Stephen J. Bagnato

Child and parent reaction to the Three Mile Island nuclear accident.

Thirty-five local children and their parents were studied 1 1/2 years after the Three Mile Island (TMI) nuclear accident. On a standardized self-report measure, the children were found to have a level of residual anxiety that was not identified by their parents. These children also consistently reported stronger and more symptomatic responses to the TMI accident for themselves than their parents did for them. Child intensity-of-reaction scores were significantly related to mother-father discordance in mood and reaction to the event. Four of the children who were psychiatrically disturbed showed significantly high or low intensity-of-reaction levels.

Empirical Measurement of Overanxious Disorder in Boys 8 to 12 Years Old

Abstract The validity of Overanxious Disorder in boys 8 to 12 years old was studied with the parent-completed Child Behavior Checklist and the self-rated Revised Childrens Manifest Anxiety Scale. Specific cutoff techniques with each measure were also investigated for accuracy in identifying Overanxious boys from Dysthymic and Attention Deficit Disorder boys. Both convergent and discriminant validity were demonstrated: Overanxious Disorder showed high correlation with the Child Behavior Profile type of Schizoid or Anxious and no correlation with the Hyperactive and Delinquent types. The opposite correlations were found for boys with Attention Deficit Disorder. Good classification (70%) was achieved when the two instruments were used in combination. The importance of multimethod, empirical assessment to substantiate Overanxious Disorder is emphasized.

Diagnostic importance of combined parent and teacher ratings on the Revised Behavior Problem Checklist

The Revised Behavior Problem Checklist (RBPC) was completed by parents and teachers for 105 child psychiatry outpatient boys aged 6 to 12 years. In addition, DSM-III diagnoses were determined independent of checklist results, and the children were divided into major diagnostic groups of externalizing, internalizing, and mixed disorders. Combined parent and teacher ratings proved more effective than separate ratings in distinguishing the externalizing and mixed groups from the internalizing group on the RBPC externalizing factors. The overall classification of individual boys with discriminant function analysis increased from 72% to 83% when the ratings of both parents, rather than one parent, were combined with teacher ratings. Enhancing diagnostic accuracy of type of psychiatric disorder by using combined parent and teacher behavior checklist ratings is discussed.

RELATIONSHIPS BETWEEN VARIATIONS IN PARENTS‘ ATTITUDES AND PERSONALITY TRAITS OF HEMOPHILIC BOYS

Personality traits of hemophilic boys and variations in parental attitudes were assessed by standardized self-report instruments and found to be significantly related, both across personality and for specific traits. Trait values for intelligence, emotional stability, and security were positively linked to parental acceptance. Unlike past clinical reports, parents here scored high in acceptance and low in overprotection and overindulgence.

Efficacy of Interdisciplinary Assessment and Treatment for Infants and Preschoolers with Congenital and Acquired Brain Injury.

The complexities of assessment and treatment for brain-injured youngsters demand interdisciplinary effort. A multiprofessional approach can provide both varied and congruent information to guide treatment. While the team approach has been extolled, few research studies have attempted to document its efficiency or efficacy. The present study employed an interdisciplinary model to assess the progress of brain-injured children during their course of treatment. Specifically, the study attempted to document the effectiveness of a team approach over a 3.5 month period of intensive treatment for two etiologically distinct groups of children (acquired injury, n = 7; congenital injury, n = 10). Analysis of developmental and behavioral progress over the period of team intervention ( -x = 3.5 months) revealed significant pre-post gains for the congenital as well as the acquired groups of brain-injured children. Significant team therapy effects beyond gains expected due to maturation were evident across four developmental domains (i.e., cognitive, socio-emotional, self-care, perceptual/fine motor) and five behavioral processes (i.e., social orientation, attention, receptive communication, object orientation, and self-regulation) on the Bayley Scales of Infant Development, Early Intervention Developmental Profile, and Carolina Record of Individual Behavior. Progress was less evident in various neuromotor, self-regulatory, and neurophysiological areas (i.e., gross motor, expressive communication, activity, reactivity, frustration, and consolability) despite intervention in these areas. Suggested guidelines for team diagnosis, intervention, and program evaluation for young brain-injured children are detailed.

