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In a context where more than 1,000,000 American adolescents are processed by juvenile courts annually and approximately 160,000 are sent to residential placements, this paper examines "what works" and "what doesn't work" in reducing the criminal behavior of juvenile offenders and presents examples of government initiatives that have successfully promoted the adoption, implementation, and sustainability of evidence-based interventions for juvenile offenders. In general, the vast majority of current juvenile justice services has little empirical support or exacerbates antisocial behavior. These include processing by the juvenile justice system (e.g., probation), juvenile transfer laws, surveillance, shock incarceration, and residential placements (e.g., boot camps, group homes, incarceration). On the other hand, several effective treatment programs have been validated in rigorous research. Effective programs address key risk factors (e.g., improving family functioning, decreasing association with deviant peers), are rehabilitative in nature, use behavioral interventions within the youth's natural environment, are well specified, and include intensive support for intervention Fidelity. Although only 5% of eligible high-risk offenders are treated with an evidence-based intervention annually, inroads to the larger scale use of evidence-based treatments have been made in recent years through federal (e.g., Office of Juvenile Justice and Delinquency Prevention, Substance Abuse and Mental Health Services Administration) and state (e.g., Washington, Ohio, Connecticut, Florida) policy initiatives. Based on our experience transporting an evidence-based treatment within the context of these initiatives, recommendations are made to facilitate stakeholder efforts to improve the quality and effectiveness of rehabilitative services available to juvenile offenders. [Commentaries from Samantha Harvell, Christopher Slobogin, and Peter Panzarella are included. Commentaries are individually referenced.]

The Child Welfare League of America is the nation's oldest and largest membership-based child welfare organization committed to engaging people everywhere in promoting the well-being of children, youth, and their families and protecting every child from harm. By publishing a diverse range of views on a wide array of topics, "Children's Voice" seeks to encourage public discussion and debate among those who are committed to helping children and families. The following are included in this issue: (1) Leadership Lens (Christine James-Brown); (2) Clearing a Path to Higher Ed for Dependent Youth; (3) National NewsWire; (4) Reviving the White House Conference on Children (Jennifer Michael and Madeleine Goldstein); (5) Exceptional Children: Navigating Learning Disabilities & Special Education--The Great Indoors: Classrooms that Inspire Learning (Ellen Notbohm with Veda Nomura); (6) Down to Earth Dad: The Power of Play (Patrick Mitchell); (7) Collaborating in the Classroom (Jennifer Michael); (8) Walking the Walk, Not Just Talking the Talk: Eight Steps Toward Implementing Evidence-Based Practice (Sue D. Stelb and Wendy Whiting Blome); (8) Promoting from the Ranks (Jennifer Michael); (9) CWLA ShortTakes; (10) EndNotes; and (11) OneOnOne: Questions and Answers with CWLA Staff (John Sciamanna).

This study evaluated the effects of providing comprehensive low vision services to elderly persons with visual impairments in New Zealand. The 93 participants were matched on age, gender, and visual function with 93 who did not have access to comprehensive low vision services. No significant differences were found between the groups at posttest and follow-up on the three primary dependent variables of visual function, instrumental activities of daily living, and quality of life.

Nonmetropolitan areas have the highest percentage of people with disabilities, including severe disabilities. However, rural people with disabilities may represent a population that is underserved or difficult to reach. Barriers to information dissemination in rural areas include limited transportation and communications infrastructures, greater numbers of older and less educated individuals, economic hardship, and lack of other services. Consequently, rural residents' awareness of disability research and its potential positive impact on the lives of rural people with disabilities is limited. This publication describes strategies to increase rural access to disability research information. Brief articles are "Shepherd Center's Web-Based Learning Connections" (Roxanne Pickett Hauber); "Access to Disability Research Information by Rural Consumers: Key Findings from the NCDDR 2001 Survey"; "Outreach Strategies of the RTC on Rural Rehabilitation Services" (Tom Seekins); "Strategies for Building Communication and Participation: Experiences from the Lower Mississippi Delta States" (Ari Mwachofi); and "Home-Based Video-Counseling for Rural At-Risk Adolescents with Epilepsy and Their Parents" (Robert L. Glueckauf). Summing up the strategies in these articles, 12 recommendations are presented concerning appropriate targeting and tailoring of information, using multiple formats and media, spreading information through local organizations and social networks, being aware of cultural diversity and age-related issues, minimizing transportation needs, involving rural residents with disabilities in participatory research, and asking for feedback. Related resources on rural issues are listed. (SV)

