The following is a list of terms used in this Web site. It also contains contact information (e.g., Web sites) for organizations that may be of interest to those in Infant Mental Health. Entries that are shaded in gray are new to the list as of January 2007. A.B.A. Applied Behavior Analysis A discipline devoted to the understanding and improvement of human behavior. ABA focuses on objectively defined, observable behaviors of social significance; it seeks to improve the behavior under study while demonstrating a reliable relationship between the procedures employed and behavioral improvement; it uses the methods of science—description, quantification, and analysis. ABC Initiative Access to Better Care A comprehensive plan launched by leaders in human services that seeks to secure state funding for the behavioral healthcare needs of children, adolescents, and families in Ohio. Recommendations and suggested strategies proposed in June of 2004 focus on prevention, early assessment, and effective treatment of behavioral health issues, stressing the role of the family and surrounding community. See: http://www.pcsao.org/abc.htm Active Parenting Today A video-based parenting education program. 1,2,3,4 Parents! is the video-based, interactive learning experience for parents of children birth to age 4. The program teaches parents the fundamental attitudes and skills necessary for parents of young children in areas such as bonding, basic child development, non-violent discipline, encouragement skills and prevention techniques including childproofing. Ages & Stages Questionnaire The Ages & Stages Questionnaires are designed to screen young children for developmental delays. That is, to identify those children who are in need of further evaluation and those who appear to be developing typically. The Ages & Stages Questionnaires are available in both English and Spanish. ASQ:SE Ages & Stages Questionnaires®: Social Emotional The ASQ:SE gives users what they've been asking for: an easy-to-use tool with a deep, exclusive focus on children's social and emotional behavior and all the advantages of ASQ - it's cost-effective, parent-completed, photocopiable, and culturally sensitive. Field-tested by professionals with thousands of families and enriched by their feedback, this research-validated screening system helps home visitors, educators, caregivers, and service providers assess children's social-emotional development at 6, 12, 18, 24, 30, 36, 48, and 60 months. With the results, professionals can quickly recognize young children at risk for social or emotional difficulties, identify behaviors of concern to caregivers, and identify any need for further assessment. See: http://www.brookespublishing.com/store/ books/squires-asqse/index.htm Bayley Scales of Infant and Toddler Development-III The Bayley-III is designed to measure the developmental status of young children, ages 1 to 42 months. The Bayley-III can also be used to obtain an estimate of developmental level when more age-appropriate measures cannot be used for older children or individuals with severe delays, such as those with profound mental retardation. The Bayley-III assesses skills in three domains: cognitive, language, and motor. In addition, there are two new subtests: Social-Emotional and Adaptive Behavior. See: http://harcourtassessment.com/haiweb/ cultures/en-us/productdetail.htm?pid=015-8027-23X BCMH Bureau for Children with Medical Handicaps The Bureau for Children with Medical Handicaps is a health care program in the Ohio Department of Health. The mission of BCMH is to assure, through the development and support of high quality coordinated systems, that children with special health care needs and their families obtain comprehensive care and services which are family-centered, community-based, and culturally competent. Through its network of approved providers, BCMH provides support for the diagnosis, treatment and coordination of care for eligible children with medically handicapping conditions. Bright Futures Publications Bright Futures: Guidelines for Health Supervision of Infants, Children, and Adolescents Bright Futures in Practice: Mental Health Volume I. Practice Guide Bright Futures in Practice: Mental Health Volume II. Tool Kit See: http://www.oaimh.org/peer/ Background/BrightFutures_document.pdf; http://www.oaimh.org/peer/ Background/BrightFutures_slideshow.pdf To order, go to: http://www.ask.hrsa.gov, Under Key Program Areas, click on Maternal and Child Health Bright Futures Publications Build Initiative A multi-state partnership that supports efforts to ensure that children from birth to age five are safe, healthy, eager to learn, and ready to succeed in school. The partnership helps states construct a coordinated system of programs, policies, and services that respond to children and their families by supporting those who set up the policies, provide services, and advocate for children. Build's mission is to respond to the needs of families, carefully use public and private resources, and effectively prepare youth for future success. As a Build partner, Ohio receives grant money and technical assistance to support early childhood system building. See: