coherence (the Narrative Coherence Coding Scheme or NaCCS) was derived from the model and is described here. The utility of this approach is demonstrated by its application to 498 narratives that were collected in six laboratories from participants ranging in age from 3 years to adulthood. The value of the model is illustrated further by a discussion of its potential to guide future research on the developmental foundations of narrative coherence and on the benefits of personal narrative coherence for different aspects of psychological functioning. PMID:22754399

Setting global research priorities for developmental disabilities, including intellectual disabilities and autism.

PubMed

Tomlinson, M; Yasamy, M T; Emerson, E; Officer, A; Richler, D; Saxena, S

2014-12-01

The prevalence of intellectual disabilities (ID) has been estimated at 10.4/1000 worldwide with higher rates among children and adolescents in lower income countries. The objective of this paper is to address research priorities for development disabilities, notably ID and autism, at the global level and to propose the more rational use of scarce funds in addressing this under-investigated area. An expert group was identified and invited to systematically list and score research questions. They applied the priority setting methodology of the Child Health and Nutrition Research Initiative (CHNRI) to generate research questions and to evaluate them using a set of five criteria: answerability, feasibility, applicability and impact, support within the context and equity. The results of this process clearly indicated that the important priorities for future research related to the need for effective and efficient approaches to early intervention, empowerment of families supporting a person with developmental disability and to address preventable causes of poor health in people with ID and autism. For the public health and other systems to become more effective in delivering appropriate support to persons with developmental disabilities, greater (and more targeted) investment in research is required to produce evidence of what works consistent with international human rights standards. © 2014 MENCAP and International Association of the Scientific Study of Intellectual and Developmental Disabilities and John Wiley & Sons Ltd.

A Comparison of the Cognitive and Personal Development of College-Level Mathematics Students and Developmental Mathematics Students at a Community College

ERIC Educational Resources Information Center

Smith, Bridgett Pressley

2010-01-01

Education is a major focal point of individual justice within a free society as well as a central point of human capital for the world. This study compared the cognitive and personal developmental levels of community college students enrolled in developmental-level mathematics courses to students enrolled in college-level mathematics courses. In…

Patterns and Trends in Services to Persons on the Caseload of the Division of Developmental Disabilities: A 5-Year Analysis (July 1989-August 1994).

ERIC Educational Resources Information Center

Weber, Lisa A.; And Others

This report presents patterns and trends in services provided to persons with developmental disabilities through the Washington State Division of Developmental Disabilities (DDD) and related agencies from 1989 through 1994. Following an executive summary, individual chapters provide extensive detail on: (1) the Division and this project; (2) types…

Developmentally sensitive markers of personality functioning in adolescents: Age-specific and age-neutral expressions.

PubMed

Debast, Inge; Rossi, Gina; Feenstra, Dineke; Hutsebaut, Joost

2017-04-01

Criterion D of the Diagnostic and Statistical Manual of Mental Disorders (5th ed.; DSM-5 ; American Psychiatric Association [APA], 2013) refers to a possible onset of personality disorders (PDs) in adolescence and in Section II the development/course in adolescence is described by some typical characteristics for several PDs. Yet, age-specific expressions of PDs are lacking in Section III. We urgently need a developmentally sensitive assessment instrument that differentiates developmental and contextual changes on the one hand from expressions of personality pathology on the other hand. Therefore we investigated which items of the Severity Indices for Personality Problems-118 (SIPP-118) were developmentally sensitive throughout adolescence and adulthood and which could be considered more age-specific markers requiring other content or thresholds over age groups. Applying item response theory (IRT) we detected differential item functioning (DIF) in 36% of the items in matched samples of 639 adolescents versus 639 adults. The DIF across age groups mainly reflected a different degree of symptom expressions for the same underlying level of functioning. The threshold for exhibiting symptoms given a certain degree of personality dysfunction was lower in adolescence for areas of personality functioning related to the Self and Interpersonal domains. Some items also measured a latent construct of personality functioning differently across adolescents and adults. This suggests that several facets of the SIPP-118 do not solely measure aspects of personality pathology in adolescents, but likely include more developmental issues. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Community Based Competitive Employment Preparation of Developmentally Disabled Persons: A Program Description and Evaluation.

ERIC Educational Resources Information Center

Stodden, Robert A.; Browder, Phyllis Meighen

1986-01-01

Success in competitive employment placement of a demonstration project serving 53 persons with developmental disabilities is associated with three factors: (1) training approach and methodology; (2) program management; and (3) trainee characteristics. (CL)

Identity processes and personality traits and types in adolescence: directionality of effects and developmental trajectories.

PubMed

Luyckx, Koen; Teppers, Eveline; Klimstra, Theo A; Rassart, Jessica

2014-08-01

Personality traits are hypothesized to be among the most important factors contributing to individual differences in identity development. However, longitudinal studies linking Big Five personality traits to contemporary identity models (in which multiple exploration and commitment processes are distinguished) are largely lacking. To gain more insight in the directionality of effect and the developmental interdependence of the Big Five and identity processes as forwarded in multilayered personality models, the present study assessed personality and identity in 1,037 adolescents 4 times over a period of 3 years. First, using cross-lagged path analysis, Big Five traits emerged as consistent predictors of identity exploration processes, whereas only one significant path from identity exploration to the Big Five was found. Second, using latent class growth analysis, 3 Big Five trajectory classes were identified, resembling the distinctions typically made between resilients, overcontrollers, and undercontrollers. These classes were characterized by different initial levels and (to a lesser extent) rates of change in commitment and exploration processes. In sum, important developmental associations linking personality traits to identity processes were uncovered, emphasizing the potential role of personality traits in identity development. Developmental implications and suggestions for future research are discussed. PsycINFO Database Record (c) 2014 APA, all rights reserved.

Factor analysis of Wechsler Adult Intelligence Scale-Revised in developmentally disabled persons.

PubMed

Di Nuovo, Santo F; Buono, Serafino

2006-12-01

The results of previous studies on the factorial structure of Wechsler Intelligence Scales are somewhat inconsistent across normal and pathological samples. To study specific clinical groups, such as developmentally disabled persons, it is useful to examine the factor structure in appropriate samples. A factor analysis was carried out using the principal component method and the Varimax orthogonal rotation on the Wechsler Adult Intelligence Scale (WAIS-R) in a sample of 203 developmentally disabled persons, with a mean age of 25 years 4 months. Developmental disability ranged from mild to moderate. Partially contrasting with previous studies on normal samples, results found a two-factor solution. Wechsler's traditional Verbal and Performance scales seems to be more appropriate for this sample than the alternative three-factor solution.

The emergence of personality in animals: the need for a developmental approach.

PubMed

Trillmich, Fritz; Hudson, Robyn

2011-09-01

Interest has been growing among behavioral biologists in individual differences in animal behavior of the kind that can be considered to reflect differences in personality. Once considered the exclusive domain of human psychology, biologists have found evidence for personality across a wide range of species, while behavioral ecologist and theoretical biologists recognize the likely evolutionary origins and contribution to fitness of such. However, until recently most work has concentrated on ultimate questions of fitness and thus on adult animals, with little attention given to proximate, developmental origins. This is now changing, as approaches to studying animal personality broaden and methodologies are developed enabling this to be studied across periods of near continuous and often rapid ontogenetic change. Debate continues, however, about the right methodologies to characterize the phenomenon and attempt to do so in a comparable manner across taxa that differ as widely in the expression of "personality" as insects and mammals. This makes it necessary to discuss this field in an interdisciplinary context among psychologists and biologists, and was the rational for a meeting on "The Emergence of Personality in Animals" held in May 2010 at the Center for Interdisciplinary Research (Zentrum für Interdisziplinäre Forschung; ZiF), Bielefeld, Germany. The diversity of topics, viewpoints and organisms covered and the excitement created by the ensuing discussions is reflected in the resulting collection of papers forming this special issue. Copyright © 2011 Wiley Periodicals, Inc.

Practice parameters and financial factors impacting developmental-behavioral pediatrics.

PubMed

Adair, Robin; Perrin, Ellen; Hubbard, Carol; Savageau, Judith A

2010-01-01

Little has been published about the professional activities of developmental-behavioral (DB) pediatricians. To better understand the settings in which DB pediatricians work, allocation of their professional time, and how financial considerations impact their practice, the Society for Developmental and Behavioral Pediatrics surveyed its membership. An extensive on-line three-part survey was conducted in 2006-2007 assessing sociodemographic characteristics, practice descriptors, coding and billing practices, productivity goals and perceived pressures among Society for Developmental and Behavioral Pediatric's 438 physician members. Of the pediatricians responding, representing all regions of the United States, 93% were DB pediatrics subspecialty board certified or eligible. The majority was practicing DB pediatrics full-time (73%); and 67% were exclusively in academic settings. All reported seeing patients, 84% reported teaching, 76% reported having administrative responsibilities, and 46% reported conducting research. Despite having non-clinical responsibilities, full-time equivalent positions included an average of 25 hours per week in direct patient care and 14.5 hours per week (37% of clinical time) in indirect patient care. Only 42% reported working with multidisciplinary teams. Salaries varied widely within and across regions. Deficits in billing/coding practices, awareness of personal clinical productivity, and familiarity with national productivity benchmarks were identified. DB pediatricians work in diverse settings nationwide. They provide considerable time in indirect patient care, which is poorly reimbursed in general and relative to direct patient care. The results of this survey offer opportunities for provider, institutional and payer education.

Conscientiousness: Origins in Childhood?

ERIC Educational Resources Information Center

Eisenberg, Nancy; Duckworth, Angela L.; Spinrad, Tracy L.; Valiente, Carlos

2014-01-01

In this review, we evaluate developmental and personality research with the aim of determining whether the personality trait of conscientiousness can be identified in children and adolescents. After concluding that conscientiousness does emerge in childhood, we discuss the developmental origins of conscientiousness with a specific focus on…

Factors influencing work participation of adults with developmental dyslexia: a systematic review

PubMed Central

2014-01-01

Background Evidence has been synthesized to determine hindering and facilitating factors associated with the work participation of adults with developmental dyslexia (DD), classified according to the International Classification of Functioning, Disability and Health (ICF). Methods A systematic literature review has been performed. Two search strings were used to determine the population and the context of work. The ICF was expanded with two subdivisions: one that made the environmental factors more work-related and a subdivision of personal factors. For data extraction the method known as qualitative metasummary was used and the manifest frequency effect size (MFES) for each category in the ICF was calculated. Results From 33 included studies 318 factors have been extracted and classified in the ICF. In the classification the frequency of occurrences and the consistency in direction (i.e., hindering or facilitating) have been made visible. The ICF categories with the highest MFES were mental functions with factors like feelings and emotions about dyslexia; activities like reading or writing/spelling; participation with factors like acquiring and keeping a job; social relationships at work where the attitudes and support of the employer and co-workers are important; working conditions with factors like the availability of assistive technology and accommodations on the job; and personal factors like self-disclosure and coping strategies. Conclusions In the context of work DD affects nearly all domains of functioning, mostly in a negative way. Within each domain the impact of DD increases over the course of life. To overcome that negative influence, many forms of adaptation, compensation, or coping are mentioned. Also notable is the lack of positive attitudes toward DD of the participants with DD—with the exception of the attitudes of teachers with DD—as well as on the part of colleagues, supervisors, and employers. PMID:24460949

Factors influencing work participation of adults with developmental dyslexia: a systematic review.

PubMed

de Beer, Joost; Engels, Josephine; Heerkens, Yvonne; van der Klink, Jac

2014-01-24

Evidence has been synthesized to determine hindering and facilitating factors associated with the work participation of adults with developmental dyslexia (DD), classified according to the International Classification of Functioning, Disability and Health (ICF). A systematic literature review has been performed. Two search strings were used to determine the population and the context of work. The ICF was expanded with two subdivisions: one that made the environmental factors more work-related and a subdivision of personal factors. For data extraction the method known as qualitative metasummary was used and the manifest frequency effect size (MFES) for each category in the ICF was calculated. From 33 included studies 318 factors have been extracted and classified in the ICF. In the classification the frequency of occurrences and the consistency in direction (i.e., hindering or facilitating) have been made visible. The ICF categories with the highest MFES were mental functions with factors like feelings and emotions about dyslexia; activities like reading or writing/spelling; participation with factors like acquiring and keeping a job; social relationships at work where the attitudes and support of the employer and co-workers are important; working conditions with factors like the availability of assistive technology and accommodations on the job; and personal factors like self-disclosure and coping strategies. In the context of work DD affects nearly all domains of functioning, mostly in a negative way. Within each domain the impact of DD increases over the course of life. To overcome that negative influence, many forms of adaptation, compensation, or coping are mentioned. Also notable is the lack of positive attitudes toward DD of the participants with DD-with the exception of the attitudes of teachers with DD-as well as on the part of colleagues, supervisors, and employers.

A Review of Research on Procedures for Teaching Safety Skills to Persons with Developmental Disabilities

ERIC Educational Resources Information Center

Dixon, Dennis R.; Bergstrom, Ryan; Smith, Marlena N.; Tarbox, Jonathan

2010-01-01

Safety skills are an important but often neglected area of training for persons with developmental disabilities (DD). The present study reviewed the literature on teaching safety skills to persons with DD. Safety skills involve a variety of behaviors such as knowing how to cross the street or what to do in case of a house fire. A number of studies…

Review of practices for keeping people with disabilities in employment: moving beyond the concept of compensation to implement a developmental approach.

PubMed

Bourmaud, Gaëtan; Rétaux, Xavier

2012-01-01

In France, there are strict laws in place to ensure that people with disabilities have access to, and can remain in employment. In this context, many businesses have "group agreements", to support and fund in-house actions in this area. For the last five years, as part of our work as consultant ergonomists, we have carried out over fifty ergonomics interventions for one of our clients to adapt the working environment for persons with disabilities. This paper presents an analysis of our practices to adapt working environment for employees with disabilities by means of a review of these different interventions. This analysis of practices specifically focuses on an issue we consider to be of vital importance: how to get past the concept of an impairment which can be compensated for with technical solutions, a concept in which both French legislation, and the practices of certain professionals working in the field of occupational disability are firmly rooted, and move towards a developmental approach, with the aim of designing an "enabling environment" [2-4,13].

[The importance of a developmental approach in psychiatric assessment and treatment of adults with intellectual disability].

PubMed

Sappok, T; Schade, C; Kaiser, H; Dosen, A; Diefenbacher, A

2012-03-01

Mental disorders are 3-4 times more frequent in individuals with intellectual disabilities than in those without. From a developmental perspective the reason for this high prevalence could be, besides biological aberrations, a personality development with a difference between cognitive and emotional developmental levels. This discrepancy renders the person being highly vulnerable for the onset of problem behaviour and psychiatric disorders. For a proper insight into processes which have led to the disorder, it is necessary to evaluate the level of emotional development. This can be determined by the "schema of emotional development (SEO)" developed by A. Dosen. By means of a case description the authors demonstrate the application of SEO in the assessment and utilization of the concept of the level of emotional development in clinical practice. The knowledge of the level of emotional development contributes to the explaining and understanding of the disorder, and also facilitates the establishment of an integrated diagnosis and the creation of appropriate integrated treatment strategies. Hence, temper tantrums, sleep patterns and mood improved in the case described. Besides biopsychosocial aspects, the developmental aspect, and in particular the level of emotional development should be taken into consideration in the diagnostic work-up and treatment of individuals with intellectual disabilities and mental health problems. The data generated by the SEO may help in understanding the disorder and developing a treatment approach for these individuals. © Georg Thieme Verlag KG Stuttgart · New York.

Guided Autobiography's Developmental Exchange: What's in It for Me?

ERIC Educational Resources Information Center

Thornton, James E.; Collins, John B.; Birren, James E.; Svensson, Cheryl

2011-01-01

The developmental exchange is a central feature of social development, interpersonal dynamics, situated learning, and personal transformation. It is the enabling process in Guided Autobiography (GAB) settings that promotes the achievement of personal goals and group accomplishments. Nevertheless, these exchanges are embedded in the GAB structures…

Employability Project: The Employment of Persons with Developmental Disabilities.

ERIC Educational Resources Information Center

Watson, Marge

The paper describes the efforts of Stepping Stones Growth Center, a vocational training organization which places persons with developmental disabilities into competitive employment. Two programs within Stepping Stones feature training for boat maintenance and janitorial and grounds maintenance. Placement preparation is described in terms of its…

Agentic personality as mediator of social capital on developmental outcomes in the transition to adulthood: Evidence from Shanghai, China.

PubMed

Yuan, Rui; Ngai, Steven Sek-yum

2016-01-01

Drawing upon a sample of 1153 young people in Shanghai, China, this study investigates how agentic personality mediates between social capital embedded in a range of social contexts (family, friendship, association, and linking connection) and developmental outcomes during the transition to adulthood. The results of a structural equation modeling (SEM) analysis provide a good fit for the sample as a whole. The overall findings support the hypotheses that a higher level of agentic personality, including resilience, self-efficacy, and self-esteem, is associated with higher levels of developmental outcomes. Agentic personality also mediates the effects of family, friendship, associational, and linking social capital on developmental outcomes. Family social capital is predictive of university students' identity achievement and academic achievement, but not of their mental health. Linking social capital is only predictive of identity achievement. Unexpectedly, friendship social capital and associational social capital are predictive of a lower level of academic achievement and mental health, respectively, despite their positive influences on all three developmental outcomes through their significant effects on agentic personality. The study provides empirical support for the importance of social capital in promoting young people's transition to adulthood. Implications for theory, practice, and policy are also discussed. Copyright © 2015 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Setting global research priorities for developmental disabilities, including intellectual disabilities and autism

PubMed Central

Tomlinson, Mark; Yasamy, M. Taghi; Emerson, Eric; Officer, Alana; Richler, Diane; Saxena, Shekhar

2015-01-01

Objectives The prevalence of intellectual disabilities (ID) has been estimated at 10.4/1000 worldwide with higher rates among children and adolescents in lower income countries. The objective of this paper is to address research priorities for development disabilities, notably intellectual disabilities and autism, at the global level and to propose the more rational use of scarce funds in addressing this under-investigated area. Methods An expert group was identified and invited to systematically list and score research questions. They applied the priority setting methodology of the Child Health and Nutrition Research Initiative (CHNRI) to generate research questions and to evaluate them using a set of five criteria: answerability, feasibility, applicability and impact, support within the context and equity. Findings The results of this process clearly indicated that the important priorities for future research related to the need for effective and efficient approaches to early intervention, empowerment of families supporting a person with developmental disability and to address preventable causes of poor health in people with ID and autism. Conclusions For the public health and other systems to become more effective in delivering appropriate support to persons with developmental disabilities, greater (and more targeted) investment in research is required to produce evidence of what works consistent with international human rights standards. PMID:24397279

Human body perception and higher-level person perception are dissociated in early development.

PubMed

Slaughter, Virginia

2011-01-01

Abstract Developmental data support the proposal that human body perceptual processing is distinct from other aspects of person perception. Infants are sensitive to human bodily motion and attribute goals to human arm movements before they demonstrate recognition of human body structure. The developmental data suggest the possibility of bidirectional linkages between EBA- and FBA-mediated representations and these higher-level elements of person perception.

Normative development of the Child Behavior Checklist Dysregulation Profile from early childhood to adolescence: Associations with personality pathology.

PubMed

Deutz, Marike H F; Vossen, Helen G M; De Haan, Amaranta D; Deković, Maja; Van Baar, Anneloes L; Prinzie, Peter

2018-05-01

The Dysregulation Profile (DP) is a broad indicator of concurrent affective, behavioral, and cognitive dysregulation, often measured with the anxious/depressed, aggressive behavior, and attention problems syndrome scales of the Child Behavior Checklist. Despite an expanding body of research on the DP, knowledge of the normative developmental course of the DP from early childhood to adolescence is lacking. Furthermore, although we know that the DP longitudinally predicts personality pathology, no research yet has examined whether next to the DP in early childhood, the rate of change of the DP across development predicts personality pathology. Therefore, using cohort-sequential latent growth modeling in a population-based sample (N = 668), we examined the normative developmental course of mother-reported DP from ages 4 to 17 years and its associations with a wide range of adolescent-reported personality pathology dimensions 3 years later. The results showed that the DP follows a nonlinear developmental course with a peak in early adolescence. The initial level of the DP at age 4 and, to a lesser extent, the rate of change in the DP predicted a range of personality pathology dimensions in late adolescence. The findings suggest that the DP is a broad developmental precursor of personality pathology in late adolescence.

Innovative methods and tools for professionals working in supported living services for intellectually disabled persons.

PubMed

Gruiz, Katalin

2015-01-01

Autonomy of mid-seriously and seriously intellectually disabled persons is encouraged both by legislations on human rights and the modern social care and services. The process leading to the maximum possible autonomy is illustrated by a developmental spiral in our model. Specialty of the development is that the personal educational projects are realized during everyday activities. The process requires conscious professionals with an empowering and motivating attitude, with adult relationship to the intellectually disabled persons and versatile skills and tools. In this educational relationship the social professional and the supported person are equal partners moving together along the spiral of human development. An innovative tool-battery has been developed aiding support-staff in the 'pedagogical' task embedded into everyday social services. The tool-battery and its first application in supported living services of the Hungarian Down Foundation are introduced in this paper.

Wessex Studies in Special Education: 4.

ERIC Educational Resources Information Center

Jackson, Robin, Ed.

Six papers examine aspects of special education and rehabilitation of developmentally handicapped persons. The first, "Legal and Human Rights of the Developmentally Handicapped Person" by N. Marlett examines issues in the protection of legal rights and the nature of competence. R. Davies and P. Johnson follow with an analysis of "Sexuality and the…

7 CFR 3560.11 - Definitions.

Code of Federal Regulations, 2012 CFR

2012-01-01

.... Unless otherwise noted, terms listed in this part shall be defined as follows: Administrator. The head of... occur: (1) As defined in section 501(b) of the Housing Act of 1949. The person is the head of household... if such person has a developmental disability as defined in section 102(7) of the Developmental...

7 CFR 3560.11 - Definitions.

Code of Federal Regulations, 2014 CFR

2014-01-01

.... Unless otherwise noted, terms listed in this part shall be defined as follows: Administrator. The head of... occur: (1) As defined in section 501(b) of the Housing Act of 1949. The person is the head of household... if such person has a developmental disability as defined in section 102(7) of the Developmental...

7 CFR 3560.11 - Definitions.

Code of Federal Regulations, 2011 CFR

2011-01-01

.... Unless otherwise noted, terms listed in this part shall be defined as follows: Administrator. The head of... occur: (1) As defined in section 501(b) of the Housing Act of 1949. The person is the head of household... if such person has a developmental disability as defined in section 102(7) of the Developmental...

7 CFR 3560.11 - Definitions.

Code of Federal Regulations, 2013 CFR

2013-01-01

.... Unless otherwise noted, terms listed in this part shall be defined as follows: Administrator. The head of... occur: (1) As defined in section 501(b) of the Housing Act of 1949. The person is the head of household... if such person has a developmental disability as defined in section 102(7) of the Developmental...

Pica in Persons with Developmental Disabilities: Characteristics, Diagnosis, and Assessment

ERIC Educational Resources Information Center

Matson, Johnny L.; Belva, Brian; Hattier, Megan A.; Matson, Michael L.

2011-01-01

Pica is a very serious and often life threatening problem which occurs largely in persons with developmental disabilities. The topic has received sporadic attention from researchers for several decades. This paper reviews definitions, diagnostic implications, causes, prevalence, and assessment methods that have been described in the research…

Teaching Ecologically-Based Communication Skills to Persons Who Are Developmentally Delayed.

ERIC Educational Resources Information Center

Sousie, Susan P.

The paper offers a framework for the design, implementation, and evaluation of appropriate, effective communication instructional programs for persons who are severely developmentally delayed. The use of an ecological approach that incorporates the instruction of communication skills with that of activities of daily living (ADL) is emphasized.…

Introduction: Development's Story in Time and Place

ERIC Educational Resources Information Center

Schiff, Brian

2014-01-01

In this introductory chapter, I place Bertram J. Cohler's ([Cohler, B. J., 1982]) seminal essay "Personal Narrative and Life Course" in the context of the history of narrative psychology and developmental theory. I describe four theses from "Personal Narrative and Life Course," which impacted developmental theory and…

(Dys)functional Guilt and Shame in Developmental Perspective.

ERIC Educational Resources Information Center

Ferguson, T.; And Others

Sociologists and psychologists have shown increasing interest in moral emotions such as pride, shame, and guilt, including their developmental role. While these emotions have an important part in normal development, the chronically shame-prone person has feelings of worthlessness, incompetence, and helplessness; a guilt-prone person dwells on…

Review of Video Prompting Studies for Persons with Developmental Disabilities

ERIC Educational Resources Information Center

Banda, Devender R.; Dogoe, Maud S.; Matuszny, Rose Marie

2011-01-01

We reviewed 18 video prompting studies that were conducted with persons with developmental disabilities. Results across the studies indicate that video prompting is a viable method for improving various domestic, vocational, and independent living skills. In addition, video prompting strategies facilitated maintenance and generalization of learned…

Hearing-Impaired/Developmentally Disabled Persons in the United States: Definitions, Causes, Effects, and Prevalence Estimates

ERIC Educational Resources Information Center

Stewart, Larry G.

1978-01-01

Information is presented on the definition, causes, effects and population estimates for developmental disabilities; and a tentative hypothesis regarding the hearing impaired/developmentally disabled is set forth. (CL)

Issues in Sexuality for Individuals with Developmental Disabilities: Myths, Misconceptions, and Mistreatment

ERIC Educational Resources Information Center

Irvine, Angela

2005-01-01

The myths and misconceptions surrounding the topic of sexuality and people with developmental disabilities were examined to better understand the detrimental effects they were having on the sexual health of individuals with developmental disabilities. Persons with developmental disabilities are often infantilised and viewed as asexual. This…

Behavioral Interventions to Reduce the Pica of Persons with Developmental Disabilities

ERIC Educational Resources Information Center

McAdam, David B.; Sherman, James A.; Sheldon, Jan B.; Napolitano, Deborah A.

2004-01-01

The consumption of nonfood items (i. e., pica) frequently occurs in persons with developmental disabilities. Pica may result in the puncture or blockage of the digestive tract, infestation by gastrointestinal parasites, and can interfere with an individuals daily learning, occupational performance, and quality of life. Twenty-six published studies…

Personal Care Services Utilization by Individuals with Developmental Disabilities

ERIC Educational Resources Information Center

Harrington, Charlene; Kang, Taewoon

2010-01-01

This study examined factors associated with the use of personal care services (PCS) and the amount of authorized hours in California in 2004-2005. Of those Medicaid-eligible individuals with developmental disabilities living at home, 31% received PCS. When we controlled for client need, gender, and age, individuals who were Asian/Pacific…

The Developmental Trajectory of Borderline Personality Disorder and Peer Victimisation: Australian Family Carers' Perspectives

ERIC Educational Resources Information Center

Wlodarczyk, Julian; Lawn, Sharon

2017-01-01

Victimisation is a traumatic experience linked to development of Borderline personality disorder (BPD). However, there is limited research investigating the developmental journey prior to BPD diagnosis. School environments offer an opportunity for BPD prevention and early intervention. A survey with 19 Australian family carers of people with BPD…

Learning Theories, Career Development Theories, and Their Applications at Two-Year Colleges.

ERIC Educational Resources Information Center

Haag-Mutter, Priscilla

Trait-factor theory, developmental/self-concept theory, personality theory, and behavioral theory are some of the major theories of career development. The first three (trait-factor, developmental/self-concept, and personality) have ties to the gestalt school because of the emphasis on the individual's relationship to the environment. Anne Roe's…

Person-Centered Planning with Youth and Adults Who Have Developmental Disabilities.

ERIC Educational Resources Information Center

Impact, 1998

1998-01-01

This feature issue of "Impact" focuses on person-centered planning with youth and adults who have developmental disabilities. Featured articles include: (1) "Centering on People: A Quiet Revolution" (Judith A. Snow); (2) "Look-and Understand-before You Leap" (Brian Abery and Marijo McBride), which describes the basic principles and values…

Using a Vulnerability-Stress-Adaptation Framework to Predict Physical Aggression Trajectories in Newlywed Marriage

ERIC Educational Resources Information Center

Langer, Amie; Lawrence, Erika; Barry, Robin A.

2008-01-01

The authors used a vulnerability-stress-adaptation framework to examine personality traits and chronic stress as predictors of the developmental course of physical aggression in the early years of marriage. Additionally, personality traits and physical aggression were examined as predictors of the developmental course of chronic stress. Data from…

Residential Services for Persons with Developmental Disabilities: Status and Trends through 1994. Report #46.

ERIC Educational Resources Information Center

Prouty, Robert, Ed.; Lakin, K. Charlie, Ed.

This report from the ongoing National Residential Information Systems Project provides statistics on persons with mental retardation and related developmental disabilities (MR/DD) receiving residential services in the United States for the year ending June 30, 1994, as well as comparative statistics from earlier years. An executive summary…

Residential Services for Persons with Developmental Disabilities: Status and Trends through 1996. Report #49.

ERIC Educational Resources Information Center

Prouty, Robert, Ed.; Lakin, K. Charlie, Ed.

This report from the ongoing National Residential Information Systems Project provides statistics on persons with mental retardation and related developmental disabilities (MR/DD) receiving residential services in the United States for the year ending June 30, 1996, as well as comparative statistics from earlier years. Section 1 contains chapters…

Coping Strategy Use, Personality, and Adjustment of Parents Rearing Children with Developmental Disabilities

ERIC Educational Resources Information Center

Glidden, L. M.; Natcher, A. L.

2009-01-01

Background: Parents rearing children with developmental disabilities encounter stressors that require coping and adaptation. In Glidden et al. 2006, the use of problem-focused coping strategies was more often associated with positive adjustment outcomes than was the use of emotion-focused coping strategies, and parental personality was shown to…

Plan for the Development and Improvement of Residential Services for Persons with Developmental Disabilities.

ERIC Educational Resources Information Center

Bradley, Valerie J.; And Others

The report describes a 1.5-year project to create a comprehensive plan for the development of residential services for persons with developmental disabilities in New Mexico. Findings represent input from advocates, family members, state officials, community representatives, legislators, and local service administrators. Part One of the report…

Sleep Disturbances in Adults with Autism Spectrum Disorders and Severe Intellectual Impairments

ERIC Educational Resources Information Center

Matson, Johnny L.; Ancona, Martin N.; Wilkins, Jonathan

2008-01-01

Sleep disturbances are a significant problem for persons with developmental disabilities. These problems occur at a higher rate than what is observed in the typically developing population, and persons with Autism Spectrum Disorders (ASD) appear to be at a higher risk than individuals with other developmental disabilities. However, another major…

The Role of Early Childhood Personality in the Developmental Course of Social Adjustment

ERIC Educational Resources Information Center

Kavcic, Tina; Podlesek, Anja; Zupancic, Maja

2012-01-01

This study explored children, preschool, and family characteristics that contribute to individual differences in the developmental trajectories of social competence and internalizing and externalizing behavior. Teachers reported on personality and social adjustment of 304 children at ages 3, 4, 5, and 6 years. Predictors of social adjustment…

Residential Programming for Mentally Retarded Persons. Volume II, A Developmental Model for Residential Services.

ERIC Educational Resources Information Center

National Association for Retarded Children, Arlington, TX. South Central Regional Office.

The second of a series of four booklets on residential programing for the mentally retarded (MR) presents a developmental model for residential services based on the premise that MR persons are capable of growth, development, and learning. Architectural factors, staff resistance and financial considerations are described as impediments to…

A Developmental Study of the Person Perception of Young Children.

ERIC Educational Resources Information Center

Morrison, James K.

This document presents a summary of a dissertation concerning the developmental relationship between moral judgment and person judgment. Subjects were 144 middle class male first graders and sixth graders from paroachial schools. The children watched three films of a boy doing damage. The experimentally crucial film showed the same boy…

Nonambulatory Persons with Profound Mental Retardation: Physical, Developmental, and Behavioral Characteristics.

ERIC Educational Resources Information Center

Kobe, Frank H.; And Others

1994-01-01

This study presents data on the physical, developmental, and behavioral characteristics of a group of 203 nonambulatory persons with profound mental retardation. It found a high prevalence of physical and medical problems, as well as high rates of self-injurious, stereotypic, and aggressive behavior and high variability in cognitive and adaptive…

Borderline or Schizotypal? Differential Psychodynamic Assessment in Severe Personality Disorders.

PubMed

VAN Riel, Laura; Ingenhoven, Theo J M; VAN Dam, Quin D; Polak, Marike G; Vollema, Meinte G; Willems, Anne E; Berghuis, Han; VAN Megen, Harold

2017-03-01

Considerable overlap in symptoms between patients with borderline personality disorder (BPD) and schizotypal personality disorder (STPD) complicates personality diagnostics. Yet very little is known about the level of psychodynamic functioning of both personality disorders. Psychodynamic assessment procedures may specify personality characteristics relevant for differential diagnosis and treatment planning. In this cross-sectional study we explored the differences and similarities in level of personality functioning and psychodynamic features of patients with severe BPD or STPD. In total, 25 patients with BPD and 13 patients with STPD were compared regarding their level of personality functioning (General Assessment of Personality Disorder), current quasipsychotic features (Schizotypal Personality Questionnaire), and psychodynamic functioning [Developmental Profile (DP) interview and Developmental Profile Inventory (DPI) questionnaire]. Both groups of patients showed equally severe impairments in the level of personality functioning and the presence of current quasipsychotic features. As assessed by the DP interview, significant differential psychodynamic patterns were found on the primitive levels of functioning. Moreover, subjects with BPD had significantly higher scores on the adaptive developmental levels. However, the self-questionnaire DPI was not able to elucidate all of these differences. In conclusion, our study found significant differences in psychodynamic functioning between patients with BPD and STPD as assessed with the DP interview. In complicated diagnostic cases, personality assessment by psychodynamic interviewing can enhance subtle but essential differentiation between BPD and STPD.

Identifying Medication Management Smartphone App Features Suitable for Young Adults With Developmental Disabilities: Delphi Consensus Study

PubMed Central

Salgado, Teresa M; Fedrigon, Alexa; Riccio Omichinski, Donna; Meade, Michelle A

2018-01-01

Background Smartphone apps can be a tool to facilitate independent medication management among persons with developmental disabilities. At present, multiple medication management apps exist in the market, but only 1 has been specifically designed for persons with developmental disabilities. Before initiating further app development targeting this population, input from stakeholders including persons with developmental disabilities, caregivers, and professionals regarding the most preferred features should be obtained. Objective The aim of this study was to identify medication management app features that are suitable to promote independence in the medication management process by young adults with developmental disabilities using a Delphi consensus method. Methods A compilation of medication management app features was performed by searching the iTunes App Store, United States, in February 2016, using the following terms: adherence, medication, medication management, medication list, and medication reminder. After identifying features within the retrieved apps, a final list of 42 features grouped into 4 modules (medication list, medication reminder, medication administration record, and additional features) was included in a questionnaire for expert consensus rating. A total of 52 experts in developmental disabilities, including persons with developmental disabilities, caregivers, and professionals, were invited to participate in a 3-round Delphi technique. The purpose was to obtain consensus on features that are preferred and suitable to promote independence in the medication management process among persons with developmental disabilities. Consensus for the first, second, and third rounds was defined as ≥90%, ≥80%, and ≥75% agreement, respectively. Results A total of 75 responses were received over the 3 Delphi rounds—30 in the first round, 24 in the second round, and 21 in the third round. At the end of the third round, cumulative consensus was achieved for 60% (12/20) items in the medication list module, 100% (3/3) in the medication reminder module, 67% (2/3) in the medication administration record module, and 63% (10/16) in the additional features module. In addition to the medication list, medication reminder, and medication administration record features, experts selected the following top 3 most important additional features: automatic refills through pharmacies; ability to share medication information from the app with providers; and ability to share medication information from the app with family, friends, and caregivers. The top 3 least important features included a link to an official drug information source, privacy settings and password protection, and prescription refill reminders. Conclusions Although several mobile apps for medication management exist, few are specifically designed to support persons with developmental disabilities in the complex medication management process. Of the 42 different features assessed, 64% (27/42) achieved consensus for inclusion in a future medication management app. This study provides information on the features of a medication management app that are most important to persons with developmental disabilities, caregivers, and professionals. PMID:29792292

77 FR 55852 - Center for Scientific Review Notice of Closed Meetings

Federal Register 2010, 2011, 2012, 2013, 2014

2012-09-11

... unwarranted invasion of personal privacy. Name of Committee: Molecular, Cellular and Developmental...: Molecular, Cellular and Developmental Neuroscience Integrated Review Group; Synapses, Cytoskeleton and... . Name of Committee: Molecular, Cellular and Developmental Neuroscience Integrated Review Group; Cellular...

Comparison of job burnout and life satisfaction between native and foreign female direct care workers in disability institutions.

PubMed

Lin, Lan-Ping; Wu, Tzu-Ying; Lin, Jin-Ding

2015-01-01

There is little information about the burnout and wellbeing of institutional caregivers working for people with intellectual and developmental disabilities; information is particularly limited in the understanding of experiences of direct care workers. The aims of the study were to provide a profile of self-perceived burnout and wellbeing of direct-care caregivers working in disability institutions, and to compare the difference between native- and foreign caregivers. A cross-sectional survey was conducted. We recruited 46 female living assistants of people with intellectual and developmental disabilities in two disability institutions in Taiwan. There were 23 subjects who were local residents and 23 subjects who were foreign providers of labor. A self-administered questionnaire which included scale of the Copenhagen Burnout Inventory (CBI), the Subjective Happiness Scale (SHS), and the Satisfaction with Life Scale (SWLS) were employed in the survey. Findings revealed the local caregivers were slightly higher than foreign caregivers in personal burnout score (PBS) and work-related burnout score (WBS), although there were no significant differences. Those caregivers from foreign countries seem to be slightly happier and have higher life satisfaction than native caregivers. In order to decrease the burnout and improve wellbeing of caregivers of people with intellectual and developmental disabilities, service providers should understand the experiences which caregivers encounter in their workplaces. Caregivers can benefit if they receive appropriate support to improve positive health while working for their service clients.