This digest compares the Americans with Disabilities Act of 1990 (ADA), the Individuals with Disabilities Education Act (IDEA) as amended in 1997, and Section 504 of the Rehabilitation Act of 1973. Comparisons are provided which look at: (1) the type/purpose of each Act; (2) eligibility for services under each Act; (3) whether the Act requires the provision of a free, appropriate public education; (4) whether federal funds are provided to implement the Act's requirements; (5) procedural safeguards and due process provisions under each Act; and (6) evaluation and placement procedures under each Act. Also included are telephone information lines and Web sites concerning each of the three Acts. (DB)

Three issues of this newsletter of the National Institute on Disability and Rehabilitation Research (NIDRR) provide articles, columns by the Institute Director, and news items. The major articles include: "Adapting the Marketing Concept to the Dissemination and Utilization of Disability Research"; "NIDRR Grantees' Q & A about Marketing"; "Using Market Research Strategies with Disability Research Results"; "Using Market Research for the Dissemination and Utilization of Disability Research"; "Making Market Research Useful"; "Putting Market Research to Work for Your Project"; "Grantees Implement Marketing Concepts"; "Market Research Tools"; "How the Model SCI System Manages Its Dissemination Plan" (Lesley M. Hudson); "Getting the Most from Research Information" (Mitch Fillhaber);"Marketing Related Activities Conducted as Part of 'Promoting the Practice of Universal Design,' a Field-Initiated Project" (Molly Follette Story); "The Development of an Individualized Marketing Strategy for Job Development for People with Severe Disabilities" (Melinda Mast and Joan Sweeney); "A Process for Turning Research Information and Information about Research into Something of Meaning for Consumers" (Ken Gerhart); and "An RERC's Dissemination Strategy for Utilization" (Joseph P. Lane and Douglas J. Usiak). (DB)

This brief paper reports on an evaluation of 10 community rehabilitation providers, six that successfully closed a facility-based program between 1989 and 1994, and four who are currently involved in a change process. Data collection consisted of participant observation, in-depth interviews, and document analysis. Findings indicated: (1) organizations were successful in closing a facility using either a gradual approach driven by individual consumers' job preferences or a rapid approach based on a specific closure date; (2) catalysts for change were primarily internal to the organization and in most cases multiple catalysts influenced the start of the change process; (3) leadership for the change process came from several different directions; (4) organizations which were successful in a change process had a strong culture that emphasized qualities like openness to risk taking, continuous evaluation and improvement of services, and clear and unwavering vision; and (5) organizations that are currently engaged in an organizational change process need to be careful to focus on a clear goal and not be distracted by the change process. Twelve recommendations are offered for organizations (e.g., invest in engaging and communicating with stakeholder groups) and five recommendations for external stakeholders (e.g., seek a place at the table during change planning). (DB)

The four issues of this newsletters are designed to promote the effective dissemination and utilization of disability research outcomes. The first two newsletters include parts 1 and 2 of "Disability, Diversity and Dissemination: A Review of the Literature on Topics Related to Increasing the Utilization of Rehabilitation Research Outcomes among Diverse Consumer Groups." Part 1 presents a discussion of the relationship of constructs such as race, ethnicity, culture, disability, and power. Influences within the rehabilitation system are presented, as well as descriptions of mainstream and ethnic cultures in the United States. Part 2 focuses on the characteristics of effective systems and how to build relationships within culturally competent organizations. The concepts about culture and diversity that were discussed in part 1 are related to issues in conducting research as well as issues in dissemination and utilization. Organizational, research, and dissemination and utilization recommendations are also presented. The third newsletter addresses disability research and the media, developing media relations, sharing research information with the disability media, publishing in journals, and publishing on the Internet. The last newsletter discusses the outcomes of a survey of how the National Center for the Dissemination of Disability Research grantees disseminate information. (Articles contain individual references.) (CR)

This issue of the California Association for Counseling and Development Journal reflects connectedness in a world of diversity as its theme. The articles and their authors give witness to the deepening and broadening of status and progress in the counseling profession. The following articles are included: (1) "Caring Schools: An Antidote for School Violence" (M. Sorino, G. K. Hong); (2) "Understanding Ego Mechanisms: The Keys to Family Counseling" (J. L. Church); (3) "Career Counselors and Culturally Different Clients: A Brief Review of Selected Literature" (P. A. Rodriguez); (4) "Hypnosis and Imagery in Dance Performance" (C. M. Faiver, K. T. Thomas) (5) "The Rehabilitation Counseling Profession and the California Rehabilitation Counseling Association (CRCA)" (M. G. Brodwin, L. M. Orange, S. K. Brodwin); (6) "The California Association of Counselor Educators and Supervisors (CACES): Decades of Professional Leadership" (S. H. Zimmerman, J. A. Saum); (7) "The California Adult and Continuing Education Counselor Association (CACECA): Meeting the Needs of the Adults Learner" (W. Ramirez); (8) "The California Association for Religious Values in Counseling (CARVIC): Supporting Full Development of the Person" (N. Truman); (9) "The California Association for Counseling and Development (CACD): A Continuing Commitment to Human Rights" (F. Gutierrez); (10) "The California Association for Counseling and Development (CACD): The CACD Human Rights Award (F. Gutierrez); (11) "Becoming a More Culturally Aware Counselor" (A. V. Beale); (12) "Counseling the Mexican American Student" (M. Saucedo); and (13) "To Chris Concerning Knowledge" (G. P. Bodily). (Author/MKA)

