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This monograph presents eight essays that reflect lessons learned and insights gained from a project of the Association of American Colleges and Universities Program for Health and Higher Education (PHHE) to help leaders improve undergraduate learning by engaging higher education in the solution to preventing human immunodeficiency virus (HIV) and acquired immunodeficiency syndrome (AIDS) and reducing their threat to youth. The papers include a Foreword written by Carol Geary Schneider, followed by: "Learning for Our Common Health" (Wm. David Burns); "If We Fail To Lead" (Patsy B. Reed); "HIV, Health, and Liberal Education" (William J. Cronon); "HIV/AIDS in the Academy: Engagement and Learning in a Context of Change" (Richard P. Keeling); "Service Learning and HIV/AIDS Prevention: Prospects for an Integrated Strategy" (Ira Harkavy and Daniel Romer); "Learning about HIV/AIDS and Ethics in a Liberal Democracy" (Nora Kizer Bell); "Placing HIV/AIDS in Perspective: A Question of History" (Robert E. Fullilove and Mindy Thompson Fullilove); and "HIV/AIDS and Institutional Transformation: The Experience of San Francisco State University" (Robert A. Corrigan and Sheila A. McClear). A resource section is appended. (Contains 42 references.) (SM)

This report focuses on preventing potentially disabling conditions from developing into disabilities and on minimizing the effects of such conditions on a person's productivity and quality of life. It describes disability as a social and public health issue and not just a physical condition. The report begins with an executive summary, an introduction which discusses prevention issues in general and defines concepts, and a list of 27 recommendations. Subsequent chapters discuss: (1) the magnitude and dimensions of disability in the United States; (2) a conceptual approach to disability prevention and use of the tools and principles of epidemiology; (3) major areas of disability (developmental disabilities, injury-related disabilities, chronic diseases and aging, and secondary conditions associated with primary disabling conditions); (4) government and private sector programs concerned with disability prevention; and (5) conclusions and recommendations in the areas of a national program for the prevention of disability, surveillance, research, access to care and preventive services, and professional and public education. Appendixes contain a paper by Saad Z. Nagi titled "Disability Concepts Revisited: Implications for Prevention"; a statement of one committee member dissenting from this majority report of the Committee on a National Agenda for the Prevention of Disabilities; a response to the dissenting statement by committee members; and committee biographies. (Approximately 375 references) (JDD)

Learning disabilities are a heterogeneous group of disorders characterized by failure to acquire, retrieve, or use information competently. They are the most severe and chronic form of learning difficulty in children. They can be present at birth or acquired as a result of illness, exposure to toxins, poor nutrition, medical treatment, sociocultural deprivation, or injury. Learning problems typically consist in failure to acquire reading, writing, or math skills, which are traditionally considered core domains. This book explores the epidemiology, neurobiological bases, and diagnostic tools necessary for a comprehensive assessment of children with learning disabilities. It also presents examples of children with specific learning disabilities and explains possible intervention strategies.

