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last update: 8/3/08
Impact of a Prenatal Substance Abuse Treatment Program on Perinatal Outcomes
Source: MCH Alert - July 11, 2008
Substance abuse during pregnancy results in considerable adverse effects for women and their infants. Kaiser Early Start is a coordinated prenatal substance abuse treatment program that is part of Kaiser Permanente Northern California's (KPNC's) comprehensive prenatal program. A study involving 49,985 women in the KPNG program who completed prenatal substance abuse screening questionnaires between January 1, 1999, and June 30, 2003 shows that integrating substance abuse treatment with prenatal care is cost-effective and significantly decreases negative birth outcomes as well as maternal morbidity. To read a summary of findings go to http://www.mchlibrary.info/alert/2008/alert071108.html#4
Full article citation: Goler, N. C., Armstrong, M. A., Taillac, C. J., et al. (2008). Substance abuse treatment linked with prenatal visits improves perinatal outcomes: A new standard. Journal of Perinatology [published online ahead of print on June 26, 2008 - http://www.nature.com/jp/journal/vaop/ncurrent/abs/jp200870a.html
Child Abuse and Neglect: General Information Packet
The Child Welfare Information Gateway has published a new general information packet on child abuse and neglect that includes information about the definitions of maltreatment, child abuse and neglect prevention, and statistical information about the prevalence of child abuse and neglect and the characteristics of victims and offenders. It also provides directories of federal clearinghouses, hotlines, state agencies, and other organizations that disseminate information about family and domestsic violence and substance abuse. It is available at http://www.childwelfare.gov/pubs/can_info_packet.cfm
The packet is also available in Spanish, El abuso y negligencia de menores: Paquete de información general at http://www.childwelfare.gov/pubs/sp_can_info_packet.cfm
National Infant and Early Childhood Mental Health Systems Summit Materials
ZERO TO THREE has posted materials online from the National Infant and Early Childhood Mental Health Systems Summit, which was held in October 2007 and co-hosted by the Wisconsin Alliance for Infant Mental Health and ZERO TO THREE. The materials include notes and PowerPoint presentations from each of the summit sessions, an overview of the summit and policy recommendations. They are available online at http://www.zerotothree.org/site/PageServer?pagename=ter_pub_mentalhealth.
Fact Sheet: Vulnerable Young Children
Shaw, E. and Goode, S.
This fact sheet provides data on infants, toddlers and young children who are experiencing high stress as a result of a number of risk factors specifically identified in the Individuals with Disabilities Education Improvement Act of 2004 (IDEA 2004), including substantiated abuse or neglect, foster care placement, homelessness, exposure to family violence and prenatal exposure to drugs or alcohol. It should be noted that these risk factors often co-occur with other serious risk factors, such as extreme poverty, environmental toxins, parental substance abuse (post-natally) and parental mental health problems, especially maternal depression.
NECTAC, (2008), 7 pp.
Available from: Online at www.nectac.org/~pdfs/pubs/factsheet_vulnerable.pdf (PDF: 253kb)
Developmental Screening and Assessment Instruments with an Emphasis on Social and Emotional Development for Young Children Ages Birth through Five
Ringwalt, S.
In recent years, there has been a growing emphasis on the mental health and social and behavioral developmental needs of very young children. In response, state administrators and local providers of early intervention and preschool programs have worked to strengthen their screening and assessment of children’s social and emotional development. To meet this need, NECTAC compiled this product. This list of instruments was gathered through a review of: the infant mental health literature, states’ Part C and Part B-Section 619 Web sites, screening and assessment texts, and publishers’ Web sites. The screening instruments include both those that address multiple developmental domains as well as those that focus on the social-emotional developmental domain. The screening instruments are further sub-divided into those which must be administered by professionals and those that may be completed by family members or other caregivers. The information for each instrument includes a description, the age range for which the instrument was validated, the time to administer, the scoring procedure, psychometric properties, and requirements for administrators, and a link to, or address for, the publisher or source of more information.
