Rethinking Peer Apprenticeship Through the Acquisition of Compliance Skills i...ijtsrd
This empirical article reassessed peer apprenticeship as a cultural construct and how acquisition of compliance skills in Middle Childhood (6-11 Years) is guided by this construct. The main objective of this study was to investigate peer apprenticeship and the acquisition of compliance skills in middle childhood children. The purposive sampling technique was used to elect 75 participants that made up the sample of the study. The study employed a combination of primary and secondary data collection techniques. Primary techniques included field observations, and administration of questionnaire. The survey design was used to sample parents"™ and teachers"™ views while the quasi-experimental design was used for pupils. Analysis of findings revealed that; Peer apprenticeship influences the acquisition of compliance skills in children. This is evidence because the experimental group showed a significant improvement between the pre-test and post-test (P http://www.ijtsrd.com/medicine/physiology/18204/rethinking-peer-apprenticeship-through-the-acquisition-of-compliance-skills-in-middle-childhood-implications-for-cultural-socialisation-in-cameroon/dr-kumncho-eveline-neh
A Course-Based Qualitative Inquiry into the Potential Impact of the Bachelor ...inventionjournals
This course-based qualitative study aims to explore what 4th-year Child and Youth Care students and recent graduates of the Bachelor of Child and Youth Care program at MacEwan University think about their likely parenting styles as a direct result of their Child and Youth Care educational experience. A thematic analysis of the data revealed four major themes: (1) the desire to be an authoritative parent, (2) courses, (3) themes and concepts that were meaningful, and (4) a better understanding of theories relevant to parenting and the need for self-reflection
RESEARCH PROPOSAL 7Why Does African .docxdaynamckernon
RESEARCH PROPOSAL 7
Why Does African American Mothers Use More Intense Disciplinary Practice Than African American Fathers?
RESEARCH METHODOLOGY
i. Population and Sampling
The research is about African American parents and this means that the main population targeted by the study is the African American parents in the United States. According to U.S. Census Bureau QuickFacts, (2019); by the end of 2017; the country had a total of 41.4million African Americans. With over 10million African American parents in the United States, some are single parents while others are married couples. It is evident that the United States is a vast country which makes it impossible to reach out to African American parents in different states. For this study, the research will target the one state recording the highest number of African American parents which is Texas which has a total of 3,269,253 or (32%) of the total state population.
The African Americans living in Texas are from different African countries and this means they have different backgrounds, beliefs, and attitudes towards children disciplinary and hence would help to understand the difference between a father and a mother disciplinary practice. The simple random sampling technique will be applied where African American parents in Texas will be randomly selected to take part in the research study. According to Omair, (2014); simple random sampling technique helps in eliminating biasness in a research because all eligible participants have equal opportunities.
For one to become a participant, he/she must provide reliable evidence that he/she if an African American for instance an identification card or passport. The participant must also prove that he/she lives within the targeted region. The research will target approximately 2000 participants where a 1000 will be mothers whether single or married and the other 1000 fathers both single and married. The selected participants will be taken through a screening process to determine whether they understand what parenting is all about focusing on the disciplinary aspect of parenting and also their details would be collected at this point. After the selection process is complete, the participants to be taken through a briefing process of what the research is all about, what is expected of them, and how the research findings would be used. All these briefing will take place in a research identified location that would be considered as the research center all through the process.
ii. Instrumentation
To obtain data, interviews research assessment tool will be applied. The assessment tool will help in measuring the variables of interest in the study. This is through asking questions and rephrasing it for the purpose of determining whether the response given in the initial question corresponds with the response in the second question. It is evident that since Texas is a vast state, some participants might be located far away. The asses ...
Rethinking Peer Apprenticeship Through the Acquisition of Compliance Skills i...ijtsrd
This empirical article reassessed peer apprenticeship as a cultural construct and how acquisition of compliance skills in Middle Childhood (6-11 Years) is guided by this construct. The main objective of this study was to investigate peer apprenticeship and the acquisition of compliance skills in middle childhood children. The purposive sampling technique was used to elect 75 participants that made up the sample of the study. The study employed a combination of primary and secondary data collection techniques. Primary techniques included field observations, and administration of questionnaire. The survey design was used to sample parents"™ and teachers"™ views while the quasi-experimental design was used for pupils. Analysis of findings revealed that; Peer apprenticeship influences the acquisition of compliance skills in children. This is evidence because the experimental group showed a significant improvement between the pre-test and post-test (P http://www.ijtsrd.com/medicine/physiology/18204/rethinking-peer-apprenticeship-through-the-acquisition-of-compliance-skills-in-middle-childhood-implications-for-cultural-socialisation-in-cameroon/dr-kumncho-eveline-neh
A Course-Based Qualitative Inquiry into the Potential Impact of the Bachelor ...inventionjournals
This course-based qualitative study aims to explore what 4th-year Child and Youth Care students and recent graduates of the Bachelor of Child and Youth Care program at MacEwan University think about their likely parenting styles as a direct result of their Child and Youth Care educational experience. A thematic analysis of the data revealed four major themes: (1) the desire to be an authoritative parent, (2) courses, (3) themes and concepts that were meaningful, and (4) a better understanding of theories relevant to parenting and the need for self-reflection
RESEARCH PROPOSAL 7Why Does African .docxdaynamckernon
RESEARCH PROPOSAL 7
Why Does African American Mothers Use More Intense Disciplinary Practice Than African American Fathers?
RESEARCH METHODOLOGY
i. Population and Sampling
The research is about African American parents and this means that the main population targeted by the study is the African American parents in the United States. According to U.S. Census Bureau QuickFacts, (2019); by the end of 2017; the country had a total of 41.4million African Americans. With over 10million African American parents in the United States, some are single parents while others are married couples. It is evident that the United States is a vast country which makes it impossible to reach out to African American parents in different states. For this study, the research will target the one state recording the highest number of African American parents which is Texas which has a total of 3,269,253 or (32%) of the total state population.
The African Americans living in Texas are from different African countries and this means they have different backgrounds, beliefs, and attitudes towards children disciplinary and hence would help to understand the difference between a father and a mother disciplinary practice. The simple random sampling technique will be applied where African American parents in Texas will be randomly selected to take part in the research study. According to Omair, (2014); simple random sampling technique helps in eliminating biasness in a research because all eligible participants have equal opportunities.
For one to become a participant, he/she must provide reliable evidence that he/she if an African American for instance an identification card or passport. The participant must also prove that he/she lives within the targeted region. The research will target approximately 2000 participants where a 1000 will be mothers whether single or married and the other 1000 fathers both single and married. The selected participants will be taken through a screening process to determine whether they understand what parenting is all about focusing on the disciplinary aspect of parenting and also their details would be collected at this point. After the selection process is complete, the participants to be taken through a briefing process of what the research is all about, what is expected of them, and how the research findings would be used. All these briefing will take place in a research identified location that would be considered as the research center all through the process.
ii. Instrumentation
To obtain data, interviews research assessment tool will be applied. The assessment tool will help in measuring the variables of interest in the study. This is through asking questions and rephrasing it for the purpose of determining whether the response given in the initial question corresponds with the response in the second question. It is evident that since Texas is a vast state, some participants might be located far away. The asses ...
The voice of children in family law: The child centred continuum approachResolution Institute
Across the world Family Law jurisdictions are struggling with the same issue. If the International convention on the Rights of the Child acknowledges a child’s right to participate in decisions that affect them (Article 12), how can a family law dispute resolution system (FDR/Mediation) provide an opportunity for that to occur, not just in the nice cases, but in all cases suitable for Alternative Dispute Resolution (ADR)? In 2015 Jon Graham (Sydney, Australia) began an international collaboration with Lorri Yasenik PhD (Calgary, Canada). The goal was to design a model of practice that treated a family law parenting dispute from a systemic viewpoint and as such treat the mediation as a multi-party process. It is not that children are in the room all the time, but it is possible that children are given meaningful involvement. It is not true that children are given the status of decision makers for their parents, but rather provide information about the needs and concerns that they have as a result of the family separation.
In this presentation Jon presents the child centred continuum model, which has become a focus of child informed discussion in Australia, North America, the UK and Asia.