Widely regarded as the standard reference in the field, this comprehensive handbook presents state-of-the-art knowledge about the nature and classification of learning disabilities (LD), their causes, and how individuals with these difficulties can be identified and helped to succeed. Best practices are described for supporting student performance in language arts, math, and other content areas. Contributors also identify general principles of effective instruction and review issues in service delivery within response-to-intervention (RTI) frameworks. The book critically examines the concepts and methods that guide LD research and highlights important directions for future investigation. The following is new to this edition: (1) New to This Edition: Incorporates key advances in identifying and remediating LD, with particular attention to the role of RTI; (2) Chapters on social cognitive, behavioral genetic, and neurobiological aspects. Chapters on adolescents and adults with LD; (3) Chapters on spelling instruction, history instruction, and classroom technology applications; and (4) Chapter synthesizing 21st-century advances in LD research methods, plus chapters on advanced statistical models, single-case designs, and meta-analysis. The following sections and chapters are included: I. Foundations and Current Perspectives: (1) Overview of Foundations, Causes, Instruction, and Methodology in the Field of Learning Disabilities (H. Lee Swanson, Karen R. Harris, & Steve Graham); (2) A Brief History of the Field of Learning Disabilities (Daniel P. Hallahan, Paige C. Pullen, & Devery Ward); (3) Classification and Definition of Learning Disabilities: A Hybrid Model (Jack M. Fletcher, Karla K. Stuebing, Robin D. Morris, & G. Reid Lyon); (4) Learning Disabilities and the Law (Cynthia M. Herr & Barbara D. Bateman); (5) Linguistically Diverse Students' Reading Difficulties: Implications for Models of Learning Disabilities Identification and Effective Instruction (Nonie K. Lesaux & Julie Russ Harris); (6) Adults with Learning Disabilities: Factors Contributing to Persistence (Noel Gregg); (7) From FAPE to FEPE: Toward an Excellent Public Education for Children and Youth with Learning Disabilities (Deborah L. Speece, Kimberly Palombo, & Jamey Burho); and (8) The State of the Science in Learning Disabilities: Research Impact on the Field from 2001 to 2011 (G. Reid Lyon & Beverly Weiser). II. Causes and Behavioral Manifestations: (9) Attention-Deficit/Hyperactivity Disorder, Executive Function, and Reading Comprehension: Different but Related (Martha B. Denckla, Laura A. Barquero, Esther R. Lindström, Sabrina L. Benedict, Lindsay M. Wilson, & Laurie E. Cutting); (10) Rapid Automatized Naming and Reading: A Review (George K. Georgiou & Rauno Parrila); (11) Basic Cognitive Processes and Reading Disabilities (Linda S. Siegel & Silvia Mazabel); (12) Memory Difficulties in Children and Adults with Learning Disabilities (H. Lee Swanson & Xinhua Zheng); (13) Learning Disabilities in Mathematics: Recent Advances (David C. Geary); (14) Language Processes: Characterization and Prevention of Language-Learning Disabilities (Mary Beth Schmitt, Laura M. Justice, & Jill M. Pentimonti); (15) Social Cognition of Children and Adolescents with Learning Disabilities: Intrapersonal and Interpersonal Perspectives (Michal Al-Yagon & Malka Margalit); (16) Behavioral Genetics, Learning Abilities, and Disabilities (Stephen A. Petrill); and (17) Diagnosing and Treating Specific Learning Disabilities in Reference to the Brain's Working Memory System (Virginia W. Berninger & H. Lee Swanson). III. Domain-Specific Instruction/Intervention Research: (18) Word Identification Difficulties in Children and Adolescents with Reading Disabilities: Intervention Research Findings (Maureen W. Lovett, Roderick W. Barron, & Jan C. Frijters); (19) Developing a New Intervention to Teach Text Structure at the Elementary Level (Joanna P. Williams & Lisa S. Pao); (20) Reading Comprehension for Adolescents with Significant Reading Problems (Sharon Vaughn, Elizabeth Swanson, & Michael Solis); (21) Instructional Intervention for Students with Mathematics Learning Disabilities (Lynn S. Fuchs, Douglas Fuchs, Robin F. Schumacher, & Pamela M. Seethaler); (22) The Writing of Students with Learning Disabilities, Meta-Analysis of SRSD Writing Intervention Studies, and Future Directions: Redux (Steve Graham, Karen R. Harris, & Debra McKeown); (23) Classroom Spelling Interventions for Students with Learning Disabilities (T. F. McLaughlin, Kimberly P. Weber, & K. Mark Derby); (24) Science and Social Studies Education for Students with Learning Disabilities (Thomas E. Scruggs & Margo A. Mastropieri); and (25) History Instruction for Students with Learning Disabilities (Cynthia M. Okolo & Ralph P. Ferretti). IV. General Instructional Models: (26) Direct Instruction as Eo nomine and Contronym: Why the Right Words and the Details Matter (Edward J. Kame'enui, Hank Fien, & Jaan Korgesaar); (27) Cooperative Learning for Students with Learning Disabilities: Advice and Caution Derived from the Evidence (Rollanda E. O'Connor & Joseph R. Jenkins); (28) Data-Based Individualization as a Means of Providing Intensive Instruction to Students with Serious Learning Disorders (Douglas Fuchs, Kristen L. McMaster, Lynn S. Fuchs, & Stephanie Al Otaiba); (29) The Sociocultural Model as a Framework in Instructional Intervention Research (Carol Sue Englert & Troy Mariage); and (30) Technology Applications for Improving Literacy: A Review of Research (Charles A. MacArthur). V. Measurement and Methodology: (31) Design for Learning Disabilities Experimental and Quasi-Experimental Research (Victor L. Willson & William H. Rupley); (32) Single-Case Design Intervention Research: Applications in the Learning Disabilities Field (Thomas R. Kratochwill, Margaret R. Altschaefl, Brittany J. Bice-Urbach, & Jacqueline M. Kawa); (33) Meta-Analysis of Research on Children with Learning Disabilities (H. Lee Swanson); (34) Making a Hidden Disability Visible: What Has Been Learned from Neurobiological Studies of Dyslexia (Sally E. Shaywitz & Bennett A. Shaywitz); and (35) "Taking a Handful of World": Qualitative Research in Learning Disabilities (Brooke Moore, Janette Klingner, & Beth Harry).