Career readiness, developmental work personality and age of onset in young adult central nervous system survivors.

PubMed

Strauser, David; Wagner, Stacia; Wong, Alex W K; O'Sullivan, Deidre

2013-04-01

The primary purpose of this paper is to undertake foundational research in the area of career readiness, work personality and age of onset with young adult central nervous system (CNS) survivors. Participants for this study consisted of 43 individuals whose age range from 18 to 30 (M = 21.64, SD = 3.46), an average age of brain tumor onset of 9.50 years (SD = 4.73) and average years off of treatment of 7.25 years (SD = 5.80). Packets were distributed to survivors who were participating in a psychosocial cancer treatment program. Participants completed multiple career instruments and a demographic form. Differences between groups and among the variables were examined and size effect sizes were analyzed. Young adult CNS survivors had significantly lower levels of work personality and career readiness when compared to young adult non-cancer survivors with CNS cancer with those between the ages of 6 and 12 reported significantly lower levels when compared to individuals diagnosed before age 6 and after the age of 13. Young adult CNS survivors at an increased risk for having lower levels of work personality and career readiness then a norm group comparison. Age of onset (between 6 and 12) may be at significant risk factor for developing poor or dysfunctional work and career behaviors. • Young adults with central nervous system (CNS) cancer are at particular risk for experiencing difficulties related to career and employment. • Work personality and career readiness are two constructs that have been found to be related to one's ability to meet the demands of work. • Young adult CNS cancer survivors have lower levels of work personality and career readiness. • Individuals diagnosed between the ages of 6 and 12 may be at particular risk and may need specific vocational rehabilitation interventions. • The results of this study point to the need for comprehensive career and vocational services for young adult CNS cancer survivors.

Developmental Systems Theory and the Person-Oriented Approach. Commentary on: "An Interpretation of Part of Gilbert Gottlieb's Legacy: Developmental Systems Theory Contra Developmental Behavior Genetics"

ERIC Educational Resources Information Center

Bergman, Lars R.

2015-01-01

Molenaar's (2015) article concerns Developmental Systems Theory (DST) in relation to behavior genetics and he presents implications of DST for empirical research, especially the need for subject-specific studies. In this commentary, the article is discussed from a broader developmental science perspective, particularly regarded through the lens of…

Mechanisms shaping the development of personality and personality disorders in children and adolescents.

PubMed

Lenkiewicz, Kamila; Srebnicki, Tomasz; Bryńska, Anita

2016-01-01

Until the end of the nineties last century personality disorders could not be diagnosed before the age of eighteen. Nevertheless, the results of studies published in the last decade have revealed that personality disorders can be observed in children and adolescents and that personality disorders diagnosed in adult patients had been present as early as in childhood. The knowledge of possible mechanisms shaping personality disorders in childhood is unsatisfactory and needs to be expanded. Developmental psychology explains the development of abnormal personality through inappropriate attachment patterns and abnormal transitions between developmental phases. Genetic and temperamental factors are also important in the aetiology of personality disorders as well as early maladaptive schemas resulting from personal experiences and interactions with others. The aim of this article is to review the current knowledge on the mechanisms shaping the development of personality and personality disorders in childhood and adolescence.

Person Reliability

ERIC Educational Resources Information Center

Lumsden, James

1977-01-01

Person changes can be of three kinds: developmental trends, swells, and tremors. Person unreliability in the tremor sense (momentary fluctuations) can be estimated from person characteristic curves. Average person reliability for groups can be compared from item characteristic curves. (Author)

Supervisors' Performance Ratings Correlated with Selected Personal Characteristics of Attendants in a Mental Retardation Developmental Center.

ERIC Educational Resources Information Center

Frederick, Joseph; And Others

A research study investigated the relationship between personal characteristics and selected demographic data of 75 attendants in a mental retardation developmental center and the assessment by 24 administrators of the attendants' job performance. Instruments used included a 20-item Direct Care Performance Scale and the Demographic Data Scale,…

Subtyping of Children with Developmental Dyslexia via Bootstrap Aggregated Clustering and the Gap Statistic: Comparison with the Double-Deficit Hypothesis

ERIC Educational Resources Information Center

King, Wayne M.; Giess, Sally A.; Lombardino, Linda J.

2007-01-01

Background: The marked degree of heterogeneity in persons with developmental dyslexia has motivated the investigation of possible subtypes. Attempts have proceeded both from theoretical models of reading and the application of unsupervised learning (clustering) methods. Previous cluster analyses of data obtained from persons with reading…

The Role of Organizational Insiders' Developmental Feedback and Proactive Personality on Newcomers' Performance: An Interactionist Perspective

ERIC Educational Resources Information Center

Li, Ning; Harris, T. Brad; Boswell, Wendy R.; Xie, Zhitao

2011-01-01

Drawing from an interactionist approach and feedback research, we examine the role of developmental feedback and proactive personality on newcomer task performance and helping behavior. Data were collected from 2 high-tech joint-ventures within the information technology and manufacturing industries located in Shanghai, China. Results based on 151…

Residential Services for Persons with Developmental Disabilities: Status and Trends through 1995. Report #49.

ERIC Educational Resources Information Center

Prouty, Robert, Ed.; Lakin, K. Charlie, Ed.

This report from the ongoing National Residential Information Systems Project on Residential Services provides statistics on persons with mental retardation and related developmental disabilities (MR/DD) receiving residential services in the U.S. for the year ending June 30,1995, as well as comparative statistics from earlier years. The report…

Utilizing Medicaid Dollars To Finance Services to Illinois Citizens with Developmental Disabilities. A Technical Assistance Report.

ERIC Educational Resources Information Center

Gettings, Robert M.

This report examines possible steps the State of Illinois might take to expand the availability of Medicaid support for services to persons with developmental disabilties. Stressed throughout are the importance of: (1) evaluating whether any given application of Medicaid funding is consistent with the State's goals for persons with developmental…

CAPs-IDD: Characteristics of Assessment Instruments for Psychiatric Disorders in Persons with Intellectual Developmental Disorders

ERIC Educational Resources Information Center

Zeilinger, E. L.; Nader, I. W.; Brehmer-Rinderer, B.; Koller, I.; Weber, G.

2013-01-01

Background: Assessment of psychiatric disorders in persons with an intellectual developmental disorder (IDD) can be performed with a variety of greatly differing instruments. This makes the choice of an instrument best suited for the intended purpose challenging. In this study, we developed a comprehensive set of characteristics for the evaluation…

A 20 Year Review of Punishment and Alternative Methods to Treat Problem Behaviors in Developmentally Delayed Persons.

ERIC Educational Resources Information Center

Matson, Johnny L.; Taras, Marie E.

1989-01-01

Studies assessing treatments for severe behavior problems of developmentally delayed persons were reviewed. Procedures used in the 382 studies, published from 1967-1987, were analyzed in terms of problem behaviors, side effects, and treatment methods. Also examined were number of studies reported yearly, maintenance and generalization of effects,…

Dyslexia in general practice education: considerations for recognition and support.

PubMed

Shrewsbury, Duncan

2016-07-01

Dyslexia is a common developmental learning difficulty, which persists throughout life. It is highly likely that those working in primary care will know, or even work with someone who has dyslexia. Dyslexia can impact on performance in postgraduate training and exams. The stereotypical characteristics of dyslexia, such as literacy difficulties, are often not obvious in adult learners. Instead, recognition requires a holistic approach to evaluating personal strengths and difficulties, in the context of a supportive relationship. Strategies to support dyslexic learners should consider recommendations made in formal diagnostic reports, and aim to address self-awareness and coping skills.

Developing culturally responsive approaches with Southeast Asian American families experiencing developmental disabilities.

PubMed

Baker, Dian L; Miller, Elizabeth; Dang, Michelle T; Yaangh, Chiem-Seng; Hansen, Robin L

2010-12-01

Southeast Asian American families are underrepresented among recipients of special education and social services for people with developmental disabilities. Our aims were to use a community-based participatory research approach to examine Hmong and Mien families' perceptions of developmental disabilities and understand barriers to and facilitators of service provision among families experiencing developmental disabilities. We describe here a case study of a successful attempt to engage marginalized and underserved communities to understand their needs to improve access and services for persons with developmental disabilities. We conducted 2 focus groups with 11 key informants and 1 focus group with 10 family members of persons with developmental disabilities, as well as in-depth interviews with 3 shamans. Using a thematic analysis approach, we coded notes and transcripts to assess community members' understanding of developmental disabilities, experiences negotiating educational and health care systems, and barriers to high-quality care. A predominant theme was the perception that reliance on governmental support services is not appropriate. Common barriers identified included lack of accurate information, language difficulties, lack of trust, and limited outreach. These perceptions and barriers, combined with limited access to services, interfere with community acceptance and use of available support services. Despite these barriers, participants indicated that with education, outreach, and culturally responsive support, families would likely accept services. Community-based participatory methods are effective for eliciting root causes of health inequities in marginalized communities. Outreach to community-based organizations and an inclusive research practice identified social and cultural reasons for low service uptake and provided a pathway for the community to improve services for persons with developmental disabilities.

Project of National Significance for Providing Advocacy Services to Hispanic and Asian Developmentally Disabled Persons Residing in California. Final Report.

ERIC Educational Resources Information Center

Protection and Advocacy, Inc., Sacramento, CA.

In 1982, Protection and Advocacy, Inc. (PAI) was awarded funds to provide advocacy services to Hispanic and Asian developmentally disabled persons residing in California. Initial target populations selected were the urban Korean, Vietnamese, and Hispanic communities of Los Angeles. The project's goals were (1) to provide training in self-advocacy…

A Comparison of Topography-Based and Selection-Based Verbal Behavior in Typically Developed Children and Developmentally Disabled Persons with Autism

ERIC Educational Resources Information Center

Vignes, Tore

2007-01-01

This study is a replication of Sundberg and Sundberg (1990) that compared topography-based verbal behavior with selection-based verbal behavior in terms of acquisition, accuracy, and testing for the emergence of a new verbal relation. Participants were three typical children and three developmentally disabled persons with autism. The study sought…

THE IMPACT OF COGNITIVE MATURITY ON THE DEVELOPMENT OF SEX-ROLE ATTITUDES IN THE YEARS 4 TO 8.

ERIC Educational Resources Information Center

KOHLBERG, LAWRENCE; ZIGLER, EDWARD

A SERIES OF STUDIES WAS CONDUCTED TO CLARIFY THE ROLE OF INTELLIGENCE IN PERSONALITY ORGANIZATION AND TO ASSESS A COGNITIVE-DEVELOPMENTAL INTERPRETATION OF IQ-PERSONALITY CORRELATIONS. THE SPECIFIC FOCUS OF THE STUDY WAS THE RELATIONSHIP OF INTELLECTUAL MATURITY TO THE DEVELOPMENT OF SEX-ROLE ATTITUDES. AGE-DEVELOPMENTAL TRENDS IN SEX-ROLE…

Assessing the Quality of Life of Persons with Developmental Disabilities: Description of a New Model, Measuring Instruments, and Initial Findings.

ERIC Educational Resources Information Center

Raphael, Dennis; And Others

1996-01-01

A conceptual model of quality of life, developed at the Centre for Health Promotion at the University of Toronto (Canada), and associated instrumentation for collecting data from persons with developmental disabilities are presented. Results from a preliminary study with 41 participants support the reliability and validity of the model's…

Developmental Personality Types from Childhood to Adolescence: Associations with Parenting and Adjustment

ERIC Educational Resources Information Center

de Haan, Amaranta D.; Dekovic, Maja; van den Akker, Alithe L.; Stoltz, Sabine E. M. J.; Prinzie, Peter

2013-01-01

This study examined whether changes in children's self-reported Big Five dimensions are represented by (developmental) personality types, using a cohort-sequential design with three measurement occasions across 5 years (four cohorts, 9-12 years at T1; N = 523). Correlates of, and gender differences in, type membership were examined. Latent…

Evaluation Theory for Developmental Mathematics Practitioners

ERIC Educational Resources Information Center

Duranczyk, Irene Mary

2007-01-01

This article is designed to present an overview of critical theory, research, and evaluation for the developmental mathematics educator. Students caught in the gap between high school mathematics preparation and entry-level college mathematics expectations--developmental mathematics education students--need to have their personal narratives told…

The incompetent developmentally disabled person's right of self-determination: right-to-die, sterilization and institutionalization.

PubMed

Krais, W A

1989-01-01

The developmentally disabled, specifically those mentally incompetent from birth, are entitled to a full panoply of constitutional rights and protections. These rights include the right to terminate life-sustaining treatment, the right of procreative integrity and the right not to be involuntarily institutionalized. However, the mentally incompetent developmentally disabled are generally unable to exercise these rights. This Note asserts first that proper procedural safeguards are necessary to guarantee the exercise of these constitutional rights by the incompetent disabled individual. Second, the Note focuses upon how best to preserve the disabled person's autonomy. The Note subsequently rejects the substituted judgment standard as a legal fiction, and endorses the best interest test which necessarily comports with the evidence, and properly accounts for the disabled person's incompetency.

Living in Two Worlds. How 'Jungian' am I?

PubMed

Morgan, Helen

2018-06-01

As a so-called 'Developmental Jungian' the author of this paper was raised bilingual - speaking both psychoanalytic and Jungian languages. Early on in her training an analysand brought a dream which seemed to capture an inherent tension regarding the analyst's role in the analytic relationship. The paper is a personal exploration of the potentially creative nature of this tension through focussing on the dream and the work with the dreamer. © 2018, The Society of Analytical Psychology.

Project PLANTWORK: A Horticulture Employment Initiative for Workers with Developmental Disabilities.

ERIC Educational Resources Information Center

National Council for Therapy and Rehabilitation through Horticulture, Inc., Gaithersburg, MD.

Intended for persons establishing job development programs for developmentally disabled individuals, this training manual details the structure and procedures of Project PLANTWORK, a 21-month demonstration program which placed approximately 70 workers with developmental disabilities into employment in horticulture industry firms or into…

Guide to Federal Resources for the Developmentally Disabled.

ERIC Educational Resources Information Center

Russem, Wendy, Ed.; And Others

The guide presents information on available federal resources to improve services for developmentally disabled persons. An introductory chapter provides an overview of the creation and evolution of the Developmental Disabilities Program. Chapter two focuses on federal funding and appropriations, including methods of awarding grants and contracts.…

[Elements of a clinical differential diagnosis between Asperger syndrome and the schizoid/paranoid personality].

PubMed

Mottron, Laurent; Soulières, Isabelle; Ménard, Edith

2007-01-01

Individuals with Asperger syndrome may, when exposed to hostility (e.g. bullying at school or at work), develop hostile ideas against their social environment, sometimes leading to aggression. These ideas and acts may be confounded with those arising from a persecutory state in schizoid or schizotypal personality, or even schizophrenia. These entities can be confounded with Asperger syndrome due to their permanent nature, and the presence of atypical social and emotional behaviours. This paper proposes cognitive (Wechsler profile), developmental (course of hostile behaviours), discursive (qualitative features of discourse reporting hostile thoughts), which may contribute to differential diagnosis in the presence of hostile thoughts and behaviours. Consequences for case management are also reported.

Attention and memory evaluation across the life span: heterogeneous effects of age and education.

PubMed

Gómez-Pérez, Esther; Ostrosky-Solís, Feggy

2006-05-01

The developmental sequences of attention and memory were studied by utilizing normative data derived from the neuropsychological battery named NEUROPSI ATTENTION AND MEMORY. A sample of 521 Spanish-speaking individuals, aged 6 to 85 years, participated in this study. In the adult sample, educational level ranged from 0 to 22 years of education. Data from subtests measuring orientation, attention and concentration, executive functions, working memory, immediate and delayed verbal memory, and immediate and delayed visual memory were included. The factor structure of the analyzed battery is presented. The effects of age and education on this structure were analyzed. Results suggested that although attention and memory are related, their developmental sequences are separated from one another. During childhood, the development of selective and sustained attention, attentional-working memory, and executive functions showed a fast improvement in performance. Development of verbal memory and place and person orientation showed a slower increment in scores. In the adult sample it was found that factors related to memory are sensitive to age, whereas those related to attention and executive functions are sensitive to education. The consideration of both the developmental sequence, as well as differential effects of education, can improve the sensitivity and specificity of neuropsychological measures, allowing early diagnosis of cognitive dysfunction and implementation of adequate rehabilitation programs.

Personality Traits Predict the Developmental Course of Externalizing: A Four-wave Longitudinal Study Spanning Age 17 to Age 29

PubMed Central

Walton, Kate E.; Krueger, Robert F.; Elkins, Irene; D’Accordo, Cassandra; McGue, Matt; Iacono, William G.

2016-01-01

Objective The objective of the present study was to determine whether and how personality predicts the developmental course of externalizing problems, including antisocial behavior and substance dependence. Method In a large population-based longitudinal study (N=1252), the 11 personality traits assessed by the Multidimensional Personality Questionnaire were measured at age 17, and DSM diagnoses of adult antisocial behavior, alcohol dependence, and drug dependence were obtained at ages 17, 20, 24, and 29. We fit a quadratic multiple indicator latent growth model where the three diagnoses loaded onto an externalizing factor. Results This model fit the data well, and externalizing increased until it started to decline at age 24. High aggression and low control were the most significant predictors of the development of externalizing, with aggression playing a significant role in the development of externalizing across the 12-year time span, and control predicting the development from age 17 to 24. Conclusions The findings highlight the importance of considering the developmental course of externalizing in the context of personality and suggest that the specific personality traits of aggression and control might be targeted in externalizing prevention and intervention programs. PMID:26808279

Personality Traits Predict the Developmental Course of Externalizing: A Four-Wave Longitudinal Study Spanning Age 17 to Age 29.

PubMed

Walton, Kate E; Krueger, Robert F; Elkins, Irene; D'Accordo, Cassandra; McGue, Matt; Iacono, William G

2017-06-01

The objective of the present study was to determine whether and how personality predicts the developmental course of externalizing problems, including antisocial behavior and substance dependence. In a large, population-based longitudinal study (N = 1,252), the 11 personality traits assessed by the Multidimensional Personality Questionnaire were measured at age 17, and DSM diagnoses of adult antisocial behavior, alcohol dependence, and drug dependence were obtained at ages 17, 20, 24, and 29. We fit a quadratic multiple indicator latent growth model where the three diagnoses loaded onto an externalizing factor. This model fit the data well, and externalizing increased until it started to decline at age 24. High aggression and low control were the most significant predictors of the development of externalizing, with aggression playing a significant role in the development of externalizing across the 12-year time span, and control predicting the development from age 17 to 24. The findings highlight the importance of considering the developmental course of externalizing in the context of personality and suggest that the specific personality traits of aggression and control might be targeted in externalizing prevention and intervention programs. © 2016 Wiley Periodicals, Inc.

Personalization, Self-Advocacy and Inclusion: An Evaluation of Parent-Initiated Supported Living Schemes for People with Intellectual and Developmental Disabilities in the Netherlands

ERIC Educational Resources Information Center

Reindl, Marie-Sol; Waltz, Mitzi; Schippers, Alice

2016-01-01

This study focused on parent-initiated supported living schemes in the South of the Netherlands and the ability of these living schemes to enhance participation, choice, autonomy and self-advocacy for people with intellectual or developmental disabilities through personalized planning, support and care. Based on in-depth interviews with tenants,…

Towards New Cultures of Learning: Personal Learning Environments as a Developmental Perspective for Improving Higher Education Language Courses

ERIC Educational Resources Information Center

Laakkonen, Ilona; Taalas, Peppi

2015-01-01

This article provides readers with an understanding of the concept of the personal learning environment (PLE). It suggests that PLEs can be used in two complementary ways: as a developmental lens for integrating ICT and creating new pedagogical practices and digital literacies for academic language learning, and as a context in which learners can…

Perspectives of US Direct Care Workers on the Grief Process of Persons with Intellectual and Developmental Disabilities: Implications for Practice

ERIC Educational Resources Information Center

Gray, Jennifer A.; Abendroth, Maryann

2016-01-01

Background: The study explored the grief process of persons with intellectual and developmental disabilities (PWIDDs) as perceived by direct care workers (DCWs) and how such workers can guide and support PWIDDs experiencing grief. Materials and Methods: A thematic analysis approach was used to examine data from nine focus groups with 60 DCWs from…

I-States-as-Objects-Analysis (ISOA): Extensions of an Approach to Studying Short-Term Developmental Processes by Analyzing Typical Patterns

ERIC Educational Resources Information Center

Bergman, Lars R.; Nurmi, Jari-Erik; von Eye, Alexander A.

2012-01-01

I-states-as-objects-analysis (ISOA) is a person-oriented methodology for studying short-term developmental stability and change in patterns of variable values. ISOA is based on longitudinal data with the same set of variables measured at all measurement occasions. A key concept is the "i-state," defined as a person's pattern of variable…

Development and Evaluation of a Staff Training Program on Palliative Care for Persons with Intellectual and Developmental Disabilities

ERIC Educational Resources Information Center

Hahn, Joan E.; Cadogan, Mary P.

2011-01-01

Persons with intellectual and developmental disabilities (I/DD) face barriers and disparities at end of life. Among these barriers are limited educational opportunities and a paucity of targeted training materials on palliative care for staff who provide their day-to-day care. This paper reports on a three-phase project undertaken to develop,…

Developmental Experiences during Extracurricular Activities and Australian Adolescents' Self-Concept: Particularly Important for Youth from Disadvantaged Schools

ERIC Educational Resources Information Center

Blomfield, Corey J.; Barber, Bonnie L.

2011-01-01

Extracurricular activities provide adolescents with a number of positive personal and interpersonal developmental experiences. This study investigated whether developmental experiences that occurred during extracurricular activities were linked to a more positive self-concept for Australian adolescents, and whether this link was particularly…

Sympathy and Personal Distress: Development, Gender Differences, and Interrelations of Indexes.

ERIC Educational Resources Information Center

Eisenberg, Nancy; And Others

1989-01-01

Investigates developmental change and gender differences in sympathy and personal distress reactions in children. Examines interrelations among indexes used to assess sympathy and personal distress. (PCB)

Borderline Personality Features in Childhood: The Role of Subtype, Developmental Timing and Chronicity of Child Maltreatment

PubMed Central

Hecht, Kathryn F.; Cicchetti, Dante; Rogosch, Fred A.; Crick, Nicki

2014-01-01

Child maltreatment has been established as a risk factor for borderline personality disorder (BPD), yet few studies consider how maltreatment influences the development of BPD features through childhood and adolescence. Subtype, developmental timing and chronicity of child maltreatment were examined as factors in the development of borderline personality features in childhood. Children (M age = 11.30, SD = 0.94), including 314 maltreated and 285 nonmaltreated children from comparable low socioeconomic backgrounds, provided self-reports of developmentally salient borderline personality traits. Maltreated children had higher overall borderline feature scores, higher scores on each individual subscale and were more likely to be identified as at high risk for development of BPD through raised scores on all 4 subscales. Chronicity of maltreatment predicted higher overall borderline feature scores and patterns of onset and recency of maltreatment significantly predicted whether a participant would meet criteria for the high-risk group. Implications of findings and recommendations for intervention are discussed. PMID:25047300

Borderline personality features in childhood: the role of subtype, developmental timing, and chronicity of child maltreatment.

PubMed

Hecht, Kathryn F; Cicchetti, Dante; Rogosch, Fred A; Crick, Nicki R

2014-08-01

Child maltreatment has been established as a risk factor for borderline personality disorder (BPD), yet few studies consider how maltreatment influences the development of BPD features through childhood and adolescence. Subtype, developmental timing, and chronicity of child maltreatment were examined as factors in the development of borderline personality features in childhood. Children (M age = 11.30, SD = 0.94), including 314 maltreated and 285 nonmaltreated children from comparable low socioeconomic backgrounds, provided self-reports of developmentally salient borderline personality traits. Maltreated children had higher overall borderline feature scores, had higher scores on each individual subscale, and were more likely to be identified as at high risk for development of BPD through raised scores on all four subscales. Chronicity of maltreatment predicted higher overall borderline feature scores, and patterns of onset and recency of maltreatment significantly predicted whether a participant would meet criteria for the high-risk group. Implications of findings and recommendations for intervention are discussed.

Developmental trajectories of anxious and depressive problems during the transition from childhood to adolescence: personality × parenting interactions.

PubMed

Prinzie, Peter; van Harten, Leanthe V; Deković, Maja; van den Akker, Alithe L; Shiner, Rebecca L

2014-11-01

This study examined separate developmental trajectories of anxious and depressive symptoms from childhood to adolescence (9-15 years) in a community-based sample (N = 290). At three measurement points, mothers and fathers reported on their children's anxious and depressive symptoms, and at Time 1 they reported on lower order child personality facets and on their parenting. By means of growth mixture modeling, three developmental trajectories were identified for anxious symptoms: steady low (82%), moderate increasing-decreasing (5.9%), and high declining groups (12.1%). For depressive symptoms, two developmental trajectories were found: steady low (94.1%) and moderate increasing groups (5.9%). Higher shyness, irritability, and altruism predicted membership in more problematic anxious and depressive groups. The personality facets energy, optimism, compliance, and anxiety were unique predictors for class membership for anxious symptoms, and the effects of shyness, irritability, and compliance were moderated by overreactive parenting. Shyness and irritability increased the probability of following the moderate increasing-decreasing anxiety trajectory, but only in the context of high or average levels of overreactive parenting. Compliance increased the probability of following the moderate increasing-decreasing and high decreasing trajectories in the context of high overreactive parenting. Our results indicate that childhood personality facets differentiate trajectories of anxious and depressive symptoms in theoretically compelling ways.

Personality Constellations of Adolescents with Histories of Traumatic Parental Separations

PubMed Central

Malone, Johanna C.; Westen, Drew; Levendosky, Alytia A.

2014-01-01

Consistent with attachment theory and a developmental psychopathology framework, a growing body of research suggests that traumatic parental separations may lead to unique pathways of personality adaptation and maladaptation. The present study both examined personality characteristics and identified personality subtypes of adolescents with histories of traumatic separations. Randomly selected psychologists and psychiatrists provided data on 236 adolescents with histories of traumatic separations using a personality pathology instrument designed for use by clinically experienced observers, the Shedler-Westen Assessment Procedure (SWAP-II-A). Using a Q factor analysis, five distinct personality subtypes were identified: internalizing/avoidant, psychopathic, resilient, impulsive dysregulated, and immature dysregulated. Initial support for the validity of the subtypes was established based on Axis I and Axis II pathology, adaptive functioning, developmental history, and family history variables. The personality subtypes demonstrated substantial incremental validity in predicting adaptive functioning, above and beyond demographic variables and histories of other traumatic experiences. PMID:24647212

Sexual Abuse Prevention: A Training Program for Developmental Disabilities Service Providers

ERIC Educational Resources Information Center

Bowman, Rachel A.; Scotti, Joseph R.; Morris, Tracy L.

2010-01-01

Persons with developmental disabilities are at an increased risk for becoming victims of sexual abuse. Research has revealed that the largest group of identified perpetrators of sexual abuse is developmental disability service providers. The purpose of the present study was to develop, implement, and evaluate the effectiveness of a sexual abuse…

The Experience of Community College for Developmental Students: Challenges and Motivations

ERIC Educational Resources Information Center

VanOra, Jason

2012-01-01

This article adds to existing literatures on "developmental students," or those placing into non-credit-bearing reading and/or writing classes, by exploring their own personal experiences of attending community college. The findings of this qualitative study, based on a set of semistructured interviews with 18 developmental students in…

Network Analysis of a Demonstration Program for the Developmentally Disabled

ERIC Educational Resources Information Center

Fredericks, Kimberly A.

2005-01-01

This chapter presents the findings from a network analysis of a demonstration program for the developmentally disabled to show the application of graphical network analysis in program evaluation. The developmentally disabled demonstration (DDD) program was a five-year pilot project to provide person-centered service environments to people with …

A Handbook on Legal Rights of Developmentally Disabled People in Massachusetts.

ERIC Educational Resources Information Center

Ambrogi, Robert; And Others

The handbook provides information in question-and-answer format on the legal rights of developmentally disabled persons, focusing on those in the state of Massachusetts. An introductory section discusses developmental disabilities and advocacy. The main section, on legal rights, covers such areas as discrimination (including Section 504 of the…

Colorado State Plan for the Developmentally Disabled: Master Planning Guide for Instructional Objectives. Second Edition.

ERIC Educational Resources Information Center

Shibata, Paul

A product of joint effort between the Colorado Department of Institutions and the Division of Developmental Disabilities, the guide presents hierarchically arranged instructional objectives to determine goals for developmentally disabled persons. The most advanced skills are listed first with basic skills following for four major categories:…

Master Planning Guide for Instructional Objectives. Colorado State Plan for the Developmentally Disabled.

ERIC Educational Resources Information Center

Myers, Marvin L.; And Others

Presented by the Master Planning Committee of the Colorado Department of Institutions and the Division of Developmental Disabilities is a behavior inventory of sequential skills in four areas basic to the normalization of developmentally disabled persons. Instructional objectives are listed in the following areas: physical, including perceptual…

What Legislators Need To Know about Mental Retardation and Developmental Disabilities.

ERIC Educational Resources Information Center

Wright, Barbara

This publication provides background information on financing and programming for persons with developmental disabilities to assist state legislators in making public policy and funding decisions. The booklet is in a question-and-answer format and covers the following topics: (1) definition of developmental disabilities and factors of concern to…

An Exploration of Teachers' Efforts to Understand Identity Work and its Relevance to Science Instruction

NASA Astrophysics Data System (ADS)

Smith, M. Cecil; Darfler, Anne

2012-06-01

US educators express concern that students are turning away from the study of science and have little interest in pursuing science careers. Nationally, science achievement scores for 8th graders are unchanged since 1996, but 12th graders' scores have significantly decreased. A shortcoming of education reform efforts is lack of attention to students' developmental needs. Science study should enable students to learn about themselves—to develop and refine their skills, define their values, explore personal interests, and understand the importance of science to themselves and others. Effective secondary science instruction requires attention to students' identity development—the key developmental task of adolescence. Secondary science teachers participated in an 8-week course focused on understanding adolescent identity development and methods for addressing identity. Transcripts of the teachers' online discussions of salient issues were analyzed to determine their perceptions regarding classroom identity work. Teachers identified several assets and obstacles to identity work that were organized into two broad categories: teacher knowledge, training opportunities, and administrative support, or lack of these; and, presence of inflexible curricula, standardized testing regimes, and increased teacher accountability. Implications for student growth and science teacher professional development are discussed.

Preventive health psychology from a developmental perspective: an extension of protection motivation theory.

PubMed

Sturges, J W; Rogers, R W

1996-05-01

Theories of health psychology developed to explain adults' rational decision making were applied to 10-year-old children (n = 112), who had not reached the stage of formal operational thought; 15-year-olds (n = 67); and 20-year-olds (n = 93), extending the protection motivation theory developed by R. W. Rogers (1983). Among the adolescents and young adults, the threat appeals worked only if people believed they could cope effectively with the danger; if they believed they could not cope, higher levels of the threat resulted in decreased intentions to refrain from tobacco use. Although children elaborated and integrated the information about threat severity, personal vulnerability, and response efficacy, the fragility and malleability of the children's beliefs in self-efficacy demonstrated the importance of adding a developmental perspective to theories of preventive health psychology.

Time with Peers from Middle Childhood to Late Adolescence: Developmental Course and Adjustment Correlates

PubMed Central

Lam, Chun Bun; McHale, Susan M.; Crouter, Ann C.

2014-01-01

This study examined the developmental course and adjustment correlates of time with peers from age 8 to 18. On 7 occasions over 8 years, the two eldest siblings from 201 European American, working- and middle-class families provided questionnaire and/or phone diary data. Multilevel models revealed that girls’ time with mixed/opposite-sex peers increased beginning in middle childhood, but boys’ time increased beginning in early adolescence. For both girls and boys, time with same-sex peers peaked in mid-adolescence. At the within-person level, unsupervised time with mixed/opposite-sex peers longitudinally predicted problem behaviors and depressive symptoms, and supervised time with mixed/opposite-sex peers longitudinally predicted better school performance. Findings highlight the importance of social context in understanding peer involvement and its implications for youth development. PMID:24673293

Costs of epilepsy in an intermediate care facility for persons with mental retardation.

PubMed

Burke, T A; McKee, J R; Pathak, D S; Donahue, R M; Parasuraman, T V; Batenhorst, A S

1999-03-01

Epilepsy is a significant comorbid condition in institutionalized persons with developmental disabilities and may contribute significant additional costs. This study was conducted to provide an estimate of the costs of epilepsy from the institutional perspective. Costs were measured retrospectively for 50 persons with epilepsy and 50 persons without epilepsy matched by severity of developmental disability. A time and motion study was employed to assign opportunity costs to documented nursing and physician activities. Two separate methods of attribution were used and incremental costs attributable to epilepsy were found to be approximately $825 and $918 per person over a 6-month period. The following categories accounted for costs: personnel (47.0%), drug (39.6%), hospitalization (9.4%), and laboratories/procedures (4.0%). Results are useful for describing the economic burden of epilepsy.

Personality and Psychopathology: A Stagnant Field in Need of Development

PubMed Central

Durbin, C. Emily; Hicks, Brian M.

2014-01-01

A dominant paradigm in psychopathology research proposes that individual differences in personality are centrally involved in the origins and manifestations of psychopathology, and structural models of personality and psychopathology have been extremely useful in helping to organize associations among many traits and disorders. However, these models merely describe patterns of covariation; they do not explain the processes by which these patterns emerge. We argue that the field is stagnated, as it is overly focused on the demonstration of concurrent associations and on confirming a spectrum model that proposes traits and disorders are manifestations of the same underlying constructs. We contend that if the field is to move toward an understanding of causal processes, it must integrate knowledge and principles of personality development and developmental psychopathology. To begin this integration, we review (1) normative trends in personality change, (2) age-related changes in the prevalence of disorders, and (3) the impact of onset and chronicity on the severity of disorders. We propose several developmental processes that may contribute to the co-development of personality and psychopathology. We then present novel empirical findings to illustrate how a developmental perspective on traits and disorders can inform new hypotheses, and propose principles and hypotheses that should guide future research. PMID:25544802

Perceived non-shared environment, personality traits, family factors and developmental experiences in bulimia nervosa.

PubMed

Lehoux, Pascale M; Howe, Nina

2007-03-01

The role of perceived non-shared environmental influences and personality traits in the risk of developing bulimia nervosa (BN) was compared in 40 women with BN and their non-eating disordered sisters. The two sisters were compared for (a) eating pathology, (b) perceived non-shared environmental factors (differential family relationships, developmental teasing, traumatic experiences), (c) personality traits (impulsivity, affective instability, narcissism), and (d) psychopathology (anxiety, depression). Specific perceived non-shared risk factors (e.g. perceptions of teasing), nonspecific non-shared risk factors (e.g. insecure paternal attachment) and personality traits (e.g. narcissism) distinguished women with BN from sisters. In the final logistic regression, insecure paternal attachment predicted the risk for BN, while trends were apparent for narcissism and developmental teasing after controlling for psychopathology. Our correlational cross-sectional design does not allow for investigation of direction of effects. However, it is an important first step in identifying possible perceived non-shared environmental influences and personality traits that may constitute vulnerability factors predisposing individuals to the development of BN. Findings are discussed in the light of existing models of risk factors for the etiology of BN.

Searching for Truth: Responsible Decision-Making with the Developmental Audit[R

ERIC Educational Resources Information Center

Freado, Mark D.; Van Bockern, Steve

2010-01-01

The Developmental Audit[R] offers an alternative to traditional assessments that diagnose disorder and focus on pathology. These assessments often end with negative labels for the child and discouraged spirits for all involved in that young person's life. The Developmental Audit[R], on the other hand, encourages youth in conflict to help identify…

Attachment-Focused Psychotherapy and the Wounded Self.

PubMed

Spiegel, Eric B

2016-07-01

The concept of the "wounded self" (Wolfe, 2005) offers an integrative theoretical framework for self-wounds and their developmental origins. Alladin (2013, 2014, 2016) integrated hypnotherapy into this model to comprehensively address the unconscious protective mechanisms and maladaptive conscious cognitive strategies of the wounded self. The purpose of this article is to propose how an attachment-focused psychotherapy could be utilized in working with the wounded self. With its emphasis on developmental maturation through the frame of the attachment relationship, attachment theory is well-positioned to offer conceptual and treatment insights in treating the wounded self. E. B. Spiegel's (2016) attunement, representation, and mentalization approach to attachment-focused psychotherapy described how hypnosis can be utilized across attachment processes of attunement, representation, and mentalization toward structural maturation and developmental repair of patients with histories of complex relational trauma. In this article, the attunement, representation, and mentalization attachment approach and associated interventions are further explicated in the treatment of self-wounds in the borderline and narcissistic spectrums of personality organization. These principles of conceptualization and treatment interventions are then applied in a case example.

From Framework to Practice: Person-Directed Planning in the Real World.