Articles published during 1997 include: "The Multi-Disability Workstation for Small Libraries" (Dick Banks and Steve Noble); "Talking Books: Toward a Digital Model" (John Cookson and others); "World Wide Access: Focus on Libraries" (Sheryl Burgstahler); "The Virtual Library: Collaborative Data Exchange and Electronic Text Delivery" (Steve Noble); "The Law and Library Access for Patrons with Disabilities" (Sarah Hawthorne); "Remote Realtime Captioning for Classroom Participation by Deaf and Hard of Hearing Students" (Jeffrey B. Bishop and Carole M. Collier); "Talking Pages: Vermont's Struggle To Provide Universal Access to Information" (Fred Jones); "EASI Expands K-12 Program" (Carmela Cunningham); "Software Review Zoomtext Xtra: Integrating Screen Magnification and Synthesized Speech" (Dick Banks); "Review: Working Together: Faculty and Students with Disabilities. A Presentation Packet Created by Do-It (Disabilities,k Opportunities, Internetworking, Technology)" Ann Neville; "Online Information and Networking" (Steve Noble); "K-12 News: The Making of the 'Whatever' Page" (Anne L. Pemberton); "Science, Technology and Math Issues for K-12 Students with Disabilities" (Carmela Cunningham); "Peer Support: What Role Can the Internet Play?" (Sheryl Burgstahler); "Project Gold: A Club for Girls with Disabilities" (Kimerly J. Wilcox); "Perspectives on Inclusion by Design: Science Curriculum Reform and Special Education" (Eric J. Pyle and Gretchen Butera); "K-12 Web Resources for Science, Engineering and Math" (Dick Banks); "Virtual Reality Tactile System for Access to Graphics" (John C.D. Nissen). Individual issues also contain news items, reviews, and calls for papers. (DB)

This document consists of all issues/pages of the electronic journal "Information Technology and Disabilities" published during 1996, i.e., a total of 13 ITD articles: (1) "New CSUF (California State University at Fullerton) Braille Transcription Center Promotes Access to Postsecondary Instructional Materials for the California State University System" (Daniel Hilton Chalfen and others); (2) "A Brief Historical Overview of Tactile and Auditory Aids for Visually Impaired Mathematics Educators and Students" (Evelyn Kubiak-Becker and others); (3) "Research Note: the Braille N Speak as a Laboratory Tool for Blind Students" (David Lunney and others); (4) "Ease of Use and Maintenance: A Note on Software Design" (Richard Plant); (5) "Adding Audio Description to Television Science Programs: What Is the Impact on Visually Impaired Viewers?" (Emilie Schmeidler); (6) "Teaching Lab Courses to Students with Disabilities" (Sheryl Burgstahler); (7) "Technology and Hands-On Strategies for Teaching Science and Mathematics to the Special Education Population" (Howard Kimmel and others); (8) "Accessible Internet Based Mathematics and Aeronautics Materials for 4th-7th Grade Children with Physical Disabilities" (Lewis E. Kraus); (9) "Teaching Science, Engineering, and Mathematics to Deaf Students: The Role of Technology in Instruction and Teacher Preparation" (Harry G. Lang); (10) "Assistive Technology and Learning Disabilities" (Carolyn Gardner); (11) "Teaching Science to the Visually Impaired: Purdue University's Visions Lab" (David Schleppenbach); (12) "Tactile Graphics: An Overview and Resource Guide" (John A. Gardner); and (13) "Computer Technology Education and the Deaf Student: Observations of Serious Nuances of Communication" (Curtis Robbins). Individual issues also contain news items, reviews, and calls for papers. (DB)

This brief paper presents a comparative overview of three major federal laws affecting people with disabilities: the Americans with Disabilities Act of 1990 (ADA), the Individuals with Disabilities Education Act (IDEA), and Section 504 of the Rehabilitation Act of 1973. Presented in chart form, the three pieces of legislation are compared for the following aspects: (1) type/purpose; (2) who is protected; (3) responsibility to provide a free, appropriate public education; (4) funding to implement requirements; (5) procedural safeguards; (6) evaluation/placement procedures; and (7) due process. Also included are the telephone numbers of two information lines and a list of seven suggested resources. (DB)