This book aims to provide readers with a general as well as an advanced overview of the key trends in childhood obesity. Obesity is an illness that occurs due to a combination of genetic, environmental, psychosocial, metabolic and hormonal factors. The prevalence of obesity has shown a great rise both in adults and children in the last 30 years. It is known that one third of children who are obese in childhood and 80% of adolescents who are obese in their adolescent years continue to be obese later in life. Obesity is an important risk factor in serious illnesses such as heart disease, hyperlipidemia, hyperinsulinemia, hypertension and early atherosclerosis. This book contains the following chapters: (1) Epidemiological and Clinical Aspects in a Developing Country (Ana Mayra Andrade de Oliveira); (2) Early Infant Feeding Influences and Weight of Children (Elizabeth Reifsnider and Elnora Mendias); (3) Can Breastfeeding Reduce the Risk of Childhood Obesity? (Laurie Twells, Leigh Anne Newhook and Valerie Ludlow); (4) Waist Circumference in Children and Adolescents from Different Ethnicities (Peter Schwandt and Gerda-Maria Haas); (5) Critical Periods for the Development of Obesity (C. Campoy, T. Anjos and E. Martin-Bautista); (6) Childhood Inmigration and Obesity--An Emerging Problem (I. Diez Lopez and M. Carranza Ferrer); (7) Comorbidities of Childhood Obesity (Ambar Banerjee and Dara P. Schuster); (8) Behavioral and Psychosocial Factors in Childhood Obesity (Fernando L. Vazquez and Angela Torres); (9) Obesity and Quality of Life in Communities of Diverse Ethnicity and Low Socioeconomics (Joan Griffith); (10) Childhood Obesity: The Need for Practice Based Solutions--A South African Perspective (A.E. Pienaar and G.L. Strydom); and (11) "Jugando a Ganar Salud" ("Playing to Gain Health"): A Summer-Vacation Physical Activity and Correct Eating Workshop for School-Aged Children--A Pilot Study (Karime Haua-Navarro, Luz Irene Moreno-Landa, Marcela Perez-Rodriguez, Guillermo Melendez and Ana Bertha Perez-Lizaur).