Effect of Parenting Style on Child Behavior: A Qualitative AnalysisMuhammad Arslan
Parting styles and its impact of child behavior is core phenomena of behavioral science that needs specific
attention from researcher and practitioner around the globe. The purpose of present qualitative study is to explore
the new trend of parenting style emerging in the society and their impact on child behaviors by using
unstructured interviews trough homogeneous sampling of parents located in Islamabad and native areas. The
data gathered from unstructured interviews was transcribed and processed through thematic analysis using NVivo
10 software. The findings of study reveal the notion that ultimately behavior of child depends upon
parenting style and many factors contribute in shaping parenting style that may be external environment, support,
love, affection and opportunities. Effective communication is the ultimately outcome that is effective among
majority of parents and that can be used by parents in accessing their child behavior and adjusting their parenting
strategies
A. Identify a gap in the developmental psychology research present.docxmakdul
A. Identify a gap in the developmental psychology research presented in your chosen track.
B. Develop a basic research question addressing the identified gap.
C. Determine an appropriate research design that addresses your research question regarding developmental psychology and explain why it was chosen.
D. Explain how you will account for issues of ethics associated with your proposed research design.
E. Explain how your approach to accounting for issues of ethics was informed by your review of the research presented in your chosen track.
Your will submit the completed Research Design Worksheet document with double spacing, 12-point Times New Roman font, one inch margins, and any sources cited in APA format.
PSY 211 Research Design Worksheet
Complete each section of this worksheet. You will use this worksheet to inform the Research Design section of your final project submission.
Citation of Literature
[Include the citation(s) of the reviewed resources in APA format.]
Gap Identification
[Identify a gap in the developmental psychology research presented in your chosen track. For this exercise, you will only need to focus on the articles included in this course. You are not responsible for more recent developments in the field.]
Research Question
[Develop a basic research question addressing the identified gap]
Research Design
[Some Questions to consider:
· Will you conduct descriptive research, correlational research, or experimental research, and why did you make that choice?
· If relevant, what are your independent and dependent variables?
· How will you choose your study population? If relevant, how will you assign participants to experimental and control groups?
· How long will your study last?
· What types of bias might affect your study, and how will you address that?]
Issues of Ethics
[Explain how you will account for issues of ethics associated with your proposed research design.]
PSY 211 Literature Worksheet
Article One
Citation of Literature
Watson, S. M., Westby, C. E., & Gable, R. A. (2007). Preventing School Failure. A Framework for Addressing the Needs of Students Prenatally Exposed to Alcohol and Other Drugs, 25-33.
Authors’ Claims
In the introduction, the authors review how children who are prenatally exposed to alcohol and other drugs delays or effect their learning and behavoiral problems by focusing on their abilities to shifting tasks, maintaining attention, and manipulating information based off memory. They believed that if educators have a better understanding of the nature of the disorder, they may be prone to selecting more effective classroom interventions that aligns with the deficits of those students based off the various risk factors related the prenatal exposure to drugs and/or alcohol.
Influence of Factors on Human Development
Based off the readings from the article it is to believe that environmental factor influenced the development of this study. A lot of the studies were school-based in.
THE JOURNAL OF SPECIAL EDUCATION VOL. 38NO. 22004PP. 95–103.docxarnoldmeredith47041
THE JOURNAL OF SPECIAL EDUCATION VOL. 38/NO. 2/2004/PP. 95–103 95
It is indisputable that the identification of autism is signifi-
cantly on the rise. Concomitantly, there has been a steady and
steep increase in autism litigation (Zirkel, 2001). The most
controversial segment of this litigation, which focuses on the
appropriateness of applied behavior analysis (ABA) programs,
has been subjected to insufficient systematic study.
The purpose of this study is to analyze the pertinent case
law related to the two central issues of contention between
parents and school districts—program selection (i.e., the
choice between competing instructional approaches) and im-
plementation of said program (e.g., its location, duration, or
frequency)—in terms of winning parties (i.e., district or par-
ent) and in terms of identifying the factors noted in the cases
related to the outcome. This review of the literature addresses
the current definitions of autism, ABA and its primary com-
peting instructional approach, and the previous research on
autism litigation.
The Diagnostic and Statistical Manual of Mental
Disorders–Fourth Edition (DSM-IV; American Psychiatric As-
sociation, 1994) defines autism under the umbrella category of
Pervasive Developmental Disorders (PDD), while medical pro-
fessionals refer to both PDD and autism as autistic spectrum
disorder (ASD; Filapek et al., 1999). Regardless of the nomen-
clature used, ASD and PDD refer to the same continuum of
behaviors with a cluster of unusual characteristics: lack of so-
cial responsiveness, delays in speech or inadequate quality of
speech, restricted or stereotypic interests, delays or abnormal-
ities in social interaction, and lack of symbolic play (DSM-IV).
On the other hand, the Individuals with Disabilities Education
Act (IDEA) regulations (1999) define autism as follows:
The “Discrete Trials” of Applied Behavior Analysis
for Children with Autism:
Outcome-Related Factors in the Case Law
Claire Maher Choutka, Patricia T. Doloughty, and Perry A. Zirkel, Lehigh University
This study provides an analysis of case law concerning applied behavior analysis (ABA) for students
with autism to determine outcome-related factors. The authors classified the 68 pertinent hearing/
review officer and court decisions published in EHLR (Education for Handicapped Law Report) and
IDELR (Individuals with Disabilities Education Law Report) into 2 groups representing the central is-
sues of contention between parents and districts—program selection (e.g., instructional approach) and
program implementation (e.g., its location, duration, or frequency). For both groups, the outcomes, in
terms of who won, did not favor either parents or districts. The three factors predominantly associated
with wins by either party for both groups of decisions were testimony of witnesses, documentation of
progress, and Individualized Education Program elements.
A developmental disability significantly affecting
verbal and nonverbal .
THE JOURNAL OF SPECIAL EDUCATION VOL. 38NO. 22004PP. 95–103.docxjmindy
THE JOURNAL OF SPECIAL EDUCATION VOL. 38/NO. 2/2004/PP. 95–103 95
It is indisputable that the identification of autism is signifi-
cantly on the rise. Concomitantly, there has been a steady and
steep increase in autism litigation (Zirkel, 2001). The most
controversial segment of this litigation, which focuses on the
appropriateness of applied behavior analysis (ABA) programs,
has been subjected to insufficient systematic study.
The purpose of this study is to analyze the pertinent case
law related to the two central issues of contention between
parents and school districts—program selection (i.e., the
choice between competing instructional approaches) and im-
plementation of said program (e.g., its location, duration, or
frequency)—in terms of winning parties (i.e., district or par-
ent) and in terms of identifying the factors noted in the cases
related to the outcome. This review of the literature addresses
the current definitions of autism, ABA and its primary com-
peting instructional approach, and the previous research on
autism litigation.
The Diagnostic and Statistical Manual of Mental
Disorders–Fourth Edition (DSM-IV; American Psychiatric As-
sociation, 1994) defines autism under the umbrella category of
Pervasive Developmental Disorders (PDD), while medical pro-
fessionals refer to both PDD and autism as autistic spectrum
disorder (ASD; Filapek et al., 1999). Regardless of the nomen-
clature used, ASD and PDD refer to the same continuum of
behaviors with a cluster of unusual characteristics: lack of so-
cial responsiveness, delays in speech or inadequate quality of
speech, restricted or stereotypic interests, delays or abnormal-
ities in social interaction, and lack of symbolic play (DSM-IV).
On the other hand, the Individuals with Disabilities Education
Act (IDEA) regulations (1999) define autism as follows:
The “Discrete Trials” of Applied Behavior Analysis
for Children with Autism:
Outcome-Related Factors in the Case Law
Claire Maher Choutka, Patricia T. Doloughty, and Perry A. Zirkel, Lehigh University
This study provides an analysis of case law concerning applied behavior analysis (ABA) for students
with autism to determine outcome-related factors. The authors classified the 68 pertinent hearing/
review officer and court decisions published in EHLR (Education for Handicapped Law Report) and
IDELR (Individuals with Disabilities Education Law Report) into 2 groups representing the central is-
sues of contention between parents and districts—program selection (e.g., instructional approach) and
program implementation (e.g., its location, duration, or frequency). For both groups, the outcomes, in
terms of who won, did not favor either parents or districts. The three factors predominantly associated
with wins by either party for both groups of decisions were testimony of witnesses, documentation of
progress, and Individualized Education Program elements.
A developmental disability significantly affecting
verbal and nonverbal .
Worksheet 8- Section 10.3Heat Capacity1. How many calories a.docxboyfieldhouse
Worksheet 8- Section 10.3
Heat Capacity
1. How many calories are burned when a person of mass of 50 kg climbs a height of 20 m? Assume a metabolic efficiency is 100 %.