http://www.buildinitiative.org/ and http://www.familiesandwork.org/ sparking/build/build_oh.htm CBCL and the CTRF (Ages 1 ½ to 5 years) Child Behavior Checklist and the Caregiver-Teacher Report Form These instruments serve as a standardized measure of behavior and emotional problems of young children, ages 1 ½ to 5 years. An observer, such as a caregiver, parent, or teacher, provides information regarding the behaviors the child engages in or emotions they display. These instruments include subscales that help to identify specific behavior or emotional problems in children such as aggression, depression, thought problems, or affective problems, plus descriptions of concerns, and the best things about the child. Another new feature is a profile of DSM (Diagnostic and Statistical Manual)-oriented scales, which comprise CBCL/1½-5/LDS and C-TRF items that experienced psychiatrists and psychologists from ten cultures rated as being very consistent with DSM diagnostic categories. The DSM-oriented scales are: Affective Problems, Anxiety Problems, Pervasive Developmental Problems, Attention Deficit/Hyperactivity Problems, & Oppositional Defiant Problems. The CBCL also contains the Language Development Survey for identifying language delays. See: http://www.aseba.org/products/forms.html Child Check A Help Me Grow Service involving a no cost screening in developmental areas of walking, talking, hearing, seeing and playing for children under six years of age. Childhood Dissociative Disorders The essential feature of childhood dissociative disorders is a disruption in the usually integrated functions of consciousness, memory, identity, or perception of the environment. Dissociative amnesia: an inability to recall important personal information, usually of a traumatic or stressful nature that is too extensive to be explained by ordinary forgetfulness. Dissociative Identity Disorder (formerly multiple personality disorder) is characterized by the presence of two or more distinct identities or personality states that recurrently take control of the individual’s behavior. Depersonalization disorder: a persistent or recurrent feeling of being detached from ones’ mental processes or body that is accompanied by intact reality testing. Circle of Security The Circle of SecurityTM Project is an innovative, first-of-its-kind early intervention program designed to alter the developmental pathway of parents and their young children. Glen Cooper, Kent Hoffman, and Bert Powell from Marycliff Institute in Spokane, Washington and Robert Marvin from the University of Virginia in Charlottesville, Virginia are currently designing this unique, evidence-based program. The Circle of SecurityTM Project integrates over fifty years of attachment research into a video-based intervention to strengthen parents' ability to observe and improve their caregiving capacity. The use of a clear differential diagnosis for each parent/child dyad allows the clinician to focus on precise personal strengths and diagnostically significant ("linchpin") struggles, rather than relying on a more traditional "one-size-fits-all" approach to intervention. Attachment theory, taught in this way, gives each parent an individualized parenting "road map," a clear pathway to providing a secure relationship for her/his child. See: http://www.circleofsecurity.org/ DDST II Denver Developmental Screening Tool (revised) The Denver II screening instrument was designed for use with children from birth-six years of age and is administered by asking a child to perform a series of age-appropriate tasks. Four areas of development are examined: Personal-Social, Fine Motor-Adaptive, Language and Gross Motor. Use of this instrument can alert the professional to the fact that a child may be experiencing a developmental delay and will need a more comprehensive evaluation. DC: 0-3R Diagnostic Classification: 0-3Revised The DC: 0-3R (2005) categorizes emotional and behavioral patterns that represent significant deviations from normative development in the earliest years of life. Some of the categories presented represent new formulations of mental health and developmental difficulties. Other categories describe the earliest manifestations of mental health problems that have been identified among older children and adults but have not been fully described in infants and young children. In infancy and early childhood, these problems may have different characteristics, and prognosis may be more optimistic if effective early intervention can occur. DC: 0-3R represents the work of a multidisciplinary task force convened by ZERO TO THREE to develop a common language for researchers and clinicians that work with young children, birth to five years, and their caregivers. See: http://www.oaimh.org/peer/ Background/Summary of DC03R.pdf DECA Devereux Early Childhood Assessment The DECA provides a strength-based assessment of within-child protective factors and is a screener for behavior concerns. It is used by parents and teachers to assess the social and emotional development of children ages 2-5 years old. A primary objective is to identify the presence or lack of protective factors within the child such as initiative, self-control, and