Patterns of developmental and behavioral progress for young brain‐injured children during interdisciplinary intervention

Pediatric hospital rehabilitation teams and community‐based early intervention programs confront the increasing demand to treat infants and preschoolers suffering both acquired and congenital brain injuries. However, few outcome studies are available to provide clear and practical guidance to their efforts. Specialists require more complete knowledge of the problems and the possibilities for these young handicapped children. Needed research can establish norms for progress and recovery, which can be used to evaluate individual gains, to provide prognoses, and to monitor interdisciplinary treatment impact. Our preliminary research traced comparative patterns of developmental and behavioral progress during intervention for infants and preschoolers suffering acquired and congenital brain injuries. In addition, this study documented treatment impact for both brain injury groups. Results demonstrated the existence of very similar overall progress and recovery patterns within both groups. An intensive interdisi...

Tracing Developmental Recovery From Early Brain Injury

The incidence of acquired infant brain injury is increasing, creating new challenges for assessment and treatment. Unfortunately, little information exists to guide professionals in their efforts to evaluate and speed the recovery of brain-injured youngsters. Our study is a preliminary investigation intended to describe the patterns or trends in the developmental and behavioral recovery of brain-injured infants and preschoolers over a 3-month multidisciplinary rehabilitation program. A multisource, multidimensional assessment battery was employed to track progress during treatment of 12 infants and preschoolers. Progress is reported in terms of developmental quotients, neurodevelopmental and neurobehavioral skills, and rhythmic behavior patterns. Discussion focuses on the utility of selected assessment devices for tracking recovery in order to guide and evaluate treatment.

A profile of perceived capabilities for the preschool child

The necessity of evaluating adult perceptions of childrens developmental capabilities gains in importance when one considers both the emerging research on expectancy and learning as well as the trend toward multi-source nondiscriminatory assessment as a basis for individualized program planning. This paper presents an adaptation of Iscoe and Paynes Functional Classification System which focuses upon profiling the differential subjective impressions of adults who interact with handicapped and non-handicapped preschoolers. A brief description of the profile is presented as well as its role in the screening, assessment, intervention, evaluation sequence. Preliminary research data on the measures reliability and practicality are also cited.

Monitoring Developmental Progress of Young Exceptional Children: the Curricular Efficiency Index (Cei):

Early intervention programs need to monitor not only child progress but also program effectiveness. Efforts in this evaluation area have repeatedly employed traditional norm-based developmental or cognitive measures in summative assessments. However, recent interest has encouraged the use of criterion-based measures as more sensitive monitors of a programs goals. Yet the absence of norm-based comparisons with these instruments limits their full application in early developmental programs. In view of this limitation, the Curricular Efficiency Index (CEI) is offered as a practical method for evaluating monthly the developmental gains of young handicapped children by comparing their progress with that of a comparable group of nonhandicapped peers in attaining developmental objectives of any commercially available developmental curriculum. Progress data on two groups of preschool children support the utility of the CEI concept as a method of monitoring progress and effectiveness within and between programs as well as across teachers, handicap groups, and curricular areas.

Developmental Diagnostic Reports: Reliable and Effective Alternatives To Guide Individualized Intervention:

With the rise of mandated services for young handicapped children, school psychologists, early educators, and parents need to combine their efforts to accurately assess and program for them. The diagnostic psychoeducational report is a vital step in the process of clearly communicating information regarding child capabilities so that individualized interventions can be designed. However, descriptive research, as well as the criticisms of parents and teachers, suggests that traditional diagnostic reports are ineffective as guides to curriculum planning. This study employed in-service workshops and simulated exercises with groups of early childhood teachers (N = 48) to evaluate the effective features of diagnostic reports that make them useful to teachers for individualized curriculum planning. Results support the advantages of using developmentally based reports to facilitate program planning. Suggestions for enhancing diagnostic reports are discussed.