2. Suppose 79.3 J of thermal energy is added to a 111 g piece of aluminum at 22.5 °C. What is the final temperature of the aluminum? ( c = 900 J/kg c⁰)
3. How much thermal energy is required to raise the temperature of a 55 g glass ball by 15 °C?( c = 837 J/kg c⁰)
4. How much thermal energy is required to raise the temperature of a 0.75 kg piece of copper pipe by 15 °C? (c = 387 J/kg c⁰)
RESEARCH PROPOSAL 7
Why Does African American Mothers Use More Intense Disciplinary Practice Than African American Fathers?
RESEARCH METHODOLOGY
i. Population and Sampling
The research is about African American parents and this means that the main population targeted by the study is the African American parents in the United States. According to U.S. Census Bureau QuickFacts, (2019); by the end of 2017; the country had a total of 41.4million African Americans. With over 10million African American parents in the United States, some are single parents while others are married couples. It is evident that the United States is a vast country which makes it impossible to reach out to African American parents in different states. For this study, the research will target the one state recording the highest number of African American parents which is Texas which has a total of 3,269,253 or (32%) of the total state population.
The African Americans living in Texas are from different African countries and this means they have different backgrounds, beliefs, and attitudes towards children disciplinary and hence would help to understand the difference between a father and a mother disciplinary practice. The simple random sampling technique will be applied where African American parents in Texas will be randomly selected to take part in the research study. According to Omair, (2014); simple random sampling technique helps in eliminating biasness in a research because all eligible participants have equal opportunities.
For one to become a participant, he/she must provide reliable evidence that he/she if an African American for instance an identification card or passport. The participant must also prove that he/she lives within the targeted region. The research will target approximately 2000 participants where a 1000 will be mothers whether single or married and the other 1000 fathers both single and married. The selected participants will be taken through a screening process to determine whether they understand what parenting is all about focusing on the disciplinary aspect of parenting and also their details would be collected at this point. After the selection process is complete, the participants to be taken through a briefing process of what the research is all about, what is expected of them, and how the research findings would be used. All these b.
Scoring Guide ToolPrintPSY5201 - Section 14
[u02a1] - Literature Search Question (LSQ) AssignmentMitchell , Roddriquez
Overall Comments
Hi Roddriquez,
Please see more detailed comments below. CriterionNoYes
Identify a literature search question.
(34%)
Competency
Determine the scientific merit of the professional literature.
not selected
selected
Comments:
This isn't phrased as a question--so please be careful as you move forward.
Identify the scope for LSQ search.
(33%)
Competency
Determine the scientific merit of the professional literature.
not selected
selected
Comments:
This is borderline--need a bit more prose to explain.
Identify keywords and databases to search.
(33%)
Competency
Determine the scientific merit of the professional literature.
selected
not selected
Comments:
What you've identified here are not databases, but journals, professional organizations, and a person. Please go back to the Capella library and choose clear databases.
You also may want to use truncated search terms. So, in academic databases you can use "autis*" and that will pull results for autism and autistic at once. Using words like "best" may be problematic here. Check out the literature that you've found and see how they label the keywords.
Literature Search Question (LSQ) Assignment Scoring Guide
Due Date:Unit 2
Percentage of Course Grade: 4%.
Literature Search Question (LSQ) Assignment Scoring Guide
Activity
Weighting
Identify a literature search question.
34%
Identify the scope for LSQ search.
33%
Identify keywords and databases to search.
33%
Running head: PROGRAM FOR IMPROVING TODDLER COMMUNICATION
1
PROGRAM FOR IMPROVING TODDLER COMMUNICATION
6
Program for Improving Toddler Communication
Student Name
University Affiliation
Program for Improving Toddler Communication
Search Strategy
The research was conducted through searching for relevant keywords.
This slide is part of a collection of exam revision slides from Atypical Child Development. The slides have been created by me, and based on several different research papers. The slides were created for essay exam.
Community engagement 101 CBPR Overview.pptxBonnieDuran1
1. Introductions /Share past experience and future plans for CBPR research
2. Define and describe community-based participatory research (CBPR) for health in AI/AN communities
3. Explore the history of CBPR
4. Identify and describe theoretical approaches that align with AIAN CBPR.
Promoting the well being of children in out of home care:BASPCAN
Involving children and parents in care planning and review.
Jonathan Dickens, Georgia Philip and Julie Young
Centre for Research on Children and Families
University of East Anglia
The voice of children in family law: The child centred continuum approachResolution Institute
Across the world Family Law jurisdictions are struggling with the same issue. If the International convention on the Rights of the Child acknowledges a child’s right to participate in decisions that affect them (Article 12), how can a family law dispute resolution system (FDR/Mediation) provide an opportunity for that to occur, not just in the nice cases, but in all cases suitable for Alternative Dispute Resolution (ADR)? In 2015 Jon Graham (Sydney, Australia) began an international collaboration with Lorri Yasenik PhD (Calgary, Canada). The goal was to design a model of practice that treated a family law parenting dispute from a systemic viewpoint and as such treat the mediation as a multi-party process. It is not that children are in the room all the time, but it is possible that children are given meaningful involvement. It is not true that children are given the status of decision makers for their parents, but rather provide information about the needs and concerns that they have as a result of the family separation.
In this presentation Jon presents the child centred continuum model, which has become a focus of child informed discussion in Australia, North America, the UK and Asia.
Effect of Parenting Style on Child Behavior: A Qualitative AnalysisMuhammad Arslan
Parting styles and its impact of child behavior is core phenomena of behavioral science that needs specific
attention from researcher and practitioner around the globe. The purpose of present qualitative study is to explore
the new trend of parenting style emerging in the society and their impact on child behaviors by using
unstructured interviews trough homogeneous sampling of parents located in Islamabad and native areas. The
data gathered from unstructured interviews was transcribed and processed through thematic analysis using NVivo
10 software. The findings of study reveal the notion that ultimately behavior of child depends upon
parenting style and many factors contribute in shaping parenting style that may be external environment, support,
love, affection and opportunities. Effective communication is the ultimately outcome that is effective among
majority of parents and that can be used by parents in accessing their child behavior and adjusting their parenting
strategies
A. Identify a gap in the developmental psychology research present.docxmakdul
A. Identify a gap in the developmental psychology research presented in your chosen track.
B. Develop a basic research question addressing the identified gap.
C. Determine an appropriate research design that addresses your research question regarding developmental psychology and explain why it was chosen.
D. Explain how you will account for issues of ethics associated with your proposed research design.
E. Explain how your approach to accounting for issues of ethics was informed by your review of the research presented in your chosen track.
Your will submit the completed Research Design Worksheet document with double spacing, 12-point Times New Roman font, one inch margins, and any sources cited in APA format.
PSY 211 Research Design Worksheet
Complete each section of this worksheet. You will use this worksheet to inform the Research Design section of your final project submission.
Citation of Literature
[Include the citation(s) of the reviewed resources in APA format.]
Gap Identification
[Identify a gap in the developmental psychology research presented in your chosen track. For this exercise, you will only need to focus on the articles included in this course. You are not responsible for more recent developments in the field.]
Research Question
[Develop a basic research question addressing the identified gap]
Research Design
[Some Questions to consider:
· Will you conduct descriptive research, correlational research, or experimental research, and why did you make that choice?
· If relevant, what are your independent and dependent variables?
· How will you choose your study population? If relevant, how will you assign participants to experimental and control groups?
· How long will your study last?
· What types of bias might affect your study, and how will you address that?]
Issues of Ethics
[Explain how you will account for issues of ethics associated with your proposed research design.]
PSY 211 Literature Worksheet
Article One
Citation of Literature
Watson, S. M., Westby, C. E., & Gable, R. A. (2007). Preventing School Failure. A Framework for Addressing the Needs of Students Prenatally Exposed to Alcohol and Other Drugs, 25-33.
Authors’ Claims
In the introduction, the authors review how children who are prenatally exposed to alcohol and other drugs delays or effect their learning and behavoiral problems by focusing on their abilities to shifting tasks, maintaining attention, and manipulating information based off memory. They believed that if educators have a better understanding of the nature of the disorder, they may be prone to selecting more effective classroom interventions that aligns with the deficits of those students based off the various risk factors related the prenatal exposure to drugs and/or alcohol.
Influence of Factors on Human Development
Based off the readings from the article it is to believe that environmental factor influenced the development of this study. A lot of the studies were school-based in.
THE JOURNAL OF SPECIAL EDUCATION VOL. 38NO. 22004PP. 95–103.docxarnoldmeredith47041
THE JOURNAL OF SPECIAL EDUCATION VOL. 38/NO. 2/2004/PP. 95–103 95
It is indisputable that the identification of autism is signifi-
cantly on the rise. Concomitantly, there has been a steady and
steep increase in autism litigation (Zirkel, 2001). The most
controversial segment of this litigation, which focuses on the
appropriateness of applied behavior analysis (ABA) programs,
has been subjected to insufficient systematic study.