attachment in order to determine if further evaluation or treatment is necessary. See: http://www.devereuxearlychildhood.org/ about/about-deca.html DECAIT Devereux Early Childhood Assessment Infant/Toddler The development of the DECA-IT program is happening in (3) concurrent phases: 1) DECA-IT Assessment; 2) Reflective Checklists for Infant/Toddler Programs; and 3) Adult Resiliency Checklist. After a thorough resiliency literature review, review of other infant and toddler social and emotional instruments and focus groups with parents and caregivers, a 112 item pilot protocol was developed and piloted with 256 participants nationally prior to the standardization phase to insure that we were indeed on the right track (2/05-5/05). The data was entered and analyzed and the protocol was further refined based on those results as well as feedback from our National Advisory team. Preliminary pilot results were promising. National Standardization began in late September Early October of 2006 and ended on March 22, 2006. Over 7,000 protocols were sent out nationally to parents and early care and learning providers. Close to 3,000 were returned. Preliminary analysis indicates that the sample is representative of the US population. Developing Child The National Scientific Council on the Developing Child (NSCDC) is a multi-disciplinary collaboration comprising leading scholars in neuroscience, early childhood development, pediatrics, and economics. Created to seize the opportunity that arose from response to the landmark report from the National Research Council and Institute of Medicine, From Neurons to Neighborhoods: The Science of Early Childhood Development, the Council works to build strong, informed, bipartisan leadership in both the public and private sectors to close the gap between what we know and what we do to promote successful learning, adaptive behavior, and sound physical and mental health for all young children. Through a marriage of cutting-edge, interdisciplinary scientific knowledge on early child development to highly sophisticated communication research methods designed to ensure accurate public understanding of that science, the NSCDC is promoting a new national dialogue focused on rethinking the meaning of both shared responsibility for children and strategic investment in their future. The Council is housed at the Center on the Developing Child at Harvard University. See: http://www.developingchild.net/ DSM-PC Diagnostic and Statistical Manual: The Classification of child and adolescent diagnosis in primary care The DSM-PC Child and Adolescent Version (1996) represents the collaborative efforts of leading pediatricians, child psychologists, and child psychiatrists. The DSM-PC is intended to help primary care clinicians better identify psychosocial factors affecting their patients so that they can provide interventions when appropriate, be reimbursed for those interventions, and identify and refer patients who require more sophisticated care. Primary care clinicians provide a critical point of access for children in need of mental health services. The DSM-PC Child and Adolescent Version is based on four assumptions: 1) The environments of children have an important impact on their mental health; 2) A functional mental health classification system must be clear, concise, based on objective information when possible, and organized so that it can be revised and refined by subsequent research; 3) In most situations, the symptoms children demonstrate vary along a continuum from normal variations to problems to disorders; and 4) For a mental health classification system to be useful for clinical, training, and research purposes, it must be compatible with existing systems. The DSM-PC manual is divided into two main sections: Environmental Situations, defining children's responses to environmental stresses and Child Manifestations, broken into 10 behavioral symptom clusters. See: http://www.oaimh.org/peer/ Background/DSM-PC.pdf To order: http://www.aap.org, Click on AAP Bookstore, then on Classification of… ECMHC 2000 Early Childhood Mental Health Consultation (2000) This initiative was launched by the Ohio Department of Mental Health in 2000 to build statewide capacity within the mental health and early childhood communities to promote good mental health among young children. A key focus of this effort is targeted prevention and early intervention via consultative services. Partners include the mental health community, Welcome Home, Early Start, Early Intervention, Head Start and Early Head Start, public pre-school and child care programs as well as family day care homes. ODMH conducted a series of one-day regional training sessions in the fall of 2000, designed to enhance the skills of mental health professionals who are, or will provide clinical consultative services to early childhood programs. Early Head Start/Head Start Supports the healthy development of infants, toddlers and their families and pregnant women. The Early Head Start National Resource Center [http://www.ehsnrc.org] is operated by Zero to Three and West Ed’s Center for Child and Family Studies. EI Early Intervention (Now known as Part C Services) The