PubMed

Martin, Lynn; Grandia, Philip; Ouellette-Kuntz, Hélène; Cobigo, Virginie

2016-11-01

Person-directed planning (PDP) is an approach to planning supports that aims to redistribute power from the service system to individuals with intellectual and developmental disabilities (IDD) and natural supports, improve relationships and build community. To do this, the right people with the right attitudes engaging in the right actions are needed. This paper examines how key elements in PDP contribute to successes in planning. Researchers worked with three planning teams from different community service agencies using participatory action research techniques (i.e. free list and pile sort, Socratic wheel, whys/hows exercise). Most key elements of PDP were relevant to each team. Perceptions of which had most contributed to planning successes differed. The various elements of PDP are used by and useful to planning teams, although some may be more relevant to some successes than others because of specific goals, or the person's strengths and needs. © 2015 John Wiley & Sons Ltd.

Gender Differences in Relationship Between Resilience and Big Five Personality Traits in Japanese Adolescents.

PubMed

Iimura, Shuhei; Taku, Kanako

2017-01-01

Prior work has indicated that female adolescents mature more quickly than males with regard to the various personality dimensions. From the developmental perspectives, this study aimed to explore gender differences in the relationships between resilience and the Big Five personality traits in Japanese adolescents. Middle school students ( N = 310, 155 females, age range = 14-15 years) participated in an online survey. The results demonstrated that females had higher Conscientiousness than males. Stepwise regression analyses indicated that Neuroticism was the most influential predictor of resilience in females, whereas Extraversion was the most important predictor in males. Multigroup path analysis demonstrated that the effect of Neuroticism on resilience was greater for females; however, the effects of all other variables did not differ across genders. Considering gender differences is important to understand the relationship between resilience and the Big Five dimensions among adolescents.

Developmental Systems of Students' Personal Theories about Education

ERIC Educational Resources Information Center

Barger, Michael M.; Linnenbrink-Garcia, Lisa

2017-01-01

Children hold many personal theories about education: theories about themselves, knowledge, and the learning process. Personal theories help children predict what their actions will cause, and therefore relate to motivation, self-regulation, and achievement. Researchers typically examine how specific types of personal theories develop…

When Friends' and Society's Expectations Collide: A Longitudinal Study of Moral Decision-Making and Personality across College.

PubMed

Bollich, Kathryn L; Hill, Patrick L; Harms, Peter D; Jackson, Joshua J

2016-01-01

Early adulthood is a developmentally important time period, with many novel life events needing to be traversed for the first time. Despite this important transition period, few studies examine the development of moral decision-making processes during this critical life stage. In the present study, college students completed moral decision-making measures during their freshman and senior years of college. Results indicate that, across four years, moral decision-making demonstrates considerable rank-order stability as well as change, such that people become more likely to help a friend relative to following societal rules. To help understand the mechanisms driving changes in moral decision-making processes, we examined their joint development with personality traits, a known correlate that changes during early adulthood in the direction of greater maturity. We found little evidence that personality and moral decision-making developmental processes are related. In sum, findings indicate that while moral decision-making processes are relatively stable across a four-year period, changes do occur which are likely independent of developmental processes driving personality trait change.

When Friends’ and Society’s Expectations Collide: A Longitudinal Study of Moral Decision-Making and Personality across College

PubMed Central

Bollich, Kathryn L.; Hill, Patrick L.; Harms, Peter D.; Jackson, Joshua J.

2016-01-01

Early adulthood is a developmentally important time period, with many novel life events needing to be traversed for the first time. Despite this important transition period, few studies examine the development of moral decision-making processes during this critical life stage. In the present study, college students completed moral decision-making measures during their freshman and senior years of college. Results indicate that, across four years, moral decision-making demonstrates considerable rank-order stability as well as change, such that people become more likely to help a friend relative to following societal rules. To help understand the mechanisms driving changes in moral decision-making processes, we examined their joint development with personality traits, a known correlate that changes during early adulthood in the direction of greater maturity. We found little evidence that personality and moral decision-making developmental processes are related. In sum, findings indicate that while moral decision-making processes are relatively stable across a four-year period, changes do occur which are likely independent of developmental processes driving personality trait change. PMID:26751944

Use of drawings in children with pervasive developmental disorder during hospitalization: a developmental perspective.

PubMed

Stefanatou, Athena

2008-12-01

The level and nature of emotional upheaval and relationship to developmental stage was studied in children with pervasive developmental disorder (PDD) hospitalized for head injury. The sample consisted of 25 hospitalized children aged 5-12 years. Children were asked to make the drawing of a ;person in hospital'. The drawings were evaluated by Koppitz's emotional indicators. Punishment and persecution were the main cognitive constructs of children in order to explain hospitalization.

Habilitation Services for Developmentally Disabled Persons.

ERIC Educational Resources Information Center

Flexer, Robert W.

1983-01-01

Developmental disabilities are reviewed from the standpoint of definition, service systems, and interventions. Definitions from relevant laws outline population characteristics and required services. Intensive, comprehensive, coordinated ongoing delivery mechanisms are emphasized, including vocational, residential, and generic services. General…

Socioemotional, Personality, and Biological Development: Illustrations from a Multilevel Developmental Psychopathology Perspective on Child Maltreatment.

PubMed

Cicchetti, Dante

2016-01-01

Developmental theories can be affirmed, challenged, and augmented by incorporating knowledge about atypical ontogenesis. Investigations of the biological, socioemotional, and personality development in individuals with high-risk conditions and psychopathological disorders can provide an entrée into the study of system organization, disorganization, and reorganization. This article examines child maltreatment to illustrate the benefit that can be derived from the study of individuals subjected to nonnormative caregiving experiences. Relative to an average expectable environment, which consists of a species-specific range of environmental conditions that support adaptive development among genetically normal individuals, maltreating families fail to provide many of the experiences that are required for normal development. Principles gleaned from the field of developmental psychopathology provide a framework for understanding multilevel functioning in normality and pathology. Knowledge of normative developmental processes provides the impetus to design and implement randomized control trial (RCT) interventions that can promote resilient functioning in maltreated children.

Friendship group identification, multidimensional self-concept, and experience of developmental tasks in adolescence.

PubMed

Tarrant, Mark; MacKenzie, Liam; Hewitt, Lisa A

2006-08-01

This study applied a social identity perspective to the study of adolescent self-concept and social development. British adolescents aged 14-15 years (N=114) completed a questionnaire which asked them to: (i) rate their degree of identification with a school-based friendship group; (ii) complete a measure of multi-dimensional self-concept; and (iii) report their experiences of a variety of personal, relational and socio-institutional (e.g., achieving economic independence) developmental tasks. Compared to low identifiers, participants who were highly identified with a friendship group reported highest levels of self-esteem; and these differences were most marked in non-academic domains of self. High identifiers also displayed higher levels of general self-esteem and reported more positive experiences of personal and relational developmental tasks. The discussion focuses on the potential benefits to understanding of social developmental processes that can be derived from a consideration of adolescents' subjective appraisals of their peer relations.

Medicaid program; mental retardation--definition of "persons with related conditions"--Health Care Financing Administration. Proposed rule.

PubMed

1983-02-23

We propose to amend the 1978 Medicaid regulations on intermediate care facility services for the mentally retarded and persons with related conditions to correct the definition of "persons with related conditions". This definition, because of an inadvertent error in 1978, is currently tied to the definition of developmental disability in the Developmental Disabilities Assistance and Bill of Rights Act (DDABRA) as amended in 1978. The DDABRA, as amended, covers the mentally ill. The 1978 regulations intended to make "no substantive change" to prior Medicaid regulations which did not cover the mentally ill. The cross-reference to the DDABRA produced the unintended result of incorporating into Medicaid regulations the revision to the definition of the developmentally disabled created by the 1978 amendments to the DDABRA and may tend to cause confusion about the kind of care that is covered by the Medicaid program. Therefore, a correction of this drafting error is necessary. To avoid results of this kind in the future this proposal would establish a Medicaid definition of conditions related to mental retardation that would meet specific needs of the Medicaid program and would be independent of the definition of developmental disability in the DDABRA.

Quality of Life. Volume II: Application to Persons with Disabilities.

ERIC Educational Resources Information Center

Schalock, Robert L., Ed.; Siperstein, Gary N., Ed.

This volume summarizes current policies and programmatic practices that are influencing the quality of life of persons with mental retardation and developmental disabilities. Part 1, "Service Delivery Application," contains: "Using Person-Centered Planning To Address Personal Quality of Life" (John Butterworth and others); "The Aftermath of…

Supporting Diversity.

ERIC Educational Resources Information Center

Horton, Betty, Ed.; And Others

1996-01-01

This newsletter feature issue focuses on services for persons with developmental disabilities that support the whole person by acknowledging, respecting, and incorporating aspects of identity such as race, ethnicity, religion, sexual orientation, gender, age, and class. Articles include: (1) "Serving the Whole Person: The Journey to Embracing…

Coping strategy use, personality, and adjustment of parents rearing children with developmental disabilities.

PubMed

Glidden, L M; Natcher, A L

2009-12-01

Parents rearing children with developmental disabilities encounter stressors that require coping and adaptation. In Glidden et al. 2006, the use of problem-focused coping strategies was more often associated with positive adjustment outcomes than was the use of emotion-focused coping strategies, and parental personality was shown to influence outcomes, with Neuroticism, in particular, associated with lower well-being. In the current study we aimed to replicate these results for adjustment outcomes measured 6 years later. Sixty-eight married couples parenting at least one child with developmental disabilities completed measures of depression and subjective well-being, and the Transition Daily Rewards and Worries Questionnaire, an inventory that assesses parental reaction to children transitioning into adulthood. For both mothers and fathers, combinations of personality factors and coping strategies were able to significantly predict outcome variables measured 6 years later. Personality, however, was a better predictor for mothers, whereas coping strategies predicted more variance for fathers. Distancing, especially, demonstrated mother-father differences. For the most part, the current results demonstrated that the relations among personality, coping and parental outcomes were consistent and stable over the 6-year interval. In addition, although we found some differences between mothers and fathers, there were also many similarities in the frequency of use of different coping strategies, and in the direction of influence of personality and coping strategy on outcome variables.

Enhancing the Personal Narrative Skills of Elementary School-Aged Students Who Use AAC: The Effectiveness of Personal Narrative Intervention

ERIC Educational Resources Information Center

Soto, Gloria; Solomon-Rice, Patti; Caputo, Michele

2009-01-01

Children who use augmentative and alternative communication have been found to experience significant difficulties in the production of fictional and personal narratives. The important role of personal narratives in establishing personal and social identity has received substantial attention in developmental psychology but little attention in the…

Conscientiousness: Origins in Childhood?

PubMed Central

Eisenberg, Nancy; Duckworth, Angela L.; Spinrad, Tracy L.; Valiente, Carlos

2012-01-01

In this review, we evaluate developmental and personality research with the aim of determining if the personality trait of conscientiousness can be identified in children and adolescents. After concluding that conscientiousness does emerge in childhood, we discuss the developmental origins of conscientiousness with a specific focus on self-regulation, academic motivation, and internalized compliance/internalization of standards. Based on the accumulated body of evidence, we conclude that self-regulation fosters conscientiousness later in life, both directly and via academic motivation and internalized compliance with norms. We argue that elements of conscientiousness are evident by early childhood, self-regulation skills are likely a core developmental component of conscientiousness, and despite the contribution of heredity to the aforementioned aspects of functioning, environmental factors likely contribute to conscientiousness. PMID:23244405

Assessment of Fearless Dominance and Impulsive Antisociality via Normal Personality Measures: Convergent Validity, Criterion Validity, and Developmental Change

PubMed Central

Witt, Edward A.; Donnellan, M. Brent; Blonigen, Daniel M.; Krueger, Robert F.; Conger, Rand D.

2009-01-01

This report provides evidence for the reliability, validity, and developmental course of the psychopathic personality traits of Fearless Dominance (FD) and Impulsive Antisociality (IA) as assessed by items from Multidimensional Personality Questionnaire (MPQ; Patrick, Curtin, & Tellegen, 2002). In Study 1, MPQ-based measures of FD and IA were strongly correlated with their corresponding composite scores from the Psychopathic Personality Inventory-Revised (Lilienfeld & Widows, 2005). In Study 2, FD and IA had relatively distinct associations with measures of normal and maladaptive personality traits. In Study 3, FD and IA had substantial retest coefficients during the transition to adulthood and both traits showed average declines with an especially substantial drop in IA. In Study 4, FD and IA were correlated with measures of internalizing and externalizing problems in ways consistent with previous research and theory. Collectively, these results provide important information about the assessment of FD and IA. PMID:19365767

Comparing Within-Person Effects from Multivariate Longitudinal Models

ERIC Educational Resources Information Center

Bainter, Sierra A.; Howard, Andrea L.

2016-01-01

Several multivariate models are motivated to answer similar developmental questions regarding within-person (intraindividual) effects between 2 or more constructs over time, yet the within-person effects tested by each model are distinct. In this article, the authors clarify the types of within-person inferences that can be made from each model.…

24 CFR 91.205 - Housing and homeless needs assessment.

Code of Federal Regulations, 2013 CFR

2013-04-01

... housing and supportive services must address the unmet needs of low-income persons with HIV/AIDS and their... public housing and Section 8 tenant-based waiting list; (H) Persons with HIV/AIDS and their families; (I... (mental, physical, developmental), persons with alcohol or other drug addiction, persons with HIV/AIDS and...

24 CFR 91.205 - Housing and homeless needs assessment.

Code of Federal Regulations, 2012 CFR

2012-04-01

... housing and supportive services must address the unmet needs of low-income persons with HIV/AIDS and their... public housing and Section 8 tenant-based waiting list; (H) Persons with HIV/AIDS and their families; (I... (mental, physical, developmental), persons with alcohol or other drug addiction, persons with HIV/AIDS and...

24 CFR 91.205 - Housing and homeless needs assessment.

Code of Federal Regulations, 2014 CFR

2014-04-01

... housing and supportive services must address the unmet needs of low-income persons with HIV/AIDS and their... public housing and Section 8 tenant-based waiting list; (H) Persons with HIV/AIDS and their families; (I... (mental, physical, developmental), persons with alcohol or other drug addiction, persons with HIV/AIDS and...

Developmental and Psycho-Social Effects of HIV in School-Aged Population: Educational Implications.

ERIC Educational Resources Information Center

Beverly, Cheryl L.; Thomas, Suzanne B.

1997-01-01

Reviews the developmental and psychosocial characteristics of the increasing number of school-aged persons infected with the human immunodeficiency virus (HIV). Educational ramifications of these characteristics and strategies for providing safe teaching and learning environments are presented. (DB)

Neuropsychological features of indigent murder defendants and death row inmates in relation to homicidal aspects of their crimes.

PubMed

Hanlon, Robert E; Rubin, Leah H; Jensen, Marie; Daoust, Sarah

2010-02-01

Neuropsychological features of 77 indigent murder defendants and death row inmates were examined in relation to criminal variables underlying their homicidal acts. Clinically, the sample was characterized by elevated rates of developmental disorders (49%), personality disorders (54%), Axis I psychiatric disorders (45%), substance abuse (86%), and history of violence (43%). By statute, killing more than one person is an aggravating factor in many jurisdictions that renders a murder defendant eligible for the death penalty. Individuals who committed a single murder were characterized by executive dysfunction, lower intelligence, slower speed of information processing, and a higher frequency of developmental disorders (58%), relative to those charged and/or convicted of killing two or more people, who were characterized by a significantly higher rate of personality disorders (79%) and a lower rate of developmental disorders (34%). Additionally, using the FBI criminal classification system for categorizing homicide by motive, a significant difference in the frequency of psychosis was found among subgroups associated with the following motives: Criminal enterprise; personal cause; and sex. The collective neuropsychological profile of the sample revealed that executive functions were significantly decreased, relative to memory functions, with over half of the sample (55%) demonstrating executive dysfunction.

The effect of adult-acquired hippocampal damage on memory retrieval: an fMRI study.

PubMed

Maguire, Eleanor A; Frith, Christopher D; Rudge, Peter; Cipolotti, Lisa

2005-08-01

Bilateral hippocampal pathology typically results in significant memory problems. Despite apparently similar structural damage, patients with such lesions can differ in the pattern of impairment and preservation of memory functions. Previously, an fMRI study of a developmental amnesic patient whose anoxic hippocampal damage was incurred perinatally revealed his residual hippocampal tissue to be active during memory retrieval. This hippocampal activity was apparent during the retrieval of personal and general facts relative to a control task. In this study, we used a similar fMRI paradigm to investigate whether residual hippocampal activation was present also in patient VC with adult-acquired anoxic hippocampal pathology. VC's performance and reaction times on the experimental personal and general fact tasks were comparable to age-matched control subjects. However, in contrast to the elderly control sample and the previous developmental amnesic patient, his residual hippocampal tissue did not show activation changes during the experimental tasks. This finding indicates that patient VC's successful retrieval of personal and general facts was achieved without a significant hippocampal contribution. It further suggests that the hippocampal activation observed in the elderly controls and previous developmental amnesic patient was not necessary for successful task performance. The reason for this difference in hippocampal responsivity between VC and the developmental amnesic patient remains to be determined. We speculate that it may relate to the age at which hippocampal damage occurred reflecting plasticity within the developing brain, or to cognitive differences between VC, the developmental amnesic patient, and the control subjects.

Timing matters: length of leave and working mothers' daily reentry regrets.

PubMed

Wiese, Bettina S; Ritter, Johannes O

2012-11-01

Dealing with developmental tasks in work and family domains is an important challenge for young and middle-aged adults. We investigated a transition that has evolved into a normative task for women, namely, the retransition back to paid work following maternity leave. In a diary study with 149 mothers who had just returned to work, we examined the daily experienced regrets concerning this return. In addition to personal resources (i.e., emotional stability, feeling prepared for the transition) and financial requirements needed to return to work, daily experienced family stress predicted decisional regrets. Moreover, our results suggest that leave length is related to psychological resilience in the face of day-to-day stress experiences: Late returners reported fewer regrets in general and were unaffected by daily family stress. Return-to-work regrets, in turn, were predictive of withdrawal intentions. This underlines the relevancy of the timing of the transition back to work in terms of successful development during this life phase.

Medicaid Managed Care and Individuals with Disabilities: Status Report.

ERIC Educational Resources Information Center

Hemp, Richard; Braddock, David

1998-01-01

Summarizes information presented in the American Association on Mental Retardation's 1998 publication, "State of the States in Developmental Disabilities" (Braddock, Hemp, Parish, and Westrich), which reports data on the implementation of managed care for persons with developmental disabilities. A table summarizes information about…

De-Grading Developmental Studies.

ERIC Educational Resources Information Center

Erickson, Michael E.

If developmental studies programs are to successfully enhance affective and cognitive development in a non-competitive, supportive setting, they must abandon traditional A to F grading in favor of a descriptive, personalized feedback system that helps the student make intelligent decisions concerning his/her academic future. Indeed, research…

Personal Growth Groups: Measuring Outcome and Evaluating Impact

ERIC Educational Resources Information Center

Young, Tabitha L.; Reysen, Rebekah; Eskridge, Talunja; Ohrt, Jonathan H.

2013-01-01

Although researchers speculate counselor-trainees who participate in personal growth groups as part of their course curriculum experience essential group processes and personal growth, there is a lack of empirical evidence supporting this claim. This quantitative study investigates counselor-trainee's perceptions of the therapeutic, developmental,…

Age-Relevance of Person Characteristics: Persons' Beliefs about Developmental Change across the Lifespan

ERIC Educational Resources Information Center

Gruhn, Daniel; Gilet, Anne-Laure; Studer, Joseph; Labouvie-Vief, Gisela

2011-01-01

The authors investigated normative beliefs about personality development. Young, middle-aged, and older adults indicated the age-relevance of 835 French adjectives by specifying person characteristics as typical for any age decade from 0 to 99 years. With this paradigm, the authors determined age-relevance (How typical is a characteristic for a…

Testing all six person-oriented principles in dynamic factor analysis.

PubMed

Molenaar, Peter C M

2010-05-01

All six person-oriented principles identified by Sterba and Bauer's Keynote Article can be tested by means of dynamic factor analysis in its current form. In particular, it is shown how complex interactions and interindividual differences/intraindividual change can be tested in this way. In addition, the necessity to use single-subject methods in the analysis of developmental processes is emphasized, and attention is drawn to the possibility to optimally treat developmental psychopathology by means of new computational techniques that can be integrated with dynamic factor analysis.

Diagnosing Autism in Individuals with Known Genetic Syndromes: Clinical Considerations and Implications for Intervention

PubMed Central

Hepburn, Susan L.; Moody, Eric J.

2015-01-01

Assessing symptoms of autism in persons with known genetic syndromes associated with intellectual and/or developmental disability is a complex clinical endeavor. We suggest that a developmental approach to evaluation is essential to reliably teasing apart global impairments from autism-specific symptomology. In this chapter, we discuss our assumptions about autism spectrum disorders, the process of conducting a family-focused, comprehensive evaluation with behaviorally complex children and some implications for intervention in persons with co-occurring autism and known genetic syndromes. PMID:26269783

A Hierarchical Multiple-Level Approach to the Assessment of Interpersonal Relatedness and Self-Definition: Implications for Research, Clinical Practice, and DSM Planning.

PubMed

Luyten, Patrick; Blatt, Sidney J

2016-01-01

Extant research suggests there is considerable overlap between so-called 2-polarities models of personality development; that is, models that propose that personality development evolves through a dialectic synergistic interaction between 2 key developmental tasks across the life span-the development of self-definition on the one hand and of relatedness on the other. These models have attracted considerable research attention and play a central role in DSM planning. This article provides a researcher- and clinician-friendly guide to the assessment of these personality theories. We argue that current theoretical models focus on issues of relatedness and self-definition at different hierarchically organized levels of analysis; that is (a) at the level of broad personality features, (b) at the motivational level (i.e., the motivational processes underlying the development of these dimensions), and (c) at the level of underlying internal working models or cognitive affective schemas, and the specific interpersonal features and problems in which they are expressed. Implications for further research and DSM planning are outlined.

Social Peer Interactions in Persons with Profound Intellectual and Multiple Disabilities: A Literature Review

ERIC Educational Resources Information Center

Nijs, Sara; Maes, Bea

2014-01-01

Social interactions may positively influence developmental and quality of life outcomes. Research in persons with profound intellectual and multiple disabilities (PIMD) mostly investigated interactions with caregivers. This literature review focuses on peer interactions of persons with PIMD. A computerized literature search of three databases was…

The Person Approach: Concepts, Measurement Models, and Research Strategy

ERIC Educational Resources Information Center

Magnusson, David

2003-01-01

This chapter discusses the "person approach" to studying developmental processes by focusing on the distinction and complementarity between this holistic-interactionistic framework and what has become designated as the variable approach. Particular attention is given to measurement models for use in the person approach. The discussion on the…

Personality Types of Adolescents: Concurrent Correlates, Antecedents, and Type X Parenting Interactions.

ERIC Educational Resources Information Center

Dubas, Judith Semon; Gerris, Jan R. M.; Janssens, Jan M. A. M.; Vermulst, Ad A.

2002-01-01

Investigates the concurrent correlates and developmental antecedents of personality types in a sample of 14 to 19-year-old Dutch adolescents. Three main personality types with behavioral and parenting correlates and antecedents were identified. Discussion highlights the importance of the family environment in understanding behavioral correlates of…

Pedestrian Safety Training Curriculum for Persons with Developmental Disabilities.

ERIC Educational Resources Information Center

Illinois State Office of the Secretary of State, Springfield.

This manual provides a suggested curriculum, intended for use in the natural environment, for individualized instruction on street travel skills for adults with developmental disabilities. Suggestions are given for instruction in home or classroom; the community; vocational settings; recreational settings; and special pedestrian situations (for…

Down Syndrome = Sindrome de Down.

ERIC Educational Resources Information Center

Pueschel, S. M.; Glasgow, R. E.

Presented both in English and Spanish, the brochure is primarily concerned with biological and developmental characteristics of the person with Down's syndrome. An emphasis is on the valuable humanizing influence these individuals have on society. Brief sections in the document discuss the delayed developmental aspects of Down's syndrome; the…

Socioeconomic Status, Schooling, and the Developmental Trajectories of Adolescents

ERIC Educational Resources Information Center

Crosnoe, Robert; Huston, Aletha C.

2007-01-01

The socioeconomic stratification of American society profoundly influences how the life course unfolds by shaping various developmental pathways as well as the connections among these pathways. Drawing on a nationally representative sample of American adolescents, this study charted trajectories of personal control and parental consultation from…

Americans with Developmental Disabilities: Policy Directions for the States.

ERIC Educational Resources Information Center

Wright, Barbara; King, Martha P.

This Task Force report offers recommendations to state legislatures in the following policy areas: early intervention, family support, transition services, community living, supported employment, and funding for persons with developmental disabilities. Stressed is a consumer orientation which focuses on individual and family strengths and needs.…

Personhood status of the human zygote, embryo, fetus.

PubMed

Miklavcic, John Janez; Flaman, Paul

2017-05-01

The fields of biology, medicine, and embryology have described the developmental milestones of humans throughout gestation in great detail. It is less clear as to when humans are recognized as people, persons, or beings with rights that are protected by legislation. The practice of law is irrevocably intertwined with that of ethical conduct; and the time at which a human life is considered a person has implications that extend to health care, legislation on abortion, and autonomy of individuals. This article reviews the economical position that fertilization is the moment that personhood of the conceptus begins. Alternate positions proposing that personhood begins at other possible times after fertilization are presented and contrasted to the economical hypothesis. Summary : This article is an original work critically analyzing the various arguments for human personhood at fertilization and thereafter. The various positions on human personhood are compared and contrasted herein. The time of the human lifespan at which personhood is conferred has important implications for health care, legislation, and personal autonomy.

Developmental patterns and parental correlates of youth leisure-time physical activity.

PubMed

Lam, Chun Bun; McHale, Susan M

2015-02-01

This study examined the developmental patterns and parental correlates of youth leisure-time physical activity from middle childhood through adolescence. On 5 occasions across 7 years, fathers, mothers, and children who were first- and second born from 201 European American, working- and middle-class families participated in home and multiple nightly phone interviews. Multilevel modeling revealed that, controlling for family socioeconomic status, neighborhood characteristics, and youth overweight status and physical health, leisure-time physical activity increased during middle childhood and declined across adolescence, and the decline was more pronounced for girls than for boys. Moreover, controlling for time-varying, parental work hours and youth interest in sports and outdoor activities, on occasions when fathers and mothers spent proportionally more time on these activities with youth than usual, youth also spent more total time on these activities than usual. The within-person association between mother-youth joint involvement and youth's total involvement in leisure-time physical activity reached statistical significance at the transition to adolescence, and became stronger over time. Findings highlight the importance of maintaining adolescents', especially girls', physical activity levels and targeting both fathers' and mothers' involvement to promote youth's physical activity. PsycINFO Database Record (c) 2015 APA, all rights reserved.

Developmental milestones for productivity occupations in children and youth: An integrative review.

PubMed

d'Entremont, Lisette; Gregor, Megan; Kirou, Evangelia; Nelligan, Lindsay; Dennis, Donna

2017-01-01

Limited research exists on developmental milestones for productivity occupations throughout the paediatric lifespan, and negative connotations of work for children and youth may have contributed to a paucity of literature on the topic. To ascertain what is currently known about the timing and types of engagement in productivity occupations in children and youth aged 4-19. Literature referencing productive occupations in children and youth aged 4-19 was searched for this integrative review. Search terms were established based on paediatric age and occupational therapy descriptors, and terminology associated with productivity. Sixty-seven peer-reviewed articles were analyzed according to the constant comparative method. Six core productive occupations emerged as avenues for productive engagement: paid work, school-related activities, caring for self and others, household chores, volunteering, and agricultural chores. A timeline was constructed to display common milestones for engagement in these occupations throughout the paediatric lifespan. Paediatric engagement was found to be influenced by personal (age, gender, child and youth perceptions, and safety considerations), and environmental (familial factors, parental perceptions, societal influences, and safety considerations) factors. Approaches to paediatric practice must account for the full spectrum of productive occupations children and youth engage in beyond the school context.

Intellectual and developmental disabilities in Kinshasa, Democratic Republic of the Congo: causality and implications for resilience and support.

PubMed

Aldersey, Heather M; Turnbull, H Rutherford; Turnbull, Ann P

2014-06-01

This article reports results of a 7-month qualitative study on intellectual and related developmental disabilities in Kinshasa, Democratic Republic of the Congo, particularly as they relate to the causes and meaning of intellectual and developmental disabilities (IDD). This study raises important questions related to the understanding of resilience of persons affected by IDD and the nature and purpose of support they use or desire.

Changes in the Population of Persons with Autism and Pervasive Developmental Disorders in California's Developmental Services System: 1987 through 1998. A Report to the Legislature, March 1, 1999.

ERIC Educational Resources Information Center

California State Dept. of Developmental Services, Sacramento.

This report discusses the results of an analysis of demographic and Client Development Evaluation Record data compiled at each of the 21 regional centers in California serving individuals with autism and pervasive developmental disorders. Data covering a period of 11 years, beginning in January 1987 and continuing through December 1998, show that…

A Consumer Satisfaction Study of Services of Individuals with Developmental Disabilities in Mississippi. The 1990 Report to Congress, Volume II. Prepared in Accordance with: The Developmental Disabilities Act of 1987.

ERIC Educational Resources Information Center

Mann, James; Tan, Moh-Liang

This report was prepared as part of Mississippi's reporting requirements for Public Law 100-146, the Developmental Disabilities Assistance and Bill of Rights Act Amendments of 1987. It contains the results of 300 in-person interviews determine their satisfaction with services. A descriptive analysis of the interviews is presented in six chapters…

Impaired event memory and recollection in a case of developmental amnesia.

PubMed

Rosenbaum, R S; Carson, N; Abraham, N; Bowles, B; Kwan, D; Köhler, S; Svoboda, E; Levine, B; Richards, B

2011-10-01

A current debate in the literature is whether all declarative memories and associated memory processes rely on the same neural substrate. Here, we show that H.C., a developmental amnesic person with selective bilateral hippocampal volume loss, has a mild deficit in personal episodic memory, and a more pronounced deficit in public event memory; semantic memory for personal and general knowledge was unimpaired. This was accompanied by a subtle difference in impairment between recollection and familiarity on lab-based tests of recognition memory. Strikingly, H.C.'s recognition did not benefit from a levels-of-processing manipulation. Thus, not all types of declarative memory and related processes can exist independently of the hippocampus even if it is damaged early in life.

Differential stability of temperament and personality from toddlerhood to middle childhood

PubMed Central

Neppl, Tricia K.; Donnellan, M. Brent; Scaramella, Laura V.; Widaman, Keith F.; Spilman, Sarah K.; Ontai, Lenna L.; Conger, Rand D.

2010-01-01

This prospective, longitudinal investigation examined differential consistency of three core dimensions of individuality from toddlerhood through middle childhood. Data came from 273 families who participated with their child at least once during three developmental periods: toddlerhood (2 years), early childhood (3 to 5 years), and middle childhood (6 to 10 years). Both mothers and fathers reported on attributes of their child using subscales from the Toddler Behavior Assessment Questionnaire, the Child Behavior Questionnaire, and the Iowa Personality Questionnaire. Reports were used as indicators of the latent “Big Three” dimensions of positive emotionality, negative emotionality, and constraint at each of the three developmental periods. Results pointed to consistency in these broad dimensions of temperament and personality from toddlerhood to middle childhood. PMID:20634996

An analysis of stress, burnout, and work commitment among disability support staff in the UK.

PubMed

Smyth, Emmett; Healy, Olive; Lydon, Sinėad

2015-12-01

Previous research has suggested that challenging behaviour emitted by persons with intellectual and developmental disabilities negatively impacts upon the levels of stress and burnout of those who support and care for them. In the current study a sample of disability support workers in the UK (N=138) reported their levels of perceived stress, burnout, and commitment to their work. The relationship between the frequency and severity of aggressive/destructive behaviours to which they were exposed, and these three measures were examined. Results showed that participants scored lower on measures of burnout in the current study than has been reported by similar research studies in the UK and North America. The results revealed an association between challenging behaviours experienced and participants' perceived stress and emotional exhaustion. Perceived stress and burnout were also associated with participants' commitment to their work. Finally, a series of regression analyses identified a number of predictors of emotional exhaustion, depersonalization, and personal accomplishment among disability support workers. The results and their implications for the consideration of disability support worker wellbeing and future research in this area are discussed. Copyright © 2015 Elsevier Ltd. All rights reserved.

Comparing the Developmental Genetics of Cognition and Personality over the Life Span.

PubMed

Briley, Daniel A; Tucker-Drob, Elliot M

2017-02-01

Empirical studies of cognitive ability and personality have tended to operate in isolation of one another. We suggest that returning to a unified approach to considering the development of individual differences in both cognition and personality can enrich our understanding of human development. We draw on previous meta-analyses of longitudinal, behavior genetic studies of cognition and personality across the life span, focusing particular attention on age trends in heritability and differential stability. Both cognition and personality are moderately heritable and exhibit large increases in stability with age; however, marked differences are evident. First, the heritability of cognition increases substantially with child age, while the heritability of personality decreases modestly with age. Second, increasing stability of cognition with age is overwhelmingly mediated by genetic factors, whereas increasing stability of personality with age is entirely mediated by environmental factors. Third, the maturational time-course of stability differs: Stability of cognition nears its asymptote by the end of the first decade of life, whereas stability of personality takes three decades to near its asymptote. We discuss how proximal gene-environment dynamics, developmental processes, broad social contexts, and evolutionary pressures may intersect to give rise to these divergent patterns. © 2015 Wiley Periodicals, Inc.

Comparing the Developmental Genetics of Cognition and Personality over the Lifespan

PubMed Central

Briley, Daniel A.; Tucker-Drob, Elliot M.

2015-01-01

Objective Empirical studies of cognitive ability and personality have tended to operate in isolation of one another. We suggest that returning to a unified approach to considering the development of individual differences in both cognition and personality can enrich our understanding of human development. Method We draw on previous meta-analyses of longitudinal, behavior genetic studies of cognition and personality across the lifespan, focusing particular attention on age trends in heritability and differential stability. Results Both cognition and personality are moderately heritable and exhibit large increases in stability with age; however, marked differences are evident. First, the heritability of cognition increases substantially with child age, while the heritability of personality decreases modestly with age. Second, increasing stability of cognition with age is overwhelmingly mediated by genetic factors, whereas increasing stability of personality with age is entirely mediated by environmental factors. Third, the maturational time-course of stability differs: Stability of cognition nears its asymptote by the end of the first decade of life, whereas stability of personality takes three decades to near its asymptote. Conclusions We discuss how proximal gene-environment dynamics, developmental processes, broad social contexts, and evolutionary pressures may intersect to give rise to these divergent patterns. PMID:26045299

A Biosocial Developmental Model of Borderline Personality: Elaborating and Extending Linehan's Theory

ERIC Educational Resources Information Center

Crowell, Sheila E.; Beauchaine, Theodore P.; Linehan, Marsha M.

2009-01-01

Over the past several decades, research has focused increasingly on developmental precursors to psychological disorders that were previously assumed to emerge only in adulthood. This change in focus follows from the recognition that complex transactions between biological vulnerabilities and psychosocial risk factors shape emotional and behavioral…

Meaning of Homeownership for Individuals with Developmental Disabilities: A Qualitative Study

ERIC Educational Resources Information Center

Hagner, David; Snow, Judith; Klein, Jay

2006-01-01

In-person semi-structured interviews were conducted with 7 homeowners selected by 6 state homeownership programs as representing good examples of homeownership by individuals with developmental disabilities. Recurring themes were found in the choice of a home, advantages and disadvantages of homeownership, handling problems, community…

Taking a Developmental Approach to Treating Juvenile Sexual Behavior Problems

ERIC Educational Resources Information Center

Creeden, Kevin

2013-01-01

While theories on the etiology of sexually problematic and offending behavior have become increasingly developmental in their perspective, treatment approaches that are utilized to address these issues have not significantly changed to address this thinking. Adolescent behavioral problems are especially linked to a wide range of personal and…

Advocacy, a Role for DD Councils.

ERIC Educational Resources Information Center

Paul, James, L., Ed.; And Others

The advocacy role of state developmental disabilities councils is examined in the monograph. It is explained that the material was gathered from a 1974 conference in Winter Park, Colorado. Topics addressed include the potential for advocacy, a personal perspective on developmental disabilities from a cerebral palsied adult, planning and evaluating…

Academic Engagement: Hispanic Developmental and Nondevelopmental Education Students

ERIC Educational Resources Information Center

Brickman, Stephanie J.; Alfaro, Edna C.; Weimer, Amy A.; Watt, Karen M.

2013-01-01

The purpose of this research is to identify any differences in the academic engagement of Hispanic students enrolled in a developmental course compared to those enrolled in a retention initiative course. Researchers proposed that personal interests and perceptions of instrumentality to future goals would help develop, guide, and direct successful…

Effects of Staff Implementation of a Choice Program on Challenging Behaviors in Persons with Developmental Disabilities.

ERIC Educational Resources Information Center

Ip, Sau M. V.; And Others

1994-01-01

Describes quasiexperimental investigation constructed to examine effects of staff implementation of choice program on reduction of challenging behaviors of people with developmental disabilities residing in supported community residences. Results suggest that choice program implementation produced significant decreases in frequency and severity of…

Cross-Informant Agreement on Child and Adolescent Withdrawn Behavior: A Latent Class Approach

ERIC Educational Resources Information Center

Rubin, David H.; Althoff, Robert R.; Walkup, John T.; Hudziak, James J.

2013-01-01

Withdrawn behavior (WB) relates to many developmental outcomes, including pervasive developmental disorders, anxiety, depression, psychosis, personality disorders and suicide. No study has compared the latent profiles of different informants' reports on WB. This study uses multi-informant latent class analyses (LCA) of the child behavior checklist…

The Abusive Environment and the Child's Adaptation.

ERIC Educational Resources Information Center

Martin, Harold P.