Four issues of this newsletter on information technology and disabilities (ITD) contain the following articles: "Developing an Accessible Online Public Access Catalog at the Washington Talking Book and Braille Library" (Charles Hamilton); "Assistive Technology in the Science Laboratory: A Talking Laboratory Work Station for Visually Impaired Science Students" (David Lunney); "Integrating Hypermedia and Assistive Technology: An Overview of Possibilities" (Bob Perkins); "Computer-Assisted Learning and Language-Impaired Children" (Robert Ward); "Audio Description--Seeing Theater with Your Ears" (John Miers); "Technological Access and the Law" (L. Scott Lissner); "Access to GUIs (Graphical User Interfaces): Setting Accessibility Standards for Computer Systems" (Doug Wakefield);"Maintaining Lynx to the Internet for People with Disabilities: A Call to Action" (Richard Seltzer); "Introduction: Information Technology and Access to Libraries: A Special Issue" (Tom McNulty); "Enhancing Library Service for Patrons with Disabilities through Staff Sensitivity Training and Specialized Bibliographic Instruction" (Marilyn Graubart); "The A-D-A-P-T-A-B-L-E Approach: Planning Accessible Libraries" (Alan Cantor); "The Rise of the Graphical User Interface" (Alistair D. N. Edwards); "Universal Access and the ADA (Americans with Disabilities Act): A Disability Access Design Specification for the New UCLA (University of California at Los Angeles) Library On-Line Information System" (Daniel Hilton Chalfen and Sharon E. Farb); "Access to Library Internet Services for Patrons with Disabilities: Pragmatic Considerations for Developers" (Courtney Deines-Jones); "Levelling the Road Ahead: Guidelines for the Creation of WWW Pages Accessible to Blind and Visually Handicapped Users" (Judith M. Dixon); and "Recording for the Blind and Dyslexic: The Development of an Internet Accessible Online Catalog" (Steve Noble). Individual issues also contain news items, reviews, and calls for papers. (DB)

This special issue on vocational and social inclusion of people with disabilities includes papers with the following titles and authors: "Applying Theories of Career Behavior to Special Populations: Implications for Secondary Vocational Transition Programming" (Jay W. Rojewski); "Familiarity with the Service System and Perception of Needs at Transition" (Richard I. Goldbaum and others); "Avoiding Inappropriate Referrals of Minority Language Learners to Special Education: Implementing a Prereferral Process" (Paul C. Kavanaugh); "Integration PLUS: A Community Based Social Learning Program for Youth with Mental Retardation and Physical Aggression" (Patrick J. Schloss and others); "Striving for Development: An Overview of Special Education in Mexico" (Pedro Sanchez-Escobedo);"Promoting Postsecondary Education for High School-Aged Youth with Disabilities: Influencing Teacher Attitudes, Developing Teacher Knowledge" (Robert J. Miller and others); "Characteristics of Services Provided by Two-Year Colleges That Serve Students with Learning or Cognitive Disabilities in Highly Effective Ways" (John Gugerty); "Postsecondary Vocational Education--Does It Really Make a Difference?" (Patricia L. Sitlington and others); and "Effectiveness of Special Education Programs--Deriving Empirical Strategies for Efficient Resource Allocation" (Howard L. Garber and others). (Each paper contains references.) (JDD)

Four issues of this newsletter on information technology and disabilities (ITD) contain the following articles: "Building an Accessible CD-ROM Reference Station" (Rochelle Wyatt and Charles Hamilton); "Development of an Accessible User Interface for People Who Are Blind or Vision Impaired as Part of the Re-Computerisation of Royal Blind Society (Australia)" (Tim Noonan); "The Electronic Rehabilitation Resource Center at St. John's University (New York)" (Bob Zenhausern and Mike Holtzman); "The Clearinghouse on Computer Accommodation (COCA)" (Susan Brummel and Doug Wakefield); "ITD Technotes: Speech Synthesis" (Alistair D. N. Edwards); "Project Link: Consumer Information for Persons with Disabilities" (William C. Mann); "C-Note: A Computerized Notetaking System for Hearing Impaired Students in Mainstream Post-Secondary Education" (Andrew Cuddihy and others); "What's Next in Adaptive Technology: MagNum--A Digital Recording Personal Assistant" (Dick Banks); "Ten Years of Computer Use by Visually Impaired People in Hungary" (Terez Vaspori and Andras Arato); "Rehabilitation and Remediation in Educational Disability: The Use of the Direct Access Reading Technique" (Sheila Rosenberg and Robert Zenhausern); "ITD Technotes: Braille Displays" (Gerhard Weber); "Math and Science Symposium at Recording for the Blind" (Richard Jones); "AsTeR: Audio System for Technical Readings" (T. V. Raman); "A Graphical Calculus Course for Blind Students" (Albert A. Blank and others); "Ensuring Usability in Interface Design: A Workstation To Provide Usable Access to Mathematics for Visually Disabled Users" (Helen Cahill and John McCarthy); "Mathtalk: Usable Access to Mathematics" (Robert D. Stevens and Alistair D. N. Edwards); "The Use of Laser Stereolithography To Produce Three-Dimensional Tactile Molecular Models for Blind and Visually Impaired Scientists and Students" (William J. Skawinski and others); "Computer Based Science Assessment: Implications for Learning Disabled Students" (David D. Kumar); "Books for Blind Students: The Technological Requirements of Accessibility" (William A. Barry and others); and "Increasing the Representation of People with Disabilities in Science, Engineering and Mathematics" (Sheryl Burgstahler). Individual issues also contain new items, reviews, and calls for papers. (DB)