Education for All Handicapped Children Act Amendments of 1986 (Public Law 99-457, sec. 671) called for a statewide, comprehensive, coordinated, multidisciplinary, interagency program of early intervention services for children birth to age three years with a diagnosed developmental delay or disability. Early Intervention is defined narrowly under the reauthorization legislation (IDEA, P.L.105-17, Part C) as developmental services which are designed to meet a handicapped infant's or toddler's developmental needs in any one or more of the following areas: physical development, cognitive development; language and speech development; psychosocial development; or self-help skills. Eligibility for EI/Part C services is determined by a no cost multidisciplinary evaluation. Some services that a Part C eligible child is entitled to include: service coordination, procedural safeguards, development of an Individualized Family Service Plan (IFSP) with implementation and timely reviews, ongoing family assessment, family support services and a multidisciplinary assessment. Specialized services may be entitled for a fee for service. The services may occur in a variety of everyday routines, activities and places. The Ohio Department of Health is Ohio's lead agency for Early Intervention. Early Intervention Service Coordination An active, on-going process that involves: (1) Assisting parents of eligible children in gaining access to the Early Intervention services and other services provided by the IFSP; (2) Coordinating the provision of Early Intervention services and other services that the child needs or is being provided; (3) Facilitating the timely delivery of available services; (4) Continuously seeking the appropriate services and situations necessary to benefit the development of each child being served for the duration of the child's eligibility; and (5) Ensuring transition services between systems of care. Early Start (Now known as Home Visitation Program) Part of Help Me Grow. A no cost, voluntary home visiting service for pregnant women and families with a child under age 3 years. The target population includes children that are extremely vulnerable due to environmental, family or health circumstances that place them at risk for future developmental difficulties, abuse or neglect. The focus is on child development. Service coordinators may be social workers or nurses who can answer questions about child development, provide periodic developmental screening and help parents find community resources. EMDR Eye Movement Desensitization and Reprocessing The following information was taken from the professional description of EMDR at http://www.emdr.com EMDR is an interactional, standardized approach and method that integrates into and augments, a treatment plan. EMDR accelerates the treatment of a wide range of pathologies and self esteem issues related to both upsetting past events and present life conditions. Controlled studies of victims of Vietnam combat, rape, molestation, accident, catastrophic loss and natural disaster indicate that the method is capable of a rapid desensitization of traumatic memories, including a cognitive restructuring and a significant reduction of client symptoms (e.g., emotional distress, intrusive thoughts, flashbacks and nightmares). EMDR was developed by Francine Shapiro, Ph.D. in 1987; and to date, over 30,000 licensed mental health therapists in 52 countries have been trained. Because a clinical background is necessary for the effective application of EMDR, workshops are limited to mental health professionals who are licensed or certified to provide treatment. Training is considered mandatory for appropriate use. EMDR is a specialized approach and method that requires supervised training for full therapeutic effectiveness and client safety. Evidence-Based Resources The Research and Training Center on Early Childhood Development web site offers a bounty of useful, high-quality, visually appealing AND evidence-based resources for parents, therapists, early childhood educators, early interventionists and researchers. You can download "bridges" (practice-centered research syntheses of topics related to early childhood development), "bottomlines" (1-2 page summaries of practical applications of research in everyday settings) and "solutions tool kits" (user friendly products that focus on specific early childhood practices). See: http://www.researchtopractice.info/ FAST Families and Schools Together FAST is a prevention program developed by Dr. Lynn McDonald in 1988, in Madison, Wisconsin. FAST seeks to strengthen families, enhance family, school, and community ties, help children to succeed at school and at home, reduce drug and alcohol abuse, and reduce stress and social isolation. FAST is collaborative, starts early, works with families in groups, and puts research into practice. FAST starts by creating culturally representative teams based on collaboration between parents and professionals from local schools and two community based agencies. The team is then trained to do outreach to stressed, isolated, and often low-income families to invite them to attend a multi-family group meeting. 