The biologic and developmental problems of abused children are usually thought of etiologically in relation to the physical trauma which has been suffered. Indeed, physical trauma can cause death, brain damage, developmental delays and deviations in personality development. The environment in which the abused child grows and develops is a most…

Unmasking Abilities Hidden by Developmental Conditions.

ERIC Educational Resources Information Center

Mallik, Kalisankar, Ed.; Shaver, Elaine M., Ed.

This document contains 16 papers that were scheduled to be presented at a conference (which was canceled) on approaches and programs for helping developmentally disabled persons to be more self-sufficient. The book is divided into three sections: (1) unmasking vocational abilities, (2) enhancing functional independence, and (3) medical and…

OSHA and ADA: "Reasonable Accommodation" in Training Persons with Developmental Disabilities.

ERIC Educational Resources Information Center

Sandoz, Charles J.

This paper documents an approach to meeting the training requirements of the Occupational Safety and Health Act (OSHA) and the "reasonable accommodation" requirements of the Americans with Disabilities Act (ADA) for individuals with developmental disabilities. It describes a training program used with three adult workers with mild mental…

Age Differences in Coping with Chronic Illness.

ERIC Educational Resources Information Center

Felton, Barbara J.; Revenson, Tracey A.

While most lifespan developmental theories of personality predict age-related changes in coping, little direct evidence exists for determining whether age differences in coping style are due to intrinsic developmental processes or to age differences in the kinds of stresses encountered. To evaluate age differences in coping strategies and whether…

Developmental Change in Social Responsibility during Adolescence: An Ecological Perspective

ERIC Educational Resources Information Center

Wray-Lake, Laura; Syvertsen, Amy K.; Flanagan, Constance A.

2016-01-01

Social responsibility can be defined as a set of prosocial values representing personal commitments to contribute to community and society. Little is known about developmental change--and predictors of that change--in social responsibility during adolescence. The present study used an accelerated longitudinal research design to investigate the…

A Psychiatric Primer for Programs Serving People with Developmental Disabilities. Monograph #101.

ERIC Educational Resources Information Center

Dal Pozzo, Earlene; Bernstein, Gail S.

Intended for personnel in programs serving persons with developmental disabilities, the booklet provides basic information about the major psychiatric disorders and their treatment. Five sections cover: the major disorders; medications--uses and problems; assessment; cooordination of services; and psychiatric emergencies. Major disorders such as…

The Draw-A-Person Test: an indicator of children's cognitive and socioemotional adaptation?

PubMed

ter Laak, J; de Goede, M; Aleva, A; van Rijswijk, P

2005-03-01

The authors examined aspects of reliability and validity of the Goodenough-Harris Draw-A-Person Test (DAP; D. B. Harris, 1963). The participants were 115 seven- to nine-year-old students attending regular or special education schools. Three judges, with a modest degree of training similar to that found among practicing clinicians, rated the students' human figure drawings on developmental and personality variables. The authors found that counting details and determining developmental level in the DAP test could be carried out reliably by judges with limited experience. However, the reliability of judgments of children's social and emotional development and personality was insufficient. Older students and students attending regular schools received significantly higher scores than did younger students or students attending special education schools. The authors found that the success of the DAP test as an indicator of cognitive level, socioemotional development, and personality is limited when global judgments are used. The authors concluded that more specific, reliable, valid, and useful scoring systems are needed for the DAP test.

Structural Coherence and Temporal Stability of Psychopathic Personality Features During Emerging Adulthood

PubMed Central

Hawes, Samuel W.; Mulvey, Edward P.; Schubert, Carol A.; Pardini, Dustin A.

2015-01-01

Psychopathy is a complex personality disorder characterized by affective, interpersonal, and behavioral dimensions. Although features of psychopathy have been extended downwardly to earlier developmental periods, there is a discerning lack of studies that have focused on critically important issues such as longitudinal invariance and stability/change in these features across time. The current study examines these issues using a large sample of male adolescent offenders (N = 1,170) assessed across 7 annual time points during the transition into emerging adulthood (ages ~ 17 to 24 years). Findings demonstrated that features of psychopathy remained longitudinally invariant across this developmental period, and showed temporally consistent and theoretically coherent associations with other measures of personality, psychopathology, and criminal behaviors. Results also demonstrated that mean levels of psychopathic personality features tended to decrease into emerging adulthood and showed relatively modest rank-order stability across assessments with 7-year lags. These findings suggest that reductions in maladaptive personality features seem to parallel the well-documented decreases in offending that occur during the early 20s. PMID:24978692

Are Androgynous Individuals More Effective Persons and Parents?

ERIC Educational Resources Information Center

Baumrind, Diana

1982-01-01

Using extensive, multifaceted observational and interview data from the Family Socialization and Developmental Competence Project (FSP), this paper examines the claims that androgynes, by comparison with sex-typed individuals, are more effective persons and parents. (Author/RH)

Clinicians’ Personal Theories of Developmental Disorders Explain Their Judgments of Effectiveness of Interventions

PubMed Central

de Kwaadsteniet, Leontien; Hagmayer, York

2017-01-01

Evidence-based psychotherapy requires clinicians to consider theories of psychopathology and evidence about effectiveness, and their experience when choosing interventions. Research on clinical decision making indicates that clinicians’ theories of disorders might be personal and inform judgments and choices beyond current scientific theory and evidence. We asked 20 child therapists to draw models of how they believed that biological, psychological, environmental, and behavioral factors interact to cause and maintain four common developmental disorders. They were also asked to judge the effectiveness of interventions recommended in the literature. Therapists showed only fair agreement about the factors and a slight to fair agreement about the causal relations between these, and just fair agreement about interventions’ effectiveness. Despite these disagreements, we could predict effectiveness judgments from therapists’ personal theories, which indicates that clinicians use personal theories in decision making. We discuss the implications of these findings for evidence-based practice. PMID:29527408

Developmental personality types from childhood to adolescence: associations with parenting and adjustment.

PubMed

de Haan, Amaranta D; Deković, Maja; van den Akker, Alithe L; Stoltz, Sabine E M J; Prinzie, Peter

2013-01-01

This study examined whether changes in children's self-reported Big Five dimensions are represented by (developmental) personality types, using a cohort-sequential design with three measurement occasions across 5 years (four cohorts, 9-12 years at T1; N = 523). Correlates of, and gender differences in, type membership were examined. Latent class growth modeling yielded three personality types: Resilients (highest initial levels on all Big Five), Overcontrollers (lowest Extraversion, Emotional Stability, Imagination), and Undercontrollers (lowest Benevolence, Conscientiousness). Gender differences in type membership were small. Warm parenting, but not overreactive discipline, in childhood was associated with type membership. The types differed in adjustment problems by the end of middle adolescence. Personality change more likely occurs at the level of dimensions within types than in type membership. © 2013 The Authors. Child Development © 2013 Society for Research in Child Development, Inc.

Psychometric properties of the Brazilian-adapted version of the Ages and Stages Questionnaire in public child daycare centers.

PubMed

Filgueiras, Alberto; Pires, Pedro; Maissonette, Silvia; Landeira-Fernandez, J

2013-08-01

Well-designed screening assessment instruments that can evaluate child development in public daycare centers represent an important resource to help improve the quality of these programs, as an early detection method for early developmental delay. The Ages and Stages Questionnaire, 3rd edition (ASQ-3), comprises a series of 21 questionnaires designed to screen developmental performance in the domains of communication, gross motor skills, fine motor skills, problem solving, and personal-social ability in children aged 2 to 66 months. The purpose of the present work was to translate and adapt all of the ASQ-3 questionnaires for use in Brazilian public child daycare centers and to explore their psychometric characteristics with both Classical Test Theory and Rating Scale analyses from the Rasch model family. A total of 18 Ages & Stages Questionnaires - Brazilian translation (ASQ-BR) questionnaires administered at intervals from 6 to 60 months of age were analyzed based on primary caregiver evaluations of 45,640 children distributed in 468 public daycare centers in the city of Rio de Janeiro. The results indicated that most of the ASQ-BR questionnaires had adequate internal consistency. Exploratory factor analyses yielded a one-factor solution for each domain of all of the ASQ-BR questionnaires. The only exception was the personal-social domain in some of the questionnaires. Item Response Theory based on Rating Scale analysis (infit and outfit mean squares statistics) indicated that only 44 of 540 items showed misfit problems. In summary, the ASQ-BR questionnaires are psychometrically sound developmental screening instruments that can be easily administered by primary caregivers. Copyright © 2013 Elsevier Ltd. All rights reserved.

[Pervasive developmental disorder in adults; importance of diagnosis in concern to the type of ego structure with PDD].

PubMed

Hirosawa, Masataka

2011-01-01

Most adult patients with pervasive developmental disorder (PDD) who consult with psychiatrists for the first time may have normal intelligence. In diagnosing high-functioning PDD to adult patients, we should pay much attention to psychological consistency which exists between developmental problems in childhood, developed personality, recent problems in social adjustment, and manifested psychiatric symptoms. In order to understand these relationships, considering the patients' type of ego structure ("PDD ego type") seems to be useful. "PDD ego type" is characterized by their unique self-universe image which takes form of grid one (just like a touch panel), which is decisively different from the form of a radial or concentric circle held by most people (Jung, C.G). This self-universe image characterizes adult PDD patients' psychiatric symptoms, unsuitable social performance, and their "personality."

A longitudinal study of employment and skill acquisition among individuals with developmental disabilities.

PubMed

Stephens, Dawn L; Collins, Michael D; Dodder, Richard A

2005-01-01

Recent legislation, especially the Americans with Disabilities Act in 1990, generated the closure of institutions for people with disabilities and inclusion into community residences and employment. It has been well documented that individuals with developmental disabilities often experience difficulties with employment including both obtaining and maintaining jobs, and many researchers have looked for ways to make employment more successful [McConkey, R. & Mezza F. (2001). Employment aspirations of people with learning disabilities attending day centers. Journal of Learning Disabilities, 5(4), 309-318; Stevens, G. (2002). Employers' perceptions and practice in the employability of disabled people: a survey of companies in south east UK. Disability and Society, 17(7), 779-796; Capella, M., Roessler, R., & Hemmeria, K. (2002). Work-related skills awareness in high-school students with disabilities. Journal of Applied Rehabilitation Counseling, 33(2), 17-23; Ingraham, K., Rahimi, M., Tsang, H., Chan, F., & Oulvey, E. (2001). Work support groups in state vocational rehabilitation agency settings: a case study. Psychiatric Rehabilitation Skills, 5(1), 6-21; Gosling, V. & Cotterill, L. (2000). An employment project as a route to social inclusion for people with learning difficulties? Disability and Society, 15(7), 1001-1018; Neitupski, J. & Hamre-Nietupski, S. (2000). A systematic process for carving supported employment positions for people with severe disabilities. Journal of Developmental and Physical Disabilities, 12(2), 103-119]. While research has accumulated that has examined predictors of successful employment, this research assessed longitudinal outcomes of employment. Data were obtained from an existing data set of all known persons receiving services from the Developmental Disabilities Division of the Oklahoma Department of Human Services (N=2760). Results indicated that as people moved to employment, scores on adaptive skills increased, that as people moved from employment, adaptive skills decreased, and that as employment status remained constant, adaptive skills also remained unchanged. No consistent impact was found on challenging behaviors. Type of employment (sheltered, supported, and competitive) was then examined, and the same pattern of changes in adaptive skills was found; i.e., changes in employment to more/less competitive was accompanied by more/less adaptive skills. This suggests that employment itself, especially work in the competitive workforce, may be a significant source of enhancing adaptive skills for people with developmental disabilities and, thus, greatly adding to the success of community living.

Latent Profile and Cluster Analysis of Infant Temperament: Comparisons across Person-Centered Approaches

ERIC Educational Resources Information Center

Gartstein, Maria A.; Prokasky, Amanda; Bell, Martha Ann; Calkins, Susan; Bridgett, David J.; Braungart-Rieker, Julia; Leerkes, Esther; Cheatham, Carol L.; Eiden, Rina D.; Mize, Krystal D.; Jones, Nancy Aaron; Mireault, Gina; Seamon, Erich

2017-01-01

There is renewed interest in person-centered approaches to understanding the structure of temperament. However, questions concerning temperament types are not frequently framed in a developmental context, especially during infancy. In addition, the most common person-centered techniques, cluster analysis (CA) and latent profile analysis (LPA),…

Identity Processes and Personality Traits and Types in Adolescence: Directionality of Effects and Developmental Trajectories

ERIC Educational Resources Information Center

Luyckx, Koen; Teppers, Eveline; Klimstra, Theo A.; Rassart, Jessica

2014-01-01

Personality traits are hypothesized to be among the most important factors contributing to individual differences in identity development. However, longitudinal studies linking Big Five personality traits to contemporary identity models (in which multiple exploration and commitment processes are distinguished) are largely lacking. To gain more…

HIV Education for Persons with Mental Disabilities. AIDS Technical Report, No. 1.

ERIC Educational Resources Information Center

Harvey, David C.; Trivelli, Lucy U.

This technical report is part of a series on AIDS/HIV (Acquired Immune Deficiency Syndrome/Human Immunodeficiency Virus) and is intended to help link various legal advocacy organizations providing services to persons with mental illness or developmental disabilities. Such persons, especially adolescents, are at risk for exposure to HIV because…

The Importance of the Personal Element in Collaborative Research

ERIC Educational Resources Information Center

Mitchell-Williams, Zinnia; Wilkins, Paul; Mclean, Meabh; Nevin, Wendy; Wastell, Karyn; Wheat, Rebecca

2004-01-01

This account draws on the experience of five final-year students of human communication and one tutor from the Manchester Metropolitan University who conducted collaborative research into life stages. The research was personally developmental for all those involved and resulted in an increased sense of personal power. The authors discuss the use…

When Do Immigrant Adolescents Feel Personally Discriminated Against? Longitudinal Effects of Peer Preference

ERIC Educational Resources Information Center

Reitz, Anne K.; Asendorpf, Jens B.; Motti-Stefanidi, Frosso

2015-01-01

Despite research showing that immigrant adolescents differ in the degree to which they feel personally discriminated against, little is known about individual predictors of their perceived personal discrimination. We studied the role of a major developmental task in adolescence that is highly relevant for discrimination experiences: being liked by…

Interpersonal Relatedness and Self-Definition in Normal and Disrupted Personality Development: Retrospect and Prospect

ERIC Educational Resources Information Center

Luyten, Patrick; Blatt, Sidney J.

2013-01-01

Two-polarities models of personality propose that personality development evolves through a dialectic synergistic interaction between two fundamental developmental psychological processes across the life span--the development of interpersonal relatedness on the one hand and of self-definition on the other. This article offers a broad review of…

Interpersonal relatedness and self-definition in normal and disrupted personality development: retrospect and prospect.

PubMed

Luyten, Patrick; Blatt, Sidney J

2013-04-01

Two-polarities models of personality propose that personality development evolves through a dialectic synergistic interaction between two fundamental developmental psychological processes across the life span-the development of interpersonal relatedness on the one hand and of self-definition on the other. This article offers a broad review of extant research concerning these models, discusses their implications for psychology and psychiatry, and addresses future research perspectives deriving from these models. We first consider the implications of findings in this area for clinical research and practice. This is followed by a discussion of emerging research findings concerning the role of developmental, cross-cultural, evolutionary, and neurobiological factors influencing the development of these two fundamental personality dimensions. Taken together, this body of research suggests that theoretical formulations that focus on interpersonal relatedness and self-definition as central coordinates in personality development and psychopathology provide a comprehensive conceptual paradigm for future research in psychology and psychiatry exploring the interactions among neurobiological, psychological, and sociocultural factors in adaptive and disrupted personality development across the life span.

Long-Term Developmental Changes in Children's Lower-Order Big Five Personality Facets.

PubMed

de Haan, Amaranta; De Pauw, Sarah; van den Akker, Alithe; Deković, Maja; Prinzie, Peter

2017-10-01

This study examined long-term developmental changes in mother-rated lower-order facets of children's Big Five dimensions. Two independent community samples covering early childhood (2-4.5 years; N = 365, 39% girls) and middle childhood to the end of middle adolescence (6-17 years; N = 579, 50% girls) were used. All children had the Belgian nationality. Developmental changes were examined using cohort-sequential latent growth modeling on the 18 facets of the Hierarchical Personality Inventory for Children. In early childhood, changes were mostly similar across child gender. Between 2 and 4.5 years, several facets showed mean-level stability; others changed in the direction of less Extraversion and Emotional Stability, and more Benevolence and Imagination. The lower-order facets of Conscientiousness showed opposite changes. Gender differences became more apparent from middle childhood onward for facets of all dimensions except Imagination, for which no gender differences were found. Between 6 and 17 years, same-dimension facets showed different shapes of growth. Facets that changed linearly changed mostly in the direction of less Extraversion, Benevolence, Conscientiousness, Emotional Stability, and Imagination. Changes in facets for which nonlinear growth was found generally moved in direction or magnitude during developmental transitions. This study provides comprehensive, fine-grained knowledge about personality development during the first two decades of life. © 2016 Wiley Periodicals, Inc.

Knowledge Cannot Explain the Developmental Growth of Working Memory Capacity

PubMed Central

Cowan, Nelson; Ricker, Timothy J.; Clark, Katherine M.; Hinrichs, Garrett A.; Glass, Bret A.

2014-01-01

According to some views of cognitive growth, the development of working memory capacity can account for increases in the complexity of cognition. It has been difficult to ascertain, though, that there actually is developmental growth in capacity that cannot be attributed to other developing factors. Here we assess the role of item familiarity. We document developmental increases in working memory for visual arrays of English letters versus unfamiliar characters. Although letter knowledge played a special role in development between the ages of 6 to 8 years, children with adequate letter knowledge showed practically the same developmental growth in normalized functions for letters and unfamiliar characters. The results contribute to a growing body of evidence that the developmental improvement in working memory does not wholly stem from supporting processes such as encoding, mnemonic strategies, and knowledge. PMID:24942111

Working Memory in Children with Developmental Disorders

ERIC Educational Resources Information Center

Alloway, Tracy Packiam; Rajendran, Gnanathusharan; Archibald, Lisa M. D.

2009-01-01

The aim of the present study was to directly compare working memory skills across students with different developmental disorders to investigate whether the uniqueness of their diagnosis would impact memory skills. The authors report findings confirming differential memory profiles on the basis of the following developmental disorders: Specific…

Phases of "pre-engagement" capacity building: discovery, exploration, and trial alliance.

PubMed

Campbell-Voytal, Kimberly

2010-01-01

Academic prevention researchers who engage limited-resource communities may find that organizational or community capacity for prevention is low. Community organizations, neighborhoods, and academic partners may lack shared issue awareness, mutual interests, and interactive skills necessary for collaborative intervention. Existing capacity building models either ignore a 'pre-engagement' phase or acknowledge it without offering strategic detail. An exploratory or developmental phase before active engagement can be achieved through co-located work in a community setting. The construct, "ecology of practice," provides conceptual background for examining how "shared work" introduces and prepares partners for future collaboration consistent with community-based participatory research (CBPR) principles. This paper presents two case studies where pre-engagement capacity building involved partners who were initially unaware, disinterested, or unable to engage in preventive interventions. These cases illustrate how mutual participation in shared "ecologies of practice" enabled an exchange of cultural knowledge, skill, and language that laid the groundwork for future preventive intervention. A trajectory of developmental work in each case occurred over 5 years. Historical timelines, interviews, and personal communications between community and academic leaders were reviewed and common themes identified. A model of "pre-capacity building" emerged. Capacity-building models that detail strategies for developing equitable engagement in under-resourced settings will more effectively move best practices into vulnerable communities. Preventive interventions must be translated equitably if health disparities are to be reduced.

Quality of Life of Adults with Pervasive Developmental Disorders and Intellectual Disabilities

ERIC Educational Resources Information Center

Gerber, F.; Baud, M. A.; Giroud, M.; Carminati, G. Galli

2008-01-01

The purpose of this study was to observe quality of life (QoL) and global evolution of persons with Pervasive Developmental Disorders (PDD) in three different groups. Individualized programs for PDD were compared to traditional programs for intellectual disabilities. Behavioural disorders were repeatedly evaluated using the Aberrant Behaviour…

A Perceptual Measure of Children's Developmental Somatotypic Preferences.

ERIC Educational Resources Information Center

Portnoy, Enid P.; Gardner, Julie M.

Somatotyping is a term that has evolved for the reliable recognition of the expected relationship between body type and personality traits. Using a somatotypic measure, a study was conducted to identify the developmental changes in children's attraction preferences within their own peer groups, as tested in kindergarten, third, and sixth grades.…

Developmental Assets: Profile of Youth in a Juvenile Justice Facility

ERIC Educational Resources Information Center

Chew, Weslee; Osseck, Jenna; Raygor, Desiree; Eldridge-Houser, Jennifer; Cox, Carol

2010-01-01

Background: Possessing high numbers of developmental assets greatly reduces the likelihood of a young person engaging in health-risk behaviors. Since youth in the juvenile justice system seem to exhibit many high-risk behaviors, the purpose of this study was to assess the presence of external, internal, and social context areas of developmental…

Are We There yet? Screening Processes for Intellectual and Developmental Disabilities in Jail Settings

ERIC Educational Resources Information Center

Scheyett, Anna; Vaughn, Jennie; Taylor, Melissa; Parish, Susan

2009-01-01

Early identification of intellectual and developmental disabilities in persons in the criminal justice system is essential to protect their rights during arrest and trial, ensure safety when incarcerated, and maximize the opportunities to receive services while incarcerated and postrelease. Using telephone interviews of jail administrators (N =…

The Utility of Person-Specific Analyses for Investigating Developmental Processes: An Analytic Primer on Studying the Individual

ERIC Educational Resources Information Center

Gayles, Jochebed G.; Molenaar, Peter C. M.

2013-01-01

The fields of psychology and human development are experiencing a resurgence of scientific inquiries about phenomena that unfold at the level of the individual. This article addresses the issues of analyzing intraindividual psychological/developmental phenomena using standard analytical techniques for interindividual variation. When phenomena are…

Developmental Assets and Risky Sexual Behaviors among American Indian Youth

ERIC Educational Resources Information Center

Greene, Kaylin M.; Eitle, David; Eitle, Tamela McNulty

2018-01-01

This study examined the relationship between developmental assets during early and mid-adolescence and early adult sexual behaviors among American Indians using a subsample from the National Longitudinal Study of Adolescent Health (N = 465). Grounded in an assets framework, the authors explored the protective role of personal, family, school, and…

Repertory Grid As a Means to Compare and Contrast Developmental Theorists

ERIC Educational Resources Information Center

Mayo, Joseph A.

2004-01-01

This article reports on the use of a repertory grid as a tool for studying conceptual systems in line with Kelly's (1955) personal construct theory. Using 7-point construct continua, students rated the positions of major developmental theorists on various bipolar constructs (e.g., nature-nurture, continuity-discontinuity) representing salient…

A Resource Guide of Services in Ohio for Persons with a Developmental Disability. Second Edition.

ERIC Educational Resources Information Center

Packard, Betsy, Ed.

The resource guide provides a listing of resources available in Ohio for the individual with developmental disabilities (autism, cerebral palsy, epilepsy, and/or mental retardation). An introductory chapter briefly describes federal, state, county, and private agencies and services; clinic and health services; community residential alternatives;…

Integrating and Analyzing Psychosocial and Stage Theories To Challenge the Development of the Injured Collegiate Athlete.

ERIC Educational Resources Information Center

Harris, Laura L.

2003-01-01

Integrated a psychosocial developmental theory (the Kubler-Ross Stage Theory) and a psychological stage theory (the Ross Stage Theory) and a psychological stage theory (the Chickering and Reisser psychosocial and developmental theory) for challenging injured collegiate student-athletes' personal development. A search of online databases from…

Community Based Competitive Employment Preparation of Developmentally Disabled Persons: Factors Contributing to Success.

ERIC Educational Resources Information Center

Stodden, Robert A.; Browder, Phyllis M.

The paper describes a demonstrative project designed to help 52 mentally retarded or otherwise developmentally disabled adults obtain and maintain competitive employment. The trainees were first evaluated in a situational assessment covering seven areas: (1) attendance and stamina, (2) independence, (3) productivity, (4) learning style, (5) work…

Personality, Coping Style and Well-Being of Parents Rearing Children with Developmental Disabilities

ERIC Educational Resources Information Center

Glidden, L. M.; Billings, F. J.; Jobe, B. M.

2006-01-01

Background: Parents with children with developmental disabilities (DD) encounter a variety of stressors associated with rearing their children and must develop effective coping mechanisms in order to adapt successfully to these challenges. Previous research has failed to establish the role of parental individual differences in the reported use of…

The Care and Feeding of a Successful Collaborative Partnership.

ERIC Educational Resources Information Center

Huth, Harvey; Denny, Verna Haskins; Nardino, Charles; Bailey, Robert; Street, David; Sinnott, Judy; Spector, Harriet; Trolio, Peter; Dillman, Jenny

In this document, representatives from the four partners involved in a self-directed distance learning program for developmental aides responsible for caring for persons with developmental disabilities and/or mental retardation (the City University of New York, a labor union, an executive employee relations office, and a state agency involved in…

Descriptive Analysis of Epileptic Seizures and Problem Behavior in Adults with Developmental Disabilities

ERIC Educational Resources Information Center

Roberts, Celeste; Yoder, Paul J.; Kennedy, Craig H.

2006-01-01

We studied possible relations between seizures and problem behavior in 3 adults with developmental disabilities. Each person was observed for between 56 and 92 days to record occurrences of seizures and problem behavior. Results of our descriptive analysis indicated an association between seizures and problem behavior for each participant. For…

Positive Approaches: A Sexuality Guide for Teaching Developmentally Disabled Persons.

ERIC Educational Resources Information Center

Maurer, Lisa

This guide is intended to assist caregivers of people with development disabilities in acquiring knowledge about sexuality and skill in expressing sexuality in a safe and appropriate manner. Section 1 provides an overview of the history of sexuality and developmentally disabled individuals. The second section provides exercises for the caregiver…

Being Human: A Handbook in Human Growth and Development for the Developmentally Disabled.

ERIC Educational Resources Information Center

Fletcher, Donna; Ogle, Peggy

The handbook is intended to provide practitioners with information on establishing and organizing a Human Growth and Development program in agencies and facilities which provide training to developmentally disabled persons. The handbook discusses the legal foundation (Florida law) for establishing the program as well as specific methods for…

Mapping Developmental Precursors of Cyber-Aggression: Trajectories of Risk Predict Perpetration and Victimization

ERIC Educational Resources Information Center

Modecki, Kathryn L.; Barber, Bonnie L.; Vernon, Lynnette

2013-01-01

Technologically mediated contexts are social arenas in which adolescents can be both perpetrators and victims of aggression. Yet, there remains little understanding of the developmental etiology of cyber aggression, itself, as experienced by either perpetrators or victims. The current study examines 3-year latent within-person trajectories of…

Focus on Vermont's Self-Determination Project.

ERIC Educational Resources Information Center

O'Brien, John

This paper reports on a focus group discussion held in June, 1998, in Killington, Vermont, about a 3-year project in Vermont to encourage the self-determination of people with developmental disabilities. The project has involved training of four project teams, each composed of a person with a developmental disability, a family member, and a person…

Cognitive Intervention in the Normal Developmental Problems of Young Adults

ERIC Educational Resources Information Center

Wilson, Stephen B.

1978-01-01

The common developmental problems of young adults--career focus, sex confidence, clarification of beliefs, and separation from parents--provide themes of interest to young adults. Using these themes and the human tendency to problem solve, specific information can be given to improve personal problem-solving skills without psychological games.…

Jaw-Phonatory Coordination in Chronic Developmental Stuttering

ERIC Educational Resources Information Center

Loucks, Torrey M. J.; De Nil, Luc F.; Sasisekaran, Jayanthi

2007-01-01

A deficiency in sensorimotor integration in a person who stutters may be a factor in the pathophysiology of developmental stuttering. To test oral sensorimotor function in adults who stutter, we used a task that requires the coordination of a jaw-opening movement with phonation onset. The task was adapted from previous limb coordination studies,…

Movement Exploration as a Technique for Teaching Pre-Swimming Skills to Students with Developmental Delays.

ERIC Educational Resources Information Center

Buis, Joyce M.; Schane, Catherine S.

1980-01-01

Background, rationale, and techniques for using movement exploration to teach preswimming skills to developmentally delayed persons are given. Objectives (beyond the primary one of safety) of such a program include body awareness, spatial awareness, movement, and perceptual motor functions. Guidelins for activity selection and adaptation are…

Health professionals' and managers' definitions of developmentally appropriate healthcare for young people: conceptual dimensions and embedded controversies.

PubMed

Farre, Albert; Wood, Victoria; McDonagh, Janet E; Parr, Jeremy R; Reape, Debbie; Rapley, Tim

2016-07-01

We aimed to (i) explore how health professionals and managers who work with young people seek to define developmentally appropriate healthcare (DAH), (ii) identify the range of conceptual dimensions present in their definitions and (iii) explore the controversies embedded in their characterisations of DAH. A qualitative multisite ethnographic study was conducted across three hospitals in England. We undertook face-to-face semi-structured interviews with health professionals and managers; and non-participant observation in clinics, wards and meetings. Anonymised field notes and interview transcripts were analysed using thematic analysis. The theme 'conceptualisations of DAH' was then further analysed, and the resulting themes categorised to form conceptual dimensions. We recruited 192 participants and conducted 65 interviews (41 with health professionals and 24 with managers) and approximately 1600 hours of non-participant observations (involving 103 health professionals and 72 managers). Despite the wide range of definitions provided by participants, five conceptual dimensions of DAH were identified: (i) biopsychosocial development and holistic care, (ii) acknowledgement of young people as a distinct group, (iii) adjustment of care as the young person develops, (iv) empowerment of the young person by embedding health education and health promotion and (v) interdisciplinary and interorganisational work. Also, some controversies were identified within most dimensions. This study illustrates the lack of a generalised definition of DAH for young people among UK health professionals and managers, and presents a set of five core dimensions that can inform future research to help define and evaluate DAH for young people. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/

Technology and the environment: supportive resource or barrier for people with developmental disabilities?

PubMed

Hammel, Joy

2003-06-01

Findings from needs assessments and abandonment studies point to issues with health care providers, particularly in their ability to listen to the needs of the consumer and important others regarding AT-EI. Professionals need to listen to what people are telling them or, in many cases, what they are not telling them. Actions and nonverbal messages can speak very loudly. Strategies to communicate and collaborate with consumers need to be developed. Regardless of ability to communicate or the severity of the impairments the person may be experiencing, it is important to withhold judgments that may underestimate a person's potential or desire to be in control of life decisions. AT-EI service have often seen people labeled with severe or profound intellectual disabilities challenge that diagnosis after accessing a communication or access system. Likewise, a person with a severe disability has the right to supportive resources and to the same level of respect, dignity, and quality of life as any other member of society. Using the technology and adapting the environment to provide opportunities for consumers to "voice" their wishes and control their lives can be an effective strategy to collaborate. When focusing on a rights-based philosophy, recognizing the difference between physical independence (e.g., physical and/or cognitive ability to do a task by oneself) and self-care management (e.g., access to and power to manage the supportive resources to live in the community regardless of level of physical ability) is important. We all rely on supports in our lives, whether it be tools or technology to help us do a job or another person, yet when we evaluate people with disabilities, the expectation is for people to function independently [23,24]. They even receive lower scores on functional assessments if they are using a piece of technology to do an activity. By shifting the focus to management of and access to resources versus level of physical dependence or burden, health care professionals can play a role in linking people to such resources as AT-EI and related services and strategies to support community living. Such a shift in focus also enables professionals to validate interdependence; that is, the give-take relationships that people have with each other to support each other [25]. The use of AT-EI by people with developmental disabilities often involves an interdependent relationship in which another person may help set up the environment or technology and, in turn, the consumer can then reciprocate and engage in an activity or a relationship [1]. Health care professionals also need to better understand and take into consideration the social context, its influence on consumers' use or nonuse of AT-EI, and the long-term influence on community living and participation decisions [1]. Nurses can involve important others in the process by listening to and considering their needs, and ensuring that they are informed about options, the benefits of using AT-EI for the consumer and themselves, and how to set up and troubleshoot the AT-EI. In cases where important others are not supportive, health care professionals may be in a position to link the consumer with other consumers and advocacy groups such as Centers for Independent Living or Self Advocates Becoming Empowered that may offer that support as well as membership in a collective community engaged in systems change. Health care professionals can serve as a system interface by linking people to information and resources to make informed decisions [26]. Resources on developmental disability and health, common issues that may occur, and life course planning help people identify functional issues and early signs of accelerated aging and proactively use the environment and technology to stay in living situations of choice. Few health care professionals are well prepared to provide services to people with developmental disabilities as they age; a great need exists for providers of such specialized services and for proactive later-life screenings that can identify issues early and make the most use of AT-EI strategies to address aging issues [26,28]. At any given point in time in the life of people with developmental disabilities, many different professionals and systems may be involved in decisions that could include AT-EI. Medical, educational, vocational, independent living, and case management systems may all be working with the person; however, there is often limited or no communication between them, particularly as the person ages or transitions between settings. Health care professionals, even when they are working with an individual on a limited basis, can and should take on active roles in linking consumers and important others with other systems and should ensure that information about their AT-EI needs is transferred accurately between systems. Most likely, nurses may be in a role to refer a person to specialized services, whether they may be medical, rehabilitative, AT-EI-specific, or disability advocacy groups that can help support the person as they face barriers or seek out AT. Nurses may also be in a role to pass on important information about the person's health and medical status that can help to better inform AT-EI decisions to ensure the AT meets the person's needs across contexts. As an interface, nurses may assume a role as a supporting advocate for accessing resources, not as a gatekeeper who makes decisions for people. This includes referring individuals with developmental disabilities to people and groups that know how to get AT-EI, how to fund it, and how to troubleshoot it, and linking them to other people with disabilities who are sharing strategies in person and on-line. It also includes focusing beyond basic self-care and considers AT-EI strategies that enable a person to participate in high meaning activities and roles in the home and the community. Participation in activities identified as highly meaningful and important to the person, such as participating in a religious community, networking with other people on-line, gardening, or being a member of a community group, to name a few, can positively contribute to health, wellness, and quality of life; the challenge is to create and adapt the environment (social, physical, and societal) to support participation choices and control.

Causes of death in remote symptomatic epilepsy.

PubMed

Day, S M; Wu, Y W; Strauss, D J; Shavelle, R M; Reynolds, R J

2005-07-26

To determine the causes of death of individuals with developmental disabilities that occur more frequently among those with remote symptomatic epilepsy (i.e., epilepsy occurring in persons with developmental delay or identified brain lesions) than for those without. The authors compared causes of mortality in persons with (n = 10,030) and without (n = 96,163) history of epilepsy in a California population of persons with mild developmental disabilities, 1988 to 2002. Subjects had traumatic brain injury, cerebral palsy, Down syndrome, autism, or a developmental disability with other or unknown etiology. There were 721,759 person-years of data, with 2,397 deaths. Underlying causes of death were determined from the State of California's official mortality records. Cause-specific death rates and standardized mortality ratios (SMRs) were computed for those with and without epilepsy relative to subjects in the California general population. Comparisons were then made between SMRs of those with and without epilepsy, and CIs on the ratios of SMRs were determined. Death rates for persons with epilepsy were elevated for several causes. The greatest excess was due to seizures (International Classification of Diseases-9 [ICD-9] 345; SMR 53.1, 95% CI 28.0 to 101.0) and convulsions (ICD-9 780.3; SMR 25.2, 95% CI 11.7 to 54.2). Other causes occurring more frequently in those with epilepsy included brain cancer (SMR 5.2, 95% CI 2.2 to 12.1), respiratory diseases (SMR 1.7, 95% CI 1.2 to 2.5), circulatory diseases (SMR 1.3, 95% CI 1.0 to 1.7), and accidents (SMR 2.7, 95% CI 1.9 to 3.7), especially accidental drowning (SMR 12.8, 95% CI 7.0 to 23.2). Remote symptomatic epilepsy is associated with an increased risk of death. Seizures, aspiration pneumonia, and accidental drowning are among the leading contributors.

Trajectories and predictors of developmental skills in healthy twins up to 24 months of age.

PubMed

Nan, Cassandra; Piek, Jan; Warner, Claire; Mellers, Diane; Krone, Ruth Elisabeth; Barrett, Timothy; Zeegers, Maurice P

2013-12-01

Low birth weight and low 5-min Apgar scores have been associated with developmental delay, while older maternal age is a protective factor. Little is known about trajectories and predictors of developmental skills in infant twins, who are generally born with lower birth weights, lower Apgar scores and to older mothers. Developmental skills were assessed at 3, 6, 9, 12, 18 and 24 months using the Ages and Stages Questionnaires in 152 twins from the Birmingham Registry for Twin and Heritability Studies. Multilevel spline and linear regression models (adjusted for gestational age, gender, maternal age) were used to estimate developmental trajectories and the associations between birth weight, maternal age and Apgar scores on developmental skills. Twins performed worse than singletons on communication, gross motor, fine motor, problem solving and personal-social skills (p < 0.001). Twins caught up around 6 months (score within -1 standard deviation of norm), except on gross motor skills, which did not catch up until after the age of 12 months. A one-year increase in maternal age was significantly associated with decreases in gross motor and personal-social z-scores of up to -0.09, whereas one unit increases in Apgar score increased z-scores up to 0.90 (p < 0.01). Healthy twins should be considered at a higher risk for developmental delay. Whether these results are comparable to preterm singletons, or whether there are twin-specific issues involved, should be further investigated in a study that uses a matched singleton control group. Copyright © 2013 Elsevier Inc. All rights reserved.