This report examines the immediate and underlying causes of malnutrition in the developing world. The first section discusses the effects of malnutrition on childhood development and examines the efficacy of nutritional rehabilitation. The second section addresses the medical effects of severe malnutrition, including the onset of ponderostatural (weight) retardation, behavioral disorders, dehydration, anemia, hypothermia, hypoglycemia, and diarrhea. The third section focuses on anthropometric approaches to treating malnourished children, which treat children on an individual basis based upon their particular condition. The fourth section examines the biological effects of severe malnutrition, discussing deficiencies in serum proteins, electrolytes, trace elements, and hormonal levels, along with their immunological consequences. The fifth section explains the nutritional approach to the problem, looking at protein, vitamin, and mineral deficiencies and specific rehabilitation procedures and foods. The sixth section focuses on a cultural approach to malnutrition, discussing dietary and social customs that affect nutrition and eating behaviors. The seventh section examines psychological approaches, looking at the mother-child relationship, psychological problems fostered by malnutrition, and specific interventions. The eighth section addresses social and economic approaches to malnutrition, while the ninth section examines techniques used to evaluate rehabilitation and treatment programs. (MDM)

This newsletter issue is devoted to summaries of 12 papers on culture and disability issues in the Pacific. The summaries presented span Oceania and are based on papers representing Polynesia, Micronesia, and Melanesia. Papers have the following titles and authors: "Nstasinge: The Sickness of a Small Boy from the Finisterre Range in Papua New Guinea from an Emic (Anthropological) and Etic (Biomedical) Perspective" (Verena Keck); "Culture and Disability in Palau" (Yoichi K. Rengiil and Jane E. Jarrow); "Perceptions of Physical, Mental, and Sensory Disabilities on Woleai and Lamotrek, Carolina Islands" (William H. Alkire); "The Place of Disabled Persons in Rotuman Society" (Jan Rensel and Alan Howard); "The Connection of Ability and Disability on a Subsistence Atoll" (Patrick O'Brien); "Disability in the Western Pacific: Perspectives from Guam" (Rebecca A. Stephenson); "Disability and Rehabilitation in Cross-Cultural Perspective: A View from New Zealand" (Robert J. Gregory); "Diabetes Management: A Polynesian Perspective" (Judith C. Barker). Concluding comments by Linda S. Mitteness emphasize that in a small-scale society, the individual might occupy many productive social roles so that a physical or mental impairment that interferes with one of those roles may not be as devastating as in a large-scale, money economy where employment is the primary source of a person's value. (JDD)

This interdisciplinary scientific journal emphasizes the linkage between special education and rehabilitation services. Selected papers from the first two issues include: "The Impact of Current Issues in Teacher Education on the Preparation of Special Educators" (Patricia Edelen-Smith and others); "Training Teachers and Parents To Work Collaboratively in the Teaching and Training of Children with Disabilities" (Lourdes P. Klitzkie and Heidi Farra San Nicolas); "The Roles of a Social Worker in a Multi-Disciplinary Team in Working with the Mentally Handicapped" (Kam-Shing Yip); "The Evaluation of Intervention Programs in the Care System for Profoundly Mentally and Physically Handicapped Persons" (Ruud van Wijck); "Perspectives and Goals: Central Issues in Intervention" (Han Nakken); "Development and Evaluation of Individual Educational Care Programs for Profoundly Multiple Handicapped Persons" (Carla Vlaskamp); "Pathways to Adulthood for Young People with Special Educational Needs" (G. O. B. Thomson and others); "A Model for the Rehabilitation of the Developmental Retarded: The Small Group" (Leena Heikkila); "Evaluation of the Shift of Responsibility from County to Local Authority for the Education of Intellectually Handicapped in the City of Sodertalje, Sweden" (Lena Thorsson); "Physical Activity in the Mental Health Services: A Survey of the Existing Situation and Needs for Development" (Jorge Glaser and others); "Concerns for Best Practice in Communication Interventions: An Australian Study" (Michael Arthur and others); "Specific Learning Difficulties (Dyslexia): Psychological Research and Educational Practice" (Rea Reason); and "Assessment of Learning Potential in Children with Cerebral Palsy" (Adri Vermeer and Lucie F. Douwes Dekker). (Papers contain references.) (JDD)