80% of the families who attend one FAST session, continue to attend, and then graduate from the 8-10 weekly sessions. The sessions focus on building relationships within the family (with the parent being in charge of her/his children), across families (with parents from the same school getting to know other parents of their child's classmates), and with school and community personnel. There are no didactics; instead there are repeated personal positive interactive activities which are coached by the team members as behavioral rehearsals of positive family systemic micro-sequences. Participation in the activity-based multi-family group sessions results in predictable outcomes: people get to know one another and become friends with other families raising children the same age in the same community; families become more cohesive and communicative and have less stress and less conflict; children perform better at home and at school (with improved attention span, reduced conduct disorder, and reduced anxiety). As part of the FAST quality assurance structure, there are updated FAST program manuals, videos, and Certified FAST Trainers who come to your local site to help your team problem solve and understand which aspects of FAST you can adapt to your local unique circumstances. The results have been published and are also documented in outcome evaluation reports of replications in over 600 communities, in 38 states, three Indian Nations, and five countries. For more information, contact Dr. McDonald by E-mail: mrmcdona@facstaff.wisc.edu, or visit: http://www.wcer.wisc.edu/fast Floortime Foundation Mission: To redefine the potential of children with developmental and communication challenges by making the DIR/Floortime model broadly available. The Floortime website contains a wealth of useful information for parents and professionals concerning autism, conferences, treatment approaches, and archive of Webcast transcripts on assessment and treatment. See: http://www.floortime.org/, click on Web radio (lower left hand corner of home page, then transcripts). Gentle Teaching [with John McGee, Ph.D.] From: www.gentleteaching.com (A Primer on Gentle Teaching). “Gentle Teaching is many things. Gentleness toward others, in spite of what anyone does or does not do, is the critical factor. It is a paradox. Fists are met with hugs. Cursing is met with words of affection and nurturing. Spiteful eyes are met with warmth. Gentleness recognizes that all change is mutual and interwoven. It starts with caregivers and, hopefully, touches those who are most marginalized. Its central focus is to express unconditional love. It is the framework around a psychology of human interdependence. The main idea of gentleness is not to get rid of someone else’s behaviors, but to deepen our own inner feelings of gentleness in the face of violence or disregard. Gentle Teaching is also a teaching approach. As such, it has four initial teaching purposes—to teach others to feel safe, loved, loving, and engaged. These do not just happen. They are taught through repeated acts of love. Gentle caregivers learn to use their presence, hands, words, and eyes as their primary teaching tools to uplift and honor others.” Greenspan & Weider (National Institute) The Infancy and Early Childhood Course is a three day training taught by Stanley Greenspan, M.D. and Serena Wieder, Ph.D. Day one covers “Assessment & Diagnosis & Intervention Planning.” Day two is on “Intervention: A Comprehensive Development Approach.” Day three is called “Advanced Clinical Seminar.” Material covered includes clinical assessment approaches, diagnostic process, intervention planning based on the child’s functional developmental level using the DIR (Developmental-Individual Differences/ Relationship-Based) model, education and treatment programs based on new DIR classification of subtypes and neurodevelopmental disorders, biomedical advances, and the way affect (emotions) promotes development. groundWork What is groundWork? In mid-2006, the completed recommendations of the School Readiness Solutions Group (a taskforce convened by the state department of education) were combined with the goals of the Ohio Early Care and Education Campaign (OECEC) to form groundWork, a comprehensive four-year vision and action plan. GroundWork is a statewide effort to provide families with the support and choices they need to get their children to school ready to learn, including accessible behavioral and primary health care, voluntary high quality early learning experiences available to every child in any setting, and a full day kindergarten option in every school district. The OECEC provides staff and funding support for statewide community outreach for groundWork. See: http://www.groundworkohio.org/index.cfm Help Me Grow (HMG) Help Me Grow provides voluntary home visiting services to first-time and teen parents, parenting education for families with questions about child health and development, and services and supports for families with infants and toddlers at risk for, or with, developmental disabilities. Because Help Me Grow includes a social and emotional screening and diagnosis for behavioral health, it is an integral part of the Access to