The purpose of this study is to analyze the pertinent case
law related to the two central issues of contention between
parents and school districts—program selection (i.e., the
choice between competing instructional approaches) and im-
plementation of said program (e.g., its location, duration, or
frequency)—in terms of winning parties (i.e., district or par-
ent) and in terms of identifying the factors noted in the cases
related to the outcome. This review of the literature addresses
the current definitions of autism, ABA and its primary com-
peting instructional approach, and the previous research on
autism litigation.
The Diagnostic and Statistical Manual of Mental
Disorders–Fourth Edition (DSM-IV; American Psychiatric As-
sociation, 1994) defines autism under the umbrella category of
Pervasive Developmental Disorders (PDD), while medical pro-
fessionals refer to both PDD and autism as autistic spectrum
disorder (ASD; Filapek et al., 1999). Regardless of the nomen-
clature used, ASD and PDD refer to the same continuum of
behaviors with a cluster of unusual characteristics: lack of so-
cial responsiveness, delays in speech or inadequate quality of
speech, restricted or stereotypic interests, delays or abnormal-
ities in social interaction, and lack of symbolic play (DSM-IV).
On the other hand, the Individuals with Disabilities Education
Act (IDEA) regulations (1999) define autism as follows:
The “Discrete Trials” of Applied Behavior Analysis
for Children with Autism:
Outcome-Related Factors in the Case Law
Claire Maher Choutka, Patricia T. Doloughty, and Perry A. Zirkel, Lehigh University
This study provides an analysis of case law concerning applied behavior analysis (ABA) for students
with autism to determine outcome-related factors. The authors classified the 68 pertinent hearing/
review officer and court decisions published in EHLR (Education for Handicapped Law Report) and
IDELR (Individuals with Disabilities Education Law Report) into 2 groups representing the central is-
sues of contention between parents and districts—program selection (e.g., instructional approach) and
program implementation (e.g., its location, duration, or frequency). For both groups, the outcomes, in
terms of who won, did not favor either parents or districts. The three factors predominantly associated
with wins by either party for both groups of decisions were testimony of witnesses, documentation of
progress, and Individualized Education Program elements.
A developmental disability significantly affecting
verbal and nonverbal .
THE JOURNAL OF SPECIAL EDUCATION VOL. 38NO. 22004PP. 95–103.docxjmindy
THE JOURNAL OF SPECIAL EDUCATION VOL. 38/NO. 2/2004/PP. 95–103 95
It is indisputable that the identification of autism is signifi-
cantly on the rise. Concomitantly, there has been a steady and
steep increase in autism litigation (Zirkel, 2001). The most
controversial segment of this litigation, which focuses on the
appropriateness of applied behavior analysis (ABA) programs,
has been subjected to insufficient systematic study.
The purpose of this study is to analyze the pertinent case
law related to the two central issues of contention between
parents and school districts—program selection (i.e., the
choice between competing instructional approaches) and im-
plementation of said program (e.g., its location, duration, or
frequency)—in terms of winning parties (i.e., district or par-
ent) and in terms of identifying the factors noted in the cases
related to the outcome. This review of the literature addresses
the current definitions of autism, ABA and its primary com-
peting instructional approach, and the previous research on
autism litigation.
The Diagnostic and Statistical Manual of Mental
Disorders–Fourth Edition (DSM-IV; American Psychiatric As-
sociation, 1994) defines autism under the umbrella category of
Pervasive Developmental Disorders (PDD), while medical pro-
fessionals refer to both PDD and autism as autistic spectrum
disorder (ASD; Filapek et al., 1999). Regardless of the nomen-
clature used, ASD and PDD refer to the same continuum of
behaviors with a cluster of unusual characteristics: lack of so-
cial responsiveness, delays in speech or inadequate quality of
speech, restricted or stereotypic interests, delays or abnormal-
ities in social interaction, and lack of symbolic play (DSM-IV).
On the other hand, the Individuals with Disabilities Education
Act (IDEA) regulations (1999) define autism as follows:
The “Discrete Trials” of Applied Behavior Analysis
for Children with Autism:
Outcome-Related Factors in the Case Law
Claire Maher Choutka, Patricia T. Doloughty, and Perry A. Zirkel, Lehigh University
This study provides an analysis of case law concerning applied behavior analysis (ABA) for students
with autism to determine outcome-related factors. The authors classified the 68 pertinent hearing/
review officer and court decisions published in EHLR (Education for Handicapped Law Report) and
IDELR (Individuals with Disabilities Education Law Report) into 2 groups representing the central is-
sues of contention between parents and districts—program selection (e.g., instructional approach) and
program implementation (e.g., its location, duration, or frequency). For both groups, the outcomes, in
terms of who won, did not favor either parents or districts. The three factors predominantly associated
with wins by either party for both groups of decisions were testimony of witnesses, documentation of
progress, and Individualized Education Program elements.
A developmental disability significantly affecting
verbal and nonverbal .
Worksheet 8- Section 10.3Heat Capacity1. How many calories a.docxboyfieldhouse
Worksheet 8- Section 10.3
Heat Capacity
1. How many calories are burned when a person of mass of 50 kg climbs a height of 20 m? Assume a metabolic efficiency is 100 %.
2. Suppose 79.3 J of thermal energy is added to a 111 g piece of aluminum at 22.5 °C. What is the final temperature of the aluminum? ( c = 900 J/kg c⁰)
3. How much thermal energy is required to raise the temperature of a 55 g glass ball by 15 °C?( c = 837 J/kg c⁰)
4. How much thermal energy is required to raise the temperature of a 0.75 kg piece of copper pipe by 15 °C? (c = 387 J/kg c⁰)
RESEARCH PROPOSAL 7
Why Does African American Mothers Use More Intense Disciplinary Practice Than African American Fathers?
RESEARCH METHODOLOGY
i. Population and Sampling
The research is about African American parents and this means that the main population targeted by the study is the African American parents in the United States. According to U.S. Census Bureau QuickFacts, (2019); by the end of 2017; the country had a total of 41.4million African Americans. With over 10million African American parents in the United States, some are single parents while others are married couples. It is evident that the United States is a vast country which makes it impossible to reach out to African American parents in different states. For this study, the research will target the one state recording the highest number of African American parents which is Texas which has a total of 3,269,253 or (32%) of the total state population.
The African Americans living in Texas are from different African countries and this means they have different backgrounds, beliefs, and attitudes towards children disciplinary and hence would help to understand the difference between a father and a mother disciplinary practice. The simple random sampling technique will be applied where African American parents in Texas will be randomly selected to take part in the research study. According to Omair, (2014); simple random sampling technique helps in eliminating biasness in a research because all eligible participants have equal opportunities.
For one to become a participant, he/she must provide reliable evidence that he/she if an African American for instance an identification card or passport. The participant must also prove that he/she lives within the targeted region. The research will target approximately 2000 participants where a 1000 will be mothers whether single or married and the other 1000 fathers both single and married. The selected participants will be taken through a screening process to determine whether they understand what parenting is all about focusing on the disciplinary aspect of parenting and also their details would be collected at this point. After the selection process is complete, the participants to be taken through a briefing process of what the research is all about, what is expected of them, and how the research findings would be used. All these b.
Scoring Guide ToolPrintPSY5201 - Section 14
[u02a1] - Literature Search Question (LSQ) AssignmentMitchell , Roddriquez
Overall Comments
Hi Roddriquez,
Please see more detailed comments below. CriterionNoYes
Identify a literature search question.
(34%)
Competency
Determine the scientific merit of the professional literature.
not selected
selected
Comments:
This isn't phrased as a question--so please be careful as you move forward.
Identify the scope for LSQ search.
(33%)
Competency
Determine the scientific merit of the professional literature.
not selected
selected
Comments:
This is borderline--need a bit more prose to explain.
Identify keywords and databases to search.
(33%)
Competency
Determine the scientific merit of the professional literature.
selected
not selected
Comments:
What you've identified here are not databases, but journals, professional organizations, and a person. Please go back to the Capella library and choose clear databases.
You also may want to use truncated search terms. So, in academic databases you can use "autis*" and that will pull results for autism and autistic at once. Using words like "best" may be problematic here. Check out the literature that you've found and see how they label the keywords.
Literature Search Question (LSQ) Assignment Scoring Guide
Due Date:Unit 2
Percentage of Course Grade: 4%.
Literature Search Question (LSQ) Assignment Scoring Guide
Activity
Weighting
Identify a literature search question.
34%
Identify the scope for LSQ search.
33%
Identify keywords and databases to search.