With many children and adults affected by Attention Deficit Hyperactivity Disorder, researchers strive to understand the underpinnings of ADHD and associated factors on both a basic and applied level. The goal of this volume is to explore some of the broad array of research in the field of ADHD. The 12 chapters cover a variety of topics as varied as postural control, endocrine dysfunction, juvenile justice, and academic outcomes. These chapters will provide valuable insights for students reading about ADHD for the first time, researchers wishing to learn about the latest advances, and practitioners seeking new insight in the field. This book contains the following chapters: (1) Sensory Integration in Attention Deficit Hyperactivity Disorder: Implications to Postural Control (Dalia Mohamed Hassan and Hanan Azzam); (2) Variability, Noise and Predictability in Motor Response Times: Adaptation or Misadaptation? (Tymothee Poitou and Pierre Pouget); (3) Endocrine Dysfunction and Growth in Attention Deficit Hyperactivity Disorder (J. Paul Frindik); (4) Attention Deficit Hyperactivity Disorder: Birth Season and Epidemiology; (Cristina Morales, Amalia Gordovil, Jesus Gomez, Teresita Villasenor, Maribel Pero and Joan Guardia); (5) Hypothyroxinemia in Pregnancy is Related with Attention Deficit Hyperactivity Disorder (Miriam Munoz Lopez); (6) Cutting Corners: Neuropsychological Research into the Energetics of ADHD (Jens Egeland); (7) Adolescent Academic Outcome of Childhood Attention-Deficit/Hyperactivity Disorder--A Population-Based Study (Kirsten Holmberg); (8) Remedial Education for Children with ADHD in Sweden (Jane Brodin); (9) Evaluation of the Level of Knowledge of Infant and Primary School Teachers with Respect to the Attention Deficit Hyperactivity Disorder (ADHD): Content Validity of a Newly Created Questionnaire (Marian Soroa, Nekane Balluerka and Arantxa Gorostiaga); (10) ADHD Symptomatology, Academic Dishonesty, and the Use of ADHD Stimulant Medications Without a Prescription (Kelly Custode and Jill M. Norvilitis); (11) Understanding the Distracted and the Disinhibited: Experiences of Adolescents Diagnosed with ADHD Within the South African Context (J. Seabi and N.A. Economou); and (12) Attention Deficit Hyperactivity Disorder and Males in the Juvenile Justice System (Robert Eme).

It has long been claimed that there is a strong association between high intelligence, or exceptional creativity, and mental illness. In this book, James MacCabe investigates this claim, using evidence from Swedish population data. He finds evidence that children who achieve either exceptionally high, or very low grades at school, are at greater risk of adult mental health disorders. This book opens with an introduction to the epidemiology of psychosis with particular emphasis on cognitive performance and creativity. It goes on to provide a detailed description of the rationale, methods and results of a population study involving nearly a million individuals, conducted by Dr. MacCabe in collaboration with colleagues in Stockholm, Sweden, and London, UK. "The Extremes of the Bell Curve" will be of interest to mental health professionals including psychologists, psychiatrists and epidemiologists. It will also prove useful to those working in education.

The Forum on Microbial Threats (previously named the Forum on Emerging Infections) was created in 1996 in response to a request from the Centers for Disease Control and Prevention (CDC) and the National Institutes of Health (NIH). The goal of the Forum is to provide structured opportunities for representatives from academia, industry, professional and interest groups, and government to examine and discuss scientific and policy issues that are of shared interest and that are specifically related to research and prevention, detection, and management of emerging infectious diseases. In accomplishing this task, the Forum provides the opportunity to foster the exchange of information and ideas, identify areas in need of greater attention, clarify policy issues by enhancing knowledge and identifying points of agreement, and inform decision makers about science and policy issues. The Forum seeks to illuminate issues rather than resolve them directly; hence, it does not provide advice or recommendations on any specific policy initiative pending before any agency or organization. Its strengths are the diversity of its membership and the contributions of individual members expressed throughout the activities of the Forum. Recent increased attention to both United States and international public health systems as well as the medical research and treatment infrastructure has revealed significant deficiencies in their capacity to respond to infectious diseases. Medical and public health professionals may be poorly equipped to detect, diagnose, and treat common infectious diseases as well as those diseases that pose an unexpected threat. The need for the development of domestic and international training programs in the expanding field of emerging and reemerging infectious diseases is well recognized. Well-trained infectious disease professionals form the basis of a strong national healthcare system. The Forum on Emerging Infections (now renamed the Forum on Microbial Threats) convened a 2-day workshop discussion "the subject of this summary" to examine the education and training needs to ensure an adequate infectious diseases workforce. The workshop reviewed trends in research training programs and discussed the requirements for establishing successful educational initiatives and training programs to ensure a competent and prepared workforce for current and future challenges in infectious diseases. Some key disciplines explored as case-study examinations included infectious disease epidemiology, vaccinology, vector biology, and public health laboratorians. The following are appended: (1) Authored Papers; (2) Workshop Agenda; and (3) Forum Member Biographies. The authored papers are as follows: (1) Implications of Restrictions on Foreign Students and Scientists for Infectious Disease Research (Ronald M. Atlas); (2) Training and Sustaining the Public Health Laboratory Workforce--Our First Line of Defense against Infectious Diseases (Scott J. Becker); (3) Who Will Live in the "House of Genomes"? (Tara Acharya, Halla Thorsteinsdóttir, Peter A. Singer, and Abdallah S. Daar); (4) Public Health for All: Workforce Development through an Integrated Approach to Health Care Curricula (Walid El Ansari); (5) Stakeholders' Perceptions of Outcomes in Public Health Educational Partnerships (Walid El Ansari); (6) Health Protection: Communicable Disease, Public Health and Infection Control Educational Programmes--A Case Study from the UK (W. El Ansari and S. Privett); (7) Addressing the Health Workforce Crisis in the Developing World (A. Edward Elmendorf); (8) Ensuring an Adequate Infectious Diseases Physician Response to Emerging Infections (Gary L. Gorby); (9) Addressing the Microbial Threat to Health: Training Ph.D. Scientists to Help Lead the Way (Martha L. Gray); (10) What Kinds of Scientists Do We Need to Train, and How? (Victoria McGovern); (11) Vaccines in the 21st Century (Stanley Plotkin); (12) Schools of Public Health: Meeting the Workforce Challenge of Emerging Infections (Margaret A. Potter); and (13) U.S. Capacity to Confront Emerging Vector-Borne Pathogens (Andrew Spielman). [Individual papers contain references.]

