Annotated Bibliography Developmental Delay

Running head: Annotated Bibliography: Topic - Significant Developmental Delay

SPECIAL EDUCATION

ANNOTATED BIBLIOGRAPHY: SIGNIFICANT DEVELOPMENTAL DELAY

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Annotated Bibliography: Topic - Significant Developmental Delay

Annotated Bibliography Topic: Significant Development Delay (Mental Retardation)

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Browder, D.M., Ahlgrim-Delzell, L., Courtade, G., Gibbs, S., & Flowers, C. (2008). Evaluation of effectiveness of early literacy program for students with significant developmental disabilities. Exceptional Children, 75(1), 33-52. Is the Early Literacy Program an effective intervention for students with developmental disabilities? The authors’ study reveals that the answer is yes. However, they cautiously suggest further research. The intended audience of this article is teaching professionals. This article helps build prior knowledge in the areas of intervention and assessment. Bryant, D.M. & Maxwell, K.L. (1999). The environment and mental retardation. International Journal of Psychiatry, 11, 56-67. Bryant and Maxwell (1999) are both from the Frank Porter Graham Child Developmental Center at the University of North Carolina, Chapel Hill. The authors report on environmental risk factors and mental retardation. The intended audience of this article is clinicians and educators. Under-nutrition, prolonged malnutrition exposure to toxins, prenatal exposure to alcohol or drugs, home environment and culture are environmental factors that are discussed at length. This article is helpful for future reference, as well as considering the environmental factors (including school environment). Commonwealth of Philadelphia Department of Public Welfare (1966). The Mental Health and Retardation Act of 1966. Retrieved from http://www.dpw.state.pa.us/Resources/Documents/Pdf/Publications/mhmract1966.pdf Legislative resources in the Commonwealth of Philadelphia regarding individuals with mental retardation. This online source offers the Act in its entirety. Upon reviewing the


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table of contents, there does not seem to be any references to include educational services. A myriad of other services are available but not education. However, this article offers foundational legislative information on mental retardation in general. Drews, C.D., Yeargin-Allsop, M., Decouflé, P. & Murphy, C.C. (1995). Variation in the influence of selected socio-demographic risk factors for mental retardation. American Journal of Public Health, 85 (3), 329-334. This article compares to Skiba, et al.’s (2008) article regarding the disproportionate categorization and representation of African American children (of low economic status) with mental retardation. Is there a correlation between socioeconomic factors and demographics? The study revealed that a mother’s education, child birth order, race are all factors in determining the odds ratio and prevalence of mental retardation among the different groups of mothers. Article gives in preparation for student observation. Eldevik, S., Eikeseth, S., Jahr, E., & Smith, T. (2006). Effects of low- intensity behavioral treatment for children with Autism and Mental Retardation. Journal of Autism and Developmental Disorders, 36 (2), 211-224. The primary investigator is Sigmund Eldevik, from the Department of Early Intervention (STI), Nordvoll School and Autism Center in Oslo, Norway. Eldevik (2006) and his associates conducted a comparative study of students that received behavioral and eclectic treatments. The study details how children received behavioral treatments, which consisted of teaching Life Skills, showed improvement. The areas that the children who received behavioral treatments differed from children who received eclectic treatment are


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intellectual functioning, language and communication. This article helps build prior knowledge in preparation for student observation. Foley, J.T., Bryan, R.R., & McCubbin, J.A. (2008). Daily physical activities levels of elementary school aged children with or without mental retardation. Journal of Developmental Disabilities, 20, 365-378. The authors investigated the physical activities of students with mental retardation at school, after school and outside of school. They suggest that an increased focus of physical activity in students in this category would result in improved health and lower health costs. The authors assert that it is common knowledge that adults with mental retardation are not as physically active as adults without mental retardation. However, what about the children? Good question. One can assess the level of physical activity of a given the student during observation. Goldstein, G.W. & Shapiro, W. (2007 March). Mental retardation – the Dana Guide. Retrieved from http://www.dana.org/news/brainhealth/detail.aspx?id=9836 This online source, by the Dana Foundation, offers two definitions of mental retardation as well as the causal factors, prevalence, diagnosis and treatment. One section of interest in “a new understanding of mental retardation.” In this section there are suggestions for lowering the risk of mental retardation such as warning pregnant women about the risk of drinking. This article gives me background information on mental retardation. Gray, S.W. & Klaus, R. (1970). The early training project: a seven year report. Child Development, 41, 909-924.


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The authors are from the George Peabody College for Teachers, Nashville, Tennessee. “The Early Training Project,” took seven years. It involves designing a methodology with the intent to improve the approach to educating children with retardation, who family who have low incomes. The children met in groups and the parents received home visitations. The investigators concluded that a multi-faceted approach is the answer to offsetting mental retardation through educational intervention. This article helps me to build prior knowledge in preparation student observation. Hamilton, S. (2006). Screening for developmental delay: reliable, easy-to-use tools. Journal of Family Practice, 55(5), 415-422. Sutton Hamilton, M.D., is the director of the Underwood-Memorial Hospital Family Medicine Program in Woodbury, N.J. The intended audience for this article is medical practitioners. However, an educator can benefit from this article, as it gives an overview of screening tools and insight on the advantages of early intervention. Two screening tools of interest are PEDS (Parents Evaluation of Developmental Status) and ASQ (The Age and Stage Questionnaire), both of which can be administered by a parent. This information can help in compiling a student’s history. National Information Center for Children and Youth with Disabilities (Retrieved February 2, 2010). Mental retardation. Retrieved from http://www.projectidealonline.org/mentalRetardation.php This article is written by NICHCY (Retrieved February 2, 2010) and offers a definition of mental retardation, the causes, and diagnosis of, signs, prevalence and tips for parents and