33%
Running head: PROGRAM FOR IMPROVING TODDLER COMMUNICATION
1
PROGRAM FOR IMPROVING TODDLER COMMUNICATION
6
Program for Improving Toddler Communication
Student Name
University Affiliation
Program for Improving Toddler Communication
Search Strategy
The research was conducted through searching for relevant keywords.
This slide is part of a collection of exam revision slides from Atypical Child Development. The slides have been created by me, and based on several different research papers. The slides were created for essay exam.
Community engagement 101 CBPR Overview.pptxBonnieDuran1
1. Introductions /Share past experience and future plans for CBPR research
2. Define and describe community-based participatory research (CBPR) for health in AI/AN communities
3. Explore the history of CBPR
4. Identify and describe theoretical approaches that align with AIAN CBPR.
Promoting the well being of children in out of home care:BASPCAN
Involving children and parents in care planning and review.
Jonathan Dickens, Georgia Philip and Julie Young
Centre for Research on Children and Families
University of East Anglia
Similar a A scoping review of qualitative studies on the voice of the child in child custody disputes.pdf (20)
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2. Birnbaum and Saini 261
during times of parental separation there has been a growing commitment to do so.
There has also been an accompanying theoretical shift in thinking about children from
a protectionist/nurturance model (Freeman, 1983) to a children’s rights/liberationist
model (Rodham, 1973). From a research perspective there has been an increasing num-
ber of studies that have explored children’s feelings and attitudes about the parental
separation, how to involve children in the decision-making process and what children
have say to professionals (child lawyers, mental health professionals and judges)
involved with them during their parents’ legal disputes about parenting arrangements
post-separation. The authors argue that irrespective of the theoretical shift and the
Convention on the Rights of the Child that guarantees children the right to express
themselves on matters that affect them, the reality is that the adults and professionals
involved in post-separation decision-making continue to act as gatekeepers for children,
in turn, rendering them silent.
The purpose of this scoping review was to examine what evidence exists in the litera-
ture about children’s views and experiences about their parents’ separation and divorce
and the different ways that they are being heard during times of parental separation. In
order to explore these questions a qualitative methodology was chosen for two reasons.
First, qualitative research provides a rich contextual design for exploring the views of
participants/children. Second, while there has been an increase in the number of qualita-
tive studies since 1990 on the ‘voice of the child’, much of the research spans different
audiences (i.e. parents, legal, mental health professionals), different theoretical perspec-
tives (i.e. sociology, social work, psychology, law, psychiatry) as well as variation in the
context given the different practice perspectives, legislative regimes and policy applica-
tions around the globe. Therefore, it was important to bring these studies together by
way of a scoping review to identify what children have been experiencing and feeling
as well exploring the barriers and/or challenges to children’s participation post-separation.
Such a review of qualitative studies that focused specifically on child custody disputes
had not been undertaken until now. Birnbaum and Saini (2012) have gone on to com-
plete a systematic review of the studies identified using this scoping review to further
synthesize and explore the challenges associated with children’s decision-making abili-
ties post-separation.
Objectives of the scoping review
Due to the disparate contexts of including children’s views and experiences in qualita-
tive studies in the context of separation and divorce, it was important to document the
existing qualitative evidence to inform the field about the ways children have been
included and explore the themes that emerge from the qualitative studies. The scoping
review aimed to identify the nature and extent of the qualitative evidence to address the
following questions: (1) How are children informed of the parental separation and do
they have any input into the decision-making process? (2) How are children’s voices
being heard to support their participation during parental disputes? And (3), what rec-
ommendations do children make to allow them to able to participate during parental
disputes post-separation?
3. 262 Childhood 20(2)
Method
This scoping review followed the primary steps for conducting information retrieval
within the context of a systematic review (Dixon-Woods et al., 2005; Kahn et al., 2003;
Lavigne and Faier-Routman, 1993; Petticrew and Roberts, 2006). Like systematic
reviews, scoping reviews focus on a comprehensive and systematic method for searching
the literature and retrieving relevant studies. Unlike systematic reviews, quality assess-
ments of the methods used within the included studies are typically not conducted in
scoping reviews due to differing conceptions of what quality means across the studies
(Arskey and O’Malley, 2005; Sandelowski et al., 1997).
Methods for conducting the scoping review included: (1) searching for studies that
focused on child’s experiences post-separation and/or divorce; (2) completing data
extraction to explore emerging themes both within and across studies; and (3) collating,
summarizing and reporting the results.
The search for relevant studies
The information retrieval process for relevant studies was conducted in three stages (see
Figure 1). During the first stage, electronic databases and grey literature were searched
to identify studies of separation and divorce that included the child’s voice in separation
and divorce proceedings. During the second stage, full text articles were retrieved and
rescreened for relevance. The final stage of the information retrieval consisted of
completing data extraction of the included studies according to predetermined categories
for mapping the literature (see Table 1).
Potentially relevant studies
identified and screened for
retrieval (n = 2763)
Studies retrieved for more
detailed evaluation (n = 160)
Studies excluded with reason of not
being relevant to first screening
questions (n= 2603)
Potentially appropriate studies
to be included in the qualitative
synthesis (n = 44)
Studies excluded with reason of not
being relevant to second screening
questions (n = 116)
Studies included in the
qualitative synthesis (n = 44)
Studies excluded due to low quality
(n = 0)
Figure 1. Screening process for included studies.
4. Birnbaum
and
Saini
263
Table 1. List of included studies.
Author Location Study objectives Sample Sample recruitment Data collection Data analysis
Bagshaw
(2007)
South
Australia
To describe children’s
experiences and needs
when their parents were
separating.
N = 19 children
Males n = 9
Females n = 10
State-wide,
anonymous
phone-in with
children who
had experienced
separation and
divorce.
Advertised in local
press and radio.
Phone interviews
between 30
minutes and 1
hour.
Dominant comments were
coded.
Birnbaum
(2007)
Canada To elicit the views,
thoughts and opinions
of youths regarding the
resources and types of
information they need
about separation and/or
divorce.
N = 40 youths
Males n = 24
Females n = 16
Random sample
of youths for the
study based on the
specific criteria
developed by the
research team.
Focus groups. Thematic analysis.
Birnbaum,
Bala and Cyr
(2011)
Canada
and
United
States
To explore experiences
of children involved
with mental health
professionals, lawyers
and judges involved in
their parents’ parental
dispute.
N = 32
Males n = 16
Females n = 16
Between ages of
7 and 17 years
Sample was
obtained through
closed court file
reviews. Parents
and children mailed
a letter requesting
their participation.
Semi-structured
telephone
interview.
Thematic review of
interviews.
Bojuwoye and
Akpan (2009)
South
Africa
To describe the personal,
familial and environment
of children’s experiences
of parental divorce.
N = 10
Males n = 5
Females n = 5
Average age
was 14
A convenience
sample was
obtained from a
senior primary
school.The second
author had also
been a volunteer at
the school.
Interviews with
each child took
place in the
school for 20–30
minutes.
The interviews were audio-
recorded and transcribed
for understanding and
interpretation. Researchers
read the transcripts repeatedly
for recurring themes, patterns
or repetitive phrases, ideas, or
critical words.
5. 264
Childhood
20(2)
Author Location Study objectives Sample Sample recruitment Data collection Data analysis
Butler, Scanlon,
Robinson,
Douglas and
Murch (2002)
United
Kingdom
To explore children’s
views, feelings and
understanding of divorce,
their role and impact of
the separation process.
N = 104 children
Male n = 53
Female n = 51
Age range: 7–15
years
A random
representative
sample of divorced
families from
six courts in
south Wales and
southwest of
England.
Interviews were
done within
15 months of
separation.
Analytic categories reported
only.
Campbell
(2008)
Australia Explored feelings and
experiences in decision-
making post-separation.
N = 16
7–17 years of
age
Snowball
recruitment at
Family Service
Organizations and
word of mouth.
In-depth
interviews of 40
minutes to 1.5
hours.
Thematic analysis.
Cashmore
(2011)
Australia Explore children’s views
about their involvement
in post-separation
arrangements.
N = 47
6–18 years of
age
Children and
parents recruited
through family
lawyers who had
resolved their
dispute in last 12
months.
Interviews
and computer-
assisted
interviews.
Thematic analysis.
Cashmore
and Parkinson
(2008)
Australia To explore the
perceptions of children’s
participation in decision-
making after parental
separation.
N = 47 children
and youth (from
28 families)
Mean age = 12
years of age
Recruited by family
lawyers who had
been asked to
contact at least
15 former clients
who had resolved
disputes in the
previous 12 months.
Individual
interviews held
at two different
times (18–30
months apart).