NECTAC, (2008), 20 pp.
Available from: Online at www.nectac.org/~pdfs/pubs/screening.pdf (PDF: 950kb)
Improving the Delivery of Health Care that Supports Young Children's Healthy Mental Development
A new Commonwealth Fund report entitled Improving the Delivery of Health Care that Supports Young Children's Healthy Mental Development: Update on Accomplishments and Lessons from a Five-State Consortium by Neva Kaye and Jill Rosenthal discusses lessons learned from the second Assuring Better Child Health and Development (ABCD II) Consortium, which gave five states an opportunity to develop and test strategies for improving the delivery of developmental services to young children at risk for or with social or emotional development delays, especially those in need of preventive or early intervention services. The report is available online at http://www.commonwealthfund.org/publications/publications_show.htm?doc_id=670975
FPG Snapshot - Preschoolers Benefit from Mental Health Screening
A new study from the FPG Child Development Institute demonstrates that preschoolers can benefit by a simple and inexpensive mental health screening process designed to flag potential signs of more serious problems. A summary of the findings are available at http://www.fpg.unc.edu/~snapshots/snap50.pdf
Supporting Healthy Relationships Between Young Children and Their Parents: Lessons From Attachment Theory and Research by K. Appleyard and L. Berlin
Duke University Center for Child and Family Policy
AttachmentBrief.pdf
Resources on Child Traumatic Stress
Child traumatic stress, particularly as experienced by children involved in the child welfare system, is the focus of the Winter 2007 issue of the online journal Focal Point. The articles discuss causes and definitions of child traumatic stress, the psychological and physiological effects of multiple traumatic stress experiences, evidence-based treatment strategies, and early intervention as prevention. Focal Point is a publication of the Research and Training Center on Family Support and Children’s Mental Health at Portland State University. The entire issue or individual articles are available at http://www.rtc.pdx.edu/pgFPW07TOC.php
Child Neglect: A Guide for Prevention, Assessment, and Intervention
This manual from the Children's Bureau describes the root causes, symptoms, and consequences of neglect, as well as interdisciplinary ways to intervene and to prevent both its occurrence and recurrence.
It is available online at http://www.childwelfare.gov/pubs/usermanuals/neglect/index.cfm
Children's Mental Health: Facts for Policymakers
The National Center for Children in Poverty (NCCP) has developed a fact sheet on mental health that highlights the nature of mental health problems among children and the lack of adequate services. Latino children are less likely to receive services than children of other ethnic groups. Preschool children face expulsion rates three times higher than children in kindergarten through 12th grade — a factor attributed in part to lack of attention to social-emotional needs. African-American preschoolers are 3 to 5 times more likely to be expelled than their white, Latino, or Asian-American peers. Public policy strategies to improve mental health services for children are reviewed. The fact sheet is available online at http://www.nccp.org/pub_ucr06b.html and it is available in pdf format at http://www.nccp.org/media/ucr06b_text.pdf
Can Child Care Impact Risk for Depression?
Children living in poverty often have less than ideal home environments and are at an increased risk for depression in adulthood. Follow-up research from the FPG Child Development Institute's Abecedarian Project found that young adults (21 years of age) who had received high quality, full-time early educational child care from infancy to age five reported fewer symptoms of depression than similar young adults who had not. To read a summary of the findings go to http://www.fpg.unc.edu/~snapshots/snap46.pdf
Reviewing the Research on Substance Exposed Infants
A new publication from the National Abandoned Infants Assistance Resource Center reviews recent findings from the academic literature related to the impact of prenatal substance exposure on the early development of infants and young children. The publication also presents possible intervention strategies and implications for policy and practice. Available at http://aia.berkeley.edu/media/pdf/prenatal_substance_exposure_review.pdf
What to Expect and When to Seek Help: Bright Futures Developmental Tools for Families and Providers
These tools offer a framework for families and providers to begin a conversation together about how best to support healthy social and emotional development in children. For more information go to http://www.brightfutures.org/tools/index.html
Transition Presentation & Resources Now Available Online
A recorded version of Moving Right Along: Planning Transitions to Prevent Challenging Behavior, a presentation by DEC members, Mary Louise Hemmeter and Micki Ostrosky, is now available online. Accompanying resources are also featured.