This consensus statement on best practices for choosing low-vision devices is a product of a 10-member expert panel which brought together a variety of disciplines as well as consumers for the purpose of synthesizing available scientific information to improve services to people with low vision. After an introductory section, the remaining sections address the following topics: (1) the clinical measurements and functional behaviors which can help define those adults who can benefit from low-vision devices; (2) the best standard clinical and functional assessment practices in vision rehabilitation; (3) assessment and referral services provided by primary care specialists; (4) the optical and functional characteristics of low-vision devices; (5) the best practices for determining which low-vision devices maximize visual function for adults with low vision; and (6) the instruction and guided practice which best ensures successful utilization of devices. Topics of needed research in the areas of technology, environmental issues, social/cultural applied research, service delivery, basic and clinical sciences, and personnel preparation are identified. (DB)

This theme issue focuses on early intervention. The four articles presented on this theme are: (1) "Deaf Infants, Hearing Mothers: A Research Report" (Kathryn P. Meadow-Orlans, and others), reporting findings on effects of auditory loss on early development; (2) "Maintaining Involvement of Inner City Families in Early Intervention Programs through a Program of Incentives: Looking beyond Family Systems to Societal Systems" (Richard P. Brinket, and others) stressing the need for an integrated approach to family services; (3) "Interdisciplinary Interagency Training for Professionals Serving Chemically Dependent Families" (Vicki Krodenski, and others), describing a California program providing interdisciplinary and interagency training to work with this population; (4) "Policy Implementation of Services for Infants and Toddlers with Developmental Delays" (James Gallagher, and others), describing a project to track implementation of Part H of the Individuals with Disabilities Education Act. A special subsection on attention deficit disorders include the following articles: "A Clarification of State and Local Responsibility under Federal Law To Address the Needs of Children with Attention Deficit Disorders" (a Department of Education policy memorandum); "OSEP's Initiatives for Meeting the Needs of Children with Attention Deficit Disorders" (Ellen Schiller and Jane Hauser); and "Attention Deficit Disorders: Academic Functioning and Stimulant Medication" (Steven R. Forness). (DB)

This issue presents nine articles which address identifying, pursuing, and obtaining postsecondary training and employment by youth with disabilities. It discusses how families and professionals can help young people develop important self-determination and self-advocacy skills. It also introduces adult service systems to aid in obtaining postsecondary training, employment, and services such as transportation assistance, adaptive equipment, or medical care. Employment options are also explored, as well as the various types of educational institutions available to prepare these youth for employment. Concerns such as reasonable accommodation, accessibility, and the need to keep records are also discussed. This issue concludes with a listing of resources. Individual articles have the following titles: "Self-Determination Revisited: Going Beyond Expectations" (Michael J. Ward); "Employment Options"; "Adult Systems"; "Reasonable Accommodation"; "The Importance of Keeping Records"; "Work Incentives in SSI and SSDI"; "Postsecondary Education and Training Opportunities"; "Other Avenues to Employment"; and "Taking Action." A bibliography of 47 items is provided as well as a listing of materials from the HEATH Resource Center and a listing of 26 organizations. (DB)

This U.S. Office of Special Education and Rehabilitative Services (OSERS) quarterly issue contains six papers describing development of services for minority individuals with disabilities. "Goals for Improving Services to Minority Individuals with Disabilities" (Robert R. Davila) discusses the need to increase high-school graduation rates, increase the sensitivity of professionals, increase the number of persons from minority groups who pursue careers in special education, and improve outreach to minority communities; the paper also describes efforts of OSERS to improve services. "Building Bridges to Employment for Minority Students with Disabilities" (Sylvia Walker) describes the Future Assets Student Talent Program (Huntsville, Alabama), the Howard University Bridges to Leadership 2000 Youth Training Program (District of Columbia), and the Systems Success Progam (Newark, New Jersey). "Vocational Rehabilitation Services for American Indians" (Elmer Guy) focuses primarily on the Navajo Vocational Rehabilitation Program. "Migrant Farm Workers in South Texas" (Delvin Sparks) describes the issues of education, unemployment, public health, vocational choice, and funding. "Special Education and Related Services to Minority Populations with Disabilities: A Continuing Role for the Office of Special Education and Rehabilitative Services" (Jane Case Williams) describes three research studies funded to examine issues in the delivery of services to students with disabilities stemming from nonstandard English, limited English proficiency, and/or nondominant cultural groups. "Effects of Using Spanish Only, Spanish and English, and English Only Cues with Students of Limited English Proficiency Who Have Moderate to Severe Disabilities (Elva Duran) describes a study designed to investigate which language cues were most effective in helping students complete various job-related tasks. (JDD)