Not reported.
(Continued)
Table 1. (Continued)
6. Birnbaum
and
Saini
265
Author Location Study objectives Sample Sample recruitment Data collection Data analysis
Cashmore
and Parkinson
(2009)
Australia To explore children’s
participation in resolving
parenting disputes
from the perspective
of children, parents and
professionals.
N = 47
Age from 6–18
years
Recruitment
procedures were
not stated.
Children/youth
were interviewed
at Time 1 and
interviewed
between 18 and
35 months later.
Not reported.
Cashmore,
Parkinson and
Taylor (2009)
Australia To explore the impact of
overnight stays between
children and their
non-resident parent
on perceived closeness
and general quality of
relationship.
N = 34 children
from 22 families
took part in
interviews
Age range: 9–19
years
Mean age: 14
years
Subsample taken
from larger study.
Interviews. Not reported.
Clark (1999) United
States
To explore adolescents’
perspectives regarding
their adjustment 10
years after their parents’
divorce.
N = 18
adolescents
Male n = 9
Female n = 9
n = 2African
American (1 male
and 1 female)
Age range at
separation:1–11
years
Participants were
fourth grade
students who had
participated in
a school-based
psycho-educational
support group
for children
experiencing
parental divorce.
In-depth
interviews.
Qualitative – interpretive
interactionism methods to
give voice to adolescents
experiencing parental divorce.
Individual and cross-case
analysis.
Douglas,
Murch, Miles
and Scanlan
(2006)
United
Kingdom
To explore children’s
perspectives about child
legal representation for
them during times of
separation and divorce.
N = 15 children
(8 boys and 7
girls)
Age range: 7–17
years
Recruited from
court records
drawn.
Used a semi-
structured
interview
schedule.
Analysis assisted by NVivo.
Table 1. (Continued)
7. 266
Childhood
20(2)
Author Location Study objectives Sample Sample recruitment Data collection Data analysis
Fawcett (2000) Ireland To explore children’s
experiences of parental
divorce and what
supports are available to
them.
N = 37
childrenMale
n = 15
Female n = 22
Age range 12–18
years
Recruited through
a youth service
and community
members.
Standardized
interview
schedule.
Tape-recorded, transcribed
and summarized onto a
database.
Friedly (2009) United
States
To describe the
experiences of
adolescents with their
divorced parents’
parenting plans.
N = 4
Age range 14–16
years
Recruited through
court district using
purposive and
snowball sampling
focus group.
Audio-taped and
note taking.
Transcribed using a cross-
case analysis.
Gollop, Smith
and Taylor
(2000)
New
Zealand
Examined the extent to
which children and young
people were consulted
about post-separation
decision-making.
N = 107 children
Male n = 52
Female n = 55
Recruited from
family court
districts.
In person audio-
taped interviews.
Data transcribed and coded
by two coders.
Graham and
Fitzgerald
(2006)
Australia To explore perspectives
of children of their
participation in decision-
making related to
contact and residence
after their parents had
separated.
N = 8 children
whose parents
had separated
No further
demographic
information is
reported.
Recruitment and
sampling procedure
not reported.
Interviews – no
further detail
reported.
Not reported.
Graham,
Fitzgerald and
Phelps (2009)
Australia To explore children’s
participation in family
law decision-making.
N = 12 children
Male n = 6
Female n = 6
Age range: 7–18
years
Recruited through
outreach service.
Semi-structured,
individual,
face-to-face
interviews.
Interviews were audio-
recorded, transcribed and
coded thematically using
NVivo.
(Continued)
Table 1. (Continued)
8. Birnbaum
and
Saini
267
Author Location Study objectives Sample Sample recruitment Data collection Data analysis
Graham,
Shipway,
Fitzgerald and
Whelan (2007)
Australia To explore children’s
understandings of rights,
responsibilities and
citizenship.
N = 75 Children attending
schools who were
9–10 and 14–15.
Children were
identified by
school principals in
conjunction with
teachers.
8 focus groups. Data were cross-coded by
school and focus group.
Data were reviewed
independently by 4
researchers and final themes
reached by consensus.
Halpenny,
Greene and
Hogan (2008)
Ireland To understand children’s
strategies for coping
with parental separation
and sources of support
they find most helpful.
N = 60 children
Two groups aged
8–11 and 13–17
years
Recruited through
school and agencies
providing support
to children and
families.
Semi-structured
interviews.
Younger children
invited to draw
a picture of their
family and older
children – a
Family Links Map.
Not discussed.
Haugen (2010) Norway To explore the
experiences of children
living in a shared
residence arrangement.
N = 96 children Recruited from a
regional sample that
divorced in 1992 or
in 1995.
In-depth
interviews.
Two-step analysis of interviews:
(1)‘within-case’ approach and
open and axial coding and (2)
‘cross-case’ analysis.
Highet and
Jamieson
(2007)
Scotland To explore how family
changes affect the lives
of children and to
identify helpful formal
and informal supports.
N = 70 young
people
10–14 years of
age
Children selected
based on the
questionnaire
completed by
361 students in
their final year of
primary education
and their first two
years of secondary
education in five
schools.
Informal and
participative
interviews.
Also asked to
complete the
‘Important
People’ chart
and a ‘Lifeline’
diagram.
Not reported.
Table 1. (Continued)
9. 268
Childhood
20(2)
Author Location Study objectives Sample Sample recruitment Data collection Data analysis
Hill, Lockyer,
Morton,
Batchelor and
Scott (2002)
Scotland To describe the role of
safeguarders appointed
to ‘safeguard’ the
interests of the child in
court proceedings.
N = 25 young
people
Only reported for
how families recruit
safeguards.
Individual
interviews
and group
discussions.
Not reported.
Hogan,
Halpenny and
Greene (2003)
Ireland To explore children’s
experiences of change
in family life post-
separation.
N = 30
Female n = 19
Male n = 11
Age range 2–10
years at time of
divorce
Subsample of
a larger study.
Recruited through
schools and
agencies dealing
with separation and
divorce.
Semi-structured
interviews and
family drawings.
Not reported.
Kaltenborn
(2001)
Germany To explore children’s
experiences and
preferences regarding
custody and residence.
N = 62 children
of separated and
divorced parents.
Subsample drawn
from a larger study.
A random selection
of 60 custody
reports.
Conducted
on paper, over
the phone
or in-person
interviews.
Interviews were analysed
with court files which were
subjected to documentary
analysis.
Maundeni
(2002)
Botswana To explore children’s
experiences and feelings
of divorce and the role
of the larger social
network of supports.
N = 25 Court records in
several different
cities.
Open and closed
ended questions
for 1–2.5 hours.
Not reported.
Menard (1998) Canada To explore the children’s
experiences of parental
divorce who lived in
either a shared parenting
arrangement or lived
solely with their fathers.
N = 4 Male n = 2
Female N = 2
Age range:
13–23 years
Purposive sampling. Semi-structured,
open-ended
interviews, field
notes.
3 interviews with
each participant.
Constant comparative
method.
(Continued)
Table 1. (Continued)
10. Birnbaum
and
Saini
269
Author Location Study objectives Sample Sample recruitment Data collection Data analysis
Menning
(2008)
United
States
To examine how
adolescents manage
negative aspects of their
relationships with their
separated parents.
N = 50
Male n = 25
Female n = 25
Ages 13–17
Recruited through
posters, newspaper
advertisements and
snowball sampling
of adolescents.
Ethnographic
interviews were
done by both a
male and female
interviewer.
Themes coded and
catalogued using Atlas.to 4.2.
Moné,
MacPhee,
Anderson and
Banning (2011)
United
States
To understand and
interpret internal
dynamics and family
relationships of divorced
parents who engage in
ongoing interparental
conflict and parental
alienation.
N = 3 families Sent over 400
letters and flyers
and attended
workshops to
recruit parents into
the study.
In-depth
narrative
interviews. Each
family member
was interviewed
separately on
two occasions.
Holistic analysis and polyvocal
analysis.
Morag, Rivkin
and Sorek
(2012)
Israel Exploring children’s
reactions to participating
in custody disputes.
N = 5
6–18 years of
age
From court cases. In-depth partially
structured
interviews.
Not stated.
Neale (2002) United
Kingdom
To explore children’s
discourses regarding
having their voices heard
within their families and
beyond.
N = 117 young
people
No further
details were
given regarding
demographics
Secondary analysis
of interviews
conducted as part
of a programme
of research
on children’s
experiences post-
divorce.
In-depth,
conversational
interviews.
Not reported.
