Jeffrey A. Anderson

Parental Characteristics and Resiliency in Identification Rates for Special Education.

Even with increased risks, many children demonstrate resiliency and avoid being labeled for special education; however, research on risk and resilience has been problematic because of inadequate statistical models, limitations of available data, and the exclusion of key protective factors. This study used a national sample to examine the influence that family and school risk and protective factors had on special education identification longitudinally. Discrete-time hazard longitudinal modeling indicated that being female, from a higher socioeconomic environment, and having parents with higher expectations for postsecondary education protected against being labeled for special education between Kindergarten and fourth grade. Higher parental expectations for postsecondary education attainment was associated with lower rates of special education identification and also appeared to moderate the effects of poverty on identification.

Developing an Ethos for Change in a Department of Special Education: Focus on Collaboration and an Ethic of Care

During the course of the past five years, the Department of Special Education at the University of South Florida has undergone a change process designed to position itself to better respond to the changing needs of the field as we move toward a new century. This paper describes key aspects of that change process. The introductory section outlines seven interrelated core beliefs and values that have served as the force behind the change process and guided the work of faculy and students. The second section deals with the theme of collaboration and describes the various collaborative research groups (CRGs) which provide the context for collaborative inquiry, scholarship, and program development. The paper also shows how we have used the CRGs to create linkages with other academic units in the university and with schools and the community at large.

Preliminary Evaluation of the Full-Purpose Partnership Schoolwide Model.

The full-purpose partnership (FPP) schoolwide model primarily focuses on prevention and early intervention. This model brings the tenets of service coordination directly into the school and focuses efforts to involve families from a strengths perspective before behavioral issues become significant. A preliminary evaluation has shown that this model has a positive impact on the general student population and has identified areas that need improvement to effectively assist students who have or are at risk for behavior disorders. Implications for school, community, and university stakeholders include the development of curricular materials in the form of a toolkit for current and future schools implementing the FPP schoolwide model.

Developing Effective UniversitySchool Consortia: Extending the Collaborative Ethos Model

As part of the USF Department of Special Educations reform and restructuring initiatives, a system of four educational consortia has been developed. Each consortium is represented by at least one campus of USF and the school districts aligned with that campus. Consortia were formed based upon the need to address changing roles in special education, decreasing resources, and a commitment to shared decision making. The four consortia are described relative to their missions, activities, and governance structures.

Engaging Effectively in the Policy-Making Process:

Current political polarization and competing priorities complicate development of sound education policy. Particularly troubling is the disconnect between research and policy, as decision makers rely more on the work of think tanks and advocacy groups than the knowledge base of the profession. The mismatch between higher education and policy cultures is examined in terms of pace, career cycles, communication styles, information sources, and other factors. Implications for the scholarly community are discussed within a policy process framework with specific examples of effective advocacy. Recommendations include partnerships with strategic allies to gain resources and credibility, use of new communication styles and media, and preparation of leadership personnel for policy engagement.

A systematic review of play-based interventions for students with ADHD: implications for school-based occupational therapists

ABSTRACT The results are presented from a systematic review of the literature that examined findings of published studies about play-based interventions for children and youth with ADHD. Guided by the research question, “What is the current status of evidence for using play-based interventions to improve outcomes for students with ADHD?,” this study evaluated methodological quality using the quality indicators developed by the Council for Exceptional Children (CEC). Although findings suggest that play-based interventions for students with ADHD cannot be considered an evidence-based practice, it does appear to be a promising practice. Future research and implications for school-based occupational therapists are shared.

Predicting Caregiver Strain to Improve Supports for the Caregivers of Children With Emotional and Behavioral Disorders

Caregivers of children/youth with emotional and behavioral disorders often can experience significant strain associated with the day-to-day care of their children, and reducing strain can bring tremendous advantages to children, caregivers, and families. This study examines several predictors of caregiver strain hypothesized to be related to caring for children with emotional and behavioral disorders. Specifically, children’s symptoms, child and caregiver demographics, caregiver mental health, and caregiver relationship to child were examined to better understand both objective and subjective strain among a sample of families participating in a system of care in southeast Indiana. Regression analyses demonstrated that children’s externalizing symptoms are the strongest predictor for both objective strain and subjective strain. Moreover, caregivers who had experienced mental health issues reported higher levels of subjective externalized strain; biological parents tend to experience higher subjective internalized strain than other relative caregivers do. Implications for practitioners, caregivers, and future research are also discussed.

Service Utilization, Expenditures, and Success in a Well-Established System of Care for Young People with Serious Emotional Disorders

A major challenge in the implementation of systems of care is creating mechanisms to pay for services that are provided across social services systems and by multiple agencies. Using a managed care approach to coordinate service provision may be one way to effectively bridge the gap across agencies while also providing quality care. The authors explore the benefits of a managed care approach to service delivery within a well established system of care by describing the treatment planning process used by the system of care; describing the type and patterns of services provided to young people; and by describing the process used to bill for services. The authors also examine the impact of client and service characteristics on overall expenditures as well as the effect that patterns of service utilization and expenditures of care have on the likelihood that young people and their families will successfully meet their clinical objectives.