Better Care Project, known as ABC. Help Me Grow services improve a child's chance of succeeding in school by identifying disabilities and other developmental problems early and treating them. See: http://www.ohiohelpmegrow.org/ HOME Home Observation for the Measurement of the Environment The HOME is designed to sample certain aspects of the quantity and quality of social, emotional, and cognitive support available to a young child (birth to three years) within his/her home. The selection of items has been guided by empirical evidence of the importance of certain types of experience for nourishing the behavioral development of children. (Caldwell, 1980). ICDL Interdisciplinary Council on Developmental and Learning Disorders Founded by Stanley Greenspan and Serena Weider, the Interdisciplinary Council on Developmental and Learning Disorders has been a pioneer in its work to advance the identification, prevention, and treatment of developmental and learning disorders. Through its research, training and publications, ICDL has created a cadre of world class professionals across multiple areas of expertise who are extending the reach of the DIR®/Floortime Model. See: http://www.icdl.com IDEA Individuals With Disabilities Act Law enacted by Congress to make sure that children with disabilities have the opportunity to receive a free appropriate public education, just like other children. IDEA sets guidelines for how states and school districts should provide special education and is enforced by the federal Office of Special Education Programs. See: http://www.nichcy.org/idea.htm IFMHS Infant/Family Mental Health Subcommittee The IFMHS of the Ohio Interagency Early Intervention Council was first established in 1994 under the guidance of the Ohio Departments of Health and Mental Health. The committee was disbanded in 2002 with the formation of the OAIMH. IFMHS goals were to: 1) Integrate an infant/family mental health perspective into early intervention; 2) Raise public awareness of the importance of infant and family mental health and 3) Promote cooperative teaching, service, and research across disciplines that serve infants and their families in the state of Ohio. IFSP Individualized Family Service Plan The written plan for providing Early Intervention services to an eligible child and the child's family, based on the child's current level of development. IDEA requires this document to be completed within 45 days of referral to Help Me Grow. IMH training sponsored by ODH (1998) The Ohio Department of Health sponsored a six-day “Training of Trainers” in conjunction with the Merrill-Palmer Institute to enhance skills of service providers in affecting family environments that will support the emotional development of infants and toddlers. Seminars focused on infant/toddler development, attachment theory, theories of parent-infant work and review of case material for reflection and supervision. Incredible Years Prevention programs for children ages 2 to 8 at risk for conduct problems. The program includes a set of three comprehensive, developmentally-based curriculums for parents, teachers, and children designed to promote emotional and social competence and to reduce and treat problems in order to promote behavioral and emotional well-being. See: http://www.incredibleyears.com/ Infant-Parent Institute, Training by Michael Trout The Infant-Parent Institute is a private clinical practice and research and training center specializing in the assessment and treatment of problems of attachment in infancy and throughout life. Practitioners associated with the Institute work with children in foster care, conduct divorce mediation, assess mental and motor development in pre-school children and treat individuals and families of nearly every age. The Institute is also a national training center in clinical infant mental health. Since 1980, 500 clinicians (from child psychiatrists to child welfare workers) have come to Mr. Trout's Brief Summer Course in Infant Mental Health, and another 1,100 have graduated from presentations of the Course in Florida, Pennsylvania, Maine, Virginia, North Carolina, Washington, Illinois, Michigan, Ontario, Washington D. C., and New York City. The Infant Mental Health Mentorship Program accepts one seasoned clinician each year for intensive training and supervision. The research division of the Institute (as well as our affiliate non-profit foundation, Collaborative Solutions, Inc.) includes thinkers from clinical, developmental and experimental psychology, social work, criminal justice and related fields all eager to turn their attention to significant new issues in children's mental health, women's health, treatment outcome and program evaluation. Michael Trout, Director The Infant-Parent Institute 328 North Neil St. Champaign, IL 61820 Phone: 217-352-4060 FAX: 217-352-4257 mtrout@infant-parent.com http://www.infant-parent.com INSITE Resources and curriculum for family centered home intervention for infants, toddlers, and preschoolers who are multihandicapped or sensory impaired. ISIS International Society on Infant Studies The International Society on Infant Studies is a not-for-profit professional organization devoted