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This study investigated the duration, frequency, and trajectory of passive behavior in 14 children (developmental age 1-3) with Down syndrome and 14 controls over a 47-minute independent play session. Subjects exhibited more time in passive behavior and for some, passivity increased commensurate with time spent in the play session. (Contains references.) (Author/CR)

This article considers the perseverative and passive behavior patterns common in children with intellectual disabilities and often the focus of educational interventions. It suggests that, instead of always being an impediment to progress, these behaviors may sometimes be appropriate and adaptive responses of a slow mind to coping in a world that moves quickly. (Contains references.) (Author/DB)

A multi-site, randomized evaluation of the Parents as Teachers (PAT) program with 665 families found the effects of the program on parenting and child development outcomes were generally small. More consistent positive effects were noted for very low-income parents and their children relative to more moderate-income parents. (Contains references.) (Author/CR)

This study investigated the amount, quality, and persistence of spontaneous repetitive play and alternative types of play with 28 children (half with Down syndrome). Down-syndrome children engaged in more repetitive activity, though the quality of play was similar for both groups. Results suggest that repetitive play may serve the same constructive purposes for children with and without developmental delay. (DB)

Each culture's values shape its education practices. A comparison of U.S. and Portuguese practices in including children with disabilities in regular classrooms illuminates much about both our systems. The Portuguese value interdependence, and their education system promotes shared responsibility by students in a class to help the education of a special needs student. Their system emphasizes the social gains made by students with disabilities. The U.S. culture emphasizes self-sufficiency, so the U.S. system emphasizes academic achievement for special needs students, which may not be in their best interests.

Reflects on experience as participant in a Reggio Emilia study tour in Italy. Compares educational philosophy and practices in municipal preschools of Reggio Emilia with those of preschools in the United States. (Contains 10 references.) (PKP)

We should use the Reggio experience to learn about ourselves - to raise our awareness about the connection between culture and educational practice in the U.S., Ms. Linn maintains. This [...]

It is becoming increasingly difficult for a single profession to respond adequately to clients who have multiple needs. Managed care and other changes in the provision of human services demand close interaction among professionals to facilitate services to clients and to avoid duplication of effort. While professional schools shape the thinking and practice of students to meet client needs, few models exist for training them to work collaboratively with members of other professions. This paper presents an evaluation of a training model that introduces graduate students from the professions of clinical psychology, education, physical therapy, and social work to interdisciplinary practice. Results indicate that, when compared with a control group, students who participated in the training model exhibited significant differences in learning on both knowledge and practice dimensions of interdisciplinary practice. [ABSTRACT FROM AUTHOR]