Eight articles address issues and programs in international rehabilitation. The issue is introduced by a message from the Assistant Secretary of the United States Department of Education for the Office of Special Education and Rehabilitation Services, Robert R. Davila. Next, "A History of International Rehabilitation" (Nora Ellen Groce) reports on a recently completed history. Martha Lentz Walker, in "Rehabilitation Service Delivery to Individuals with Disabilities: A Question of Cultural Competence," stresses the necessity for professionals to see beyond the boundaries of their own cultural interpretations. "Learning and Sharing Around the World" (H. Rutherford Turnbull et al.) looks at family services in other countries and in the United States. Paul R. Ackerman then reports on a rehabilitation project in India conducted by the National Institute on Disability and Rehabilitation Research. Next, "The United Nations and People with Disabilities", by Jeanne H. Nathanson, reviews programs supported by that agency. Barbara Duncan examines "The Role of Rehabilitation International in the United Nations Decade of Disabled Persons." Finally, the International Exchange of Experts and Information in Rehabilitation is described in "An International Project that Provides Opportunities to Learn about Policies, Programs, and Practices in Other Countries" by Diane E. Woods. (DB)

Two articles explore possibilities for collaboration between American and Asian researchers addressing disabilities in a worldwide context. The first article, by Mike Miles, is titled "Using Action-Oriented Disability Studies in Pakistan." It focuses on how information can be disseminated in informal, nontraditional (non-Western) ways. Action research is seen to offer relevancy to the needs of people with disabilities and professionals in developing nations such as Pakistan. Brief synopses of seven field studies in Pakistan are given, concerning mental handicap in the family, a survey of disabled children, development of a Child Developmental Skills Checklist, a survey of attitudes toward disability, a study of causal integration, community-directed rehabilitation, trends in polio paralysis, and ongoing information studies. This paper includes 12 references. The second article, by Judy Kuglemass and Kusdwiartri Setiono, is titled, "Developing Mutual Understanding between Western and Non-Western Cultures through Collaborative Research." It is based on a qualitative ethnographic study of Indonesian families with mentally disabled children, and stresses the importance of cross cultural collaboration of researchers. (DB)

The purpose of "Focus" is to provide coverage of poverty-related research, events, and issues, and to acquaint a large audience with the work of the Institute for Research on Poverty by means of short essays on selected pieces of research. This issue contains the following articles: (1) Changing poverty and changing antipoverty policies (Maria Cancian and Sheldon Danziger); (2) Poverty levels and trends in comparative perspective (Daniel R. Meyer and Geoffrey L. Wallace); (3) Economic change and the structure of opportunity for less-skilled workers (Rebecca M. Blank); (4) Family structure, childbearing, and parental employment: Implications for the level and trend in poverty (Maria Cancian and Deborah Reed); (5) Immigration and poverty in the United States (Steven Raphael and Eugene Smolensky); (6) Enduring influences of childhood poverty (Katherine Magnuson and Elizabeth Votruba-Drzal); (7) Mobility in the United States in comparative perspective (Markus Jantti); (8) Trends in income support (John Karl Scholz, Robert Moffitt, and Benjamin Cowan); (9) The role of family policies in antipoverty policy (Jane Waldfogel); (10) Improving educational outcomes for poor children (Brian A. Jacob and Jens Ludwig); (11) Workforce development as an antipoverty strategy: What do we know? What should we do? (Harry J. Holzer); (12) Health care for the poor: For whom, what care, and whose responsibility? (Katherine Swartz); (13) Poverty politics and policy (Mary Jo Bane); and (14) What does it mean to be poor in a rich society? (Robert Haveman). Individual articles contain tables, figures and footnotes.

This issue of "Focal Point" describes the need for, and provides examples of, new strategies for meeting the mental health needs of children and adolescents involved with the juvenile justice system. Articles in this issue discuss the particular need for correction in the way that the juvenile justice system interacts with youth who have mental health difficulties. Articles in this issue include: (1) Corrections: New Strategies for Meeting the Mental Health Needs of Youth in Juvenile Justice (Janet S. Walker); (2) A Blueprint for Change: Improving the System Response to Youth with Mental Health Needs Involved with the Juvenile Justice System (Kathleen Skowyra); (3) Views from the RAD (Eric Wise, Kyle Malone, and Vincent Gilbert); (4) Investigation and Litigation in Juvenile Justice (Eric Trupin); (5) Bad Conduct, Defiance, and Mental Health (Charles Huffine); (6) Overview of the FIT Treatment Model (Terry Lee and Megan De Robertis); (7) What Families Think of the Juvenile Justice System: Findings from the OJJDP Multi-State Study (Trina Osher); (8) The Integrated Co-Occurring Treatment Model (ICT): A New Treatment Model for Youth with Co-Occurring Disorders Involved in the Juvenile Justice System (Richard Shepler, Helen K. Cleminshaw, and Patrick Kanary); and (9) A Shortage of Mental Health Services Drives Inappropriate Placements in Juvenile Detention (Melanie Sage).