to the promotion and dissemination of research on the development of infants through its official journal and a biennial conference where researchers and practitioners gather and discuss the latest research and theory in infant development. Membership in the Society is open to anyone with an advanced degree in any discipline related to infant development. The society maintains a list serve for the exclusive use of its members where announcements and/or questions can be posted to the membership. See: http://www.isisweb.org Keys to Caregiving A one-day training for providers who work with parents of young children that focuses on KEYS concepts such as infant state, infant behavior, infant cues, state modulation, the importance of the feeding relationship and parent-professional interaction. KIDS Kent Infant Development Scale The KIDS is a caregiver report used in the developmental assessment of normal infants up to 12 months of age and handicapped children having a developmental level of 14 months or less. The KIDS surveys 252 behavioral items grouped into five domains: cognitive, language, motor, self-help, and social. The KIDS, normed on 450 infants, is psychometrically sound and correlates well with the Bayley Scales. The major drawback of the KIDS is the fact that data are entirely dependent on informant report; this raises the possibility of bias. Therefore, the KIDS should not be used as the sole evaluation instrument. L.P.C. Licensed Professional Counselor, see professions in imh L.P.C.C. Licensed Professional Clinical Counselor, see professions in imh L.I.S.W. Licensed Independent Social Worker, see professions in imh L.S.W. Licensed Social Worker, see professions in imh MCH Maternal and Child Health Training Program This MCH program web site acts as a central point for announcements, archived webcasts, funded projects, grantee products & resources (e.g., research, technology) and much more. See: http://www.mchb.hrsa.gov/training/ and a thesaurus: http://www.mchthesaurus.info Merrill Palmer Training Merrill-Palmer Institute, Wayne State University, Detroit Michigan. The program offers graduate students and professionals from multiple disciplines opportunities to study infancy and early parenthood, family relationship development, approaches to assessment, developmental risks, and jeopardized relationships and strategies for effective, home-based intervention. See: http://www.mpi.wayne.edu MRDD & ODMR/ DD [Ohio Department of] Mental Retardation and Developmental Disabilities MR/DD uses taxpayer money to distribute funds for community-based services to those with mental retardation and/or developmental disabilities that live in their homes and communities. Services include daily living skills, job training, transportation, residential opportunities, and related services. The Ohio Department of Mental Retardation and Developmental Disabilities is committed to the continuous improvement of quality of life for Ohio's citizens with developmental disabilities and their families. See: http://odmrdd.state.oh.us/ NASHP National Academy for State Health Policy The National Academy for State Health Policy is an independent academy of state health policymakers working together to identify emerging issues, develop policy solutions, and improve state health policy and practice. NASHP provides a forum for constructive, nonpartisan work across branches and agencies of state government on critical health issues facing states. NASHP is a non-profit, non-partisan organization dedicated to helping states achieve excellence in health policy and practice. Mission: 1) Convene state leaders to solve problems and share solutions; 2) Conduct policy analyses and research; 3) Disseminate information on state policies and programs; and 4) Provide technical assistance to states. If you wish to sign up for NASHP updates go to: http://www.nashp.org/_docdisp_page.cfm? LID=6D1667AD-2F32-4518-9C8A736AD2278A97 See: http://www.nashp.org/index.cfm Natural Resources Natural Resources is a weekly, one-way listserv. If you have a Natural Resource suggestion, please email it to Camille Catlett (catlett@mail.fpg.unc.edu). Others may join this listserv by sending an email to listserv@unc.edu with a blank Subject line. The text of the message must be: subscribe natural_resources2. Be sure the Subject is blank. Then Send the message. NBAS (Neonatal Behavioral Assessment Scale) The Neonatal Behavioral Assessment Scale (NBAS), looks at a wide range of behaviors in newborns up to two months of age and takes about 25 minutes to administer. By the end of the assessment, the examiner has a behavioral "portrait" of the infant, describing the baby's strengths, adaptive responses and possible vulnerabilities. The examiner can share this portrait with parents to develop appropriate caregiving strategies aimed at enhancing the earliest relationship between infant and parent. See http://www.childrenshospital.org/brazelton NECTAC National Early Childhood Technical Assistance Center The National Early Childhood Technical Assistance Center supports the implementation of the early childhood provisions of the Individuals with Disabilities Education Act (IDEA). The mission of NECTAC