"DSM IV," "DSM-5," and the Five-Factor Model: the Diagnosis of Personality Disorder with Intellectual and Developmental Disabilities

ERIC Educational Resources Information Center

Lindsay, William R.; Steptoe, Lesley; McVicker, Ronnie; Haut, Fabian; Robertson, Colette

2018-01-01

In "DSM-5" there has been a move to dimensional personality disorder (PD) diagnosis, incorporating personality theory in the form of the five-factor model (FFM). It proposes an alternative assessment system based on diagnostic indicators and the FFM, while retaining "DSM-IV" categorical criteria. Four individuals with…

Development in Children and Adolescents Whose Mothers Have Borderline Personality Disorder

PubMed Central

2009-01-01

A mother's mental illness may have a profound effect on her child's development, including an increased risk of the child developing the same disorder. From a developmental psychopathology perspective, offspring provide an opportunity to examine pathways to disorder versus resilience. Borderline personality disorder (BPD) is a severe disorder diagnosed in early adulthood involving stormy relationships, an unstable sense of identity, and self-destructive behavior. Interestingly, the domains of dysfunction are conceptually similar to developmental tasks in early childhood reworked in adolescence: attachment, self development, and self-regulation. Early deviation may increase the risk for later disorder. There are five empirical studies of children whose mothers have BPD, two conducted from a developmental perspective. This article proposes a theoretical framework and an innovative methodology with which to extend this research, and suggests an intervention to bring development back on track if necessary. PMID:20161670

Accuracy and speed of orthographic processing in persons with developmental dyslexia.

PubMed

King, Wayne M; Lombardino, Linda L; Ahmed, Sarah

2005-08-01

A group of 39 persons (20 male and 19 female, 11.0 to 32.5 yr.) with developmental dyslexia and 42 controls (21 male and 21 female, 11.2 to 32.3 years) were compared on computerized tests of sight word reading, nonword decoding, and spelling recognition. The subjects with developmental dyslexia performed significantly slower and less accurately than controls on all tasks. Further, the effect size of the group differences was larger for the older group. Within-group analyses showed a significant difference by age group on accuracy. Only the control group showed a significant age difference between groups on response time. Mean accuracy and response times for the reading-disabled subjects resembled shifted versions of the control group means. These results agree with previous reports that phonological deficits persist for reading-disabled adults and suggest a test of whether the discrepancy between reading-disabled and typically achieving readers may actually increase across age groups.

A Self-Regulatory Model of Behavioral Disinhibition in Late Adolescence: Integrating Personality Traits, Externalizing Psychopathology, and Cognitive Capacity

PubMed Central

Bogg, Tim; Finn, Peter R.

2011-01-01

Two samples with heterogeneous prevalence of externalizing psychopathology were used to investigate the structure of self-regulatory models of behavioral disinhibition and cognitive capacity. Consistent with expectations, structural equation modeling in the first sample (N = 541) showed a hierarchical model with three lower-order factors of impulsive sensation-seeking, anti-sociality/unconventionality, and lifetime externalizing problem counts, with a behavioral disinhibition superfactor best accounted for the pattern of covariation among six disinhibited personality trait indicators and four externalizing problem indicators. The structure was replicated in a second sample (N = 463) and showed that the behavioral disinhibition superfactor, and not the lower-order impulsive sensation-seeking, anti-sociality/unconventionality, and externalizing problem factors, was associated with lower IQ, reduced short-term memory capacity, and reduced working memory capacity. The results provide a systemic and meaningful integration of major self-regulatory influences during a developmentally important stage of life. PMID:20433626

Adult attachment in the clinical management of borderline personality disorder.

PubMed

Fossati, Andrea

2012-05-01

Borderline personality disorder (BPD) is a common psychiatric disorder associated with severe functional impairment, high rates of suicide and comorbid psychiatric illness, intensive use of treatment, and high costs to society. The etiology and pathogenesis of BPD are still uncertain, although an interaction between biological and psychosocial factors has been proposed to explain how the condition develops. Attachment disturbances represent one of the developmental risk factors that have been most consistently found to be associated with BPD, with a number of studies reporting a significant strong association between insecure attachment and BPD, notwithstanding the variety of measures and attachment types employed in these studies. In this article, the author first reviews clinical descriptions and research findings concerning the association between attachment disturbances and BPD and then discusses how attachment theory may help clinicians who work with patients with BPD better understand the psychopathology of the illness and plan treatment.

A neo-Meadian approach to human agency: relating the social and the psychological in the ontogenesis of perspective-coordinating persons.

PubMed

Martin, Jack; Gillespie, Alex

2010-09-01

How can human agency be reconciled with bio-physical determinism? Starting with a discussion of the long standing debate between determinism and agency, we argue that the seeds of a reconciliation can be found in George Herbert Mead's ideas concerning social acts, perspectives, differentiation, self-other interactivity, and conscious understanding. Drawing on more recent reformulations of Mead's ideas, we present an integrated account of the ontogenesis of human agency. Human agency, we argue, should be conceptualized in terms of distanciation from immediate experience, and we show how social interactions, institutions and symbolic resources foster the development of agency in increasingly complex ways. We conclude by situating our work in relation to other developmental accounts and the larger project of theorizing and empirically supporting a compatibilist rendering of human agency as the "determined" self-determination of persons.

Adolescent fathers in urban communities: exploring their needs and role in preventing pregnancy.

PubMed

Freeman, E M

1989-01-01

Reductions in the number of adolescent pregnancies in the US demand greater recognition of the role of adolescent males, especially in urban environments, and their developmental needs. With its person-in- environment orientation, the social work profession is in a strong position to ameliorate this gap in services. Key developmental issues for teenage males include "hanging out" with peers in networks that communicate information about social behaviors such as premarital sex, separation from one's parents, securing employment so that there can be financial independence, courtship and the consolidation of a male (e.g., macho) image, and identity formation. Since the resources necessary for positive identity formation are frequently unavailable in poor urban centers, impregnating an adolescent female may become an alternative source of self-esteem. Social workers should, with the assistance of the target population, carry out an assessment of all resources available in a given community to meet the developmental needs of adolescent males, identify significant gaps, determine the extent to which available resources are being used appropriately and develop strategies--in collaboration with young males--to provide access to existing resources or create new ones. A community forum framework has been most effective as a launching vehicle for pregnancy prevention programs.

Family support and intergenerational caregiving: report from the State of the Science in Aging with Developmental Disabilities Conference.

PubMed

Heller, Tamar; Factor, Alan

2008-07-01

This article summarizes the proceedings of the Family Support and Intergenerational Caregiving work group that was part of the "State of the Science in Aging with Developmental Disabilities: Charting Lifespan Trajectories and Supportive Environments for Healthy Living" symposium. The aim was to provide a research and policy agenda that would result in a better social, health, and economic well being for adults with intellectual and developmental disabilities and family caregivers. Key issues addressed were (1) demographic challenges; (2) long-term outcomes, poverty and cultural minority status; (3) interdependent roles of family members; and (4) family support policies and practices. The group identified the following major gaps in knowledge that need to be included in a future research agenda: data on the demography of families, including information on cultural minorities and families living in poverty; research on the interdependent roles of various family members in providing support to each other, including siblings, grandparents, and the person with disabilities; and development and assessment of models for providing supports to families and that bridge the aging and disability networks. The outcomes of this recommended research agenda will result in progressive policies and culturally sensitive supports that will improve the health, social, and economic well-being of adults with I/DD and their families.

Underestimating the Educability of Down's Syndrome Children: Examination of Methodological Problems in Recent Literature

ERIC Educational Resources Information Center

And Others; Rynders, John E.

1978-01-01

For many years, the educational capabilities of Down's syndrome persons have been underestimated because a large number of studies purporting to give an accurate picture of Down's syndrome persons' developmental capabilities have had serious methodological flaws. (Author)

Developmental Advising--How? Why? Proceedings of the Region VII Conference on Academic Advising. (4th, Little Rock, Arkansas, May 15-17, 1988).

ERIC Educational Resources Information Center

Garnett, Donald T., Ed.

This report of a conference on developmental advising contains the following 18 papers: "An Introduction to the Myers-Briggs Type Indicator (MBTI)" (Roberta Corder); "Computer-Assisted Advising: The Personal Touch" (Susan Aldrich, Mark Peterson, Bruce Sands); "The Freshman Survey: Phase I" (Laura Lemonine);…

A Developmental Approach to Parenting Education: Parenting as a Growth Process. Draft.

ERIC Educational Resources Information Center

Anderson, Lorraine Kvistberg; Thomas, Ruth G.

A study field tested and evaluated an instructional approach to parent education that tried, from a developmental perspective, to help parents become aware of their parenting practices. A program was developed to support parents in becoming aware of personal themes and actions that influenced the nature of parent-child interaction and in becoming…

What It Feels Like to Be a Mother: Variations by Children's Developmental Stages

ERIC Educational Resources Information Center

Luthar, Suniya S.; Ciciolla, Lucia

2016-01-01

The central question we addressed was whether mothers' adjustment might vary systematically by the developmental stages of their children. In an Internet-based study of over 2,200 mostly well-educated mothers with children ranging from infants to adults, we examined multiple aspects of mothers' personal well-being, parenting, and perceptions of…

How Old Am I? Perceived Age in Middle and Later Life

ERIC Educational Resources Information Center

Ward, Russell A.

2010-01-01

Literatures on perceived age and developmental issues in middle and later life are joined in analyzing perceived age and its implications for well-being. Respondents aged 40-74 (N = 2,696) are drawn from the national MIDUS survey, containing developmental variables such as personal growth and insight into past. People generally "feel" ("felt age")…

Self-Reported Psychological Wellbeing in Adolescents: The Role of Intellectual/Developmental Disability and Gender

ERIC Educational Resources Information Center

Boström, P.; Åsberg Johnels, J.; Broberg, M.

2018-01-01

Background: The Wellbeing in Special Education Questionnaire was developed to assess subjective wellbeing in young persons with intellectual and developmental disabilities (ID/DD) as this perspective is rarely included in research. The present study explored how ID/DD and gender are related to self-reported wellbeing among adolescents. Method:…

Developmentally Disabled Persons in Family Settings: Report No. 2.

ERIC Educational Resources Information Center

Cox, Wendy M.; Wilson, Wendell L.

The second in a series of three reports, this document presents findings of clients of Washington's Division of Developmental Disabilities (DDD), ages 22-29, who were living with their families at age 18 but now live elsewhere (group B). Findings are based on telephone interviews with families of 224 DDD clients and analysis of DDD records. The…

Assisting People with Developmental Disabilities Improve Their Collaborative Pointing Efficiency with a Multiple Cursor Automatic Pointing Assistive Program

ERIC Educational Resources Information Center

Shih, Ching-Hsiang; Cheng, Hsiao-Fen; Li, Chia-Chun; Shih, Ching-Tien; Chiang, Ming-Shan

2010-01-01

This study evaluated whether four persons (two groups) with developmental disabilities would be able to improve their collaborative pointing performance through a Multiple Cursor Automatic Pointing Assistive Program (MCAPAP) with a newly developed mouse driver (i.e., a new mouse driver replaces standard mouse driver, and is able to…

Picture Exchange Communication System with Individuals with Developmental Disabilities: A Meta-Analysis of Single Subject Studies

ERIC Educational Resources Information Center

Hart, Stephanie L.; Banda, Devender R.

2010-01-01

Picture Exchange Communication System (PECS) is a picture-based communication strategy used to teach communication skills to persons with developmental disabilities including autism. This article systematically reviews 13 published single-subject studies to examine the effectiveness of PECS, the effects of PECS on speech and problem behaviors,…

Self-Directed Support: Impact of Hiring Practices on Adults with Intellectual and Developmental Disabilities and Families

ERIC Educational Resources Information Center

Heller, Tamar; Arnold, Catherine K.; van Heumen, Lieke; McBride, Elizabeth L.; Factor, Alan

2012-01-01

The study examined the differential experiences and outcomes for people with intellectual and developmental disabilities and their families receiving self-directed services based on the type of personal support worker hired (parents, siblings, other relatives, friends, and agency staff). The sample consisted of 372 participants in a self-directed…

Prevalence of Hepatitis Virus Infections in an Institution for Persons with Developmental Disabilities.

ERIC Educational Resources Information Center

Woodruff, Bradley A.; Vazquez, Elizabeth

2002-01-01

A study involving 1,235 residents of Sonoma Developmental Center found 3 residents had hepatitis C virus infections, and 633 had past or current hepatitis B virus infections. The prevalence of hepatitis B virus infection rose rapidly with longer residence in institutions. Hepatitis A virus infection had occurred in 494 residents. (Contains…

Intellectual developmental disorders in Mexico: a call for programmes promoting independence and inclusion.

PubMed

Katz, Gregorio; Corona, Edgar; Lazcano-Ponce, Eduardo

2016-08-01

This paper describes an innovative institution, Capacitación y Desarrollo Integral AC (CADI - Comprehensive Training and Development), created in Mexico to develop evidence-based interventions grounded in the principles of inclusion, independence, social and health equity that promote the well-being of persons with intellectual developmental disorder older than 14 years.

Childhood personality as a harbinger of competence and resilience in adulthood.

PubMed

Shiner, Rebecca L; Masten, Ann S

2012-05-01

This study examined the significance of childhood Big Five personality traits for competence and resilience in early adulthood. Resilience was defined in terms of adaptive success in age-salient developmental tasks despite significant adversity throughout childhood/adolescence. The Project Competence Longitudinal Study tracked 205 young people from childhood (around age 10) to emerging adulthood (EA, age 20) and young adulthood (YA, age 30; 90% retention). Multimethod composites were created for personality traits, adversity exposure, and adult outcomes of academic achievement, work, rule-abiding conduct, friendship, and romantic relationships. Regressions showed significant main effects of childhood personality predicting adult outcomes, controlling for adversity, with few interaction effects. In person-focused analyses, the resilient group in EA and YA (high competence, high adversity) showed higher childhood conscientiousness, agreeableness, and openness and lower neuroticism than the maladaptive group (low competence, high adversity). The competent (high competence, low adversity) and resilient groups showed similar childhood traits. Turnaround cases, who changed from the maladaptive group in EA to the resilient group in YA, exhibited higher childhood conscientiousness than persistently maladaptive peers. Findings suggest that children on pathways to success in adulthood, whether facing low or high adversity, have capacities for emotion regulation, empathy and connection, dedication to schoolwork, and mastery and exploration.

Rorschach cognitive developmental indices of mentally retarded persons: a comparison with scores on Wechsler Intelligence Scale for children-revised.

PubMed

Di Nuovo, S F; Colucci, G; Pellicciotta, A; Buono, S

1997-08-01

In a sample of 55 mentally retarded subjects (M age = 14 yr., 1 mo.) the relations between some perceptual and cognitive Rorschach indices, including the Becker's Genetic Level Score, and Wechsler Scale scores were studied. The mean Developmental Score did not increase across ages and was higher for girls than for boys, while Verbal and Performance IQs were lower for girls. The correlations confirm the hypothesis that for mentally retarded persons WISC-R scaled scores and Rorschach cognitive indices are different measures of intellective functioning. The findings are discussed with reference to the assessment and rehabilitation of retarded subjects.

A 20 year review of punishment and alternative methods to treat problem behaviors in developmentally delayed persons.

PubMed

Matson, J L; Taras, M E

1989-01-01

Relevant journals were reviewed (n = 23) for a 20 year period (1967 to 1987) to assess the status of treatments for severe behavior problems of developmentally delayed persons. A hand search of journals was made; 382 studies were identified. Procedures were analyzed by problem behaviors treated, side effects reported, whether the procedure involved painful stimuli, nonpainful stimuli, food satiation, positive procedures, extinction or combinations of methods. The number of studies reported yearly was also plotted. The implication of these data for federal and state policy makers and for treatment programs dealing with difficult to treat clients is discussed.

Exploring depressive personality traits in youth: origins, correlates, and developmental consequences.

PubMed

Rudolph, Karen D; Klein, Daniel N

2009-01-01

Research suggests that depressive personality (DP) disorder may represent a persistent, trait-based form of depression that lies along an affective spectrum ranging from personality traits to diagnosable clinical disorders. A significant gap in this area of research concerns the development of DP and its applicability to youth. The present research explored the construct of DP traits in youth. Specifically, this study examined the reliability, stability, and validity of the construct, potential origins of DP traits, and the developmental consequences of DP traits. A sample of 143 youth (mean age = 12.37 years, SD = 1.26) and their caregivers completed semistructured interviews and questionnaires on two occasions, separated by a 12-month interval. The measure of DP traits was reliable and moderately stable over time. Providing evidence of construct validity, DP traits were associated with a network of constructs, including a negative self-focus, high-negative and low-positive emotionality, and heightened stress reactivity. Moreover, several potential origins of DP traits were identified, including a history of family adversity, maternal DP traits, and maternal depression. Consistent with hypotheses regarding their developmental significance, DP traits predicted the generation of stress and the emergence of depression (but not nondepressive psychopathology) during the pubertal transition. Finally, depression predicted subsequent DP traits, suggesting a reciprocal process whereby DP traits heighten risk for depression, which then exacerbates these traits. These findings support the construct of DP traits in youth, and suggest that these traits may be a useful addition to developmental models of risk for youth depression.

Understanding entrepreneurial intent in late adolescence: the role of intentional self-regulation and innovation.

PubMed

Geldhof, G John; Weiner, Michelle; Agans, Jennifer P; Mueller, Megan K; Lerner, Richard M

2014-01-01

Entrepreneurship represents a form of adaptive developmental regulation through which both entrepreneurs and their ecologies benefit. We describe entrepreneurship from the perspective of relational developmental systems theory, and examine the joint role of personal attributes, contextual attributes, and characteristics of person-context relationships in predicting entrepreneurial intent in a sample 3,461 college students enrolled in colleges and universities in the United States (60 % female; 61 % European American). Specifically, we tested whether personal characteristics (i.e., gender, intentional self-regulation skills, innovation orientation) and contextual factors (i.e., entrepreneurial parents) predicted college students' intentions to pursue an entrepreneurial career. Our findings suggest that self-regulation, innovation orientation, and having entrepreneurial role models (i.e., parents) predict entrepreneurial intent. Limitations and future directions for the study of youth entrepreneurship are discussed.

Aging among Persons with Intellectual Disability in Israel in Relation to Type of Residence, Age, and Etiology

ERIC Educational Resources Information Center

Lifshitz, Hefziba; Merrick, Joav

2004-01-01

This study was conducted to compare aging phenomena of persons with intellectual and developmental disability (ID) aged 40 years and older living in community residence (N=65) with those living with their families (N=43) in Jerusalem, Israel. All 108 persons and care givers were interviewed to ascertain health problems, sensory impairment,…

Michael E. Lamb: Award for Distinguished Senior Career Contributions to Psychology in the Public Interest.

PubMed

2015-11-01

The APA Awards for Distinguished Contributions to Psychology in the Public Interest recognize persons who have advanced psychology as a science and/or profession by a single extraordinary achievement or a lifetime of outstanding contributions in the public interest. The 2015 co-recipient of the Award for Distinguished Senior Career Contributions to Psychology in the Public Interest is Michael E. Lamb. Lamb was selected because his "work profoundly shaped the fields of developmental psychology, social welfare, child and family policy, and law." Lamb's award citation, biography, and a selected bibliography are presented here. (c) 2015 APA, all rights reserved).

Testing Developmental Pathways to Antisocial Personality Problems

ERIC Educational Resources Information Center

Diamantopoulou, Sofia; Verhulst, Frank C.; van der Ende, Jan

2010-01-01

This study examined the development of antisocial personality problems (APP) in young adulthood from disruptive behaviors and internalizing problems in childhood and adolescence. Parent ratings of 507 children's (aged 6-8 years) symptoms of attention deficit hyperactivity disorder, oppositional defiant disorder, and anxiety, were linked to…

Promoting Health and Safety. Skills for Independent Living.

ERIC Educational Resources Information Center

Agran, Martin, Ed.; And Others

This guidebook provides behavioral-instructional strategies for teaching essential personal safety skills and promoting overall well-being to persons with developmental disabilities. Case studies demonstrate these strategies in practice, and detailed curriculum goals are included to guide intervention efforts. To ensure that learners both…

A Developmental Study of School Theft.

ERIC Educational Resources Information Center

Dodson, Peter K.; Evans, Ellis D.

1985-01-01

Students (N=200) in grades 4 through 8 and 10 completed questionnaire measuring perceptions of school theft incidence and seriousness, personal responsibility for correcting theft, causal attributions of theft, and perceived consequences of thievery. Main grade effect was observed for personal responsibility and consequences, but represented…

Mentorship: A Joint Perspective from a Deployed Environment

DTIC Science & Technology

2010-03-01

Registered Nurses ( AORN ) defines mentorship as: “The developmental relationship between an experienced person and a less-experienced person referred to as...Room Nurses. AORN Journal, 88(2), 175-6. Retrieved October 24, 2009, from Research Library. (Document ID: 1538599441). 17 Lori Leffler, Mentorship

Borderline personality disorder in men: A literature review and illustrative case vignettes.

PubMed

Bayes, Adam; Parker, Gordon

2017-11-01

The aim is to review the salient literature on borderline personality disorder (BPD) in men and link those findings with case vignettes. We provide a literature review and then report case examples of those who met DSM and clinical BPD criteria, and consider the extent to which the small male sub-set corresponded developmentally and phenomenologically with prototypic BPD in women. The review considered phenomenological, epidemiological, biological and developmental BPD factors, finding BPD men evidence elevated substance abuse, and 'externalising' patterns of behavior, antisocial personality traits, violent self-harm and interpersonal aggression, whereas women display more 'internalising' strategies. The five male vignettes enriched the literature review providing support for gender differences reported in our review. The literature and case vignette findings should assist clinicians in recognising that BPD in men may not be as rare as generally viewed, and which may reflect BPD being commonly viewed as weighted to women and being misdiagnosed as an antisocial personality disorder (ASPD) in men. Copyright © 2017 Elsevier B.V. All rights reserved.

Countertransference issues in staff caregivers who work to rehabilitate catastrophic-injury survivors.

PubMed

Gunther, M S

1994-01-01

Countertransference reactions experienced by caregivers who work to rehabilitate victims of catastrophic physical lesions arise from the fundamental characteristics of catastrophic lesions: they are life threatening, life altering, anatomy altering, and restoration to pre-illness normalcy virtually never occurs. No true preparation is possible: Major physical and psychological work is required to rebuild a traumatized personality and a damaged body so that a life of quality is possible. Countertransference refers to (therapist's) unconscious reaction to patient transference, i.e., to aspects of the patient's behavior that are the product of unconscious factors in the patient's personality, as well as the meanings attached by caregivers to patient's impairment and rehabilitation struggles. Countertransference reactions arise in caregivers from two sources: (1) Socially universal sources: the demands posed by patients' regression; patients' misplaced aggression; patients' thwarting of staff's (narcissistic) professionalism; the threat of obligatory identification; staff disgust at patient's body damage. (2) Individualized sources: individual residues of caregivers' own developmental experience (conscious and unconscious) with issues such as dependency, aggression, sexuality, self-esteem and autonomy. Solutions involve understanding and mastering the distinction between feelings and actions, and sparing patients from two actions: Assault or abandonment. Suggestions for management include better knowledge of basic psychodynamics; working toward continuous self-awareness; special group meetings; and selective use of educationally oriented psychiatric consultations. Three case examples are offered.

Developmental Neurotoxicology: History and Outline of Developmental Neurotoxicity Study Guidelines.

EPA Science Inventory

The present work provides a brief review of basic concepts in developmental neurotoxicology, as well as current representative testing guidelines for evaluating developmental neurotoxicity (DNT) of xenobiotics. Historically, DNT was initially recognized as a “functional” teratoge...

Housework time from middle childhood through adolescence: Links to parental work hours and youth adjustment.

PubMed

Lam, Chun Bun; Greene, Kaylin M; McHale, Susan M

2016-12-01

The developmental course, family correlates, and adjustment implications of youth housework participation from age 8-18 were examined. Mothers, fathers, and 2 siblings from 201 European American families provided questionnaire and/or daily diary data on 6 occasions across 7 years. Multilevel modeling within an accelerated longitudinal design revealed that girls spent more time on housework than did boys, but that housework time of both girls and boys increased from middle childhood to mid-adolescence and leveled off thereafter. In years when mothers were employed for more hours than usual, girls, but not boys, spent more time on housework than usual. Housework time was linked to more depressive symptoms (at a between-person level) and predicted lower school grades (at a within-person level) for youth with low familism values. Housework time also predicted more depressive symptoms (at a within-person level) for youth with high parent-youth conflict about housework. Findings highlight the gendered nature of housework allocation and the importance of considering both individual and contextual factors when examining youth daily activities. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Housework Time from Middle Childhood through Adolescence: Links to Parental Work Hours and Youth Adjustment

PubMed Central

Lam, Chun Bun; Greene, Kaylin M.; McHale, Susan M.

2016-01-01

The developmental course, family correlates, and adjustment implications of youth housework participation from age 8–18 were examined. Mothers, fathers, and two siblings from 201 European American families provided questionnaire and/or daily diary data on six occasions across 7 years. Multilevel modeling within an accelerated longitudinal design revealed that girls spent more time on housework than did boys but that housework time of both girls and boys increased from middle childhood to mid-adolescence and leveled off thereafter. In years when mothers were employed for more hours than usual, girls, but not boys, spent more time on housework than usual. Housework time was linked to more depressive symptoms (at a between-person level) and predicted lower school grades (at a within-person level) for youth with low familism values. Housework time also predicted more depressive symptoms (at a within-person level) for youth with high parent-youth conflict about housework. Findings highlight the gendered nature of housework allocation and the importance of considering both individual and contextual factors when examining youth daily activities. PMID:27736102

Knowledge cannot explain the developmental growth of working memory capacity.

PubMed

Cowan, Nelson; Ricker, Timothy J; Clark, Katherine M; Hinrichs, Garrett A; Glass, Bret A

2015-01-01

According to some views of cognitive growth, the development of working memory capacity can account for increases in the complexity of cognition. It has been difficult to ascertain, though, that there actually is developmental growth in capacity that cannot be attributed to other developing factors. Here we assess the role of item familiarity. We document developmental increases in working memory for visual arrays of English letters versus unfamiliar characters. Although letter knowledge played a special role in development between the ages of 6 and 8 years, children with adequate letter knowledge showed practically the same developmental growth in normalized functions for letters and unfamiliar characters. The results contribute to a growing body of evidence that the developmental improvement in working memory does not wholly stem from supporting processes such as encoding, mnemonic strategies, and knowledge. A video abstract is available at: https://www.youtube.com/watch?v=LJdqErLR2Hs&feature=youtu.be. © 2014 John Wiley & Sons Ltd.

Serving Gifted and Talented Students: A Resource for School Personnel.

ERIC Educational Resources Information Center

Genshaft, Judy L., Ed.; And Others

This collection considers the personal and educational needs of the student who is gifted, with emphasis on the roles of support staff. It covers developmental perspectives; assessment, identification, and evaluation issues; educational services; personal, interpersonal, and cultural issues; intervention strategies; and gifted education issues.…

Social and Personality Development: An Advanced Textbook

ERIC Educational Resources Information Center

Lamb, Michael E., Ed.; Bornstein, Marc H., Ed.

2011-01-01

This new text contains parts of Bornstein and Lamb's "Developmental Science, 6th edition", along with new introductory material, providing a cutting edge and comprehensive overview of social and personality development. Each of the world-renowned contributors masterfully introduces the history and systems, methodologies, and measurement and…

There Is a Difference between Living in a Dream and Living a Dream: A Response to Romer and Walker

ERIC Educational Resources Information Center

Strully, Jeffrey L.

2013-01-01

This article provides a response to Romer and Walker from two distinct perspectives: the field of developmental disabilities and a parent of children with developmental disabilities. Jeffrey Strully describes his current role managing a moderate-sized agency in Los Angeles that provides individualized and personalized supports as well as his work…

Developmental Gender Differences on the Naglieri Nonverbal Ability Test in a Nationally Normed Sample of 5-17 Year Olds

ERIC Educational Resources Information Center

Rojahn, Johannes; Naglieri, Jack A.

2006-01-01

Lynn [Lynn, R., 2002. Sex differences on the progressive matrices among 15-16 year olds: some data from South Africa. "Personality and Individual Differences 33," 669-673.] proposed that biologically based developmental sex differences produce different IQ trajectories across childhood and adolescence. To test this theory we analyzed the…

Predicting Meaningful Employment for Refugees: The Influence of Personal Characteristics and Developmental Factors on Employment Status and Hourly Wages

ERIC Educational Resources Information Center

Codell, Jonathan D.; Hill, Robert D.; Woltz, Dan J.; Gore, Paul A.

2011-01-01

Refugee demographic and developmental variables were evaluated as predictors of employment outcomes following a six-month non-governmental organization (NGO) directed resettlement period. The sample consisted of 85 refugee adults (18 to 54 years) who were resettling in a medium sized urban setting in the western United States. Demographics…

Evidence of More Immanent Justice Responding in Adults than Children: A Challenge to Traditional Developmental Theories

ERIC Educational Resources Information Center

Raman, Lakshmi; Winer, Gerald A.

2004-01-01

Three studies investigated developmental changes in immanent justice responding by asking participants to respond to vignettes in which a person's bad behaviour was followed by a negative consequence. Study 1 consisted of 152 sixth graders and 128 college students and presented participants with a vignette that examined the notion of bad people…

State Policies and Practices in Behavior Supports for Persons with Intellectual and Developmental Disabilities in the United States: A National Survey

ERIC Educational Resources Information Center

Rotholz, David A.; Moseley, Charles R.; Carlson, Kinsey B.

2013-01-01

Providing effective behavioral supports to decrease challenging behavior and replace it with appropriate alternative skills is essential to meeting the needs of many individuals with intellectual and developmental disabilities (IDD). It is also necessary for fulfilling the requirements of Medicaid-funded individual support plans and is important…

Applying the Developmental Perspective in the Psychiatric Assessment and Diagnosis of Persons with Intellectual Disability: Part I - Assessment

ERIC Educational Resources Information Center

Dosen, A.

2005-01-01

In generic psychiatry there has been increasing interest among scientists for the developmental perspective. However, professionals active in the mental health care of people with intellectual disability (ID) have not shown the same degree of interest. The author of this article, who has had a liberal amount of rewarding experiences with the…

Improving Health Behaviours of Latina Mothers of Youths and Adults with Intellectual and Developmental Disabilities

ERIC Educational Resources Information Center

Magaña, S.; Li, H.; Miranda, E.; Paradiso de Sayu, R.

2015-01-01

Background: Latina mothers who care for children with intellectual and developmental disabilities (IDD) over the lifespan struggle to take care of their own health needs in the context of their caregiving experience. Services are typically aimed at the persons with IDD and not their family caregivers. Yet, attending to family caregiver needs may…

The Role of Community Rehabilitation Providers in Employment for Persons with Intellectual and Developmental Disabilities: Results of the 2010-2011 National Survey

ERIC Educational Resources Information Center

Domin, Daria; Butterworth, John

2013-01-01

Based on the 2010-2011 National Survey of Community Rehabilitation Providers, findings are presented on people with all disabilities and people with intellectual and developmental disabilities (IDD) who are served in employment and nonwork settings by community rehabilitation providers. Findings suggest little change over the past eight years in…

Spelling Practice Intervention: A Comparison of Tablet PC and Picture Cards as Spelling Practice Methods for Students with Developmental Disabilities

ERIC Educational Resources Information Center

Seok, Soonhwa; DaCosta, Boaventura; Yu, Byeong Min

2015-01-01

The present study compared a spelling practice intervention using a tablet personal computer (PC) and picture cards with three students diagnosed with developmental disabilities. An alternating-treatments design with a non-concurrent multiple-baseline across participants was used. The aims of the present study were: (a) to determine if…

Assisting People with Developmental Disabilities to Improve Pointing Efficiency with a Dual Cursor Automatic Pointing Assistive Program

ERIC Educational Resources Information Center

Shih, Ching-Hsiang; Chung, Chiao-Chen; Chiang, Ming-Shan; Shih, Ching-Tien

2010-01-01

This study evaluated whether two persons with developmental disabilities would be able to improve their pointing performance through a Dual Cursor Automatic Pointing Assistive Program (DCAPAP) with a newly developed mouse driver (i.e., a new mouse driver replaces standard mouse driver, and is able to intercept/detect mouse movement action). First,…

An Object Location Detector Enabling People with Developmental Disabilities to Control Environmental Stimulation through Simple Occupational Activities with Battery-Free Wireless Mice

ERIC Educational Resources Information Center

Shih, Ching-Hsiang

2011-01-01

This study assessed whether two persons with developmental disabilities would be able to actively perform simple occupational activities by controlling their favorite environmental stimulation using battery-free wireless mice with a newly developed object location detection program (OLDP, i.e., a new software program turning a battery-free…

It's All about Location, Location, Location: Children's Memory for the "Where'' of Personally Experienced Events

ERIC Educational Resources Information Center

Bauer, Patricia J.; Doydum, Ayzit O.; Pathman, Thanujeni; Larkina, Marina; Guler, O. Evren; Burch, Melissa

2012-01-01

Episodic memory is defined as the ability to recall specific past events located in a particular time and place. Over the preschool and into the school years, there are clear developmental changes in memory for when events took place. In contrast, little is known about developmental changes in memory for where events were experienced. In the…

Review of Recent Research Using Constant Time Delay to Teach Chained Tasks to Persons with Developmental Disabilities

ERIC Educational Resources Information Center

Dogoe, Maud; Banda, Devender R.

2009-01-01

We reviewed twelve studies that used the constant time delay (CTD) procedure to teach chained tasks to individuals with developmental disabilities from years 1996-2006. Variables analyzed include types of tasks that have been taught with the procedure, how effective CTD has been in teaching participants, and whether researchers have investigated…

Intellectual developmental disorders in Mexico: a call for programmes promoting independence and inclusion

PubMed Central

Katz, Gregorio; Corona, Edgar

2016-01-01

This paper describes an innovative institution, Capacitación y Desarrollo Integral AC (CADI – Comprehensive Training and Development), created in Mexico to develop evidence-based interventions grounded in the principles of inclusion, independence, social and health equity that promote the well-being of persons with intellectual developmental disorder older than 14 years. PMID:29093910

The Opposing Forces that Shape Developmental Education: Assessment, Placement, and Progression at CUNY Community Colleges. CCRC Working Paper No. 36

ERIC Educational Resources Information Center

Jaggars, Shanna Smith; Hodara, Michelle

2011-01-01

The developmental education process, as it is typically implemented in colleges across the country, seems straightforward: underprepared students are assessed and placed into an appropriate developmental course sequence designed to prepare them for college-level work; once finished with the sequence, these students presumably then move on to…

A young person's game: immersion and distancing in bar work.

PubMed

Conway, Thomas; MacNeela, Pádraig

2012-01-01

Previous research indicates that bar workers report high levels of alcohol consumption, but the bar work experience itself has been little studied as a means to understand health threats associated with this job role. The subjective experience and meaning of bar work was explored in this study by interviewing current and ex-bar workers from a district in an Irish city that had a high density of bars and busy tourism industry. A total of 12 participants took part in focus groups (FGs) and seven in individual interviews. Four themes were identified in a thematic analysis. The central depiction of bar work was of an initial immersion in an intensive lifestyle characterised by heavy drinking, with subsequent distancing from the extremes of the lifestyle. The participants affiliated strongly with the bar work occupational identity, which included alcohol use in group scenarios for drinking during work, after work and on time off. The bar work lifestyle was most intense in the 'superpub' environment, characterised by permissive staff drinking norms and reported stress. Although an important identity, bar work was ultimately a transient role. The findings are considered in relation to research on occupation-specific stress and alcohol use, social identity and developmental needs in young adulthood.

Treating disorganized attachment in the Group Attachment-Based Intervention (GABI©): A case study.

PubMed

Knafo, Hannah; Murphy, Anne; Steele, Howard; Steele, Miriam

2018-05-24

This paper describes the treatment of a mother and child who demonstrated disorganized attachment behaviors in their interactions with one another. The mother, who was diagnosed with Borderline Personality Disorder, felt incapable of managing her aggressive toddler and his emotional needs. The dyad was referred for therapy due to concerns about his developmental progress, evident delays having been mainly attributed to the problems observed within the parent-child relationship. The primary intervention applied to working with the dyad was the Group Attachment-Based Intervention (GABI©), developed by Anne Murphy in collaboration with Miriam Steele and Howard Steele. The mother also received individual psychotherapy as a supplement to the dyadic and group work of GABI©. The process and outcome of this comprehensive approach to treating a vulnerable dyad is explored in this case study. © 2018 Wiley Periodicals, Inc.

Meeting the support needs of persons with mild intellectual disability or borderline intellectual functioning: still a long way to go.

PubMed

Nouwens, P J G; Smulders, N B M; Embregts, P J C M; van Nieuwenhuizen, C

2017-12-01

Among persons with a mild intellectual disability or borderline intellectual functioning, differences in their characteristics imply that a differentiated approach is required to meet their needs. This retrospective study examined whether the history of support/treatment programs and the type of healthcare providers involved matched the specific support needs of persons with a mild intellectual disability or borderline intellectual functioning. Five (previously identified) profiles of persons with a mild intellectual disability or borderline intellectual functioning were used to investigate to what extent the support needs of this group had been met. For the 250 persons with mild intellectual disability or borderline intellectual functioning who matched these five profiles, data were collected retrospectively from their case files. Persons with mild intellectual disability or borderline intellectual functioning received a very similar amount and type of support/treatment programs. Differences between the profiles were found for non-verbal therapy, residential treatment and contacts with social work. Regarding the type of healthcare providers involved, differences between the profiles emerged for specialised intellectual disability services, youth services and specialised addiction services. The support programs for a heterogeneous population of persons with mild intellectual disability or borderline intellectual functioning seem to be suboptimal, indicating that more differentiation is required in the services offered to these individuals. © 2017 MENCAP and International Association of the Scientific Study of Intellectual and Developmental Disabilities and John Wiley & Sons Ltd.