Most interventions for at-risk youth are group based. Yet, emerging research indicates that young people often learn to become deviant by interacting with deviant peers. In this important volume, leading intervention and prevention experts from psychology, education, criminology, and related fields analyze how, and to what extent, programs that aggregate deviant youth actually promote problem behavior. A wealth of evidence is reviewed on deviant peer influences in such settings as therapy groups, alternative schools, boot camps, group homes, and juvenile justice facilities. Concrete recommendations are offered for improving existing services, and promising alternative approaches are explored. This book is arranged into three parts. Part I, Introduction, contains the first five chapters: (1) The Problem of Deviant Peer Influences in Intervention Programs (Kenneth A. Dodge, Jennifer E. Lansford, and Thomas J. Dishion); (2) Deviant Peer Influence in Interventions and Programs: An Ecological Framework for Understanding Influence Mechanisms (Thomas J. Dishion and Kenneth A. Dodge); (3) Deviant Peer Effects: Perspectives of an Epidemiologist (James C. Anthony); (4) Assigning Youths to Minimize Total Harm (Philip J. Cook and Jens Ludwig); and (5) Is Deviant Peer Influence a Problem, and What Can Be Done?: Qualitative Perspectives from Four Focus Groups (Jennifer E. Lansford and Joel Rosch). Part II, Reviews of Peer Effects, contains the next group of chapters: (6) Deviant Peer-Group Effects in Youth Mental Health Interventions (Kenneth A. Dodge and Michelle R. Sherrill); (7) Deviant Peer Effects in Education (Wendy M. Reinke and Hill M. Walker); (8) Peer Effects in Juvenile Justice (D. Wayne Osgood and Laine O'Neill Briddell); (9) The Effects of Community-Based Group Treatment for Delinquency: A Meta-Analytic Search for Cross-Study Generalizations (Mark W. Lipsey); (10) Peer Effects in Neighborhoods and Housing (Jacob Vigdor); (11) Iatrogenic Outcomes of the Child Welfare System: Vulnerable Adolescents, Peer Influences, and Instability in Foster Care Arrangements (Melvin N. Wilson and LaKeesha N. Woods); (12) Peer Effects in Community Programs, (Jennifer E. Lansford); and (13) Peer Effects in Naturally Occurring Groups: The Case of Street Gangs (Malcolm W. Klein). Part III, Promising Solutions and Recommendations, contains the final chapters: (14) Research-Based Prevention Programs and Practices for Delivery in Schools That Decrease the Risk of Deviant Peer Influence (Rebecca B. Silver and J. Mark Eddy); (15) Promising Solutions in Juvenile Justice (Peter Greenwood); (16) The Important Role of Adults in Children's Lives: Prevention Approaches to Improve Child and Adolescent Behavior and Reduce Deviant Peer Influence (Emilie Phillips Smith, Jean Dumas, and Ron Prinz); (17) Promising Solutions in Housing and the Community (Jens Ludwig and Greg Duncan); (18) Creating a Legal and Organizational Context for Reducing Peer Influence (Joel Rosch and Cindy Lederman); (19) A Functional Contextualist Framework for Affecting Peer Influence Practices (Anthony Biglan, Jeffrey Sprague, and Kevin J. Moore); and (20) Findings and Recommendations: A Blueprint to Minimize Deviant Peer Influence in Youth Interventions and Programs (Thomas J. Dishion, Kenneth A. Dodge, and Jennifer E. Lansford.) [This book was published by Guilford Publications.]

