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Aftercare has been suggested to improve the outcomes of youth who depart group homes. This project used a survey method to collect data from 38 agency leaders from across the United States on the aftercare supports they believed were available for youth departing group homes and returning to their homes/schools prior to high school graduation. The results revealed that 34% of agencies provided an aftercare service with a model, and 29% of agencies received external funding for aftercare. The findings are summarized and limitations and implications for future research are discussed. [ABSTRACT FROM PUBLISHER]

Bulbar motor deterioration due to amyotrophic lateral sclerosis (ALS) leads to the eventual impairment of speech and swallowing functions. Despite these devastating consequences, no standardized diagnostic procedure for assessing bulbar dysfunction in ALS exists and adequate objective markers of bulbar deterioration have not been identified. In this paper, we consider objective measures of speech motor function, which show promise for forming the basis of a comprehensive, quantitative bulbar motor assessment in ALS. These measures are based on the assessment of four speech subsystems: respiratory, phonatory, articulatory, and resonatory. The goal of this research is to design a non-invasive, comprehensive bulbar motor assessment instrument intended for early detection, monitoring of disease progression, and clinical trial application. Preliminary data from an ongoing study of bulbar motor decline are presented, which demonstrate the potential clinical efficacy of the speech subsystem approach. [ABSTRACT FROM AUTHOR]

This article reports three studies that evaluated the test-retest and inter-rater reliability of the Preschool Behavioral and Emotional Rating Scale (PreBERS) (Epstein & Synhorst, 2009). First, teachers rated 63 children receiving school services for disability on the PreBERS, with two ratings one month apart. Second, paraprofessionals rated the same children on the PreBERS, with two ratings one month apart. Third, teacher and paraprofessional ratings were compared for inter-rater reliability between these observers. Correlations were large to very large in each of these studies, indicating that the PreBERS is a stable measure across time and raters. Recommendations for use of the PreBERS with preschool children with disabilities as well as directions for future research are discussed. [ABSTRACT FROM AUTHOR]

Behavior rating scales are important tools in the process of assessing students' emotional and behavioral needs. Best practices in behavioral assessment dictate that the perspectives of multiple informants (e.g., teacher, parent, youth) should be considered. Overall, agreement between multiple informants is modest at best and is especially low between adult and youth respondents. Low cross-informant agreement has primarily been determined with behavior rating scales that are deficit-based; the scales almost exclusively measure behavior deficits and pathologies. Recently developed strength-based instruments examine the students' behavioral and emotional strengths and competencies. Cross-informant agreement, however, has not been examined with most strength-based scales. The purpose of this study is to evaluate the cross-informant agreement between parents and youth on the Behavioral and Emotional Rating Scale-2 (BERS-2), a standardized instrument that assesses children's emotional and behavioral strengths. The results of this study suggest that the BERS-2 possesses moderate to high cross-informant agreement with coefficients ranging from .50 to .63. [ABSTRACT FROM AUTHOR]