Roderick A. Rose

Social Information-Processing Skills Training to Promote Social Competence and Prevent Aggressive Behavior in the Third Grades.

This article describes a school-based study designed to promote social competence and reduce aggressive behavior by strengthening childrens skills in processing social information and regulating emotions. Three successive cohorts of 3rd graders (N = 548) from 2 schools participated. In 2000-2001, children received a routine health curriculum; in 2001-2002, students received the Making Choices: Social Problem Solving Skills for Children (MC) program; and in 2002-2003, children received MC supplemented with teacher and parent activities. Compared with children in the routine condition, children in both MC conditions were rated lower on posttest social and overt aggression and higher on social competence. Moreover, they scored significantly higher on an information-processing skills posttest. The findings suggest that prevention programs can strengthen social- emotional skills and produce changes in aggressive behavior.

Material Hardship in U.S. Families Raising Children with Disabilities

Researchers analyzed the 2002 wave of the National Survey of Americas Families, conducted by the Urban Institute and Child Trends, and examined material hardship in families raising children with disabilities. Measures of hardship included food insecurity, housing instability, health care access, and telephone disconnection. The research indicated that families of children with disabilities experienced significantly greater hardship than did other families. As family income rose above the federal poverty level, hardship declined sharply for families of children without disabilities but not for families raising children with disabilities. Thus, the U.S. federal poverty level was found to be a particularly poor predictor of hardship for families raising children with disabilities. Finally, among families of children with disabilities, single-mother and cohabiting-partner families particularly were at risk for experiencing severe hardship. This article also discusses policy and advocacy implications.

Racial and ethnic disparities in quality of health care among children with autism and other developmental disabilities.

We examined racial and ethnic disparities in quality of care for children with autism and other developmental disabilities and whether disparities varied for children with autism compared to children with other developmental disabilities. Analyzing data from the National Survey of Children with Special Health Care Needs (N  =  4,414), we compared Black and Latino children to White children. We found racial and ethnic disparities on 5 of 6 quality outcomes. The interaction between race and disability status indicated that disparities in quality indicators were exacerbated among families of children with autism. These analyses suggest that children with autism, particularly those who are Latino and Black, face greater challenges in receiving high-quality health care.

Influence of Risk Factors and Cultural Assets on Latino Adolescents’ Trajectories of Self-Esteem and Internalizing Symptoms

In this study, we examined longitudinal, person-centered trajectories of acculturation, internalizing symptoms, and self-esteem in 349 Latino adolescents. We compared acculturation measures (time in the US, culture-of-origin involvement, US cultural involvement, for both parents and adolescents); acculturation stressors (perceived discrimination, acculturation conflicts); and family dynamics (parent–adolescent conflict, familism). Results indicated that, over time, Latino adolescents’ internalizing problems decreased and their self-esteem increased. However, we showed that increased length of time living in the US was significantly related to lower self-esteem among adolescents. Parent–adolescent conflict was a strong risk factor, which not only directly heightened internalizing symptoms and lowered self-esteem, but also mediated the effects of acculturation conflicts and perceived discrimination on these outcomes. Our findings revealed familism as a cultural asset associated with fewer internalizing symptoms and higher self-esteem. Internalizing symptoms were also minimized by the adolescent’s involvement in the US culture whereas bicultural adolescents with high culture-of-origin involvement reported higher self-esteem. We discussed the limitations and implications of this study for future research and practice.

INCOME POVERTY AND MATERIAL HARDSHIP AMONG U.S. WOMEN WITH DISABILITIES

This study analyzes the 2002 wave of the National Survey of America’s Families to describe income poverty and material hardship among women with and without disabilities in the United States. Results suggest that women with disabilities experience such hardships as food insecurity, housing instability, inadequate health care, and loss of phone service at rates that are higher than those among nondisabled women. Rates of hardship remain higher even after adjusting for a host of individual characteristics, including marital status, age, race, and education. Although hardship declines as incomes rise for all women, those with disabilities show worse outcomes at every income level and experience substantial levels of hardship well into the middle and upper income ranges. The federal poverty level does not accurately capture women’s experiences of material hardship, and these discrepancies are considerably worse among women with disabilities.