This idea book offers practical strategies for assessing and responding to the effects of HIV on each of the Peace Corps' project areas, including agriculture and environment, small enterprise development, health, youth, and education. It also offers examples of creative and effective strategies used by Peace Corps volunteers to integrate the issue of HIV into their activities through collaboration with other sectors or by designing activities targeting those most affected by AIDS. The book presents information on HIV/AIDS project design within the community, focusing on elements of the planning process, pre-activity learning and groundwork, and establishing direction/content. It goes on to examine potential obstacles and how to deal with them (e.g., fear of infection, cultural dissonance, and frustration, sadness, feelings of being overwhelmed, and apathy). An annotated listing of additional resources on HIV and AIDS is included. (SM)

This book uses a question-and-answer format to provide information on the Human Immunodeficiency Virus (HIV) and the disease caused by infection from the virus, Acquired Immune Deficiency Syndrome (AIDS). Topics covered include: (1) "Outbreak," which discusses the history of the AIDS outbreak including early theories about the causes of AIDS and routes of virus spread; (2) "Basic Biology," which details areas of human biology pertinent to virology including cells, proteins, and messenger RNA; (3) "Viruses," which explains viruses in general and HIV in particular including virus structure, HIV blueprints and variants, and the origin and global spread of HIV; (4) "HIV Transmission," which discusses the role of bodily fluids, sexual contact, and intravenous drug use in HIV spread, the role of condoms in disease prevention, and the role of insects in transferring other disease agents; (5) "HIV Disease," which describes immunological processes in response to HIV infection, target cells, viral load, and HIV progression from the initial asymptomatic infection through AIDS and its accompanying opportunistic infections; (6) "Monitoring HIV Disease," which includes discussion of disease markers, antibody tests, and polymerase chain reaction tests; and (7) "Combating the Infection," which describes drug therapies, acquired immunity, vaccination, and natural immunity. The text is presented in 71 independent modular sections that can be used for classroom or individual use. A self-test follows each section. (PVD)

The 12 chapters of this book provide a synthesis of what is currently known about otitis media and its sequelae on aspects of child development. Chapters are grouped into four sections: definition, prevalence, and diagnosis; auditory, language, and learning sequelae; medical and surgical management; and international perspectives and future directions. Chapters include the following titles and authors: (1) "Definition and Epidemiology of Otitis Media" (Kathleen A. Daly); (2) "Diagnosis of Otitis Media" (Frederic W. Henderson and Jackson Roush); (3) "Hearing Loss among Children with Otitis Media with Effusion" (Judith S. Gravel and Robert J. Nozza); (4) "Effects of Otitis Media with Effusion on Auditory Perception" (Joseph W. Hall, III and others); (5) "Phonological Acquisition and Otitis Media: Speech Perception and Speech Production" (Richard G. Schwartz and others); (6) "Language and Otitis Media" (Joanne E. Roberts and Ina F. Wallace); (7) "Otitis Media and Its Impact on Cognitive, Academic, and Behavioral Outcomes: A Review and Interpretation of the Findings" (Ina F. Wallace and Stephen R. Hooper); (8) "Family-Professional Partnerships in Managing Otitis Media" (Pamela J. Winton and others); (9) "Medical Management of Otitis Media" (Frederick W. Henderson); (10) "Surgical Management of Otitis Media with Effusion" (Douglas H. Todd and Sylvan E. Stool); (11) "An International Perspective on Otitis Media with Effusion: Incidence, Prevalence, Management, and Policy Guidelines" (Richard Maw and Anthea Counsell); and (12) "Developmental Outcomes in Relation to Early-Life Otitis Media: Present and Future Directions in Research" (Jack L. Paradise). Appended is the clinical practice guideline jointly developed by the American Academies of Pediatrics, Family Physicians, and Otolaryngology. (Individual chapters contain references.) (DB)