Use the link below to access the presentation and resources as well as explore other important topics that are made available through NAEYC’s Beyond the Journal.
http://journal.naeyc.org/btj/200805/
New RAND Study on Investing in Early Childhood Programs
The RAND Corporation has published a new paper entitled The Economics of Early Childhood: What the Dismal Science Has to Say About Investing in Children, by M. Rebecca Kilburn and Lynn A. Karoly. This paper summarizes recent research findings from the field of economics related to the benefits of investing in early childhood programs. It is meant to provide policymakers with a primer on how economic analyses can be used to help set agendas for early childhood policy and identify the benefits of targeting certain groups of children for help. For complete information and to read the report go to http://rand.org/pubs/occasional_papers/OP227/
Promoting Effective Early Learning: What Every Policymaker and Educator Should Know
This new brief from the National Center for Children in Poverty is meant to help policymakers and educators understand two important elements that will help young low-income children succeed in the early school years: use of an intentional curriculum and professional development and teacher supports. For more details and to download the full report go to http://www.nccp.org/pub_pes07a.html
Is More Better? The Effects of Full-Day vs Half-Day Preschool on Early School Achievement
This paper discusses a randomized trial that compared children from low-income families in half-day and full-day public preschool programs. Results show that children attending full-day programs did better on mathematics and literacy tests than children in a 2.5 to 3- hour public preschool program and the achievement gains continued at least until the end of first grade. The paper is available online at http://nieer.org/docs/index.php?DocID=144
How Much Does Quality Preschool Cost?
Research demonstrates that quality preschool programs are a good economic investment. However, there is less information available that examines how much funding is necessary for programs to be successful. This working paper looks at current state spending on preschool, identifies aspects of programs that are related to cost, and provides estimates of the funding needed to achieve desired levels of access and quality. It is available athttp://nieer.org/resources/research/CostOfEffectivePreschool.pdf
Effective Communication about the Early Years: Understanding the Basics of Framing
Early childhood development is a complex process and we must communicate about it effectively, so that policymakers and the public fully understand the needs of infants and toddlers and solutions that best support families. This article from the Zero to Three Policy Center provides a basic introduction to some concepts of effective communication about the early years, including the fundamentals of framing and ways to think about reframing your communications. It is available online at http://www.zerotothree.org/policy/pdf/framing article part one final.pdf
The Challenges of Change: Learning from the Child Care and Early Education Experiences of Immigrant Families
This new report from the Center for Law and Social Policy (CLASP) examines the challenges immigrant families face in accessing high-quality child care and early education. It presents strategies that are being used to break down those barriers and provides a set of recommendations for federal, state, and local policymakers, advocates, private foundations, and researchers. It is available online at http://www.clasp.org/publications/challenges_change.htm
Tips for Parents of Preschoolers in Multiple Languages
Reading Rockets and Colorín Colorado have recently created one page parent tip sheets on how to help young children become happy, confident readers. The tip sheets are available in English, Spanish, Haitian Creole, Arabic, Russian, Traditional Chinese, Hmong, Vietnamese, Tagalog and Korean. To download free copies and share them in your communities go to http://www.readingrockets.org/article/7833
Cultural and Linguistic Competence in Family Supports
This new policy brief from the National Center for Cultural Competence, Georgetown University Center for Child and Human Development (GUCCHD) discusses cultural factors that may impact supports and services for families of children with special health care needs. It is meant to be used by organizations interested in developing policies that promote and sustain cultural and linguistic competence in the provision of family support services. The brief is available at http://gucchd.georgetown.edu/nccc/documents/final%20pdf%20fspb.pdf
Transition Presentation & Resources Now Available Online
A recorded version of Moving Right Along: Planning Transitions to Prevent Challenging Behavior, a presentation by DEC members, Mary Louise Hemmeter and Micki Ostrosky, is now available online. Accompanying resources are also featured.
