S. Kenneth Thurman

The Transition from Early Intervention to Kindergarten: Parental Satisfaction and Involvement

This study surveyed 91 parents of children who made the transition from early intervention programs into special education kindergartens. Parents were asked to complete a questionnaire about their involvement in, preparation for, and satisfaction with the transition process. Results indicate that most parents felt involved in the transition process and that they received more support from early intervention providers than from public schools. More educated parents felt the most satisfied; parents who were best prepared also tended to feel most satisfied. Suggestions for further research and implications for practice are given.

Environmentally Based Assessment Practices: Viable Alternatives to Standardized Assessment for Assessing Emergent Literacy Skills in Young Children

Ecological validity is an important construct in the assessment of young children. The argument is made that using environmentally based assessment practices as well as understanding the childs ecology will help assure that assessments are carried out in an ecologically valid manner. The discussion focuses on play-based assessment, curriculum-based assessment, and dynamic assessment. Each of these approaches is based on authentic procedures and is typically carried out in the childs natural environment. In addition, there is a discussion of how specific environments can be delineated as well as stressing the importance of developing operational definitions of specific skills in the natural environment.

Children's Response to Differences: Some Possible Implications for Mainstreaming.

Walker, J. Functions of the placement committee in special education. Washington DC: National Association of State Directors of Special Education. 1976, Yoshida, R., Fenton, K.. Maxwell, U., & Kaufman, M. Group decision making in the plonning teom process: Myth or reality? (Research Report No.2). Washington DC: US Office of Education, BEH, Division of Innovation and Development, State Program Studies Branch, 1976.

Congruence of Behavioral Ecologies: a Model for Special Education Programming:

This article suggests a model for special education programming based on the three following dimensions: (a) competence, or the individuals ability to perform specific tests; (b) deviance, or the labels and perceptions placed on an individuals behavior by a particular social system; (c) tolerance for difference, or the fit between an individual and his/her behavioral environment. The suggested approach results in dealing with ecologies and bringing them into congruence. It is suggested that such congruence can be brought about not only by modifying the childs behavior, but also by dealing with the social-environmental system surrounding the child.

Prenatally Exposed to Cocaine Does the Label Matter

The purpose of this study was to determine whether or not the label prenatally exposed to cocaine has an effect on how early intervention personnel rate the behavior of toddlers. One hundred seventy-nine subjects were shown videotape segments of two 24-month-old male children. One had been exposed prenatally to cocaine, the other had not. The subjects were randomly divided among three conditions. In one condition subjects were told that both children were cocaine-exposed; in a second condition they were told that neither was cocaine-exposed, and in a third condition they were told that one child was exposed and that the other child was not After viewing each segment subjects were asked to rate each child, using a rating scale developed for this study. It was hypothesized that children would be rated more favorably when subjects were told that they were not cocaine-exposed and less favorably when they were told that they were exposed. The hypothesis was upheld. Results are discussed within the context of other literature pointing to the need for more data concerning the long-term effects of prenatal cocaine exposure. Caution is suggested in the use of the label cocaine-exposed, especially in light of the results of this study.

Perspectives On Normalization

With the proliferation of programs based on the principle of normalization, it seems appropriate to stand back and put that principle into perspective. The paper discusses normalization from the following viewpoints: (a) empirical approaches, (b) social integration, (c) specialization and congregation, (d) cultural norms, and (e) prevention. The suggestion is made that while normalization should continue to guide program development, we should not lose track of possible future pitfalls.

The Relationship of Attributions and Personal Well-Being in Parents of Preschool Children with Disabilities.

This study examined the relationship between the attributions held by mothers and fathers regarding their preschool child with disabilities. In addition, the study addressed parental well-being and the relationship between attributions and well-being. The subjects were 27 couples whose preschool children with disabilities attended the same educational program. We interviewed each parent independently in the home regarding his or her attributions. In addition, each parent completed the Personal Well-Being Index developed by Dunst and Trivette (1985). Results indicated that 85% of mothers and 74% of fathers asked themselves “Why me?” upon finding out that their child was disabled. At the time of the study (3-5 years later), these percentages had declined to 37% and 33% respectively. Mothers who were still asking “Why me?” tended to show lower levels of overall well-being. Fathers who did not blame fate, the obstetrician, or someone else had higher total personal well-being scores. We have discussed these results, in light of the differences between mothers and fathers and the need to focus future research on the adjustment and perception of individual family members.

Inclinations of Nonhandicapped Children To Help Their Handicapped Peers

Inclinations of nonhandicapped children to help their handicapped peers are examined. Ninety-eight boys and girls in either kindergarten, first, second, or third grade viewed videotapes of pairs of children (Downs syndrome/orthopedically handicapped, orthopedically handicapped/nonhandicapped, nonhandicapped/Downs syndrome) in need of help with completing a puzzle. Subjects were asked which child they would help first and why, and how much help they would give each child. Results indicated that, overall, the orthopedically handicapped children were selected first more often than either the Downs-syndrome or the nonhandicapped children. The reasons given by the younger and older subjects for their choices were different. Implications of prosocial behaviors in an integrated setting are discussed.

Caregiver Interaction Behavior with Prenatally Cocaine-Exposed and Nonexposed Preschoolers.

This study examined the quality of caregiver-child interaction as measured by the Parent/ Caregiver Involvement Scale (PCIS), with a sample of 41 preschoolers who were prenatally exposed to cocaine and 39 nonexposed preschoolers. Within the cocaine group, 19 children were in the care of relatives or foster caregivers and 22 were in the care of their biological mothers. Results suggest that mothers of nonexposed children were significantly more emotionally and developmentally appropriate than caregivers of prenatally cocaine-exposed children, and no significant differences in interaction behavior were found between biological mothers and foster caregivers of prenatally cocaine-exposed children. The importance of conceptualizing this population of children within the context of their environment is stressed.

Types of Homeschool Environments and Need Support for Children’s Achievement Motivation

ABSTRACT Working within a self-determination theory (SDT) framework, this study used cluster analysis to examine the naturally occurring types of homeschool-learning environments parents (N = 457) have created. Measures of support for student autonomy, mastery goal structure, and use of conditional regard were adapted for a homeschool context and used as constituting variables. Follow-up measures of parental need satisfaction, efficacy, student academic engagement, teaching practices, and demographics were used to identify significant differences among homeschooling motivational profiles. A five-cluster solution best fit the data: a high need support profile, low need support profile and three profiles of mixed need support. In general, the high need and mixed need support profiles were associated with higher student engagement, need satisfaction, efficacy for homeschooling, and frequent use of teaching strategies that promote autonomous motivation and support for student competence. The low need support profile was significantly associated with lower need satisfaction and teaching strategies associated with control. Higher levels of academic engagement were reported for those students homeschooled longer and at higher grade levels. Male teaching parents (N = 29) reported significantly less need satisfaction and were significantly more represented in the low need support profile. These findings point to the utility of self-determination theory for characterizing the motivational environments of homeschools.