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teachers. Parents of children with mental retardation are advised to seek special education services. Teachers are given classroom management tips and other advice. This article is very helpful with additional background information. Piazza, C.C., Hanley, G.P., Bowman, L.G., Ruyter, J.M., Lindauer, S.E., & Saiontz, D.M. (1997). Functional analysis and treatment of elopement. Journal of Applied Behavior Analysis, 30(4), 653-672. Cathleen Piazza, Ph.D. and her associates from Kennedy Krieger Institute and John Hopkins University did functional analysis of children who engaged in elopement. In addition, the study identified what intensifies a child propensity for elopement. The data for the initial functional analysis was used for the development of treatment approaches. The functional analysis continued throughout the treatment phase to determine its effectiveness. Polloway, E.A., Patton, J.R., Smith, T.E.C., & Buck, G.H. (1997). Mental retardation and learning disabilities: conceptual and applied issues. Journal of Learning Disabilities, 30(3), 297-308. The authors seek to determine if mental retardation and learning disabilities are categories that are “mutually exclusive.” They assert that traditionally there has been a clear distinction between the two categories. However, they refute the validity of this approach, citing the compatibility of the two categories. They illustrate the correlation between the Developmental Disabilities Criteria to Learning Disabilities. This article provides food for thought.


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Project Ideal (2008). Mental retardation. Retrieved from http://www.projectidealonline.org/mentalRetardation.php This online source, by the Texas Council for Developmental Disabilities, offers a definition of mental retardation as well as the prevalence, characteristics, learning impact and teaching strategies. The use of Assistive Technology is addressed and leads to organizations. There are links to activities (in Word Format) and a PowerPoint Presentation. This article gives background information on mental retardation. Rao, S. (Retrieved February 2, 2010). Reading improvement. Project Innovation. 16 pp. Retrieved from Academic Search Premier Database. Arcadia University Library The No Child Left Behind Act obviously includes children with mental retardation. Rao (Retrieved February 2, 2010) asserts that if this goal is to be in compliance with NCLB, that the approach to teaching literacy to children with mental retardation needs updating and improvement. Teachers need to believe in and have a rapport with their students with severe intellectual disabilities if they want to be effective educators. This article will offer guidance in what to look for in the teacher / student relationship during observation. Siperstein, G.N., Parker, R.C., Bardon, J.N., & Widaman, K.F. (2007). A national study of youth attitudes towards the inclusion of students with intellectual disabilities. Exceptional Children, 73(4), 435-455. The authors studied the attitudes of regular education students towards special education students with intellectual disabilities. The intended audience for this article is educational professionals and staff. Regular education students are in favor of social interaction with


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special education students but not participation in academic inclusion. Interesting, should one inquire how often the student a given student gets to interact with peers who are of average intelligence or so called “regular students”? Skiba, R., Simmons, A.B., Ritter, S., Gibb, A.C., Rausch, M.K., Cuadrado, J., & Chun, C.G. (2008). Achieving equity in special education: history, status and current challenges. Council for Exceptional Children, 74(3), 264-288. Russell Skiba is Professor in Counseling and Educational Psychology at Indiana University. The intended audience for this article is teachers and administrators. He and his associates offer a history of and current challenges faced by the educational system regarding the disproportionate categorized and representation of African American children in special education programs. For example, the risk ratio for the mental retardation category of the ethnic groups reported; American Indian, Asian / Pacific Islander, African American, Hispanic and White, are 1.10, 0.45, 3.04, 0.6 and 0.61 respectively. This article is significant when observing students from different ethnic backgrounds, such as African American for example. Steere, D. & Cavaiuolo, D. (2002). Connecting outcomes, goals, and objectives in transition planning. Teaching Exceptional Children, 34(6), 54-59. This article details the development of goals and objectives in preparing a student with a disability for transition to independent living. The authors underscore the importance of the student knowing what he wants. The student would need to be able to identify and communicate his area of interests. The federal mandate for transitioning of students with

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disabilities is reviewed. Employment, postsecondary education and community living are the three areas elaborated on. Taber, T.A., Seltzer, A., Heflin, L.J., & Alberto, P.A. (2000). Use of self-operated auditory prompt to decrease off-task behavior for a student with Autism and Moderate Mental Retardation. Focus on Autism and Other Developmental Disabilities, 14 (3), 159-166. The intended audience for this article is teaching professionals and staff. The authors assessed the effectiveness of a behavioral modification technique for a student with autism and moderate mental retardation. Auditory prompts, similar to what the student’s teacher would say and soothing music was used. The teacher showed the student how to use the equipment first and then the student would operate the tape recorder (or walkman), listening to the audio prompt while completing independent task. The intervention was successful, with a marked decrease in teacher prompts to keep the student on task. During a given observation, one can note the number of teacher prompts given to a student that is observed. Teachers Helping Teachers (Retrieved February 2, 2010). Special Education. Retrieved from http://www.pacificnet.net/~mandel/SpecialEducation.html This offers classroom management tip sand activities for special education teachers. Suggestions on how to open a special education class, developing a weekly agenda, behavior and curriculum modification are among the topics. There is also a section on mainstreaming special education students in extracurricular activities. These tips and suggestions are offered by teachers from different regions of the United States. This

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online source is helpful as when observing the teacher of the student to see if he or she uses any of these strategies.