Use the link below to access the presentation and resources as well as explore other important topics that are made available through NAEYC’s Beyond the Journal.
http://journal.naeyc.org/btj/200805/
Webcasts from the National Symposium on Early Childhood Science and Policy
The following webcasts and presentations from the National Symposium on Early Childhood Science and Policy, which was hosted by the Center on the Developing Child at Harvard University on June 26 - 27, 2008 are now available for viewing and listening to online at http://www.developingchild.harvard.edu/content/national_symposium.html
- The Science of Child Development and the Future of Early Childhood Policy, by Jack P. Shonkoff, M.D., Center on the Developing Child
- Lessons Learned from Public-Private Partnerships, by Daniel Pedersen, Buffett Early Childhood Fund, and George B. Kaiser, George Kaiser Family Foundation
- The Impact of Early Adversity on Brain Development, by Megan R. Gunnar, Ph.D., University of Minnesota; Pat R. Levitt, Ph.D., Vanderbilt University; and Charles A. Nelson, Ph.D., Harvard Medical School, Children’s Hospital Boston
- What Research Tells us About Early Childhood Program Effectiveness, by Jeanne Brooks-Gunn, Ph.D., Columbia University; Katherine Magnuson, Ph.D., University of Wisconsin-Madison; and Hirokazu Yoshikawa, Ph.D., Harvard Graduate School of Education
- Improving Quality in Early Childhood Programs, by Charles J. Homer, M.D., M.P.H., National Initiative for Children’s Healthcare Quality and Harvard School of Public Health
- Delivering High-Value Services to Vulnerable Children, by Richard G. Frank, Ph.D.; and Ellen R. Meara, Ph.D., Harvard Medical School
- Learning from State Experience: Executive and Legislative Perspectives, by Sarah Daily, National Governors Association Center for Best Practices; Janice Gruendel, Governor’s Senior Policy Advisor, Children & Youth (CT); Don Harmon, State Senator (IL); and Ruth Kagi, State Representative (WA)
The symposium was designed to build leadership capacity in the states for developing and implementing science-based policies that enhance children’s learning, behavior, and health.
Spanish Version of "Cultivating Readers" Available - Cultivando el hábito de la lectura
Source: National Center for Family Literacy - Retrieved May 14, 2008
The National Center for Family Literacy (NCFL) has published a Spanish version of Cultivating Readers (Cultivando el hábito de la lectura), which provides activities for parents to support their child’s literacy, language and reading skills. The magazine, which was funded by Houghton Mifflin Harcourt, is available online at http://www.famlit.org/cultivating-readers. It will also be sent free of charge to parents who email NCFL at info@famlit.org
Infant/Toddler Early Learning Guidelines
The National Infant and Toddler Child Care Initiative at ZERO TO THREE has released a new document entitled Infant/Toddler Early Learning Guidelines , which summarizes efforts by states and territories to develop early learning guidelines for infants and toddlers. It is available at http://nccic.org/itcc/PDFdocs/itelg.pdf
Information about Autism
As an early education advocate, you’re in an ideal position to notice if a child’s development seems delayed. Get the tools you need to be prepared to talk to parents about a developmental screening by ordering your FREE Talking to Parents about Autism kit from Autism Speaks today. Each kit contains a Teacher Training DVD and Early Childhood Milestone Maps in both English and Spanish. Order today!
Autism Speaks, "First 100 Days Tool Kit for Families"
A tool kit to assist families in getting the critical information they need in the first 100 days after an autism diagnosis.
