January 18, 2008

In this Issue:

  1. FPG Snapshot - Preschoolers Benefit from Mental Health Screening
      Source: FPG Child Development Institute - January 16, 2998
  2. NIEER Policy Brief - Challenging Behaviors and the Role of Preschool Education
      Source: National Institute for Early Education Research - Retrieved January 18, 2007
  3. Social Policy Report on Mathematics Education for Young Children
      Source: Society for Research in Child Development - January 17, 2008
  4. New Handbook on Developing and Evaluating Interagency Collaboration in Early Childhood Special Education Programs
      Source: California Department of Education, Special Education Division - January 14, 2008
  5. Research Findings on Cognitive Recovery in Socially Deprived Young Children from the Bucharest Early Intervention Project
      Source: Science - Retrieved January 17, 2008

1. FPG Snapshot - Preschoolers Benefit from Mental Health Screening

Source: FPG Child Development Institute - January 16, 2998

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

Full citation: Barbarin, Oscar A. (2007). Mental health screening of preschool children: Validity and reliability of ABLE. American Journal of Orthopsychiatry, 77(3), 402-418.

2. NIEER Policy Brief - Challenging Behaviors and the Role of Preschool Education

Source: National Institute for Early Education Research - Retrieved January 18, 2007

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

3. Social Policy Report on Mathematics Education for Young Children

Source: Society for Research in Child Development - January 17, 2008

The Society for Research in Child Development has published a report entitled, Mathematics Education for Young Children: What It is and How to Promote It by Herbert P. Ginsburg, Joon Sun Lee, and Judi Stevenson Boyd. The authors discuss what is known about early mathematical learning and how research provides a basis for sound early childhood mathematics education. It is available at http://www.srcd.org/documents/publications/spr/22-1_early_childhood_math.pdf.

A summary document entitled, Improving Early Mathematics Education May Enhance Children's Academic Success is available at http://srcd.org/documents/policy/sprbrief_early_childhood_math.pdf

4. New Handbook on Developing and Evaluating Interagency Collaboration in Early Childhood Special Education Programs

Source: California Department of Education, Special Education Division - January 14, 2008

The California Department of Education's Special Education Division recently published a new handbook entitled, Handbook on Developing and Evaluating Interagency Collaboration in Early Childhood Special Education Programs, by Kathleen C. Sadao and Nancy Robinson. The handbook is meant to assist early intervention professionals and agencies develop and implement interagency agreements that support an efficient and seamless delivery of services. It is available online at http://www.cde.ca.gov/sp/se/fp/documents/eciacolbrtn.pdf.

To order a hard copy call 916-445-7608 or go to http://www.cde.ca.gov/re/pn/rc/

5. Research Findings on Cognitive Recovery in Socially Deprived Young Children from the Bucharest Early Intervention Project

Source: Science - Retrieved January 17, 2008

A randomized controlled trial done in Romania compared abandoned children reared in institutions to abandoned children placed in institutions but then moved to foster care. Results showed that the cognitive outcomes of children who remained in the institution were markedly below those of never-institutionalized children and children taken out of the institution and placed into foster care. The research findings are available at http://www.sciencemag.org/cgi/content/abstract/318/5858/1937

Full citation: Nelson, C. A., Zeanah, C. H., Fox, N. A., Marshall, P. J., Smyke, A. T., & Guthrie, D. (2007). Cognitive recovery in socially deprived young children: The Bucharest early intervention project, Science, 1937 - 1940.