Harold C. Griffin

Educational Interventions for Individuals With Asperger Syndrome

Children with Asperger syndrome may frequently exhibit problems in the areas of social, behavioral, academic, motor, and sensory skills. Interventions are most effective if they are consistently implemented, use concrete information and visual structures, and utilize the assistance of parents, teachers, peers, and therapists.

A Movement-Based Approach to Language Development in Children Who are Deaf-Blind

A movement-based approach to the development of language in children with deaf-blindness includes utilization of the four coactive movement phases: resonance, coactive movement, nonrepresentation reference, and deferred imitation. Such an approach stresses the use of structure in the environment as well as the use of a hierarchy of media cues. These cues range from concrete to symbolic in their characteristics and assist children in learning more complex concepts. A movement-based approach uses the salient features of individuals or objects to develop an understanding of the person or object. Such features initially are used to stimulate use of language concerning objects or individuals in the immediate environment, and later to refer to persons or concepts in a more abstract fashion.

Using Technology To Enhance Cues for Children with Low Vision.

ments have some functional vision that they can use to facilitate their mobility and independent functioning. The term “low vision” (see box “What is Low Vision”) was introduced after World War II, when a distinction from totally blind was necessary to tailor specific rehabilitation services for veterans returning to the work force (Goodrich & Bailey, 2000). In 1964, Barraga extended these distinctions to children when she investigated the learning characteristics of Children with visual impairments who had some functional vision. She showed that children with low vision could increase the efficiency with which they used their vision for visual discrimination (Barraga, 1964). Since the 1960s, we have witnessed a tremendous growth in technology that can support and enhance low vision. In this article, we review some of the existing technology that assists children with low vision in their ability to use environmental cues.

Causes and Interventions in the Area of Cerebral Palsy.

This article explores various possible prenatal, perinatal, and postnatal causes of cerebral palsy. A causal pathway theory is presented that seems to provide a methodology to study the impact of the various causal factors. The role of an interdisciplinary team is discussed in terms of assessment and program development for children with this condition. Finally, the article presents possible prevention strategies to reduce its incidence.

Educational intervention strategies for children with visual impairments with emphasis on retinopathy of prematurity

Young children with retinopathy of prematurity have many intervention needs. This article discusses the possible causes of retinopathy of prematurity and possible educational problems experienced by these children. In addition, possible intervention strategies are suggested in the areas of language development, social interaction, self-help skills, orientation and mobility, and educational technology as they relate to the needs of young children with retinopathy of prematurity.

Retinopathy of Prematurity.

Retinopathy of prematurity is a condition that can be ameliorated for premature infants. Such intervention strategies include careful administration of oxygen in incubators through monitoring of blood gases, early detection of ROP utilizing the international evaluation of ROP diagnosis, and timely drug and surgical interventions for premature infants. These strategies apply to all premature infants but especially to those whose birth weight was less than 1,500 grams and who received oxygen for a prolonged period of time.

The causal pathway model and cerebral palsy.

This article reviews possible prenatal, perinatal, and postnatal causes of cerebral palsy. The interactive effects of various causes are evaluated. Groups of intervention strategies are then presented based on the causal pathway model.