Improving Middle School Student Engagement Through Career-Relevant Instruction in the Core Curriculum

ABSTRACT The authors assessed the effect of career-relevant instruction on school valuing and engagement of middle school students in a southern U.S. school district. Previous research and theory indicate students learn best when new knowledge is provided within the context of information students consider to be of value. The data come from a school-based randomized trial of the CareerStart intervention that was introduced in 7 of 14 middle schools, and include the initial 3 years of data for 3,493 students. The authors examined the effect of the CareerStart intervention and student-reported career-relevant instruction on psychosocial measures of school engagement and school valuing. After controlling for previous school engagement, demographic, socioeconomic, and academic factors, the analysis confirms that students in the treatment schools reported significantly higher levels of school valuing than students in the control schools, and students reporting greater career-relevant instruction indicated significantly higher levels of school engagement and valuing.

Advancing Academic Achievement Through Career Relevance in the Middle Grades A Longitudinal Evaluation of CareerStart

Research and theory suggest that students learn more effectively when they perceive course content as relevant to their futures. The current research assessed the impact of CareerStart, a middle grades instructional strategy designed to advance the occupational relevance of what students are being taught in the core subjects—math, science, language arts, and social studies. CareerStart was introduced randomly in 7 of 14 middle schools in a diverse district with 3,295 students followed for 3 years. The analyses examined impact on end-of-grade test scores on math and reading exams. Findings confirm a significant treatment effect for math performance but no effect for reading performance.

Access to care for children with autism in the context of state Medicaid reimbursement

This paper examines the role of state residence and Medicaid reimbursement rates in explaining the relationship between having autism and access to care for children. Three questions are addressed: (1) Is there variation across states in the relationship between having autism and access to care? (2) Does taking account of state residence explain a significant amount of the variation in this relationship? (3) Does accounting for Medicaid reimbursement rates enhance our understanding of this relationship? Data from the 2005 National Survey of Children with Special Health Care Needs were combined with state characteristics to estimate a hierarchical generalized linear model of the association between state residence, Medicaid reimbursement rate and problems accessing care for children with special health care needs with and without autism. Findings indicate there is significant variation between states in the relationship between having autism and problems accessing care, and accounting for state residence explains a significant amount of variation in the model. Medicaid reimbursement rates have an independent effect on access to care for children with autism: when families raising children with autism live in states with higher reimbursement rates, they have lower odds of experiencing problems accessing care. The state context in which families live impacts access to care for children with autism. Moreover, when families live in states with higher Medicaid reimbursement rates, they are less likely to experience problems getting care. The value of this analysis is that it helps identify where to look for strategies to improve access.

Do Children with Developmental Disabilities and Mental Health Conditions have Greater Difficulty Using Health Services than Children with Physical Disorders

The objective of this study is to determine whether achievement of the Maternal and Child Health Bureau core outcome ease of use of health services differs between children with developmental disabilities, mental health conditions and physical disorders. We analyzed data from the 2005 National Survey of Children with Special Health Care Needs. Children with special health care needs were classified into 4 health condition groups: developmental disabilities (DD), mental health conditions (MH), physical disorders (PD) and multiple conditions. The outcome measure was ‘difficulty using services’. We conducted bivariate and multivariate analyses to determine the associations between the health condition groups and the outcome. Of the CSHCN included in the study, 2.6% had DD, 12.9% had MH, 49.9% had PD and 34.6% belonged to multiple conditions group. Four percent of CSHCN with PD, 17% of those with DD, 13% of those with MH and 20% of those in the multiple conditions group had difficulty using services. In multivariate analyses, CSHCN with DD had 2.3 times and MH conditions had 2.6 times the odds of having difficulty using services compared to those with PD. Existing programs for CSHCN should be evaluated for the adequacy of services provided to children with DD and MH. Future studies should evaluate how developmental disabilities and mental health policies affect navigating the health care system for this population.

Financial well-being of US parents caring for coresident children and adults with developmental disabilities: An age cohort analysis

Abstract Background Understanding how financial well-being changes through the life course of caregiving parents of children with developmental disabilities is critically important. Methods We analyse SIPP (U.S. Census Bureau) data to describe income poverty, asset poverty, income, net worth, and liquid assets of US parents (N = 753) of children with developmental disabilities. Results Income and asset poverty was greatest for the youngest and oldest parents. Liquid assets were relatively flat across cohorts, while net worth declined sharply for elderly parents. Income was highest among parents aged 45–54. Conclusion These findings signal significant financial vulnerability among parents of children with developmental disabilities. Policy makers should consider targeted measures to improve the financial well-being of these parents, particularly the youngest and oldest.