This issue of "Focal Point" explores the concepts of resilience and recovery and what they mean in the context of mental health care for children and adolescents. From the articles, it emerges that the terminology associated with recovery and resilience (particularly the word, recovery, itself) can be confusing and even off-putting to stakeholders in children's mental health. On the other hand, the larger underlying concepts of recovery and resilience are appealing to stakeholders, and are also highly compatible with system of care values. This point is explored explicitly in articles in this issue such as: (1) Resilience and Recovery (Janet S. Walker and Barbara J. Friesen); (2) The Concept of Recovery: "Value Added" for the Children's Mental Health Field? (Barbara J. Friesen); (3) My Path to Recovery (Melanie Green); (4) Resilience and Recovery: Findings from the Kauai Longitudinal Study (Emmy Werner); (5) Building Hope for Adolescents: The Importance of a Secure Social Base (Hal S. Shorey and C. R. Snyder); (6) Surviving the System (Angela Nelson); (7) Supporting Recovery for Older Children and Adolescents (Charles Huffine); (8) Resilience and Recovery: Changing Perspectives and Policy in Ohio (Terre Garner and Janet S. Walker); and (9) Developmental Assets and the Promotion of Positive Development: Findings from Search Institute Data (Christina Theokas, Richard M. Lerner, and Erin Phelps).

This guide offers counselors and special education and classroom teachers assistance in counseling handicapped children. Major articles focus on counseling children who are mentally retarded, emotionally, visually and hearing impaired, learning disabled, and gifted. Additional information is provided on: (1) sexual fulfillment for the handicapped; (2) prescriptive interventions for exceptional children; and (3) a model of consultation for exceptional children and youth. (BMW)

The document contains three issues of the newsletter of the Research and Training Center to Improve Services for Seriously Emotionally Handicapped Children and Their Families. The first issue is introduced with an article titled "Re-Thinking Emotional Disturbances in Children," by Thomas M. Young. Topics covered include the following: issues raised by the Child and Adolescent Service System Program initiative; the Therapeutic Case Advocacy Project; the Youth in Transition Project; the Families as Allies Project; current activities of states involved in the Families as Allies Conference; rehabilitative services within the Child and Adolescent Service System Program; components of the Therapeutic Case Advocacy approach; and interagency collaborative efforts. (DB)

High school dropouts are usually academic underachievers who adjust to social environments with difficulty. When they leave school, they develop even greater behavior problems and have more trouble getting employment than do high school graduates. To prevent dropouts, schools try to find funds for dropout prevention programs, work with agencies and organizations to guide teachers and students, and prepare dropout research. The Experimental Program for Orientation (EXPO) of Colorado achieved success by recognizing and working with eighth-grade students who were potential dropouts. This accomplishment is evidenced by increased grade point averages and only one dropout. (RG)

The articles in this special issue explore the connections between the dual disabilities of alcohol abuse and physical impairment, and reflect progress made in exploring the causes and treatments of alcohol abuse among the physically impaired. Selected articles include: "Results of a Model Intervention Program for Physically Impaired Persons" (Sharon Schaschl and Dennis Straw); "Alcohol Abuse and Traumatic Brain Injury" (Gregory Jones); "Alcohol Abuse and Persons Who Are Blind: Treatment Considerations" (Michael Nelipovich and Elmer Buss); "Treatment of Alcohol Abuse in Persons with Recent Spinal Cord Injuries" (Allen Heinemann et al.); "Intervention with Visually Impaired Children of Alcoholics" (Christine Saulnier); "Double Trouble: Alcohol and Other Drug Use among Orthopedically Impaired College Students" (Dennis Moore and Harvey Siegal); "Arthritic Disease and Alcohol Abuse" (David Nashel); "Epilepsy, Seizures, and Alcohol" (Michael Stoil); "Alcohol and Other Drug Abuse by the Physically Impaired: A Challenge for Rehabilitation Educators" (Bobby Greer); "Epidemiologic Bulletin No. 21: Alcohol-Related Morbidity among the Disabled: The Medicare Experience 1985" (Mary Dufour et al.); "Highlights from the 1987 National Drug and Alcoholism Treatment Unit Survey (NDATUS)" (Joan Harris and James Colliver); and "A New Agenda for Alcohol Research: The Institute of Medicine Reports on Causes and Consequences--A Summary." (JDD)