This book offers a British perspective on ways of conceptualizing, assessing, and intervening in the challenging behavior of people with severe learning disabilities, with emphasis on the types of technical support needed. An introductory chapter explains why the term "learning disability" is used rather than mental handicap, mental retardation, or intellectual impairment and defines challenging behavior. Chapter 2 argues that challenging behavior must be seen as a social construction and behavioral interventions must be assessed on the basis of their social validity. Chapter 3 examines the evidence regarding the prevalence, risk factors, and natural history of challenging behaviors. In chapter 4, the models and concepts which underlie behavioral approaches to analysis and intervention are discussed, with an emphasis on recent developments in applied behavior analysis. Discussion of the broad perspectives and issues that should guide behavioral interventions is offered in chapter 5. Chapter 6 considers the aims of a behavioral assessment in terms of identifying the social impact of the behavior and its behavioral function. In chapter 7, the main behavioral approaches, such as nonaversive behavioral support, are examined. Chapter 8 discusses the integration of behavioral and neurobiological approaches, reviewing evidence in support of psychopharmcological approaches. Chapter 9 looks at long-term management of challenging behaviors. The final chapter provides a summary and conclusions. (Contains approximately 700 references.) (DB)

This bibliography provides researchers, policymakers, and community service providers with 247 annotated citations about Latino alcohol use. Prior to 1980, little was known about alcohol use among Latinos living in the United States, and research was scant. Although research and information on the subject greatly expanded between 1980 and 1990, the gap between Latino alcohol research and public policy is still a barrier to the prevention of alcohol-related problems and the development of services for Latinos. Within a public health perspective, activities for the prevention of alcohol-related problems can include family and community education efforts as well as environmental restructuring and public policy formation. Citations in this document include journal articles, books, research reports, and government agency documents. Entries are listed under the broad categories of adults and youth, which are further subdivided under the topics of cultural issues, epidemiology, social and medical indicators, prevention, and treatment. Youth entries includes studies of secondary-school and college students; studies that relate alcohol use or abuse to poor grades, dropping out, and delinquency; and descriptions of alcohol education and prevention programs. Includes author and title indexes. (SV)

Intended to be a source of information on the nature and significance of health effects related to chemical disposal, this document is the final report of the Executive Scientific Panel on Health Aspects of the Disposal of Waste Chemicals. The panel, which was organized by the Universities Associated for Research and Education in Pathology (UAREP), reviewed scientific literature, commissioned reports from various task forces on waste disposal, and solicited input from scientists and interested individuals and organizations. Findings are reported on: (1) waste chemicals of major concern; (2) factors influencing human exposure; (3) the assessment of health effects; (4) epidemiology in exposed populations; (5) factors involved in risk assessment; (6) chemical exposure health studies; (7) disposal site health studies; and (8) international aspects of chemical waste disposal. The report is summarized, and conclusions and recommendations are included. The appendices contain a synopsis of information on various chemicals, a list of study participants, and a list of individuals and organizations responding to the draft report. (TW)

Although immigration and immigrant populations have become increasingly important foci in public health research and practice, a social determinants of health approach has seldom been applied in this area. Global patterns of morbidity and mortality follow inequities rooted in societal, political, and economic conditions produced and reproduced by social structures, policies, and institutions. The lack of dialogue between these two profoundly related phenomena-social determinants of health and immigration-has resulted in missed opportunities for public health research, practice, and policy work. In this article, we discuss primary frameworks used in recent public health literature on the health of immigrant populations, note gaps in this literature, and argue for a broader examination of immigration as both socially determined and a social determinant of health. We discuss priorities for future research and policy to understand more fully and respond appropriately to the health of the populations affected by this global phenomenon.