Developmental dyscalculia is related to visuo-spatial memory and inhibition impairment☆

PubMed Central

Szucs, Denes; Devine, Amy; Soltesz, Fruzsina; Nobes, Alison; Gabriel, Florence

2013-01-01

Developmental dyscalculia is thought to be a specific impairment of mathematics ability. Currently dominant cognitive neuroscience theories of developmental dyscalculia suggest that it originates from the impairment of the magnitude representation of the human brain, residing in the intraparietal sulcus, or from impaired connections between number symbols and the magnitude representation. However, behavioral research offers several alternative theories for developmental dyscalculia and neuro-imaging also suggests that impairments in developmental dyscalculia may be linked to disruptions of other functions of the intraparietal sulcus than the magnitude representation. Strikingly, the magnitude representation theory has never been explicitly contrasted with a range of alternatives in a systematic fashion. Here we have filled this gap by directly contrasting five alternative theories (magnitude representation, working memory, inhibition, attention and spatial processing) of developmental dyscalculia in 9–10-year-old primary school children. Participants were selected from a pool of 1004 children and took part in 16 tests and nine experiments. The dominant features of developmental dyscalculia are visuo-spatial working memory, visuo-spatial short-term memory and inhibitory function (interference suppression) impairment. We hypothesize that inhibition impairment is related to the disruption of central executive memory function. Potential problems of visuo-spatial processing and attentional function in developmental dyscalculia probably depend on short-term memory/working memory and inhibition impairments. The magnitude representation theory of developmental dyscalculia was not supported. PMID:23890692

Working-memory training improves developmental dyslexia in Chinese children.

PubMed

Luo, Yan; Wang, Jing; Wu, Hanrong; Zhu, Dongmei; Zhang, Yu

2013-02-15

Although plasticity in the neural system underlies working memory, and working memory can be improved by training, there is thus far no evidence that children with developmental dyslexia can benefit from working-memory training. In the present study, thirty dyslexic children aged 8-11 years were recruited from an elementary school in Wuhan, China. They received working-memory training, including training in visuospatial memory, verbal memory, and central executive tasks. The difficulty of the tasks was adjusted based on the performance of each subject, and the training sessions lasted 40 minutes per day, for 5 weeks. The results showed that working-memory training significantly enhanced performance on the nontrained working memory tasks such as the visuospatial, the verbal domains, and central executive tasks in children with developmental dyslexia. More importantly, the visual rhyming task and reading fluency task were also significantly improved by training. Progress on working memory measures was related to changes in reading skills. These experimental findings indicate that working memory is a pivotal factor in reading development among children with developmental dyslexia, and interventions to improve working memory may help dyslexic children to become more proficient in reading.

Social Capital on Facebook: The Impact of Personality and Online Communication Behaviors

ERIC Educational Resources Information Center

Weiqin, Eliza Leong; Campbell, Marilyn; Kimpton, Melanie; Wozencroft, Kelly; Orel, Alexandra

2016-01-01

Online relationship formation through social networking sites helps to meet the developmental need for intimacy in emerging adults. Through the use of the "rich get richer" and the "social compensation" hypotheses, it is evident that personality characteristics such as extraversion and introversion impact online relationship…

Pharmacological Treatment of Mood Disturbances, Aggression, and Self-Injury in Persons with Pervasive Developmental Disorders.

ERIC Educational Resources Information Center

King, Bryan H.

2000-01-01

This article reviews the psychopharmacological treatment of aggression, mood disturbances, and self-injurious behavior in persons with autistic disorder. It highlights the use of dopaminergic drugs, serotonergic drugs, opioidergic drugs, adrenergic drugs, thymoleptic drugs, and glutamatergic drugs for their potential utility in treating…

Influence of Adolescent Social Cliques on Vocational Identity.

ERIC Educational Resources Information Center

Johnson, John A.; Cheek, Jonathan M.

While Holland's (1973) theory of personality types and vocational identity is widely used, the theory does not specify the developmental antecedents of the six personality types. To examine the relationship between membership in adolescent social cliques and vocational identity in early adulthood, four groups of college students (N=192)…

Assessing Individual Support Needs to Enhance Personal Outcomes

ERIC Educational Resources Information Center

van Loon, Jos; Claes, Claudia; Vandevelde, Stijn; Van Hove, Geert; Schalock, Robert L.

2010-01-01

Education and human service organizations providing services to people with intellectual and closely related developmental disabilities are increasingly being impacted by the supports paradigm, the quality of life concept, and the evaluation of personal outcomes. In this article the authors discuss the relationship among these three areas,…

A Developmental, Person-Centered Approach to Exploring Multiple Motivational Pathways in Gifted Underachievement

ERIC Educational Resources Information Center

Snyder, Kate E.; Linnenbrink-Garcia, Lisa

2013-01-01

Research on underachieving gifted students has uncovered a large number of characteristics differentiating gifted underachieving and achieving students. However, less is known about the way in which underachievement develops across schooling. Using a person-centered theoretical framework and key constructs from current motivational theories, we…

24 CFR 1000.10 - What definitions apply in these regulations?

Code of Federal Regulations, 2010 CFR

2010-04-01

... the Developmental Disabilities Assistance and Bill of Rights Act; (3) Has a physical, mental, or..., survivor, or disability pensions; and (viii) Any other sources of income received regularly, including... an ONAP field office. Person with Disabilities means a person who— (1) Has a disability as defined in...

Self-Esteem: Justifying Its Existence.

ERIC Educational Resources Information Center

Street, Sue; Isaacs, Madelyn

1998-01-01

The role of self-esteem as a professional and personality construct has been obscured by its panacea role. Definitions of self-esteem and related terms are distinguished. Self-esteem is discussed as a developmental construct, a personality construct, and as a therapeutic goal. Therapeutic, educational, and counseling implications are discussed.…

Current Trends in Sexuality and Aging: An Update for Counselors.

ERIC Educational Resources Information Center

Capuzzi, Dave; Friel, Susan Eileen

1990-01-01

Considers effects of physiological and psychological factors on aging and sexuality and addresses the needs of special population groups, such as single older persons and those residing in institutions. Discusses the importance of a holistic and developmental framework that stresses potential for personal growth, intimacy, and sensual enjoyment…

Developmental Factors Associated with the Formation of the Antisocial Personality: A Literature Review.

ERIC Educational Resources Information Center

Cannon, Kent Wesley

Research on factors which contribute to the development of antisocial personality disorder is reviewed. Methodological issues are critiqued, including major assessment instruments and frequently used research designs. Factors which current research indicates might lead to the continuation of antisocial behavior from childhood into adulthood are…

Theories of Career Development. A Comparison of the Theories.

ERIC Educational Resources Information Center

Osipow, Samuel H.

These seven theories of career development are examined in previous chapters: (1) Roe's personality theory, (2) Holland's career typology theory, (3) the Ginzberg, Ginsburg, Axelrod, and Herma Theory, (4) psychoanalytic conceptions, (5) Super's developmental self-concept theory, (6) other personality theories, and (7) social systems theories.…

Perceived Similarity among Adolescent Friends: The Role of Reciprocity, Friendship Quality, and Gender

ERIC Educational Resources Information Center

Linden-Andersen, Stine; Markiewicz, Dorothy; Doyle, Anna-Beth

2009-01-01

Perceived similarity of personality in same-sex friends was examined in a sample of 124 adolescents (63 girls). Adolescents rated themselves and a nominated friend (n = 42 reciprocated, 82 non-reciprocated dyads) on developmentally relevant personality items assessing autonomy, prosociality, and responsive caregiving. Results from hierarchical…

24 CFR 91.305 - Housing and homeless needs assessment.

Code of Federal Regulations, 2013 CFR

2013-04-01

... with HIV/AIDS and their families in areas outside of eligible metropolitan statistical areas. (b... with HIV/AIDS and their families; (I) Victims of domestic violence, dating violence, sexual assault..., developmental), persons with alcohol or other drug addiction, persons with HIV/AIDS and their families, and any...

24 CFR 91.305 - Housing and homeless needs assessment.

Code of Federal Regulations, 2012 CFR

2012-04-01

... with HIV/AIDS and their families in areas outside of eligible metropolitan statistical areas. (b... with HIV/AIDS and their families; (I) Victims of domestic violence, dating violence, sexual assault..., developmental), persons with alcohol or other drug addiction, persons with HIV/AIDS and their families, and any...

24 CFR 91.305 - Housing and homeless needs assessment.

Code of Federal Regulations, 2014 CFR

2014-04-01

... with HIV/AIDS and their families in areas outside of eligible metropolitan statistical areas. (b... with HIV/AIDS and their families; (I) Victims of domestic violence, dating violence, sexual assault..., developmental), persons with alcohol or other drug addiction, persons with HIV/AIDS and their families, and any...

Attitudes of Arab Americans toward Persons with Developmental Disabilities

ERIC Educational Resources Information Center

Zidan, Tarek

2016-01-01

This quantitative cross-sectional study examines the overall attitudes of a sample of Arab Americans toward persons with disabilities. A convenience sample of 372 Arab Americans was recruited from various not-for-profit Arab organizations within 30 States. Participants in the study completed an online self-administered (Qualtrics) survey that…

Rational Emotive Education and the Developmental Stages of Jean Piaget.

ERIC Educational Resources Information Center

Lang, Janet M.

Rational-Emotive Therapy (RET) is predicated on a theory of causality. According to Ellis (1962), beliefs regarding an event, and not the event itself, cause emotional reactions. Mentally healthy persons practice this reational theory of causality. Neurotic persons accept an irrational theory of causality based on coincidental or correlational…

Personalization, self-advocacy and inclusion: An evaluation of parent-initiated supported living schemes for people with intellectual and developmental disabilities in the Netherlands.

PubMed

Reindl, Marie-Sol; Waltz, Mitzi; Schippers, Alice

2016-06-01

This study focused on parent-initiated supported living schemes in the South of the Netherlands and the ability of these living schemes to enhance participation, choice, autonomy and self-advocacy for people with intellectual or developmental disabilities through personalized planning, support and care. Based on in-depth interviews with tenants, parents and caregivers, findings included that parent-initiated supported housing schemes made steps towards stimulating self-advocacy and autonomy for tenants. However, overprotective and paternalistic attitudes expressed by a significant number of parents, as well as structural constraints affecting the living schemes, created obstacles to tenants' personal development. The study calls for consideration of interdependence as a model for the relationship of parents and adult offspring with disabilities. The benefits and tensions inherent within this relationship must be taken into consideration during inclusive community building. © The Author(s) 2016.

The savant syndrome and autistic disorder.

PubMed

Treffert, D A

1999-12-01

Savant syndrome, characterized by remarkable islands of mental ability in otherwise mentally handicapped persons, may occur in autistic as well as nonautistic individuals. Overall, approximately 10% of autistic persons exhibit savant abilities; roughly 50% of those with savant syndrome have autism, and the remaining 50% have other forms of developmental disability. Most commonly, savant syndrome takes the form of extraordinary musical abilities, but may also include calendar-calculation, artistic, mathematical, spatial, mechanical, and memory skills. While savant syndrome was first described more than a century ago, only recently have researchers begun to employ a more uniform nomenclature and more standardized testing in an effort to compare the abilities of savants with those of normal persons. Males show signs of savant syndrome approximately four times more often than females. Along with imaging study findings, this fact suggests the presence of a developmental disorder involving left-brain damage with right-brain compensation.

Resilient, overcontrolled, and undercontrolled personality prototypes in childhood: replicability, predictive power, and the trait-type issue.

PubMed

Asendorpf, J B; van Aken, M A

1999-10-01

In a longitudinal study, Q-sort patterns of German preschool children were analyzed for personality prototypes and related to developmental outcomes up to age 12. Q-factor analyses confirmed 3 prototypic patterns that showed a high continuity and cross-judge consistency; were similar to those found for North American, Dutch, and Icelandic children; and can be interpreted as resilient, overcontrolled, and undercontrolled. Relations reported by R. W. Robins, O. P. John, A. Caspi, T. E. Moffitt, & M. Stouthamer-Loeber (1996) between these 3 patterns and the Big Five were fully replicated. Growth curve analyses showed that the 3 patterns predicted important developmental outcomes in both the social and the cognitive domains. Evidence was found for both traits and types: A continuous dimension of resiliency bifurcates in its lower part into two relatively discrete personality types, overcontrollers and undercontrollers.

A Comparison of Topography-based and Selection-based Verbal Behavior in Typically Developed Children and Developmentally Disabled Persons with Autism

PubMed Central

Vignes, Tore

2007-01-01

This study is a replication of Sundberg and Sundberg (1990) that compared topography-based verbal behavior with selection-based verbal behavior in terms of acquisition, accuracy, and testing for the emergence of a new verbal relation. Participants were three typical children and three developmentally disabled persons with autism. The study sought to determine which paradigm (topography-based or selection-based) resulted in more rapid acquisition of tacts and intraverbals, which was associated with the fewest errors, and which paradigm resulted in the emergence of the highest number of new verbal relations. The results of the study showed that the six participants performed quite differently from one another. Most importantly, the results from the person with autism contradicted previous findings favoring selection-based verbal behavior over topography-based approaches for teaching verbal behavior to low-functioning individuals. PMID:22477385

Developmental perspectives on nutrition and obesity from gestation to adolescence.

PubMed

Esposito, Layla; Fisher, Jennifer O; Mennella, Julie A; Hoelscher, Deanna M; Huang, Terry T

2009-07-01

Obesity results from a complex combination of factors that act at many stages throughout a person's life. Therefore, examining childhood nutrition and obesity from a developmental perspective is warranted. A developmental perspective recognizes the cumulative effects of factors that contribute to eating behavior and obesity, including biological and socioenvironmental factors that are relevant at different stages of development. A developmental perspective considers family, school, and community context. During gestation, risk factors for obesity include maternal diet, overweight, and smoking. In early childhood, feeding practices, taste acquisition, and eating in the absence of hunger must be considered. As children become more independent during middle childhood and adolescence, school nutrition, food marketing, and social networks become focal points for obesity prevention or intervention. Combining a multilevel approach with a developmental perspective can inform more effective and sustainable strategies for obesity prevention.

A Clinical Case Presentation: Understanding and Interpreting Dreams while Working Through Developmental Trauma.

PubMed

Levy, Joshua; Finnegan, Paul

2016-02-01

The purpose of this paper is to demonstrate the unique place of understanding and interpreting dreams in the psychoanalytic process while working through developmental trauma. This psychoanalytic process extended over six years and is presented in four phases: establishing the therapeutic alliance, a crisis, working through, and termination. Dreams from each of these four phases of the analysis are presented, and the collaborative work of understanding and interpreting these dreams is highlighted. Evidence is presented that from this analytic work there ensued an amelioration of the impact of developmental trauma and a furtherance of the development of internal psychic structure. © 2016 by the American Psychoanalytic Association.

Exploring Depressive Personality Traits in Youth: Origins, Correlates, and Developmental Consequences

PubMed Central

Rudolph, Karen D.; Klein, Daniel N.

2009-01-01

Research suggests that depressive personality (DP) disorder may represent a persistent, trait-based form of depression that lies along an affective spectrum ranging from personality traits to diagnosable clinical disorders (Klein & Bessaha, 2009). A significant gap in this area of research concerns the development of DP and its applicability to youth. The present research explored the construct of DP traits in youth. Specifically, this study examined the reliability, stability, and validity of the construct, potential origins of DP traits, and the developmental consequences of DP traits. A sample of 143 youth (M age = 12.37 years, SD = 1.26) and their caregivers completed semi-structured interviews and questionnaires on two occasions, separated by a 12 month interval. The measure of DP traits was reliable and moderately stable over time. Providing evidence of construct validity, DP traits were associated with a network of constructs, including a negative self-focus, high negative and low positive emotionality, and heightened stress reactivity. Moreover, several potential origins of DP traits were identified, including a history of family adversity, maternal DP traits, and maternal depression. Consistent with hypotheses regarding their developmental significance, DP traits predicted the generation of stress and the emergence of depression (but not nondepressive psychopathology) during the pubertal transition. Finally, depression predicted subsequent DP traits, suggesting a reciprocal process whereby DP traits heighten risk for depression, which then exacerbates these traits. These findings support the construct of DP traits in youth, and suggest that these traits may be a useful addition to developmental models of risk for youth depression. PMID:19825262

Dental Care Every Day: A Caregiver's Guide. Practical Oral Care for People with Developmental Disabilities

ERIC Educational Resources Information Center

National Institute of Dental and Craniofacial Research (NIDCR), 2009

2009-01-01

Taking care of someone with a developmental disability requires patience and skill. As a caregiver, you know this as well as anyone does. You also know how challenging it is to help that person with dental care. It takes planning, time, and the ability to manage physical, mental, and behavioral problems. Dental care isn't always easy, but you can…

Strategies for Implementing AIDS/HIV Policy Guidelines in Developmental and Mental Health Services: A Background and Checklist for Advocates. AIDS Technical Report, No. 3.

ERIC Educational Resources Information Center

Harvey, David C.

This technical report is part of a series on AIDS/HIV (Acquired Immune Deficiency Syndrome/Human Immunodeficiency Virus) and is intended to help link various legal advocacy organizations providing services to persons with mental illness or developmental disabilities. Through a series of case examples, questions, background information, and…

Prevalence of Autism Spectrum Disorders: Autism and Developmental Disabilities Monitoring Network, United States, 2006. Morbidity and Mortality Weekly Report. Surveillance Summaries. Volume 58, Number SS-10

ERIC Educational Resources Information Center

Rice, Catherine

2009-01-01

Problem/Condition: Autism spectrum disorders (ASDs) are a group of developmental disabilities characterized by atypical development in socialization, communication, and behavior. ASDs typically are apparent before age 3 years, with associated impairments affecting multiple areas of a person's life. Because no biologic marker exists for ASDs,…

Minnesota Developmental Achievement Centers: An Update to Welsch Policy Analysis Papers No. 6-9, 17, and 23. Policy Analysis Series, No. 25.

ERIC Educational Resources Information Center

Minnesota Governor's Planning Council on Developmental Disabilities, St. Paul.

This paper reports the results of analyzing financial, program, and client data collected from Minnesota's Developmental Achievement Centers (DACs) for 1986. A total of 4,883 adults were receiving services, with the largest group being severely mentally retarded. Persons with additional disabilities numbered 1,263, with severe behavior problems,…

Personality Change Among Educationally Disadvantaged Veterans as a Function of Enrollment in a Junior College Developmental Project.

ERIC Educational Resources Information Center

Faubion, Joan H.; Rupiper, O. J.

One of the first educational institutions funded for the establishment of a training program for Viet Nam veterans was Oscar Rose Junior College at Midwest City, Oklahoma. The developmental program began in September 1972, with 112 veterans in the original training phase. The present study was conducted during the spring semester of 1972-73, with…

Working Memory and Mathematics: A Review of Developmental, Individual Difference, and Cognitive Approaches

ERIC Educational Resources Information Center

Raghubar, Kimberly P.; Barnes, Marcia A.; Hecht, Steven A.

2010-01-01

Working memory refers to a mental workspace, involved in controlling, regulating, and actively maintaining relevant information to accomplish complex cognitive tasks (e.g. mathematical processing). Despite the potential relevance of a relation between working memory and math for understanding developmental and individual differences in…

Working Memory and Developmental Language Impairments

ERIC Educational Resources Information Center

Henry, Lucy A.; Botting, Nicola

2017-01-01

Children with developmental language impairments (DLI) are often reported to show difficulties with working memory. This review describes the four components of the well-established working memory model, and considers whether there is convincing evidence for difficulties within each component in children with DLI. The emphasis is on the most…

Developmental Rainbow: Early Childhood Development Profile.

ERIC Educational Resources Information Center

Mahoney, Gerald; Mahoney, Frida

One of the most important skills of professionals who work with young children is the ability to assess developmental functioning through informal observation. This skill serves as the foundation for screening or identifying children in need of developmental services, conducting play-based developmental assessments, and helping parents to…

Developmental Change in Social Responsibility during Adolescence: An Ecological Perspective

PubMed Central

Wray-Lake, Laura; Syvertsen, Amy K.; Flanagan, Constance A.

2015-01-01

Social responsibility can be defined as a set of prosocial values representing personal commitments to contribute to community and society. Little is known about developmental change – and predictors of that change – in social responsibility during adolescence. The present study used an accelerated longitudinal research design to investigate the developmental trajectory of social responsibility values and ecological assets across family, school, community, and peer settings that predict these values. Data come from a three-year study of 3,683 U.S. adolescents enrolled in upper-level elementary, middle school, and high schools in rural, semi-urban, and urban communities. Social responsibility values significantly decreased from age 9 to 16 before leveling off in later adolescence. Family compassion messages and democratic climate, school solidarity, community connectedness, and trusted friendship positively predicted within-person change in adolescents’ social responsibility values. These findings held after accounting for other individual-level and demographic factors and provide support for the role of ecological assets in adolescents’ social responsibility development. In addition, fair society beliefs and volunteer experience had positive between- and within-person associations with social responsibility values. The manuscript discusses theoretical and practical implications of the conclusion that declines in ecological assets may partly explain age-related declines in social responsibility values. PMID:26619322

Risk Factors for Low Bone Mineral Density in Institutionalized Individuals with Developmental Disabilities

PubMed Central

Vice, Michael A.; Nahar, Vinayak K.; Ford, M. Allison; Bass, Martha A.; Johnson, Andrea K.; Davis, Ashton B.; Biviji-Sharma, Rizwana

2015-01-01

Background: Persons with intellectual/developmental disabilities (IDD) are exposed to several factors, which have been determined as risks for osteoporosis. Many of these individuals are non-ambulatory, resulting in lack of weight bearing activity, which is well established as a major contributor to bone loss. The purpose of this study was to investigate risk factors for low bone mineral density (BMD) in persons with IDD residing in residential facilities. Methods: This cross-sectional study was conducted at an Intermediate Care Facility for individuals with Intellectual and Developmental Disabilities (ICF/IDD). Medical records data were used from 69 individuals, including heal scan T-scores, nutritional, pharmacologic and other risk factors. Chi-Square analysis was used to determine relationships between the variables. Results: BMD measures were not significantly associated with age, gender, height, weight, or BMI for this population (P > 0.05). The association between BMD diagnoses and DSM-IV classification of mental retardation approached significance (P = 0.063). A significant association was found with anti-seizure medication (P = 0.009). Conclusion: Follow-up studies should focus on how supplementation and medication changes may or may not alter BMD. Persons with IDD are experiencing longer life expectancies, and therefore, studies ascertaining information on diseases associated with this aging population are warranted. PMID:26290830

Risk Factors for Low Bone Mineral Density in Institutionalized Individuals with Developmental Disabilities.

PubMed

Vice, Michael A; Nahar, Vinayak K; Ford, M Allison; Bass, Martha A; Johnson, Andrea K; Davis, Ashton B; Biviji-Sharma, Rizwana

2015-01-01

Persons with intellectual/developmental disabilities (IDD) are exposed to several factors, which have been determined as risks for osteoporosis. Many of these individuals are non-ambulatory, resulting in lack of weight bearing activity, which is well established as a major contributor to bone loss. The purpose of this study was to investigate risk factors for low bone mineral density (BMD) in persons with IDD residing in residential facilities. This cross-sectional study was conducted at an Intermediate Care Facility for individuals with Intellectual and Developmental Disabilities (ICF/IDD). Medical records data were used from 69 individuals, including heal scan T-scores, nutritional, pharmacologic and other risk factors. Chi-Square analysis was used to determine relationships between the variables. BMD measures were not significantly associated with age, gender, height, weight, or BMI for this population (P > 0.05). The association between BMD diagnoses and DSM-IV classification of mental retardation approached significance (P = 0.063). A significant association was found with anti-seizure medication (P = 0.009). Follow-up studies should focus on how supplementation and medication changes may or may not alter BMD. Persons with IDD are experiencing longer life expectancies, and therefore, studies ascertaining information on diseases associated with this aging population are warranted.

Developmental change in social responsibility during adolescence: An ecological perspective.

PubMed

Wray-Lake, Laura; Syvertsen, Amy K; Flanagan, Constance A

2016-01-01

Social responsibility can be defined as a set of prosocial values representing personal commitments to contribute to community and society. Little is known about developmental change-and predictors of that change-in social responsibility during adolescence. The present study used an accelerated longitudinal research design to investigate the developmental trajectory of social responsibility values and ecological assets across family, school, community, and peer settings that predict these values. Data come from a 3-year study of 3,683 U.S. adolescents enrolled in upper-level elementary, middle, and high schools in rural, semiurban, and urban communities. Social responsibility values significantly decreased from age 9 to 16 before leveling off in later adolescence. Family compassion messages and democratic climate, school solidarity, community connectedness, and trusted friendship, positively predicted within-person change in adolescents' social responsibility values. These findings held after accounting for other individual-level and demographic factors and provide support for the role of ecological assets in adolescents' social responsibility development. In addition, fair society beliefs and volunteer experience had positive between- and within-person associations with social responsibility values. The manuscript discusses theoretical and practical implications of the conclusion that declines in ecological assets may partly explain age-related declines in social responsibility values. (PsycINFO Database Record (c) 2015 APA, all rights reserved).

Adolescent self-concept among Han, Mongolian, and Korean Chinese.

PubMed

Sharpes, D K; Wang, X

1997-01-01

Studies of self-concept have suffered from a lack of both a solid theoretical base and a clear definition of the term. It is not clear whether self-concept is a construct from the cognitive sciences, an active part of personality or of the ego and unconscious, or a physiological process as indicated from neurological research. Nor is it clear whether the psychological construct of self is related to other concepts, such as personal identity, self-esteem, and the ego, as sometimes these refer to the whole person or a structure or element within a person. What is evident is that the majority of researchers continue to assume that self-concept, however defined in theory, is primarily governed by environmental determinants despite abundant evidence from the neurosciences of the strong influence of its genetic heritability. This study assumed a genetic hypothesis, that self-concept is developmental and that adolescent perception of personal, relational, and academic self-identity occurs uniformly across cultures and environmental circumstances. Data were collected using a validated survey instrument, translated into Chinese, from majority and minority adolescents in the People's Republic of China. High similarity was found between the majority and minority adolescents, suggesting developmental propensities in the formation of self-concept.

Memories and traces. From Jewish exilists' authoritarian personality research via Cloninger's psychobiology of personality traits to a neurobiological approach to conflict management.

PubMed

Hassler, Marianne

2002-01-01

Research on personality as a useful construct to understand people's behavior in conflict situations was traced over more than fifty years, and an attempt was made to add neurobiological parameters to psycho-socio-cultural approaches. As a starting point, scientists in exile have been called to mind who had been expelled from Nazi Germany for their Jewish origins. Among them were Adorno and Frenkel-Brunswik whose extensive studies on the authoritarian personality structure were quoted. In their work, personality was defined as a more or less enduring organisation of forces within the individual helping to determine responses in various situations, which is responsible for consistency in behavior. As a next step, Cloninger's psychobiology of personality traits was presented. In his personality concept, four temperamental traits (novelty seeking, harm avoidance, reward dependency and persistence) and three character dimensions are included. Temperamental traits are heritable, developmentally stable, emotionally based, uninfluenced by social learning, and linked to specific brain biological features. The temperaments have a certain neuroendocrinological feature which can be determined. Character dimensions develop in a stagelike process from infancy to adulthood and are influenced by temperament, social learning, genetic factors, and random life events. Personality is still considered a useful theoretical approach to conflict management research and practice. A neurobiological point of view seems to be a useful supplementation in addition to traditional psycho-socio-cultural approaches. Measuring biological compounds can supply the conflict manager with an additional tool of knowledge enhancing the ability to understand and anticipate conflict behavior.

Mechanisms of remembering the past and imagining the future--new data from autobiographical memory tasks in a lifespan approach.

PubMed

Abram, M; Picard, L; Navarro, B; Piolino, P

2014-10-01

We investigated the episodic/semantic distinction in remembering the past and imagining the future and explored cognitive mechanisms predicting events' specificity throughout the lifespan. Eighty-three 6- to 81-year-old participants, divided into 5 age groups, underwent past, present and future episodic (events' evocation) and semantic (self-descriptions) autobiographical tasks and a complementary cognitive test battery (executive functions, working and episodic memory). The main results showed age effects on episodic events' evocation indicating an inverted U function (i.e., developmental progression from 6 to 21years and aging decline). By contrast, age effects were slighter on self-descriptions while self-defining events' evocation increased with age. Furthermore, age effects on episodic events' evocation were mainly mediated by age effects on cognitive functions and personal semantics. These new findings indicate a developmental and aging episodic/semantic distinction for both remembering the past and imagining the future, and suggest that above similarities, these abilities could have a fundamentally different basis. Copyright © 2014 Elsevier Inc. All rights reserved.

Developmental Summer Bridge Programs. What Works Clearinghouse™ Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2015

2015-01-01

Developmental summer bridge programs are designed to reduce the need for developmental education in college by providing students with accelerated instruction in areas where additional knowledge and skills are needed to help them succeed in higher education. The WWC identified one study of developmental summer bridge programs that meets WWC…

Daily Work Stress and Awakening Cortisol in Mothers of Individuals with Autism Spectrum Disorders or Fragile X Syndrome

PubMed Central

Wong, Jen D.; Mailick, Marsha R.; Greenberg, Jan S.; Hong, Jinkuk; Coe, Christopher L.

2014-01-01

The effect of daily work stress on the next morning’s awakening cortisol level was determined in a sample of 124 mothers (M age = 49.89, SD= 6.33) of adolescents and adults with developmental disabilities and compared to 115 mothers (M age = 46.19, SD = 7.08) of individuals without disabilities. Mothers participated in 8 days of diary telephone interviews and provided saliva samples. Multilevel models revealed that mothers of individuals with developmental disabilities had lower awakening cortisol levels than comparison mothers. Work stress interacted with parental status to predict the awakening cortisol level on the following morning. When mothers of individuals with developmental disabilities experienced a work stressor, their awakening cortisol level was significantly higher on the subsequent morning, but for comparison mothers, work stressors were not significantly associated with cortisol level. Findings extend understanding of the differential impacts of specific types of stressors on physiological functioning of mothers of individuals with and without developmental disabilities. PMID:25313265

An Emerging Theoretical Model of Music Therapy Student Development.

PubMed

Dvorak, Abbey L; Hernandez-Ruiz, Eugenia; Jang, Sekyung; Kim, Borin; Joseph, Megan; Wells, Kori E

2017-07-01

Music therapy students negotiate a complex relationship with music and its use in clinical work throughout their education and training. This distinct, pervasive, and evolving relationship suggests a developmental process unique to music therapy. The purpose of this grounded theory study was to create a theoretical model of music therapy students' developmental process, beginning with a study within one large Midwestern university. Participants (N = 15) were music therapy students who completed one 60-minute intensive interview, followed by a 20-minute member check meeting. Recorded interviews were transcribed, analyzed, and coded using open and axial coding. The theoretical model that emerged was a six-step sequential developmental progression that included the following themes: (a) Personal Connection, (b) Turning Point, (c) Adjusting Relationship with Music, (d) Growth and Development, (e) Evolution, and (f) Empowerment. The first three steps are linear; development continues in a cyclical process among the last three steps. As the cycle continues, music therapy students continue to grow and develop their skills, leading to increased empowerment, and more specifically, increased self-efficacy and competence. Further exploration of the model is needed to inform educators' and other key stakeholders' understanding of student needs and concerns as they progress through music therapy degree programs. © the American Music Therapy Association 2017. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com

Developmental dyscalculia is related to visuo-spatial memory and inhibition impairment.

PubMed

Szucs, Denes; Devine, Amy; Soltesz, Fruzsina; Nobes, Alison; Gabriel, Florence

2013-01-01

Developmental dyscalculia is thought to be a specific impairment of mathematics ability. Currently dominant cognitive neuroscience theories of developmental dyscalculia suggest that it originates from the impairment of the magnitude representation of the human brain, residing in the intraparietal sulcus, or from impaired connections between number symbols and the magnitude representation. However, behavioral research offers several alternative theories for developmental dyscalculia and neuro-imaging also suggests that impairments in developmental dyscalculia may be linked to disruptions of other functions of the intraparietal sulcus than the magnitude representation. Strikingly, the magnitude representation theory has never been explicitly contrasted with a range of alternatives in a systematic fashion. Here we have filled this gap by directly contrasting five alternative theories (magnitude representation, working memory, inhibition, attention and spatial processing) of developmental dyscalculia in 9-10-year-old primary school children. Participants were selected from a pool of 1004 children and took part in 16 tests and nine experiments. The dominant features of developmental dyscalculia are visuo-spatial working memory, visuo-spatial short-term memory and inhibitory function (interference suppression) impairment. We hypothesize that inhibition impairment is related to the disruption of central executive memory function. Potential problems of visuo-spatial processing and attentional function in developmental dyscalculia probably depend on short-term memory/working memory and inhibition impairments. The magnitude representation theory of developmental dyscalculia was not supported. Copyright © 2013 The Authors. Published by Elsevier Ltd.. All rights reserved.

Anger as a Basic Emotion and Its Role in Personality Building and Pathological Growth: The Neuroscientific, Developmental and Clinical Perspectives.

PubMed

Williams, Riccardo

2017-01-01

Anger is probably one of the mostly debated basic emotions, owing to difficulties in detecting its appearance during development, its functional and affective meaning (is it a positive or a negative emotion?), especially in human beings. Behaviors accompanied by anger and rage serve many different purposes and the nuances of aggressive behaviors are often defined by the symbolic and cultural framework and social contexts. Nonetheless, recent advances in neuroscientific and developmental research, as well as clinical psychodynamic investigation, afford a new view on the role of anger in informing and guiding many aspects of human conducts. Developmental studies have confirmed the psychophysiological, cognitive and social acquisition that hesitate in the pre-determined sequence appearance of anger and rage in the first 2 years of life. The so-called affective neurosciences have shown the phylogenetic origin of the two circuits underlying the emergence of anger along with its evolutionary role for promoting survival. This view has been integrated by the psychodynamic theory of motivational systems that attribute a double role to anger: on the one hand, this affect works as an inwardly directed signal concerning a pressure to overcome an obstacle or an aversive situation; on the other hand, anger is also an outwardly directed communicative signal establishing differentiation and conflict within interpersonal relationships and affective bonds. Of course, human peculiar mental functioning requires the appraisal of such signals by higher cortical functions and, there is little doubt that the meaning that orientates individual behaviors is, eventually, construed on a social and cultural level. At the same time, everyday life experiences as well as clinical insights into psychopathic, narcissistic and borderline personality pathology clearly illustrate the necessity to correctly interpret and give answers to the basic questions raised around the topic of anger as a basic emotion.

Anger as a Basic Emotion and Its Role in Personality Building and Pathological Growth: The Neuroscientific, Developmental and Clinical Perspectives

PubMed Central

Williams, Riccardo

2017-01-01

Anger is probably one of the mostly debated basic emotions, owing to difficulties in detecting its appearance during development, its functional and affective meaning (is it a positive or a negative emotion?), especially in human beings. Behaviors accompanied by anger and rage serve many different purposes and the nuances of aggressive behaviors are often defined by the symbolic and cultural framework and social contexts. Nonetheless, recent advances in neuroscientific and developmental research, as well as clinical psychodynamic investigation, afford a new view on the role of anger in informing and guiding many aspects of human conducts. Developmental studies have confirmed the psychophysiological, cognitive and social acquisition that hesitate in the pre-determined sequence appearance of anger and rage in the first 2 years of life. The so-called affective neurosciences have shown the phylogenetic origin of the two circuits underlying the emergence of anger along with its evolutionary role for promoting survival. This view has been integrated by the psychodynamic theory of motivational systems that attribute a double role to anger: on the one hand, this affect works as an inwardly directed signal concerning a pressure to overcome an obstacle or an aversive situation; on the other hand, anger is also an outwardly directed communicative signal establishing differentiation and conflict within interpersonal relationships and affective bonds. Of course, human peculiar mental functioning requires the appraisal of such signals by higher cortical functions and, there is little doubt that the meaning that orientates individual behaviors is, eventually, construed on a social and cultural level. At the same time, everyday life experiences as well as clinical insights into psychopathic, narcissistic and borderline personality pathology clearly illustrate the necessity to correctly interpret and give answers to the basic questions raised around the topic of anger as a basic emotion. PMID:29163318

Say the Word Islam: School Counselors and Muslim Children

ERIC Educational Resources Information Center

Saleem, Daa'iyah; Rasheed, Sakinah

2010-01-01

Two Muslim women who hold Ph.D.'s, a clinical and developmental psychologist and a teacher educator speak personally and professionally about important information school counselors need to know about Islam and providing services to Muslim children. First, the authors draw from personal experiences in parenting Muslim children who have come of age…

Characteristics of People with Intellectual Disabilities in a Secure U.S. Forensic Hospital

ERIC Educational Resources Information Center

Stinson, Jill Diane; Robbins, Sharon Bradford

2014-01-01

Prior research examining persons with intellectual disabilities who have committed criminal offenses has focused primarily on correctional populations, or those who reside in secure forensic settings in the United Kingdom and Australia. This study describes 235 persons with intellectual, developmental, and cognitive disabilities who reside in a…

Quality of Life: Perspectives and Issues.

ERIC Educational Resources Information Center

Schalock, Robert L., Ed.

