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Recidivism among offenders with developmental disabilities participating in a case management program.

This study examined recidivism, defined as arrests, among 252 clients who were accepted into a case management program for offenders with developmental disabilities. Overall, 40% of clients were arrested while participating in the program, and 34% were arrested within 6 months after case closure. The crimes for which clients were arrested tended to be minor: 21% were for probation or parole violations not associated with new criminal acts, 39% were for misdemeanors, 27% were nonviolent felonies, and 12% were for felonies against persons. Clients who completed the program (N=115) were less likely to be arrested after case closure than those who dropped out of the program (N=112), 25 and 43%, respectively. Other factors associated with arrests after case closure included having a developmental disability other than mental retardation, living in an urban area, being referred to the program by a criminal justice agency or through a private referral rather than a social service agency, and being arrested while in the program. Implications are discussed for service provision and evaluation of programs that work with offenders with developmental disabilities.

Adolescent↗
PubMed1983

Developmental education for parents of delayed infants: effects on parental motivation and children's development.

This study compared the effectiveness of developmental education for parents with parent education in child management and with a no-education control condition in motivating parents to participate in home treatment programs for developmentally delayed infants. 39 delayed infants, matched for age and severity of delay, and their families were randomly assigned to the 3 treatment groups. The subsequent differential effectiveness of home treatment programs, in terms of the infants' developmental gains, was then examined. Results indicated that the children in the developmental education group gained a greater number of skills, and their parents participated more in the assigned home treatment programs than did parents in the other 2 groups. At follow-up approximately 1 year later, parents who received developmental education continued to participate more than the other parents in their child's treatment program. Developmental education appears to enable parents to discriminate small developmental gains, facilitating the intrinsic motivation involved in working with their children.

Child Development↗
PubMed1994

A practical staff management package for use in a training program for persons with developmental disabilities.

A staff management package was investigated for increasing and maintaining behavioral training skills of direct-care staff. Behaviors of three direct-care staff members were monitored while they conducted a prevocational program with 27 adult clients with severe or profound mental retardation. The intervention was an easy-to-apply checklist used weekly by a supervisor to give feedback to direct-care staff. The management procedure did not require the supervisor to collect quantitative data to be graphed or charted. Use of the checklist during a weekly morning work session in a multiple-baseline design across subjects led to immediate improvement in staff performance during daily morning work sessions. Considerable generalization of improved staff performance to daily afternoon work sessions with a different client group occurred. Further increases in staff performance occurred when the management procedure was added to afternoon work sessions. Staff performance was maintained over 4 months after the management procedure was decreased from weekly to biweekly use. When performance of direct-care staff improved, on-task behavior of most clients also substantially increased. Direct-care staff preferred the staff management package compared to "traditional" methods of supervision, and the training unit adopted the checklist for continuous use at the conclusion of the study.

Adult↗
PubMed1999

Developmental regulation of induced and programmed cell death in Xenopus embryos.

We have analyzed the role of cell death during early Xenopus development and have identified two distinct types of cell death programs during the period between fertilization and the tadpole stage. One is a maternal cell death program that is activated at the onset of gastrulation following damage to the pre-midblastula transition embryo, resulting in the death of non-viable cells. The activation of this cell death program at a specific time during development is a maternally programmed event under the control of a developmental timer set at fertilization, and does not depend on the type of stress applied, on cell cycle progression, or de novo protein synthesis. Subsequently, a second program corresponding to programmed cell death is initiated as part of the normal development of the embryo. Programmed cell death starts at the onset of gastrulation and we have analyzed its spatio-temporal patterns by a whole-mount in situ DNA end labeling technique (the TUNEL protocol).

Animals↗
PubMed2001

Developmental disability training in Canadian psychiatry residency programs.

OBJECTIVE: To examine current training in developmental disabilities in Canadian psychiatry residency programs and to determine, from the programs' perspectives, how provinces across Canada are responding to the needs of persons with developmental disabilities and comorbid mental health disturbances (persons with a "dual diagnosis"). METHOD: A survey was completed by residency directors, or their designate, for all 16 psychiatry residency programs in Canada. RESULTS: Persons with developmental disabilities require psychiatric services throughout their lives, but inadequate training opportunities exist in many of the residency programs, particularly those involving adults and adolescents. While some didactic opportunities are usually available, supervised clinical opportunities are rare, and many of those reported are optional. CONCLUSIONS: Across Canada, there have been insufficient advances in clinical training and service developments to meet the needs of individuals with developmental disabilities and comorbid mental health disturbances.

Adolescent↗
PubMed1999

Incorporating a developmental perspective in doctoral training: survey of clinical child psychology training programs and introduction to the special section.

Examined the degree to which clinical child programs incorporate and integrate developmental theory into their training, and introduced the contributions of 6 leaders in the field to this special section. Fifty-one clinical child doctoral programs responded to the survey. Results indicate that 3 types of training programs are operating: (a) child emphasis (n = 7), which do not have a formal clinical child training program but do have a faculty member who has child research interests; (b) clinical child (n = 37), which have a group of faculty members with specific child research and clinical interests and a formalized program of study; and (c) developmental-clinical programs (n = 7), which are similar to clinical child programs but require a substantive amount of developmental psychology course work and endorse a developmental psychopathology perspective. Findings reveal that clinical child programs have become increasingly differentiated and specialized over the past 20 years, but, with the exception of developmental-clinical programs, most programs are still neglecting to incorporate developmental theory into training. This issue, as well as concerns about the future direction of clinical child doctoral training is addressed in this special section on the Importance of Incorporating Developmental Theory Into Clinical Child Training.

Child↗
PubMed1986

A theory for developmental control by a program encoded in the genome.

A new genetic mechanism is proposed to explain the evident order seen in embryonic development. This theory postulates control DNA, a set of genetic elements activated in a specific sequence, one at a time. With each cell division, control of gene expression passes to the next control unit in the series. The complete series of control units would constitute the encoded (and inherited) development program of an organism.

Animals↗
PubMed2000

School-based mental health services: a research review.

This paper provides a synthetic review of research on school-based mental health services. Schools play an increasingly important role in providing mental health services to children, yet most school-based programs being provided have no evidence to support their impact. A computerized search of references published between 1985 and 1999 was used to identify studies of school-based mental health services for children. Study inclusion was determined by (i) use of randomized, quasi-experimental, or multiple baseline research design; (ii) inclusion of a control group; (iii) use of standardized outcome measures; and (iv) baseline and postintervention outcome assessment. The application of these criteria yielded a final sample of 47 studies on which this review is based. Results suggest that there are a strong group of school-based mental health programs that have evidence of impact across a range of emotional and behavioral problems. However, there were no programs that specifically targeted particular clinical syndromes. Important features of the implementation process that increase the probability of service sustainability and maintenance were identified. These include (i) consistent program implementation; (ii) inclusion of parents, teachers, or peers; (iii) use of multiple modalities; (iv) integration of program content into general classroom curriculum; and (v) developmentally appropriate program components. Implications of these findings and directions for future research are discussed.

Affective Symptoms↗
PubMed1992

Supporting consumer-mandated programming for persons with developmental disabilities.

The development of health policies is often initiated to meet political objectives, but policies can be, to a great extent, shaped by information found in surveys and other health services research. The following article provides an example of how survey data can be used to shape policy regarding developmental disabilities. It also illustrates how occupational therapists can use the data to adjust the focus of their services to meet consumer demand and implement shifts in policy.

Deinstitutionalization↗