Table 1. (Continued)
11. 270
Childhood
20(2)
Table 1. (Continued)
Author Location Study objectives Sample Sample recruitment Data collection Data analysis
Neale and
Flowerdew
(2007)
United
Kingdom
To explore how young
people ‘work out’ their
relationships with their
parents across space and
time.
N = 60 young
people with
separated or
divorced parents.
Age range:
11–17 years
Residence:
One home:
n = 30
Two homes:
n = 30
Young people were
recruited through
their parents who
were recruited
through lawyers
and other family law
professionals and
advertisements.
Interviews. Not reported.
Neale and
Smart (1998)
United
Kingdom
To explore children’s
experiences in
reorganized families
and their perceptions
around their right to
participation.
Sample not
reported –
children living
in reorganized
families.
Recruitment
included leaflets
given to parents to
pass along to their
child(ren).
In-depth,
conversational
interviews, using
the model of the
‘adult’ child.
Not reported.
Neale,Wade
and Smart
(1998)
England To explore how children
experience family
divorce.
N = 32 children
of 18 families
Age range: 4–22
years
Length of time
since parental
separation: 1–11
years
Subsample drawn
from a previous
study.
Conversational
style of interview
accompanied by
written activities.
Not reported.
(Continued)
12. Birnbaum
and
Saini
271
Author Location Study objectives Sample Sample recruitment Data collection Data analysis
Parkinson,
Cashmore and
Single (2007)
Australia To explore the
perspectives of children
on interviews with
judges.
N = 47 children
and youth
Age range: 6–18
Half of the
children and
youth had
experienced
contested
proceedings
(53%) and half
had not.
Participants were
recruited through
their family lawyer.
Participants had to
have resolved their
dispute within the
previous 12 months.
Interviews. Not reported.
Parkinson,
Cashmore and
Single (2005)
Australia To explore the
perspectives of youth
regarding parenting and
financial arrangements
following their parents’
separation.
N = 60 youth
Age range:
12–19
Male n = 33
boys
Female n = 27
girls
Age range when
their parents
separated: 3–15
Participants were
a subsample drawn
from a larger study.
Interviews using
a computer-
assisted process.
Not reported.
Pruett and
Pruett (1999)
United
States
To explore how young
children perceive their
parents’ divorce, the
impact on their families,
and legal officials.
N = 22 children
from 18
families who
had divorced in
the previous 6
months.
Age range: 3–7
years of age
Recruitment and
sampling not
reported.
Semi-structured
play interviews.
Children were
asked to draw
their family and
then engage in
semi-structured
play with the
drawing.
Notes were analysed and
themes identified.
Table 1. (Continued)
13. 272
Childhood
20(2)
Table 1. (Continued)
Author Location Study objectives Sample Sample recruitment Data collection Data analysis
Reeves (2008) Canada To explore the
perspectives and
recommendations of
youth regarding their
participation in the
family justice system
when parents separate
or divorce.
N = 30 youth
Age range:
13–18 years
No further
details reported
Youth were
recruited via
advertisements in
local community
organizations.
Focus groups. Not reported.
Smith and
Gollop (2001)
New
Zealand
To explore children’s
perspectives after family
separation.
N = 107 children
Male n =52
Female n = 55
Average age
was 13
Recruited through
family courts by
sending out letters
and advertisements
in community
newspapers.
Interviews. Interviews were audio-taped
and transcribed and coded
by two coders. Categories
used as a way to order and
systematize data.
Sopp (2003) United
States
To explore the
experiences of adults
who were raised in joint
custody arrangements
and the influence of
custody on their lives in
general.
N = 15 adults
who had spent
at least two
years living with
a joint custody
arrangement as
children
(under 18)
Snowball sampling
method.20
individuals
were invited to
participate and 15
agreed.
Open-ended
interviews.
Ranged from
20 minutes to 1
hour.
Content analysis.
(Continued)
14. Birnbaum
and
Saini
273
Author Location Study objectives Sample Sample recruitment Data collection Data analysis
Sutton-Brown
(1998)
United
States
To explore the
perspectives of children
who have experienced
divorce.
N = 10 children
Age range of
children: 6–14
years
Parents had
been separated
between 6 and
18 months
or divorced
between 8
months and 6
years
All participants had
taken part in the
6-week psycho-
educational group.
The ‘Divorce
Story Cards’
(a thematic
projective
instrument).
Content analysis.
Sviggum
(2000)
Sweden To explore how children
recollect their parents’
separation and how
they adjust to new living
arrangements.
N = 15 children
Male n = 5
Female n =10
Age range 4–16
years
Parents had
been separated
3–5 years prior
to interview
Subsample of
818 parents who
divorced in the mid-
1990s and had one
child under the age
of 18 at the time of
the divorce.
In-depth
interviews.
Audio-taped. Followed Levin’s
method of building rapport
with the child.
Taylor (2001) United
States
To explore children’s
perceptions of their
needs and their parents’
needs during times of
parental divorce.
N = 21 children
(age ranges from
5 to 20+ years
of age)
Recruited through
a previous study of
parents divorcing
on year prior.
Interviews. No information.
Table 1. (Continued)
15. 274
Childhood
20(2)
Author Location Study objectives Sample Sample recruitment Data collection Data analysis
Valdez (2007) United
States
Children’s experiences
of their parents’ high
conflict divorce.
N = 12
12–16 years
old at time of
interview
Court mediation
site.
Interviews were
1 hour, in-depth.
Audio-taped interviews,
transcribed, analysed for
accuracy and themes, then
analysed again.
Wadsby and
Svedin (1994)
Sweden To explore and
understand how Swedish
children experience
their parents’ divorce,
their feelings about the
event, and compare and
contrast their responses
to those of their parents
2 years post-separation.
N = 63 children
Male n = 28
Female n = 35
Age range was
7–18 years
Parents had
to have been
separated for a
minimum of 2
years
Subsample of a
larger study where
parents filed for
and completed
their divorce during
1987–1988.
Interviews were
done by a female
child psychologist
in the child’s
home as well in
the office for 1
hour.
Comparisons between groups
were made. Qualitative data
were checked to assess
whether children’s opinions
changed over time.
Table 1. (Continued)
16. Birnbaum and Saini 275
Studies regarding children’s participation in and experience of the separation and
divorce process have been disseminated in a variety of journals for audiences related to
law, psychiatry, psychology, social work and mental health so multiple databases were
considered, including: PsycINFO, MEDLINE, ERIC, DARE, ASSIA, Social Work
Abstracts, Social SciencesAbstracts, Social ServiceAbstracts and DissertationAbstracts.
For maximum sensitivity and specificity of the information retrieval process, both sub-
ject headings and word texts were searched in a systematic process. Search term combi-
nations included: (divorce or divorced persons or marital separation or relationship
termination) and (child* or youth or teen* or adolescent*) and (view* or preference* or
decision or consequence* or participation).
Inclusion of studies
All study citations were screened based on the following inclusion criteria: (1) included
an abstract written in the English language; (2) used a qualitative methodology; (3)
described children’s experiences in the context of separation and/or divorce; and (4),
published within the last 20 years (1992–2012).
Results
Based on the comprehensive search of electronic databases, referencing checking and
peer consultation, the authors identified a total of 44 qualitative studies that met the
inclusion criteria. The qualitative studies included were located from 13 different coun-
tries and involved over 1525 children1 who were involved in custody and access disputes
across the globe. The studies included used a range of techniques for data collection such
as in-person interviews, telephone interviews and focus groups.2 The scoping review
identified children’s voices within the context of separation and divorce.
Learning that their parents were separating
Studies that explored children’s participation in the separation process found that the
majority of these children were surprised by their parents’decision to separate (Bagshaw,
2007; Birnbaum et al., 2011; Butler et al., 2002) and not informed prior to their parents’
separation and were unaware of the reasons for the break-up. When children were told,
the disclosure was memorable with many recalling detailed accounts of the experiences
(Campbell, 2008; Cashmore and Parkinson, 2008).
Children’s feelings about the divorce
Across studies, most children were sad about their parents’ separation (Bagshaw, 2007;
Campbell, 2008; Highet and Jamieson, 2007; Neale, 2002), including feelings of insecu-
rity, loyalty issues, guilt, self-blame and fear (Bagshaw, 2007). Only a minority of chil-
dren felt relieved about the separation, due mostly to parental conflict and violence
(Campbell, 2008) and it was found that children had difficulty putting together a
17. 276 Childhood 20(2)
coherent story and making sense of the events of the separation. Highet and Jamieson
(2007) found that children were also impacted by additional changes due to the separa-
tion, including time spent with friends.