The book deals with the concept of quality of life for persons with mental retardation and developmental disabilities. Part I, "Quality of Life: Personal Perspectives," contains "A Dream for Myself" (Connie Martinez); "Reflections on My Quality of Life: Then and Now" (Nancy Ward); "Quality of Life versus Quality of Life Judgments: A Parent's…

Comparative Perceptions of Psychological Well-Being as Influenced by Sport Experience in Female Athletes

ERIC Educational Resources Information Center

Kukla, Kenneth J.; Pargman, David

1976-01-01

An investigation of sports as a facilitative or debilitating personal developmental experience among female varsity and intramural athletes showed significant differences between the two groups' perceptions of the experiences and also between attitudes about social and sport self, and strength of selected personality traits (aggression, dominance,…

Creating Healthy Active Minds for Personal Success (CHAMPS) in Middle School

ERIC Educational Resources Information Center

Shawley, Jessica

2016-01-01

The purpose of this article is to provide support for middle school physical education programs that meet the developmental needs of students while providing for student choice. With its health and physical education program called Creating Healthy Active Minds for Personal Success (CHAMPS), Moscow Middle School is striving to cultivate student…

77 FR 64812 - National Institute of General Medical Sciences; Notice of Closed Meetings

Federal Register 2010, 2011, 2012, 2013, 2014

2012-10-23

... Hilton Bethesda, 8120 Wisconsin Avenue, Bethesda, MD 20814. Contact Person: Saraswathy Seetharam, Ph.D... Drive, Room 3An18K, Bethesda, MD 20892 (Telephone Conference Call). Contact Person: Brian R. Pike, Ph.D... Chemistry Research; 93.862, Genetics and Developmental Biology Research; 93.88, Minority Access to Research...

Theory of Positive Disintegration as a Basis for Research on Assisting Development

ERIC Educational Resources Information Center

Mroz, Anna

2009-01-01

Dabrowski's ideas about personality development are not only a source of practical recommendations for assisting the development of persons of varied age but can also be an inspiration for research. The theory is exceptionally helpful in describing developmental phenomena. Cases of multilevel development were studied in autobiographies of 7…

From Framework to Practice: Person-Directed Planning in the Real World

ERIC Educational Resources Information Center

Martin, Lynn; Grandia, Philip; Ouellette-Kuntz, Hélène; Cobigo, Virginie

2016-01-01

Background: Person-directed planning (PDP) is an approach to planning supports that aims to redistribute power from the service system to individuals with intellectual and developmental disabilities (IDD) and natural supports, improve relationships and build community. To do this, the right people with the right attitudes engaging in the right…

Midlife Awakening: An Emergent Transformation of the Self

ERIC Educational Resources Information Center

Lear, Glenna

2017-01-01

This article explores women's midlife learning as an awakening of the self in the process of being in the world and interacting with others and uses the author's personal experience of transformation as a developmental change with the emergence of personal growth and self-realization of a more complete, balanced, and fulfilled self. In the…

Linking Delinquency and Personal Identity Formation across Adolescence: Examining Between- and Within-Person Associations

ERIC Educational Resources Information Center

Mercer, Natalie; Crocetti, Elisabetta; Branje, Susan; van Lier, Pol; Meeus, Wim

2017-01-01

Adolescent delinquency and identity formation have both been described in relation to the confusion, doubt, and need for individuation and autonomy faced by adolescents. While theoretical conceptualizations (e.g., Erikson, 1968; Moffitt, 1993) suggest that delinquency and identity formation might be developmentally intertwined across adolescence,…

See Me through My Eyes: Adolescent-Parent Agreement in Personality Predicts Later Self-Esteem Development

ERIC Educational Resources Information Center

Luan, Ziyan; Poorthuis, Astrid M. G.; Hutteman, Roos; Asendorpf, Jens B.; Denissen, Jaap J. A.; van Aken, Marcel A. G.

2018-01-01

Achieving a clear view of one's personality is a challenging but crucial developmental task during adolescence, which has enduring influences. This task might be harder if significant others see individuals differently from how the adolescents see themselves. Supporting this, the looking-glass-self theory suggests that significant others…

Myers-Briggs Personality Type and Adolescent Coping in the College Search

ERIC Educational Resources Information Center

Golden, Thomas Courtenay

2009-01-01

The college choice requires the adolescent to gather and synthesize vast amounts of information, reconcile sometimes competing personal and familial goals, and manage a range of emotions. This decision process represents a major developmental crisis with which the adolescent must cope. Scholars have noted that psychological strain and heightened…

Children with Special Education Needs and Subjective Well-Being: Social and Personal Influence

ERIC Educational Resources Information Center

Gaspar, Tania; Bilimória, Helena; Albergaria, Francisca; Matos, Margarida Gaspar

2016-01-01

Children and adolescents with cognitive and developmental difficulties show difficulty in social interaction, feelings of rejection, autonomy, social rules and in behavioural and emotional self-regulation. Importantly, their subjective well-being is associated to social support and personal factors, such as self-esteem and a positive self-image.…

Attachment and Individuation of Deaf/Hard-of-Hearing and Hearing Young Adults

ERIC Educational Resources Information Center

Weisel, Amatzia; Kamara, Ahiya

2005-01-01

This study examined differences between deaf/hard-of-hearing (D/HH) and hearing persons with regard to two interrelated and continuous developmental processes: attachment (Bowlby, 1969) and individuation (Mahler, 1963). The study also examined intergroup differences in two personal variables assumed to be influenced by these processes: self-esteem…

Evaluating Assistive Technology in the Education of Persons with Severe Disabilities

ERIC Educational Resources Information Center

Reichle, Joe

2011-01-01

This commentary includes a brief discussion of issues raised by the articles and systematic review contained in this special issue addressing technology applications for persons with severe developmental disabilities. Topical areas include a discussion of: (1) a need to compare "high tech" with "low tech" applications, (2) procedural fidelity, (3)…

A Biosocial Developmental Model of Borderline Personality: Elaborating and Extending Linehan’s Theory

PubMed Central

Crowell, Sheila E.; Beauchaine, Theodore P.; Linehan, Marsha M.

2009-01-01

Over the past several decades, research has focused increasingly on developmental precursors to psychological disorders that were previously assumed to emerge only in adulthood. This change in focus follows from the recognition that complex transactions between biological vulnerabilities and psychosocial risk factors shape emotional and behavioral development beginning at conception. To date, however, empirical research on the development of borderline personality is extremely limited. Indeed, in the decade since M. M. Linehan initially proposed a biosocial model of the development of borderline personality disorder, there have been few attempts to test the model among at-risk youth. In this review, diverse literatures are reviewed that can inform understanding of the ontogenesis of borderline pathology, and testable hypotheses are proposed to guide future research with at-risk children and adolescents. One probable pathway is identified that leads to borderline personality disorder; it begins with early vulnerability, expressed initially as impulsivity and followed by heightened emotional sensitivity. These vulnerabilities are potentiated across development by environmental risk factors that give rise to more extreme emotional, behavioral, and cognitive dysregulation. PMID:19379027

The emotional fundamentals of personality and the higher affective polarities of mind. Comment on "Personality from a cognitive-biological perspective" by Y. Neuman

NASA Astrophysics Data System (ADS)

Panksepp, Jaak; Davis, Ken

2014-12-01

In brain-based personality theory, two things seem certain: i) the evolved functional organization of our subcortical affective mind, and ii) the diverse potentials for developmental programming of our high cognitive minds (i.e., our initially empty - tabula rasa like - neocortical spaces are largely developmentally programed to manifest higher mental abilities). In considering these two global aspects of brain-mind functions, we can be confident that primal subcortical functions (e.g., the capacity for raw emotions/affects, evident in all vertebrate species) evolved. Indeed, ancient creatures such as lamprey eels, with whom we shared ancestry 560 million years ago, still posses most neural systems that are homologous to those that constitute our own primal affective capacities [1]. Considering that primal emotional affects arise from such systems, there appears to be some remarkable continuity in our primal mental origins. The neural foundations of human emotional feelings, long neglected by academic psychology (for lack of empirical accessibility), may contain the rudimentary neuro-affective substrates of personality [2].

A biosocial developmental model of borderline personality: Elaborating and extending Linehan's theory.

PubMed

Crowell, Sheila E; Beauchaine, Theodore P; Linehan, Marsha M

2009-05-01

Over the past several decades, research has focused increasingly on developmental precursors to psychological disorders that were previously assumed to emerge only in adulthood. This change in focus follows from the recognition that complex transactions between biological vulnerabilities and psychosocial risk factors shape emotional and behavioral development beginning at conception. To date, however, empirical research on the development of borderline personality is extremely limited. Indeed, in the decade since M. M. Linehan initially proposed a biosocial model of the development of borderline personality disorder, there have been few attempts to test the model among at-risk youth. In this review, diverse literatures are reviewed that can inform understanding of the ontogenesis of borderline pathology, and testable hypotheses are proposed to guide future research with at-risk children and adolescents. One probable pathway is identified that leads to borderline personality disorder; it begins with early vulnerability, expressed initially as impulsivity and followed by heightened emotional sensitivity. These vulnerabilities are potentiated across development by environmental risk factors that give rise to more extreme emotional, behavioral, and cognitive dysregulation. (PsycINFO Database Record (c) 2009 APA, all rights reserved).

Math and numeracy in young adults with spina bifida and hydrocephalus.

PubMed

Dennis, Maureen; Barnes, Marcia

2002-01-01

The developmental stability of poor math skill was studied in 31 young adults with spina bifida and hydrocephalus (SBH), a neurodevelopmental disorder involving malformations of the brain and spinal cord. Longitudinally, individuals with poor math problem solving as children grew into adults with poor problem solving and limited functional numeracy. As a group, young adults with SBH had poor computation accuracy, computation speed, problem solving, a ndfunctional numeracy. Computation accuracy was related to a supporting cognitive system (working memory for numbers), and functional numeracy was related to one medical history variable (number of lifetime shunt revisions). Adult functional numeracy, but not functional literacy, was predictive of higher levels of social, personal, and community independence.

From emotion resonance to empathic understanding: a social developmental neuroscience account.

PubMed

Decety, Jean; Meyer, Meghan

2008-01-01

The psychological construct of empathy refers to an intersubjective induction process by which positive and negative emotions are shared, without losing sight of whose feelings belong to whom. Empathy can lead to personal distress or to empathic concern (sympathy). The goal of this paper is to address the underlying cognitive processes and their neural underpinnings that constitute empathy within a developmental neuroscience perspective. In addition, we focus on how these processes go awry in developmental disorders marked by impairments in social cognition, such as autism spectrum disorder, and conduct disorder. We argue that empathy involves both bottom-up and top-down information processing, underpinned by specific and interacting neural systems. We discuss data from developmental psychology as well as cognitive neuroscience in support of such a model, and highlight the impact of neural dysfunctions on social cognitive developmental behavior. Altogether, bridging developmental science and cognitive neuroscience helps approach a more complete understanding of social cognition. Synthesizing these two domains also contributes to a better characterization of developmental psychopathologies that impacts the development of effective treatment strategies.

Working Memory, Reading, and Mathematical Skills in Children with Developmental Coordination Disorder

ERIC Educational Resources Information Center

Alloway, Tracy Packiam

2007-01-01

The aim of the present study was investigate the relationship between working memory and reading and mathematical skills in 55 children diagnosed with developmental coordination disorder (DCD). The findings indicate a pervasive memory deficit in all memory measures. In particular, deficits observed in visuospatial short-term and working memory…

Children with chronic continence problems: the challenges for families.

PubMed

Erickson, David V; Ray, Lynne D

2004-01-01

For families who are raising children with myelomeningocele, bowel and bladder incontinence presents unique challenges for everyday life. The Parenting and Childhood Chronicity model is used to describe the work of raising a child with a chronic condition in 6 areas, including medical care, adapted parenting, dealing with the systems, caring for siblings, maintaining relationships, and personal coping (keeping yourself going). This article provides an overview of the physiologic and developmental challenges inherent in this neural tube defect and illustrates the work that is involved in the child's care and the challenges of maintaining a balance in family life. Clinical implications are discussed, including the setting of appropriate expectations, providing parents with accurate information, ensuring that a focus on continence is not at the expense of other important aspects of the child's functioning, and supporting parents in their interaction with the school system. The medical team, consisting of nursing, urology, nephrology, and psychology working together, can be a strong support for families.

An Analysis of Personal and Professional Development in the United States Navy

DTIC Science & Technology

2012-03-01

growing in popularity among some of the world’s largest organizations is the 360-degree feedback system ( Tornow & London, 1998). The 360-degree...use of 360-degree feedback for developmental purposes has its roots in several traditions in industrial and organizational psychology ( Tornow ...FEEDBACK The use of 360-degree for developmental purposes has its roots in several traditions in industrial and organizational psychology ( Tornow

Effects of Symptoms of Comorbid Psychopathology on Challenging Behaviors among Atypically Developing Infants and Toddlers as Assessed with the Baby and Infant Screen for Children with Autism Traits (BISCUIT)

ERIC Educational Resources Information Center

Matson, Johnny L.; Mahan, Sara; Sipes, Megan; Kozlowski, Alison M.

2010-01-01

Comorbid psychopathology and challenging behaviors often occur among persons with developmental disabilities. However, little attention to this issue has been reported in young children. In this study, individuals 17 through 36 months of age with varying diagnoses, such as intellectual disability, developmental delay, and Down syndrome, among…

Linking delinquency and personal identity formation across adolescence: Examining between- and within-person associations.

PubMed

Mercer, Natalie; Crocetti, Elisabetta; Branje, Susan; van Lier, Pol; Meeus, Wim

2017-11-01

Adolescent delinquency and identity formation have both been described in relation to the confusion, doubt, and need for individuation and autonomy faced by adolescents. While theoretical conceptualizations (e.g., Erikson, 1968; Moffitt, 1993) suggest that delinquency and identity formation might be developmentally intertwined across adolescence, this link had yet to be longitudinally examined. This study tested whether delinquency and identity are related and whether we could determine a developmental order considering both between- and within-person associations across adolescence. We examined these associations in a multi-informant sample of 497 Dutch adolescents followed for 5 annual waves from age 14-18. Between-person cross-lagged models showed that adolescents who scored higher on delinquency relative to their peers, scored lower on commitment and higher on reconsideration, 1 year later. Within-person cross-lagged models showed that when adolescents reported above their own average on delinquency, they reported decreased commitment and increased reconsideration 1 year later. Additionally, within-persons, when adolescents reported an increase in in-depth exploration compared with their own average they reported decreased delinquency 1 year later. From these results we can conclude that delinquency and personal identity are indeed related across adolescence. Experimenting with delinquency hampers identity formation by increasing reconsideration and decreasing commitment. Within-person results suggest that interventions tailored to increase in-depth exploration in adolescents may help to prevent adolescent delinquency. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Catatonic features in adolescents with schizophrenia with and without a comorbid pervasive developmental disorder

PubMed Central

2014-01-01

Background Catatonia has been associated with both schizophrenia and pervasive developmental disorders. The aim of this study was to evaluate catatonic features among adolescents suffering from schizophrenia. Further, we compared these features between adolescents with a comorbid pervasive developmental disorder and those without one. Finally, we wanted to compare the profile of catatonia-like features of our schizophrenia patients to that described earlier among persons with autism spectrum disorders. Methods The study comprised a consecutive sample of 18 adolescents with schizophrenia (mean age 15.6 years, SD 1.4) and their families. Diagnosis of schizophrenia was assessed with the Schedule for Affective Disorders and Schizophrenia for School-Aged Children – Present and Life-Time (K-SADS-PL) for the DSM-IV. The Diagnostic Interview for Social and Communication Disorders version 11 was used to assess catatonic features. Results All adolescents with schizophrenia had showed some lifetime catatonic features. Approximately 78% of them had already expressed these features before the age of 10. The number of catatonic features before the age of 10 was significantly higher among the adolescents with a comorbid pervasive developmental disorder compared to those without one. The numbers of catatonic features after the age of 10 did not significantly differ between the two groups. Over three-quarters of schizophrenia patients shared four lifetime catatonic features: “lacks facial expression”, “odd intonation”, “poor eye contact” and “lack of cooperation”. Conclusions Adolescent schizophrenia patients with a comorbid pervasive developmental disorder show many catatonic features in childhood whereas those without one seem to develop these features first in adolescence. Catatonic features exhibited by adolescents with schizophrenia resemble those described among persons with pervasive developmental disorders without schizophrenia. PMID:24914405

Catatonic features in adolescents with schizophrenia with and without a comorbid pervasive developmental disorder.

PubMed

Waris, Petra; Lindberg, Nina; Kettunen, Kirsi; Lipsanen, Jari; Tani, Pekka

2014-01-01

Catatonia has been associated with both schizophrenia and pervasive developmental disorders. The aim of this study was to evaluate catatonic features among adolescents suffering from schizophrenia. Further, we compared these features between adolescents with a comorbid pervasive developmental disorder and those without one. Finally, we wanted to compare the profile of catatonia-like features of our schizophrenia patients to that described earlier among persons with autism spectrum disorders. The study comprised a consecutive sample of 18 adolescents with schizophrenia (mean age 15.6 years, SD 1.4) and their families. Diagnosis of schizophrenia was assessed with the Schedule for Affective Disorders and Schizophrenia for School-Aged Children - Present and Life-Time (K-SADS-PL) for the DSM-IV. The Diagnostic Interview for Social and Communication Disorders version 11 was used to assess catatonic features. All adolescents with schizophrenia had showed some lifetime catatonic features. Approximately 78% of them had already expressed these features before the age of 10. The number of catatonic features before the age of 10 was significantly higher among the adolescents with a comorbid pervasive developmental disorder compared to those without one. The numbers of catatonic features after the age of 10 did not significantly differ between the two groups. Over three-quarters of schizophrenia patients shared four lifetime catatonic features: "lacks facial expression", "odd intonation", "poor eye contact" and "lack of cooperation". Adolescent schizophrenia patients with a comorbid pervasive developmental disorder show many catatonic features in childhood whereas those without one seem to develop these features first in adolescence. Catatonic features exhibited by adolescents with schizophrenia resemble those described among persons with pervasive developmental disorders without schizophrenia.

William Kessen and James Mark Baldwin: Lessons from the History of Developmental Psychology.

ERIC Educational Resources Information Center

Ferrari, Michel; Runions, Kevin; Fueser, Josephine J.

2003-01-01

Considers the work of developmental scholar William Kessen (1925-1999) in light of James Mark Baldwin, one of the founders and principal architects of developmental psychology. Traces Kessen's interest in Baldwin's thought and examines Baldwin's legacy for developmental psychologists. Asserts that Baldwin's theory sought to integrate the role of…

Applied Developmental Science: An Advanced Textbook. The SAGE Program on Applied Developmental Science

ERIC Educational Resources Information Center

Lerner, Richard M., Ed.; Jacobs, Fraincine, Ed.; Wertlieb, Donald, Ed.

2005-01-01

This course textbook has been adapted from the four-volume "Handbook of Applied Developmental Science" (SAGE 2003), a work that offers a detailed roadmap for action and research in ensuring positive child, youth, and family development. In 20 chapters, "Applied Developmental Science: An Advanced Textbook" brings together theory and application…

Does Developmental Education Improve Labor Market Outcomes? Evidence from Two States. A CAPSEE Working Paper

ERIC Educational Resources Information Center

Hodara, Michelle; Xu, Di

2014-01-01

Nationally, about two thirds of community college students are referred to developmental education. Thus far, research on the effectiveness of developmental education has focused on students' academic outcomes; in this paper, we examine the economic consequences of developmental education for students. Using longitudinal student-unit record data…

What Is Not Working in Working Memory of Children with Literacy Disorders? Evidence from a Three-Year-Longitudinal Study

ERIC Educational Resources Information Center

Fischbach, Anne; Könen, Tanja; Rietz, Chantal S.; Hasselhorn, Marcus

2014-01-01

The goals of this study were to explore the deficits in working memory associated with literacy disorders (i.e. developmental disorders of reading and/or spelling) and the developmental trajectories of these working memory deficits. The performance of 28 children with literacy disorders was compared to a non-disabled control group with the same…

Substance use changes and social role transitions: proximal developmental effects on ongoing trajectories from late adolescence through early adulthood.

PubMed

Staff, Jeremy; Schulenberg, John E; Maslowsky, Julie; Bachman, Jerald G; O'Malley, Patrick M; Maggs, Jennifer L; Johnston, Lloyd D

2010-11-01

Substance use changes rapidly during late adolescence and early adulthood. This time in the life course is also dense with social role changes, as role changes provide dynamic context for individual developmental change. Using nationally representative, multiwave longitudinal data from age 18 to 28, we examine proximal links between changes in social roles and changes in substance use during the transition to adulthood. We find that changes in family roles, such as marriage, divorce, and parenthood, have clear and consistent associations with changes in substance use. With some notable exceptions, changes in school and work roles have weaker effects on changes in substance use compared to family roles. Changes in socializing (i.e., nights out for fun and recreation) and in religiosity were found to mediate the relationship of social role transitions to substance use. Two time-invariant covariates, socioeconomic background and heavy adolescent substance use, predicted social role status, but did not moderate associations, as within-person links between social roles and substance use were largely equivalent across groups. This paper adds to the cascading effects literature by considering how, within individuals, more proximal variations in school, work, and family roles relate to variations in substance use, and which roles appear to be most influential in precipitating changes in substance use during the transition to adulthood.

Substance Use Changes and Social Role Transitions: Proximal Developmental Effects on Ongoing Trajectories from Late Adolescence through Early Adulthood*

PubMed Central

Staff, Jeremy; Schulenberg, John E.; Maslowsky, Julie; Bachman, Jerald G.; O’Malley, Patrick M.; Maggs, Jennifer L.; Johnston, Lloyd D.

2010-01-01

Substance use changes rapidly during late adolescence and early adulthood. Not coincidentally, this time in the life course is also dense with social role changes, as role changes provide dynamic context for individual developmental change. Using nationally representative, multiwave longitudinal data from age 18 to 28, we examine proximal links between changes in social roles and changes in substance use during the transition to adulthood. We find that changes in family roles, such as marriage, divorce, and parenthood, have clear and consistent associations with changes in substance use. With some notable exceptions, changes in school and work roles have weaker effects on changes in substance use compared to family roles. Changes in socializing (i.e., nights out for fun and recreation) and in religiosity were found to mediate the relationship of social role transitions to substance use. Two time- invariant covariates, socioeconomic background and heavy adolescent substance use, predicted social role status, but did not moderate associations, as within-person links between social roles and substance use were largely equivalent across groups. This paper adds to the cascading effects literature by considering how, within individuals, more proximal variations in school, work, and family roles relate to variations in substance use; and which roles appear to be most influential in precipitating changes in substance use during the transition to adulthood. PMID:20883590

Reproductive rights of mentally retarded persons.

PubMed

Katalinić, Sanja; Sendula-Jengić, Vesna; Sendula-Pavelić, Martina; Zudenigo, Slaven

2012-03-01

Mental retardation denotes sub-average intellectual functioning, based on IQ, i.e. the inability of normal learning, accompanied by behavioral and developmental disorders. Persons with impairments (cognitive, motor, sensory or psychiatric) have often been, both through human history and today victims of discrimination and deprived of their basic human rights, both in the public and the private life spheres. Since the end of the 20th century, throughout the developed world, many disabled persons can accomplish their dreams and rights. However, the issue of sexuality is still an obstacle in realizing oneself as a whole person, of course in accordance with personal psychophysical abilities. The greatest problem is present in persons with severe disablement, considered not apt enough for information on sexuality and for expressing themselves as persons with their own sexual needs. Thus it is desirable to observe each disabled person individually and flexibly enough in order to establish parameters for the functioning of an intimate affair on the level of understanding and assent. The legal system must protect the most vulnerable and ensure for them the right of choice and consent, as well as the possibility of fulfilling their sexual needs, so that they could love and be loved. Naturally, the system must be built on foundations that satisfy the needs of its users, but also of persons engaged in work with them. Sex education should contain information regarding biological, socio-cultural and spiritual dimensions of sexuality, including cognitive, affective and behavioral domains. Unfortunately, very few educational programs with such aims provide sex education, not only for the disabled young population but also for the healthy. This review article is based on international investigations and Croatian legislative postulates. Its aim is to focus the attention of both professionals and non-professionals on this delicate problem.

Characterisation of workers' exposure in a Russian nickel refinery.

PubMed

Thomassen, Y; Nieboer, E; Ellingsen, D; Hetland, S; Norseth, T; Odland, J Ø; Romanova, N; Chernova, S; Tchachtchine, V P

1999-02-01

In support of a feasibility study of reproductive and developmental health among females employed in the Monchegorsk (Russia) nickel refinery, personal exposure and biological monitoring assessments were conducted. The inhalable aerosol fraction was measured and characterised by chemical speciation and particle-size distribution measurements. Unexpected findings were that: (i), pyrometallurgical working environments had significant levels of water-soluble nickel; (ii), significant exposure to cobalt occurred for the nickel workers; (iii), particles of size corresponding to the thoracic and respirable fractions appeared to be virtually absent in most of the areas surveyed. The water-soluble fraction is judged to be primarily responsible for the observed urinary nickel and cobalt concentrations. It is concluded relative to current international occupational-exposure limits for nickel in air, and because of the high nickel concentrations observed in urine, that the Monchegorsk nickel workers are heavily exposed. The implication of this finding for follow-up epidemiological work is alluded to.

Early but not late blindness leads to enhanced arithmetic and working memory abilities.

PubMed

Dormal, Valérie; Crollen, Virginie; Baumans, Christine; Lepore, Franco; Collignon, Olivier

2016-10-01

Behavioural and neurophysiological evidence suggest that vision plays an important role in the emergence and development of arithmetic abilities. However, how visual deprivation impacts on the development of arithmetic processing remains poorly understood. We compared the performances of early (EB), late blind (LB) and sighted control (SC) individuals during various arithmetic tasks involving addition, subtraction and multiplication of various complexities. We also assessed working memory (WM) performances to determine if they relate to a blind person's arithmetic capacities. Results showed that EB participants performed better than LB and SC in arithmetic tasks, especially in conditions in which verbal routines and WM abilities are needed. Moreover, EB participants also showed higher WM abilities. Together, our findings demonstrate that the absence of developmental vision does not prevent the development of refined arithmetic skills and can even trigger the refinement of these abilities in specific tasks. Copyright © 2016 Elsevier Ltd. All rights reserved.

Expectations from different perspectives on future work outcome of young adults with intellectual and developmental disabilities.

PubMed

Holwerda, Anja; Brouwer, Sandra; de Boer, Michiel R; Groothoff, Johan W; van der Klink, Jac J L

2015-03-01

Expectations strongly influence future employment outcomes and social networks seem to mediate employment success of young adults with intellectual and developmental disabilities. The aim of this study is to examine the expectations of young adults with intellectual and developmental disabilities from special needs education, their parents and their school teachers regarding future work and the extent to which these expectations predict work outcome. Data on 341 young adults with intellectual or developmental disabilities, coming from special needs education, aged 17-20 years, and with an ability to work according to the Social Security Institute were examined. The school teacher's expectation was the only perspective that significantly predicted entering competitive employment, with a complementary effect of the expectation of parents and a small additional effect of the expectation of the young adult. Expectations of school teachers and parents are valuable in predicting work outcome. Therefore, it is important for professionals working with the young adult in the transition from school to work to incorporate the knowledge of school teachers and parents regarding the abilities of the young adult to enter competitive employment as a valuable source of information.

Financial well-being of single, working-age mothers of children with developmental disabilities.

PubMed

Parish, Susan L; Rose, Roderick A; Swaine, Jamie G; Dababnah, Sarah; Mayra, Ellen Tracy

2012-09-01

Understanding the financial well-being of single mothers who care for children with developmental disabilities is important to ensure that public policies can be effectively targeted to support these vulnerable families. The authors analyze data from the Survey of Income and Program Participation to describe income poverty, asset poverty, income, net worth, and liquid assets of U.S. single, working-age mothers (n  =  242) of children and adult children with developmental disabilities. The well-being of these mothers was compared to the situation of married mothers of children with developmental disabilities (n  =  345) and of single mothers who did not have children with developmental disabilities (n  =  6,547). Compared with both married mothers of children with developmental disabilities and single mothers without children with developmental disabilities, single mothers of children with developmental disabilities had markedly worse financial well-being across a range of income- and asset-based measures. Single mothers caring for children with developmental disabilities face adverse financial well-being as compared with other mothers. Policy makers should consider targeted measures to improve the financial well-being of these parents.

48 CFR 52.232-12 - Advance Payments.

Code of Federal Regulations, 2013 CFR

2013-10-01

... subcontractors for experimental, developmental, or research work. (3) If interest is required under the contract... each request for advance payments is true and correct. (8) These representations shall be continuing... nonprofit educational or research subcontractors for experimental, developmental, or research work...

48 CFR 52.232-12 - Advance Payments.

Code of Federal Regulations, 2014 CFR

2014-10-01

... subcontractors for experimental, developmental, or research work. (3) If interest is required under the contract... each request for advance payments is true and correct. (8) These representations shall be continuing... nonprofit educational or research subcontractors for experimental, developmental, or research work...

48 CFR 52.232-12 - Advance Payments.

Code of Federal Regulations, 2012 CFR

2012-10-01

... subcontractors for experimental, developmental, or research work. (3) If interest is required under the contract... each request for advance payments is true and correct. (8) These representations shall be continuing... nonprofit educational or research subcontractors for experimental, developmental, or research work...

48 CFR 52.232-12 - Advance Payments.

Code of Federal Regulations, 2011 CFR

2011-10-01

... subcontractors for experimental, developmental, or research work. (3) If interest is required under the contract... each request for advance payments is true and correct. (8) These representations shall be continuing... nonprofit educational or research subcontractors for experimental, developmental, or research work...

48 CFR 52.232-12 - Advance Payments.

Code of Federal Regulations, 2010 CFR

2010-10-01

... subcontractors for experimental, developmental, or research work. (3) If interest is required under the contract... each request for advance payments is true and correct. (8) These representations shall be continuing... nonprofit educational or research subcontractors for experimental, developmental, or research work...

Adolescent Romantic Relationships: A Developmental Perspective.

ERIC Educational Resources Information Center

Furman, Wyndol; Wehner, Elizabeth A.

1997-01-01

Presents a conceptual and empirical framework for examining the developmental changes that romantic relationships undergo over the course of adolescence. Describes several empirical studies that have examined age differences and delineates an agenda for subsequent developmental work. (JPB)

Investigating the Improvement of Decoding Abilities and Working Memory in Children with Incremental or Entity Personal Conceptions of Intelligence: Two Case Reports

PubMed Central

Alesi, Marianna; Rappo, Gaetano; Pepi, Annamaria

2016-01-01

One of the most significant current discussions has led to the hypothesis that domain-specific training programs alone are not enough to improve reading achievement or working memory abilities. Incremental or Entity personal conceptions of intelligence may be assumed to be an important prognostic factor to overcome domain-specific deficits. Specifically, incremental students tend to be more oriented toward change and autonomy and are able to adopt more efficacious strategies. This study aims at examining the effect of personal conceptions of intelligence to strengthen the efficacy of a multidimensional intervention program in order to improve decoding abilities and working memory. Participants included two children (M age = 10 years) with developmental dyslexia and different conceptions of intelligence. The children were tested on a whole battery of reading and spelling tests commonly used in the assessment of reading disabilities in Italy. Afterwards, they were given a multimedia test to measure motivational factors such as conceptions of intelligence and achievement goals. The children took part in the T.I.R.D. Multimedia Training for the Rehabilitation of Dyslexia (Rappo and Pepi, 2010) reinforced by specific units to improve verbal working memory for 3 months. This training consisted of specific tasks to rehabilitate both visual and phonological strategies (sound blending, word segmentation, alliteration test and rhyme test, letter recognition, digraph recognition, trigraph recognition, and word recognition as samples of visual tasks) and verbal working memory (rapid words and non-words recognition). Posttest evaluations showed that the child holding the incremental theory of intelligence improved more than the child holding a static representation. On the whole this study highlights the importance of treatment programs in which both specificity of deficits and motivational factors are both taken into account. There is a need to plan multifaceted intervention programs based on a transverse approach, considering both cognitive and motivational factors. PMID:26779069

The GABA excitatory/inhibitory developmental sequence: a personal journey.

PubMed

Ben-Ari, Y

2014-10-24

The developing brain is talkative but its language is not that of the adult. Most if not all voltage and transmitter-gated ionic currents follow a developmental sequence and network-driven patterns differ in immature and adult brains. This is best illustrated in studies engaged almost three decades ago in which we observed elevated intracellular chloride (Cl(-))i levels and excitatory GABA early during development and a perinatal excitatory/inhibitory shift. This sequence is observed in a wide range of brain structures and animal species suggesting that it has been conserved throughout evolution. It is mediated primarily by a developmentally regulated expression of the NKCC1 and KCC2 chloride importer and exporter respectively. The GABAergic depolarization acts in synergy with N-methyl-d-aspartate (NMDA) receptor-mediated and voltage-gated calcium currents to enhance intracellular calcium exerting trophic effects on neuritic growth, migration and synapse formation. These sequences can be deviated in utero by genetic or environmental insults leading to a persistence of immature features in the adult brain. This "neuroarcheology" concept paves the way to novel therapeutic perspectives based on the use of drugs that block immature but not adult currents. This is illustrated notably with the return to immature high levels of chloride and excitatory actions of GABA observed in many pathological conditions. This is due to the fact that in the immature brain a down regulation of KCC2 and an up regulation of NKCC1 are seen. Here, I present a personal history of how an unexpected observation led to novel concepts in developmental neurobiology and putative treatments of autism and other developmental disorders. Being a personal account, this review is neither exhaustive nor provides an update of this topic with all the studies that have contributed to this evolution. We all rely on previous inventors to allow science to advance. Here, I present a personal summary of this topic primarily to illustrate why we often fail to comprehend the implications of our own observations. They remind us - and policy deciders - why Science cannot be programed, requiring time, and risky investigations that raise interesting questions before being translated from bench to bed. Discoveries are always on sideways, never on highways. Copyright © 2014 The Author. Published by Elsevier Ltd.. All rights reserved.

29 CFR 1952.341 - Developmental schedule.

Code of Federal Regulations, 2011 CFR

2011-07-01

... exposure to hazards, personal protective equipment, medical examinations, and monitoring, safeguarding... State Legislature January 1975 and to become effective by May 1, 1975. (d) Management Information System...

Preparation of Social Workers to Support People with Developmental Disabilities

ERIC Educational Resources Information Center

Laws, Jason; Parish, Susan L.; Scheyett, Anna M.; Egan, Christopher

2010-01-01

We examine how well schools of social work prepare students to work with people with developmental disabilities (DD). Using websites of 50 U.S. schools of social work, we examine their curricula to determine the number and nature of disability studies courses. We examine tenure-line faculty to identify potential for current staff to expand DD…

Children with Differing Developmental Trajectories of Prelinguistic Communication Skills: Language and Working Memory at Age 5

ERIC Educational Resources Information Center

Määttä, Sira; Laakso, Marja-Leena; Tolvanen, Asko; Ahonen, Timo; Aro, Tuija

2014-01-01

Purpose: In this article, the authors examine the developmental continuity from prelinguistic communication to kindergarten age in language and working memory capacity. Method: Following work outlining 6 groups of children with different trajectories of early communication development (ECD; Määttä, Laakso, Tolvanen, Ahonen, & Aro, 2012), the…

The Emergence of Innovative Work in School Development

ERIC Educational Resources Information Center

Vennebo, Kirsten Foshaug; Ottesen, Eli

2015-01-01

In this article, we analyse the school developmental work of a project team in Norwegian upper secondary schools. The team aims to improve teaching and learning by making use of new technologies. The aim of the article is to explore the "black box" of developmental work practices by analysing the interactions between the team members to…

Developmental trajectories of self-injurious behavior, suicidal behavior and substance misuse and their association with adolescent borderline personality pathology.

PubMed

Nakar, Orit; Brunner, Romuald; Schilling, Oliver; Chanen, Andrew; Fischer, Gloria; Parzer, Peter; Carli, Vladimir; Wasserman, Danuta; Sarchiapone, Marco; Wasserman, Camilla; Hoven, Christina W; Resch, Franz; Kaess, Michael

2016-06-01

Adolescent risk-taking and self-harm behaviors are associated with affect dysregulation and impulsivity, both core features of borderline personality disorder (BPD). We hypothesized that the developmental courses of these behaviors i) tend to cluster rather than appear individually, and ii) might indicate adolescent BPD pathology. Therefore, we explored the developmental trajectories of self-injurious behavior (SIB), suicidal behavior (SB) and substance misuse (SM) in a community sample of adolescents; and we investigated the trajectories' overlap and its associations with BPD traits. 513 adolescents, aged 15-17 years, were followed for two years as part of the Saving and Empowering Young Lives in Europe study and its subsequent follow-up. Distinct developmental trajectories were explored using general growth mixture modeling. Three distinct classes were identified within each of the harmful behaviors SIB, SB and SM. Both the high-risk SIB trajectory and the high-risk SB trajectory demonstrated elevated initial degree of engagement, followed by a gradual decrease. The SM high-risk trajectory had a medium initial degree of engagement, which increased over time. There was a high degree of overlap (80-90%) among the high-risk trajectories for the three behaviors (SIB, SB and SM), and this overlap was significantly associated with elevated levels of BPD pathology. The data collection was based on participants' self-report. The findings indicate a similar pattern of reduction over time between SIB and SB for the high-risk trajectories, whereas the high-risk trajectories for SM show a pattern of increase over time. The observed symptom shift is associated with borderline personality pathology in adolescents. Therefore these behaviors might represent early indicators of risk supporting potential early detection. Copyright © 2016 Elsevier B.V. All rights reserved.