 100_day_kit.pdf
Old-Fashioned Play Builds Serious Skills
On February 21, 2008 NPR's Morning Edition looked at how certain kinds of play can help young children learn important self-regulation skills. Research fellows at the National Institute for Early Education Research (NIEER), Elena Bodrova and Deborah Leong, joined the discussion. To listen to the show and to read a related article online go to http://www.npr.org/templates/story/story.php?storyId=19212514
Web-based Autism Spectrum Disorder Video Glossary
Autism Speaks, in collaboration with First Signs and Florida State University's FIRST WORDS Project, has developed a Web-based ASD Video Glossary to help parents of children suspected of or recently diagnosed with autism understand the words and terms used in association with ASD. It contains hundreds of video clips contrasting behaviors that are red flags for ASD with behaviors that are typical. It is also meant for professionals who do not have experience in diagnosing young children with Autism Spectrum Disorders (ASD). It can be viewed online at http://www.autismspeaks.org/video/glossary.php?.
Free Language and Early Literacy Materials in English and Spanish
Source: Washington Learning Systems - Retrieved October 11, 2007
New (birth-to-three age range) parent-child activity materials to promote early language and literacy development are available on the Washington Learning Systems Web site at http://www.walearning.com/Guide.html. The materials are available in both English and Spanish and may be copied and distributed as long as they are not sold. They are appropriate for young children with disabilities as well as children who are developing typically.
Virtual Encyclopedia of Early Childhood Development
Canada's Centre of Excellence for Early Childhood Development recently launched a virtual Encyclopedia of Early Childhood Development that provides current scientific knowledge on 33 topics related to the psychosocial development of the child, from conception to the age of five. It is available online at http://www.child-encyclopedia.com/en-ca/home.html
New Research Synthesis on Early Childhood Inclusion
The National Professional Development Center on Inclusion (NPDCI) has published a summary of key conclusions drawn from a review of the literature on early childhood inclusion. For more information and to download the synthesis go to http://www.fpg.unc.edu/news/highlight_detail.cfm?ID=713
Preschool Curriculum Decision-Making: Dimensions to Consider
The educational effectiveness of preschool relies on the content of what children learn and how it is taught. This new policy brief from the National Institute for Early Education Research (NIEER) provides a framework for preschool program decision-makers to use in determining the content of what children should learn, as well as how they will best learn it in their specific program. For more information and to access the full policy brief go to http://nieer.org/docs/index.php?DocID=142
New Study Shows Half Of Children With Autism Can Be Accurately Diagnosed At Close To One Year Of Age
According to the results of a recent study by the Kennedy Krieger Institute, close to half of children with autism can be diagnosed by about 14 months of age. Some early warning signs include: difficulty initiating communication with others; reduced variety of sounds, words and gestures used to communicate; atypical play patterns; failure to respond to the cues of others; and compromised ability to share experiences with others. To read the full article go to http://www.kennedykrieger.org/kki_news.jsp?pid=6521
NIEER Policy Brief - Challenging Behaviors and the Role of Preschool Education
A new policy brief from National Institute for Early Education Research (NIEER), Challenging Behaviors and the Role of Preschool Education by Lisa A. McCabe and Ellen C. Frede, looks at the prevalence of challenging behaviors among children in early care and education, discusses the role that preschool education plays in regard to problem behaviors, and provides recommendations to promote better behavioral outcomes. It is available at http://nieer.org/docs/index.php?DocID=196
Violent and Aggressive Behaviors in Childcare Centers: A Two-Tiered Approach
Violent and Aggressive Behaviors in Childcare Centers: A Two-Tiered Approach
Positive Solutions for Families of Young Children with Challenging Behavior (brochure)
The Center for Evidence-Based Practice: Young Children with Challenging Behavior (CEBP) recently published a new brochure entitled Positive Solutions for Families, which provides parents with eight practical tips they can use when their young children exhibit challenging behavior. Each tip includes a brief explanation and an example to show parents how they might use the specific approach with their own family in everyday life. To view and download this free brochure go to http://challengingbehavior.fmhi.usf.edu/Positive Solutions for Families_8 28 06.pdf
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