Children’s concerns about separation
Children were concerned about being caught in the middle of their parents’ dispute
(Bagshaw, 2007; Campbell, 2008; Sutton-Brown, 1998). Many children also spoke about
an absent or distant parent after the separation and the fear of losing contact with a parent
(Bagshaw, 2007). Many children also reported feeling responsible for their parents’
divorce at first (Taylor, 2001).
Adjustment to separation
Pruett and Pruett (1999) reported that children from high conflict families displayed
greater stress and anxiety, greater fears and a narrow view of their world and future as a
result of not being informed of the divorce process by their parents. Clark (1999) identi-
fied factors that contributed to positive adjustment following divorce, including: parents
continuing to meet the needs of their child throughout the divorce; parents not involving
the child in the conflict; and the child’s appraisal of the divorce and its aftermath being
positive. Kaltenborn (2001) found that the living arrangements post-separation also
impacted children’s sense of adjustment where a residential arrangement that reflected
the child’s relationships with parents and residential preferences had a positive influence
on the child’s welfare. When these arrangements did not reflect the child’s relationships
with both parents, children typically experienced more negative adjustment problems.
Children’s sources of support
Most children reported that professional support was inadequate during their parents’
separation (Fawcett, 2000; Highet and Jamieson, 2007). Many children expressed that
school and extra-curricular activities were positive experiences and resources during the
separation process and that many preferred to talk to their friends (Neale and Smart,
1998). However, Highet and Jamieson (2007) found that children differed about who
they wished to talk to about their parents’separation (i.e. their parents and/or profession-
als). They also found that many children took on the role of supporter during family
changes (sometimes of their siblings and often of their mother).
Children’s experiences of parenting plans
In Neale and Flowerdew’s (2007) study, children reported that shared residence arrange-
ments were often inflexible and challenging, but children felt the need to ensure fairness
between parents. Likewise, Parkinson et al. (2005) found that children reported that they
wanted the division of time between their parents to be equal and fair. Almost all partici-
pants indicated that it was very important that siblings live together following parental
18. Birnbaum and Saini 277
separation. Sopp (2003) reported that children described being both happy and unhappy
with joint custody arrangements. The majority of the children indicated that they would
have changed the custody arrangements (to see more or less of one parent). Parkinson
et al. (2005) found that children who indicated that their parents argued a lot (or were in
conflict) were more likely to indicate that they were not permitted to see their non-
resident parent compared to those who reported no arguing (no conflict).
Children’s participation in decision-making
Studies also explored the perspectives of children involved in family law disputes regard-
ing their participation in decision-making about residence and contact arrangements with
their parents, including their views about joint custody, overnight visits and their rela-
tionships with both parents (Cashmore and Parkinson, 2008, 2009; Cashmore et al.,
2008; Graham et al., 2009; Graham et al., 2007; Graham & Fitzgerald 2010a; Haugen,
2010; Kaltenborn, 2001; Reeves, 2008). Parkinson et al. (2005) found that half of the
children indicated that they had ‘no say’ in where they would live following parental
separation. Those who had ‘some say’ were typically adolescents at the time of parental
separation. Those who indicated that their parents argued a lot also reported that they had
more say than those who did not report arguing between their parents. Neale and Smart’s
(1998) children indicated that while they would like a say as to which parent they would
like to live with, they did not want to have to make the choice entirely. Instead, they felt
that decisions should be made by consensus. In cases of violence or oppression, children
indicated that they should be able to make the decision on their own. Graham and
Fitzgerald (2006) found that children shared the perspective that the ideal situation would
be feeling acknowledged and listened to. However, in reality, children described waver-
ing between wanting to be involved and feeling hurt by the parental separation. While
children described wanting to be treated with respect and as capable of being involved in
the process, they also described feelings of vulnerability, change and loss.
The involvement of child representatives
Children’s experiences of professionals in helping to facilitate their views and prefer-
ences were also explored, including children’s views about their involvement in media-
tion, their experiences with legal representation and judicial interviews and the ways that
their views were brought into the family court context (Birnbaum et al., 2011; Douglas
et al., 2006; Hill et al., 2002). Birnbaum et al. (2011) and Cashmore and Parkinson
(2008) found that most children were supportive of having someone represent them in
court. Many children identified needing a trusted person (other than their parents) who
would support them throughout the court process. Several children were confused and
anxious about the court process and felt that the court would punish their parents or that
their parents would be sent to prison. In contrast, Campbell (2008) and Neale and Smart
(1998) found that children generally did not benefit from talking to professionals and
many felt that family issues were best kept within the family. Children in these examples
felt that professional support was more like intervention and discussions felt like
19. 278 Childhood 20(2)
interrogations. In the court system, children described feeling disempowered and strug-
gled with the lack of confidentiality.
Judicial interviews
While not common across jurisdictions, Israel, Germany, New Zealand, United States
(varies by state) and to a lesser extent Canada have seen an increasing interest in judicial
interviews. Parkinson et al. (2007) found that a majority of children in child custody
disputes indicated that they should be able to speak with the judge in chambers if they
desired. Reasons for wanting to talk with the judge included: having their views heard by
the individual who is responsible for decision-making; better decision-making by the
judge; being able to share their views in private and in confidence; avoiding the judges’
possible misinterpretation of their wishes; and the importance of providing input and
being acknowledged (even if the judge ultimately made a decision that was not in agree-
ment with their suggestions). Reasons for not wanting to speak with the judge included:
feeling that it was inappropriate or unnecessary (typically expressed by children in
uncontested cases); preferring to deal with family matters within the family; and feeling
that it was scary or too formal. Birnbaum et al. (2011) also found that children wanted to
be heard regardless of whether their participation was through a lawyer, mental health
professional or a judicial interview. Children remembered the angst over their parents’
separation and not the family justice professional who interviewed them. Children who
did not have a judicial interview would have liked to have known they had the option to
talk to a judge irrespective of whether the decision was in their favour or not. Morag
et al. (2012) also found that children believed it was important for them to meet the per-
son (judge) who would be making decisions about them.
Suggestions for other children going through a separation
Across the studies, children provided a number of strategies and suggestions for helping
other children adjust to their parents’ separation or divorce. Bagshaw (2007) identified
that children expressed that children should be consulted and that they should have
someone they could talk with about their adjustment problems (e.g. parents, friends,
counsellor, a judge). Clark (1999) identified that children’s primary advice was that par-
ents should avoid bringing children into the middle of the conflict. Parkinson et al. (2005)
reported that children’s advice for other children was not to let their parents decide on
contact arrangements alone and that children should be included in decisions and they
should be provided the opportunity to share their views and feelings with their parents,
provided that did not compromise their relationship with their parents.
Advice to legal and mental health professionals
Bagshaw (2007), Birnbaum (2007), Birnbaum et al. (2011), Cashmore (2011), Highet
and Jamieson (2007) as well many other studies suggest to all professionals how impor-
tant it is to hear children’s views and that their views should not be dismissed due to their
20. Birnbaum and Saini 279
age or lack of capacity to appreciate the difference between voice and not choice in
parenting decisions post-separation.
Lessons learned about children’s participation
One of the purposes of this scoping review was to bring together findings from across the
globe that examine children’s feelings, experiences and concerns that impact their lives
during their parents’ legal conflicts about parenting arrangements post-separation. What
becomes apparent is that irrespective of which country the study was conducted in or
what legislative regimes exist, the vast majority of these children want to be better
informed about the separation process. What also becomes apparent from these studies
is that hearing from children across the globe is highly dependent on what services exist
for children and whether and how parents and professionals allow their voices to be
heard. There are some children who want more participation in the decision-making
process and there are others who do not want to participate, and their voices should be
equally respected.
There are no easy answers about how, when, where and by whom children should be
heard and included during separation as each child is as unique as each of their stories in
these individual studies. However, the symmetry of findings across the globe speaks to
the need by practitioners, researchers and policy-makers to reflect on this body of social
science evidence and allow children time, space and voice to choose the manner of their
participation rather than being the gatekeepers of their participation. Focusing on chil-
dren’s strengths rather than their deficits and capacities will allow all children greater
participation.
Acknowledgements
Both authors gratefully acknowledge Radha MacCulloch, social work doctoral student at McGill
University, Montreal, Canada, for her research assistance.
Funding
Rachel Birnbaum gratefully acknowledges the financial support from the Social Sciences and
Humanities Research Council, Canada.
Notes
1. The studies conducted by Cashmore and Parkinson (2008) and Cashmore (2011) involved
the same 47 children and therefore were only counted once. The children’s ages ranged from
7 to 21 years of age. Neale and Smart (1998) did not include the number of children in their
sample.
2. See Birnbaum and Saini (2012), who map out key themes for including children from these
studies.
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