48 CFR 27.303 - Contract clauses.

Code of Federal Regulations, 2010 CFR

2010-10-01

...)(1) Insert a patent rights clause in all solicitations and contracts for experimental, developmental... contracts for construction work or architect-engineer services that include— (i) Experimental, developmental, or research work; (ii) Test and evaluation studies; or (iii) The design of a Government facility that...

48 CFR 27.303 - Contract clauses.

Code of Federal Regulations, 2013 CFR

2013-10-01

...)(1) Insert a patent rights clause in all solicitations and contracts for experimental, developmental... contracts for construction work or architect-engineer services that include— (i) Experimental, developmental, or research work; (ii) Test and evaluation studies; or (iii) The design of a Government facility that...

48 CFR 27.303 - Contract clauses.

Code of Federal Regulations, 2014 CFR

2014-10-01

...)(1) Insert a patent rights clause in all solicitations and contracts for experimental, developmental... contracts for construction work or architect-engineer services that include— (i) Experimental, developmental, or research work; (ii) Test and evaluation studies; or (iii) The design of a Government facility that...

48 CFR 27.303 - Contract clauses.

Code of Federal Regulations, 2011 CFR

2011-10-01

...)(1) Insert a patent rights clause in all solicitations and contracts for experimental, developmental... contracts for construction work or architect-engineer services that include— (i) Experimental, developmental, or research work; (ii) Test and evaluation studies; or (iii) The design of a Government facility that...

Trajectories of Attention Deficit Hyperactivity Disorder and Oppositional Defiant Disorder Symptoms as Precursors of Borderline Personality Disorder Symptoms in Adolescent Girls

ERIC Educational Resources Information Center

Stepp, Stephanie D.; Burke, Jeffrey D.; Hipwell, Alison E.; Loeber, Rolf

2012-01-01

Little empirical evidence exists regarding the developmental links between childhood psychopathology and borderline personality disorder (BPD) in adolescence. The current study addresses this gap by examining symptoms of attention deficit hyperactivity disorder (ADHD) and oppositional defiant disorder (ODD) as potential precursors. ADHD and BPD…

"What's Good,""What's Next": Understanding the Personal Transformative Meaning of Education through Guided Design.

ERIC Educational Resources Information Center

Borchardt, Donald A.

Ego development is an implicit aim of higher education and can be one of its most significant results, according to R. P. Weathersby. There are several developmental stages, each having characteristics to describe personality traits, style of behavior, conscious preoccupations, and ways of thinking. From lowest level to highest, the stages are:…

Using Hospitals as Job Training and Employment Sites for the Developmentally Disabled. Hospital Industries Handbook.

ERIC Educational Resources Information Center

Balser, Richard M.; And Others

Based on the experiences of a job training demonstration project in five hospitals, the handbook describes a rationale and approach for using hospitals (rather than sheltered workshops) as job training sites for mentally and physically disabled persons. Part I reviews advantages for the hospital, the disabled person and his family, the…

Australian Validation of the Hierarchical Personality Inventory for Children (HiPIC)

ERIC Educational Resources Information Center

Hopkinson, Laura; Watt, Dianne; Roodenburg, John

2014-01-01

The Hierarchical Personality Inventory for Children (HiPIC) is a developmentally appropriate parent-report measure of the Five Factor Model (FFM) that has been validated in several European languages but only recently in English. The English translation of the HiPIC was evaluated in an Australian context. Parent-rated HiPIC scores were obtained…

How and Why Children Change in Aggression and Delinquency from Childhood to Adolescence: Moderation of Overreactive Parenting by Child Personality

ERIC Educational Resources Information Center

De Haan, A. D.; Prinzie, P.; Dekovic, M.

2010-01-01

Background: This study examines how and why children change in aggression and delinquency from age 6 to 15 years. Besides assessing the shape of the developmental trajectories of aggression and delinquency, we investigated whether child personality characteristics, parenting, and interactions between these two predict the development of…

Fiscal Year 2001 Medicaid Home and Community-Based Services Expenditures Exceed Those of ICFs/MR.

ERIC Educational Resources Information Center

Lakin, K. Charlie; Prouty, Robert; Smith, Jerra; Polister, Barb; Smith, Gary

2002-01-01

This article reports that in 2001, for the first time since its creation 20 years earlier, Medicaid Home and Community-Based Services (HCBS) Waiver programs for persons with intellectual and developmental disabilities had Federal and state expenditures that exceeded those for Medicaid Intermediate Care Facilities for Persons with Mental…

The Course and Psychosocial Correlates of Personality Disorder Symptoms in Adolescence: Erikson's Developmental Theory Revisited

ERIC Educational Resources Information Center

Crawford, Thomas N.; Cohen, Patricia; Johnson, Jeffrey G.; Sneed, Joel R.; Brook, Judith S.

2004-01-01

Personality disorder symptoms were investigated in a community sample of young people (n = 714) to assess their relationship over time with well-being during adolescence and the emergence of intimacy in early adulthood. Drawing on Erikson's theory of psychosocial development, changes in adolescent well-being were conceptualized as indirect…

Personal Factors and Perceived Barriers to Participation in Leisure Activities for Young and Adults with Developmental Disabilities

ERIC Educational Resources Information Center

Badia, Marta; Orgaz, Begona M.; Verdugo, Miguel A.; Ullan, Ana M.; Martinez, Magdalena M.

2011-01-01

Participation in leisure activities has been identified as a factor that favors inclusion in the community and it also contributes to a better quality of life. This study analyzed the influence of certain personal characteristics and environmental factors in the participation in leisure activities of youngsters and adults with developmental…

Breaching the Last Frontier: Dignity and the Toileting Issue for Persons with Multiple and Severe Disabilities

ERIC Educational Resources Information Center

Pivato, Emma

2009-01-01

Although much has been written about the normalization and social inclusion of persons with developmental disabilities over the past 50 years, a small subset of this population has remained largely overlooked--individuals who are quadriplegic, non-verbal and who also have additional disabilities, including cognitive impairment. The present project…

[Reliability for detection of developmental problems using the semaphore from the Child Development Evaluation test: Is a yellow result different from a red result?

PubMed

Rizzoli-Córdoba, Antonio; Ortega-Ríosvelasco, Fernando; Villasís-Keever, Miguel Ángel; Pizarro-Castellanos, Mariel; Buenrostro-Márquez, Guillermo; Aceves-Villagrán, Daniel; O'Shea-Cuevas, Gabriel; Muñoz-Hernández, Onofre

The Child Development Evaluation (CDE) is a screening tool designed and validated in Mexico for detecting developmental problems. The result is expressed through a semaphore. In the CDE test, both yellow and red results are considered positive, although a different intervention is proposed for each. The aim of this work was to evaluate the reliability of the CDE test to discriminate between children with yellow/red result based on the developmental domain quotient (DDQ) obtained through the Battelle Development Inventory, 2nd edition (in Spanish) (BDI-2). The information was obtained for the study from the validation. Children with a normal (green) result in the CDE were excluded. Two different cut-off points of the DDQ were used (BDI-2): <90 to include low average, and developmental delay was considered with a cut-off<80 per domain. Results were analyzed based on the correlation of the CDE test and each domain from the BDI-2 and by subgroups of age. With a cut-off DDQ<90, 86.8% of tests with yellow result (CDE) indicated at least one domain affected and 50% 3 or more compared with 93.8% and 78.8% for red result, respectively. There were differences in every domain (P<0.001) for the percent of children with DDQ<80 between yellow and red result (CDE): cognitive 36.1% vs. 61.9%; communication: 27.8% vs. 50.4%, motor: 18.1% vs. 39.9%; personal-social: 20.1% vs. 28.9%; and adaptive: 6.9% vs. 20.4%. The semaphore result yellow/red allows identifying different magnitudes of delay in developmental domains or subdomains, supporting the recommendation of different interventions for each one. Copyright © 2014 Hospital Infantil de México Federico Gómez. Publicado por Masson Doyma México S.A. All rights reserved.

[Diagnostic evaluation of the developmental level in children identified at risk of delay through the Child Development Evaluation Test].

PubMed

Rizzoli-Córdoba, Antonio; Campos-Maldonado, Martha Carmen; Vélez-Andrade, Víctor Hugo; Delgado-Ginebra, Ismael; Baqueiro-Hernández, César Iván; Villasís-Keever, Miguel Ángel; Reyes-Morales, Hortensia; Ojeda-Lara, Lucía; Davis-Martínez, Erika Berenice; O'Shea-Cuevas, Gabriel; Aceves-Villagrán, Daniel; Carrasco-Mendoza, Joaquín; Villagrán-Muñoz, Víctor Manuel; Halley-Castillo, Elizabeth; Sidonio-Aguayo, Beatriz; Palma-Tavera, Josuha Alexander; Muñoz-Hernández, Onofre

The Child Development Evaluation (or CDE Test) was developed in Mexico as a screening tool for child developmental problems. It yields three possible results: normal, slow development or risk of delay. The modified version was elaborated using the information obtained during the validation study but its properties according to the base population are not known. The objective of this work was to establish diagnostic confirmation of developmental delay in children 16- to 59-months of age previously identified as having risk of delay through the CDE Test in primary care facilities. A population-based cross-sectional study was conducted in one Mexican state. CDE test was administered to 11,455 children 16- to 59-months of age from December/2013 to March/2014. The eligible population represented the 6.2% of the children (n=714) who were identified at risk of delay through the CDE Test. For inclusion in the study, a block randomization stratified by sex and age group was performed. Each participant included in the study had a diagnostic evaluation using the Battelle Development Inventory, 2 nd edition. From the 355 participants included with risk of delay, 65.9% were male and 80.2% were from rural areas; 6.5% were false positives (Total Development Quotient ˃90) and 6.8% did not have any domain with delay (Domain Developmental Quotient <80). The proportion of delay for each domain was as follows: communication 82.5%; cognitive 80.8%; social-personal 33.8%; motor 55.5%; and adaptive 41.7%. There were significant differences in the percentages of delay both by age and by domain/subdomain evaluated. In 93.2% of the participants, developmental delay was corroborated in at least one domain evaluated. Copyright © 2015 Hospital Infantil de México Federico Gómez. Publicado por Masson Doyma México S.A. All rights reserved.

Learning from mothers: how myths, policies and practices affect the detection of subtle developmental problems in children.

PubMed

Williams, J

2007-05-01

Recent research has revealed increasing concerns over the number of children entering school with unidentified developmental problems, even though there are ostensibly comprehensive health services available for mothers and their children in the pre-school years. Recognizing that early detection and early intervention reduce the likelihood of long-term health and educational problems, it is important to understand why so many children are not detected with developmental problems in their pre-school years. This doctoral study utilized the knowledge and experience of mothers to draw attention to reasons why children with subtle developmental problems are not identified until school age. A qualitative methodology utilized a synthesis of interpretive biography and literary folkloristics as a method of collecting, reading and interpreting personal stories. Three literary theories, arising, respectively, from the tenets of semiotics, neoMarxism and post-structuralism, were used to critically deconstruct the mothers' stories. The findings highlight a number of factors that influence the interaction between mothers, health professionals and members of the community, and how these interactions impact on the early detection of children's developmental problems. The findings illustrate the influence of societal myths on how mothers and health professionals view their roles, and on how they think about and respond to the child's problem. They also confirm the value placed on professional knowledge and the role it plays in communications between mothers and health professionals. Finally, they draw attention to how competing arguments about diagnosis and labelling delay identification and access to intervention programmes for children. Health professionals working with mothers and young children should be aware of how their values, beliefs and communication styles affect their professional practice, especially when interacting with mothers who raise concerns about their children. State policies that limit access to early intervention programmes should also be reconsidered so that young children are not excluded from assistance.

Advancements in the field of personality development.

PubMed

De Fruyt, Filip; Van Leeuwen, Karla

2014-07-01

A summary is provided what the fields of personality and developmental psychology had to offer each other the past decade, reflected in the eleven contributions enclosed in this special issue. Strengths and opportunities to further advance the field are identified, including the extension of general trait with maladaptive trait models, the use of alternative methods to assess personality, and the adoption of configural approaches to describe traits in individuals, beyond more traditional person-centered approaches. Copyright © 2014 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Motor Performance and Rhythmic Perception of Children with Intellectual and Developmental Disability and Developmental Coordination Disorder

ERIC Educational Resources Information Center

Kartasidou, Lefkothea; Varsamis, Panagiotis; Sampsonidou, Anna

2012-01-01

Professionals who work with children presenting intellectual and developmental disability (IDD) and developmental coordination disorder (DCD) are concerned with their motor development and their rhythmic perception. The aim of this study is to investigate the correlation between a motor performance test and a music rhythmic test that measures…

Resources: A Guide to Services for People with Developmental Disabilities and Their Families.

ERIC Educational Resources Information Center

Mizanin, Gregory, Ed.

This volume provides a quick reference to services available in New Jersey for people with developmental disabilities and their families. The guide begins with a brief overview of New Jersey's definition of developmental disabilities, a description of the work of the New Jersey Developmental Disabilities Council, and an outline of civil rights…

Seizure and developmental outcomes after hemispherectomy in children and adolescents with intractable epilepsy.

PubMed

Villarejo-Ortega, Francisco; García-Fernández, Marta; Fournier-Del Castillo, Concepción; Fabregate-Fuente, Martín; Álvarez-Linera, Juan; De Prada-Vicente, Inmaculada; Budke, Marcelo; Ruiz-Falcó, María-Luz; Pérez-Jiménez, María-Ángeles

2013-03-01

The aim of this study is to describe a series of pediatric hemispherectomies, reviewing pathologic substrate, epilepsy characteristics and seizure outcome as well as developmental profiles, before and after surgery, in different domains. Seventeen patients with full pre-surgical work-up, minimum follow-up of 12 months, and at least one post-surgical neuropsychological evaluation were selected. Three had Rasmussen encephalitis (RE), five hemispheric malformations of cortical development (MCD), and nine hemispheric vascular lesions. At latest follow-up, all patients with RE and 66.7 % of those with vascular lesions are in Engel's class I; in the latter group, pre-surgical independent contralateral EEG discharges statistically correlated with a worse seizure outcome. Patients with MCD showed the worst seizure outcome. Pre-surgical language transfer to the right hemisphere was confirmed in a boy with left RE, operated on at 6 years of age. Patients with MCD and vascular lesions already showed severe global developmental delay before surgery, which persists afterwards. A linear correlation was found between earlier age at surgery and better outcome in personal-social, gross motor, and adaptive domains, in the vascular lesions group. The case with highest cognitive improvement had continuous spike and wave during sleep on pre-surgical EEG. Pathologic substrate was the main factor related with seizure outcome. In children with MCD and vascular lesions, although developmental progression is apparent, significant post-surgical improvements are restricted by the severity of pre-surgical neuropsychological disturbances and a slow maturation. Early surgery assessment is recommended to enhance the possibilities for a better quality of life in terms of seizure control, as well as better autonomy and socialization.

Spending by California’s Department of Developmental Services for Persons with Autism across Demographic and Expenditure Categories

PubMed Central

Leigh, J. Paul; Grosse, Scott D.; Cassady, Diana; Melnikow, Joy; Hertz-Picciotto, Irva

2016-01-01

Background Few autism spectrum disorder (ASD) studies have estimated non-medical costs for treatment or addressed possible differences in provision of services across gender, race-ethnic, age or demographic or expenditure categories, especially among adults. Methods The California Department of Developmental Services (CDDS) provides services to residents with developmental disabilities. CDDS provided aggregate data on primarily non-medical spending for fiscal year 2012–2013 for persons with ASD with or without intellectual disability (ID) (main sample, n = 42,274), and two sub-samples: ASD only (n = 30,164), and ASD+ID (n = 12,110). Demographic variables included sex, age and race-ethnicity. Spending categories included Employment Support, Community Care Facilities, Day Care, Transportation, and in-home and out-of-home Respite. Results Per-person spending for males and females were approximately the same: $10,488 and $10,791 for males and females for ages 3–17 and $26,491 and $26,627 for ages 18+. Among race/ethnicity categories, the ranking from highest to lowest among ages 3–17 was white non-Hispanics ($11,480), Asian non-Hispanics ($11,036), “Others” ($11,031), Hispanics ($9,571), and African-American non-Hispanics ($9,482). For ages 18+, the ranking was whites ($31,008), African-Americans ($26,831), “Others” ($25,395), Asians ($22,993), and Hispanics ($18,083). The ASD+ID sub-sample exerted disproportionate influence on findings from the main sample for persons 18+. Combining all ages, the top two expenditure categories for per-person spending were Community Care Facilities ($43,867) and Day Care ($11,244). For most adult age groups, the percentage of recipients participating were highest for Day Care (44.9% - 62.4%) and Transportation (38.6% - 50.9%). Per-person spending for Day Care, Transportation, and Employment Support was relatively low for children but relatively high for adults. Conclusion White non-Hispanics received the highest per-person spending and Hispanics among the least. Amounts within spending categories varied considerably across age groups. Our estimates may be useful as baseline measures for stakeholders preparing for increasing ASD prevalence, especially among adults. PMID:27015098

The DSM-5 Trait Measure in a Psychiatric Sample of Late Adolescents and Emerging Adults: Structure, Reliability, and Validity.

PubMed

De Caluwé, Elien; Verbeke, Lize; van Aken, Marcel; van der Heijden, Paul T; De Clercq, Barbara

2018-02-22

The inclusion of a dimensional trait model of personality pathology in DSM-5 creates new opportunities for research on developmental antecedents of personality pathology. The traits of this model can be measured with the Personality Inventory for DSM-5 (PID-5), initially developed for adults, but also demonstrating validity in adolescents. The present study adds to the growing body of literature on the psychometrics of the PID-5, by examining its structure, validity, and reliability in 187 psychiatric-referred late adolescents and emerging adults. PID-5, Big Five Inventory, and Kidscreen self-reports were provided, and 88 non-clinical matched controls completed the PID-5. Results confirm the PID-5's five-factor structure, indicate adequate psychometric properties, and underscore the construct and criterion validity, showing meaningful associations with adaptive traits and quality of life. Results are discussed in terms of the PID-5's applicability in vulnerable populations who are going through important developmental transition phases, such as the step towards early adulthood.

Sport commitment among competitive female gymnasts: a developmental perspective.

PubMed

Weiss, Windee M; Weiss, Maureen R

2007-03-01

The purpose of this study was to examine age and competitive level differences in the relationship between determinants and level of sport commitment. Gymnasts (N = 304) comprised three age groups (8-11, 11-14.5, and 14.5-18 years) and two competitive levels (Levels 5-6 and 8-10). Multiple regression analyses revealed: (a) perceived costs and social constraints from parents and best friends were the strongest predictors of commitment for the youngest gymnasts, (b) perceived costs, personal investments, and parent social constraints predicted commitment for 11-14.5-year-old gymnasts, and (c) perceived competence and costs predicted commitment for the oldest gymnasts. Competitive level differences also emerged; for Level 5-6 gymnasts, personal investments, perceived costs, coach social support, and social constraints by coach, best friend, and teammates were predictors of commitment. Personal investments and teammate social constraints were significant predictors for Level 8-10 gymnasts. Developmental factors and additional determinants are important to consider in further studies of the sport commitment model.

A strong genetic correlation underlying a behavioural syndrome disappears during development because of genotype–age interactions

PubMed Central

Class, Barbara; Brommer, Jon E.

2015-01-01

In animal populations, as in humans, behavioural differences between individuals that are consistent over time and across contexts are considered to reflect personality, and suites of correlated behaviours expressed by individuals are known as behavioural syndromes. Lifelong stability of behavioural syndromes is often assumed, either implicitly or explicitly. Here, we use a quantitative genetic approach to study the developmental stability of a behavioural syndrome in a wild population of blue tits. We find that a behavioural syndrome formed by a strong genetic correlation of two personality traits in nestlings disappears in adults, and we demonstrate that genotype–age interaction is the likely mechanism underlying this change during development. A behavioural syndrome may hence change during organismal development, even when personality traits seem to be strongly physiologically or functionally linked in one age group. We outline how such developmental plasticity has important ramifications for understanding the mechanistic basis as well as the evolutionary consequences of behavioural syndromes. PMID:26041348

Pervasive developmental disorders in Prader-Willi syndrome: the Leuven experience in 59 subjects and controls.

PubMed

Descheemaeker, Mie-Jef; Govers, Veerle; Vermeulen, Peter; Fryns, Jean-Pierre

2006-06-01

In the present study we investigated the co-morbidity of pervasive developmental disorder (PDD) in 59 Prader-Willi syndrome (PWS) individuals and in 59 non-specific mentally retarded controls, matched for IQ, gender, and age. The 'Pervasive Developmental Disorder Mentally Retardation Scale' (PDD-MRScale), a screening questionnaire based on the DSM-III-R criteria for PDD, has been applied in the PWS group and in the control group. Results of the present study revealed a striking autistic-like behavioral phenotype in the majority of the PWS individuals, particularly deficits in the quality of language and communication and of imagination and interests. This intersection with autistic symptomatology is an important addition to the behavioral phenotype in PWS persons. A first approach to delineate subtypes of autistic symptomalogy among PWS persons was performed. Nineteen percent of the PWS group did meet the full diagnostic DSM-III-R criteria for PDD in comparison with 15% in the control group. Results revealed that a higher IQ in PWS does not protect to develop genuine PDD and that uniparental disomy/imprinting mutation as genetic origin seems to be an additional risk factor for developing genuine PDD. The results of the present study suggest the importance of reconsidering the commonly recognized obsessive-compulsive like behavior in PWS persons within the broader spectrum of autism disorders. Copyright 2006 Wiley-Liss, Inc.

Within-litter differences in personality and physiology relate to size differences among siblings in cavies.

PubMed

Guenther, A; Trillmich, F

2015-06-01

Many aspects of an animal's early life potentially contribute to long-term individual differences in physiology and behaviour. From several studies on birds and mammals it is known that the early family environment is one of the most prominent factors influencing early development. Most of these studies were conducted on highly altricial species. Here we asked whether in the highly precocial cavy (Cavia aperea) the size rank within a litter, i.e. whether an individual is born as the heaviest, the lightest or an intermediate sibling, affects personality traits directly after birth and after independence. Furthermore, we investigated whether individual states (early growth, baseline cortisol and resting metabolic rate) differ between siblings of different size ranks and assessed their relation to personality traits. Siblings of the same litter differed in personality traits as early as three days after birth. Pups born heaviest in the litter were more explorative and in general more risk-prone than their smaller siblings. Physiological state variables were tightly correlated with personality traits and also influenced by the size rank within litter, suggesting that the size relative to littermates constitutes an important factor in shaping an individual's developmental trajectory. Our data add valuable information on how personalities are shaped during early phases of life and indicate the stability of developmentally influenced behavioural and physiological traits. Copyright © 2015 Elsevier Inc. All rights reserved.

The Separation of Between-person and Within-person Components of Individual Change Over Time: A Latent Curve Model with Structured Residuals

PubMed Central

Curran, Patrick J.; Howard, Andrea L.; Bainter, Sierra; Lane, Stephanie T.; McGinley, James S.

2014-01-01

Objective Although recent statistical and computational developments allow for the empirical testing of psychological theories in ways not previously possible, one particularly vexing challenge remains: how to optimally model the prospective, reciprocal relations between two constructs as they developmentally unfold over time. Several analytic methods currently exist that attempt to model these types of relations, and each approach is successful to varying degrees. However, none provide the unambiguous separation of between-person and within-person components of stability and change over time, components that are often hypothesized to exist in the psychological sciences. The goal of our paper is to propose and demonstrate a novel extension of the multivariate latent curve model to allow for the disaggregation of these effects. Method We begin with a review of the standard latent curve models and describe how these primarily capture between-person differences in change. We then extend this model to allow for regression structures among the time-specific residuals to capture within-person differences in change. Results We demonstrate this model using an artificial data set generated to mimic the developmental relation between alcohol use and depressive symptomatology spanning five repeated measures. Conclusions We obtain a specificity of results from the proposed analytic strategy that are not available from other existing methodologies. We conclude with potential limitations of our approach and directions for future research. PMID:24364798

37 CFR 401.2 - Definitions.

Code of Federal Regulations, 2010 CFR

2010-07-01

... COMMERCE RIGHTS TO INVENTIONS MADE BY NONPROFIT ORGANIZATIONS AND SMALL BUSINESS FIRMS UNDER GOVERNMENT..., developmental, or research work funded in whole or in part by the Federal government. This term also includes... of experimental, developmental, or research work under a funding agreement as defined in the first...

Creative Counseling Interventions for Grieving Adolescents

ERIC Educational Resources Information Center

Slyter, Marty

2012-01-01

This article provides information on adolescent developmental issues and developmentally appropriate interventions that can help mental health practitioners work with adolescents grieving a death loss. Specific areas that are initially covered include core adolescent developmental issues that must be understood, including adolescent developmental…

Do Raffles Boys "Rule" and Anglo-Chinese Boys "Own" Singapore? Analysing School-to-Work Correspondences in an Elite Developmental State

ERIC Educational Resources Information Center

Chua, Vincent

2015-01-01

This paper utilises ideas of correspondence as a way of thinking about intersections between school and work in Singapore's developmental state. Whereas the principle of correspondence predicts segregated patterns of association between school and work, this paper shows how a developmentalist form of political economy gives rise to crosscutting,…

Positive Identity as a Positive Youth Development Construct: A Conceptual Review

PubMed Central

Tsang, Sandra K. M.; Hui, Eadaoin K. P.; Law, Bella C. M.

2012-01-01

Identity is a core construct in psychology because it refers to how a person addresses issues dealing with who that person is. Important theorists studying the concept of identity, like Erikson, Marcia, and Higgins, assert that identity is organized,is learned, and is dynamic, and a subjective evaluation of an individual's identity has emotional consequences for that individual. Adolescents who can cultivate a clear and positive identity after their developmental struggles during adolescence often advance more smoothly into adulthood. This paper reviews literature on the nature and structure of identity and examines its importance on adolescent developmental outcomes. It traces significant determinants of identity and proposes strategies for cultivation of positive identity. Observations on current research gaps in the study of identity and future research directions will also be discussed. PMID:22649296

14 CFR 1260.57 - New technology.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 14 Aeronautics and Space 5 2011-01-01 2010-01-01 true New technology. 1260.57 Section 1260.57... experimental, developmental, or research work; and (ii) Include the clause at FAR 52.227-11 (suitably modified... or nonprofit organization for the performance of experimental, developmental, or research work. (2...

Student Success in Developmental Mathematics Courses

ERIC Educational Resources Information Center

Zientek, Linda Reichwein; Yetkiner Ozel, Z. Ebrar; Fong, Carlton J.; Griffin, Mel

2013-01-01

Mathematics is a particular stumbling block for community college students in developmental course work. The present study empirically investigated student-level and teacher-level factors that influence the success of community college students enrolled in developmental mathematics courses. Specifically, numerous variables in one statistical model…

Effects of home-based play-assisted stimulation on developmental performances of children living in extreme poverty: a randomized single-blind controlled trial.

PubMed

Worku, Berhanu Nigussie; Abessa, Teklu Gemechu; Wondafrash, Mekitie; Lemmens, Johan; Valy, Jan; Bruckers, Liesbeth; Kolsteren, Patrick; Granitzer, Marita

2018-02-05

Children living with foster families in a resource-limited setting such as Ethiopia are at risk of developmental problems. It is not yet clear whether intensive home-based developmental stimulation assisted by play can reduce these problems. The main objective of this study was to examine the effects of play-assisted intervention integrated into basic services on the developmental performance of children living with foster families in extreme poverty. A randomized single-blind (investigator) controlled trial design was used. The study was conducted in Jimma, South West Ethiopia. Using computer-generated codes, eligible children of 3-59 months in age were randomly allocated to intervention (n = 39) and control (n = 39) groups at a 1:1 ratio. Children in the intervention group received home-based play-assisted stimulation in addition to the basic services provided to children in both groups. The intervention consisted of an hour of play stimulation conducted during a weekly home visit over the course of six months. Personal-social, language, fine and gross motor outcomes were assessed using Denver II-Jimma, and social-emotional outcome was obtained using an adapted Ages and Stages Questionnaire: Social-Emotional (ASQ: SE). Information about sociodemographic characteristics was collected using a structured questionnaire. Anthropometric methods were used to determine nutritional status. The effects of the intervention on the abovementioned outcomes over the study period and group differences in change over time were examined using Generalized Estimating Equations (GEE). Statistically significant intervention effects were found for language (P = 0.0014), personal-social (P = 0.0087) and social-emotional (P <  0.0001) performances. At the midline of the study, language (effect size = 0.34) and social-emotional (effect size = - 0.603) benefits from the play-assisted stimulation had already been observed for the children in the intervention group. For language, the intervention effect depended on the child's sex (P = 0.0100) and for personal-social performance, on family income (P = 0.0300). Intensive home-based play-assisted stimulation reduced the developmental problems of children in foster families in the context of extreme poverty. Longer follow-up may reveal further improvements in the developmental performance of the children. The study was retrospectively registered on ClinicalTrials.gov on 17 November 2016, Study Identifier: NCT02988180 .

Developmental mechanisms underlying variation in craniofacial disease and evolution.

PubMed

Fish, Jennifer L

2016-07-15

Craniofacial disease phenotypes exhibit significant variation in penetrance and severity. Although many genetic contributions to phenotypic variation have been identified, genotype-phenotype correlations remain imprecise. Recent work in evolutionary developmental biology has exposed intriguing developmental mechanisms that potentially explain incongruities in genotype-phenotype relationships. This review focuses on two observations from work in comparative and experimental animal model systems that highlight how development structures variation. First, multiple genetic inputs converge on relatively few developmental processes. Investigation of when and how variation in developmental processes occurs may therefore help predict potential genetic interactions and phenotypic outcomes. Second, genetic mutation is typically associated with an increase in phenotypic variance. Several models outlining developmental mechanisms underlying mutational increases in phenotypic variance are discussed using Satb2-mediated variation in jaw size as an example. These data highlight development as a critical mediator of genotype-phenotype correlations. Future research in evolutionary developmental biology focusing on tissue-level processes may help elucidate the "black box" between genotype and phenotype, potentially leading to novel treatment, earlier diagnoses, and better clinical consultations for individuals affected by craniofacial anomalies. Copyright © 2015 Elsevier Inc. All rights reserved.

Mapping developmental precursors of cyber-aggression: trajectories of risk predict perpetration and victimization.

PubMed

Modecki, Kathryn L; Barber, Bonnie L; Vernon, Lynette; Vernon, Lynnette

2013-05-01

Technologically mediated contexts are social arenas in which adolescents can be both perpetrators and victims of aggression. Yet, there remains little understanding of the developmental etiology of cyber aggression, itself, as experienced by either perpetrators or victims. The current study examines 3-year latent within-person trajectories of known correlates of cyber-aggression: problem behavior, (low) self-esteem, and depressed mood, in a large and diverse sample of youth (N = 1,364; 54.6% female; 12-14 years old at T1). Findings demonstrate that developmental increases in problem behavior across grades 8-10 predict both cyber-perpetration and victimization in grade 11. Developmental decreases in self-esteem also predicted both grade 11 perpetration and victimization. Finally, early depressed mood predicted both perpetration and victimization later on, regardless of developmental change in depressed mood in the interim. Our results reveal a clear link between risky developmental trajectories across the early high school years and later cyber-aggression and imply that mitigating trajectories of risk early on may lead to decreases in cyber-aggression at a later date.

Oral Health Characteristics and Dental Rehabilitation of Children with Global Developmental Delay.

PubMed

Kumar, Saurabh; Pai, Deepika; Saran, Runki

2017-01-01

Global developmental delay (GDD) is a chronic neurological disturbance which includes defects in one or more developmental domains. The developmental domain can be motor, cognitive, daily activities, speech or language, and social or personal development. The etiology for GDD can be prenatal, perinatal, or postnatal. It can be diagnosed early in childhood as the delay or absence of one or more developmental milestones. Hence the role of pedodontist and pediatricians becomes more crucial in identifying this condition. The diagnosis of GDD requires a detailed history including family history and environmental risk factors followed by physical and neurological examinations. Investigations for GDD include diagnostic laboratory tests, brain imaging, and other evidence-based evaluations. GDD affects multiple developmental domains that not only have direct bearing on maintenance of oral health, but also require additional behavior management techniques to deliver optimal dental care. This paper describes two different spectra of children with GDD. Since the severity of GDD can vary, this paper also discusses the different behavior management techniques that were applied to provide dental treatment in such children.

The "Interaction with Disabled Persons" Scale: Revisiting Its Internal Consistency and Factor Structure, and Examining Item-Level Properties

ERIC Educational Resources Information Center

Iacono, Teresa; Tracy, Jane; Keating, Jenny; Brown, Ted

2009-01-01

The "Interaction with Disabled Persons" scale (IDP) has been used in research into baseline attitudes and to evaluate whether a shift in attitudes towards people with developmental disabilities has occurred following some form of intervention. This research has been conducted on the assumption that the IDP measures attitudes as a…

Maternal Psychopathology and Infant Development at 18 Months: The Impact of Maternal Personality Disorder and Depression

ERIC Educational Resources Information Center

Conroy, Susan; Pariante, Carmine M.; Marks, Maureen N.; Davies, Helen A.; Farrelly, Simone; Schacht, Robin; Moran, Paul

2012-01-01

Objective: No previous longitudinal study has examined the impact of comorbid maternal personality disorder (PD) and depression on child development. We set out to examine whether maternal PD and depression assessed at 2 months post partum would be independently associated with adverse developmental outcomes at 18 months of age. Method: Women were…

Childhood Trauma and Multiple Personality Disorder: The Case of a 9-Year-Old Girl.

ERIC Educational Resources Information Center

LaPorta, Lauren D.

1992-01-01

This paper reports the case of a nine-year-old female victim of sexual abuse, evaluated and diagnosed with multiple personality disorder over a six-month period. Included is a description of the child's presentation with historical and developmental data. A discussion of the dynamic and predisposing features of the case follows, along with…

Diurnal Coupling between Testosterone and Cortisol from Adolescence to Older Adulthood

PubMed Central

Harden, K. Paige; Wrzus, Cornelia; Luong, Gloria; Grotzinger, Andrew; Bajbouj, Malek; Rauers, Antje; Wagner, Gert G.; Riediger, Michaela

2016-01-01

The hypothalamic-pituitary-adrenal (HPA) and hypothalamic-pituitary-gonadal (HPG) axes are typically conceptualized as mutually inhibitory systems; however, previous studies have found evidence for positive within-person associations (i.e., coupling) between cortisol and testosterone. One developmental hypothesis is that positive testosterone-cortisol coupling is unique to the adolescent period and that coupling becomes attenuated, or even switches direction, in adulthood. This study used a lifespan sample (N = 292, ages 11 to 88) to test for age-related differences in coupling between cortisol and testosterone in daily life. Participants provided salivary hormone samples at waking, 30 minutes after waking, and during the evening for two days. Hierarchical linear modeling was used to test the within-person and between-person associations between testosterone and cortisol. Within-person associations were further decomposed into associations due to coupled diurnal change versus coupled variability around diurnal change. Results indicated positive associations between cortisol and testosterone at all levels of analysis. Additionally, positive coupling was evident across the lifespan, even in older adults who are no longer expected to reproduce, but further investigation of developmental differences with a larger sample is necessary. Potential mechanisms and functions for positive coupling are discussed. PMID:27474909

Child and Adolescent Use of Mobile Phones: An Unparalleled Complex Developmental Phenomenon.

PubMed

Yan, Zheng

2018-01-01

This article addresses why children's use of mobile phones is an unparalleled complex developmental phenomenon in hopes of providing a broad context for this special section. It first outlines mobile phones as a sophisticated personalized and multifunction technology. Then it presents mobile phone use by children as an unparalleled complex developmental phenomenon on the basis of its four behavioral elements, two mobile cultures, and two developmental processes. It further illustrates the existing knowledge about children's mobile phones use that has been accumulated over the past 23 years and highlights 12 most studied topics, especially distracted driving and radiation exposure. It concludes with three types of scientific contributions made by the 12 articles in the special section. © 2017 The Author. Child Development © 2017 Society for Research in Child Development, Inc.

Family Care of Developmentally Disabled Members: Conference Proceedings. Proceedings of the Conference Sponsored by the Information and Technical Assistance Project in Deinstitutionalization, Department of Psychoeducational Studies (University of Minnesota, June 19-20, 1978).

ERIC Educational Resources Information Center

Bruininks, Robert H., Ed.; Krantz, Gordon C., Ed.

Ten papers are presented from a 1979 conference on services for families of developmentally disabled persons. R. Bruininks ("The Needs of Families") addresses aspects of direct and support services to families. "Social and Psychological Factors in Family Care" by C. Horejsi suggests that a family's or individual's ability to deal successfully with…

MSW Programs: Gatekeepers to the Field of Developmental Disabilities

ERIC Educational Resources Information Center

Russo-Gleicher, Rosalie J.

2008-01-01

This article presents qualitative insights into the roles of master of social work programs in developing student practice interests in working with people with developmental disabilities (DD). Semistructured in-depth interviews were conducted with 24 MSW social workers practicing in the field of DD in the northeastern United States. Participants…

Developmental Career Counseling.

ERIC Educational Resources Information Center

O'Brien, Michael T.

This paper outlines a developmental self psychology for use by career counselors with career clients. It offers a definition of a psychological self, draws from the work of Mead, Vygotsky, and Kohut to develop an understanding of the processes involved in the development and internalization of a psychological self, and connects the work of career…

Specific Language or Working Memory Impairments: A Small Scale Observational Study

ERIC Educational Resources Information Center

Archibald, Lisa M. D.; Joanisse, Marc; Edmunds, Alan

2011-01-01

Study of the developmental relationship between language and working memory skills has only just begun, despite the prominent role of their interdependency in some theoretical accounts of developmental language impairments. Recently, Archibald and Joanisse (2009) identified children with specific language impairment (SLI), or specific working…