is to strengthen service systems to ensure that children with disabilities (birth through five) and their families receive and benefit from high quality, culturally appropriate, and family-centered supports and services. See: http://www.nectac.org/ NCAST (Nursing Child Assessment Satellite Training) The NCAST Feeding Scale (NCAFS) contains a well-developed set of observable behaviors that describe the parent-child communication and interaction during the feeding situation throughout the first twelve months of life. The NCAST Teaching Scale is a reliable and valid means of observing and rating caregiver-child interaction during a novel situation for the purpose of assessing a dyad’s strengths and areas needing improvement. NICU Neonatal Intensive Care Unit NIDCAP Newborn Individualized Developmental Care and Assessment Program The Newborn Individualized Developmental Care and Assessment Program (NIDCAP®) has been established to provide education and specific training in developmental observation and assessment for health care professionals who have responsibility for the long- and short-term care of high-risk newborns and preterm infants and their families, and for staff members who are involved in the implementation of their care on a day-to-day basis. A key focus of the NIDCAP® program is the educational and consultative support and assistance to NICU and special care nursery (SCN) settings towards effective delivery of intensive and special care in a neurodevelopmentally supportive, individualized, and family-centered framework. The NIDCAP® approach lends itself to system-based, process-oriented, attuned and responsive support of individualized developmental care for each infant and family. Results to date show that medical and developmental outcome for infants . . . . cared for in such a developmental framework are much improved. See: http://www.bmc.org/pediatrics/ services/NICU/NIDCAP.html OAIMH Ohio Association for Infant Mental Health Parents & Children Together A program of Mental Health Services for Clark County. This program provides mental health treatment for children ages birth to four and their families through parent-child groups, individual sessions and home visits. In addition, families of children of all ages can receive parenting education and support. PACT is part of the Early Start system of services in Clark County which includes developmental assessments, material assistance, anticipatory guidance and emotional support for families of children birth to three. Ohio Children's Trust Fund Established in 1984, this trust fund focuses on providing leadership and funding for primary and secondary education programs that focus on preventing abuse and neglect of Ohio's children. The fund not only supports statewide programs and activities, but also addresses diverse local needs of abused and neglected children in specific areas of the state. See: http://jfs.ohio.gov/OCTF/ OHI Other Health Impairment (i) "Other health impairment" means having limited strength, vitality or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment, that is due to chronic or acute health problems such as asthma, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, and sickle cell anemia; and adversely affects a child's educational performance. From: Operating Standards for Ohio's Schools Serving Children with Disabilities, Definitions: http://www.ode.state.oh.us/GD/Templates/Pages/ODE/ ODEDetail.aspx?page=3&TopicRelationID=1250&Content=11410 Parents as Teachers Parents as Teachers is an early childhood parent education and family support program designed to empower all parents to give their child the best possible start in life. This home-school-community partnership provides parents with information on child development from birth to age 5, and suggests learning opportunities that encourage language and intellectual growth, physical and social skills. Parents as Teachers (PAT) is a voluntary primary prevention program that offers personal visits, group meetings, screenings and a resource network. PEP Positive Education Program This program provides services to children (and their families) experiencing social, emotional, and behavioral problems by enhancing strengths of the child and building the skills of children and their families. The goal of PEP is for children to function as independently as possible and avoid destructive outcomes in order to achieve their full potential. PEP provides services such as early intervention programs, consultation for day care centers, and treatment programs for children with problems too severe for school district special programs. See: http://www.pepcleve.org/ PIPE Partners in Parenting Education The Partners in Parenting Education (PIPE) model is a preventive intervention for parenting educators. This program is designed to increase the emotional availability and relationship building skills of parents with their babies and toddlers. See: http://www.howtoreadyourbaby.com/pipe.html PPP Triple P (Positive Parenting Program) A family intervention program for the prevention and treatment of behavioral and emotional problems in preadolescent children. Triple P involves easy to implement, proven parenting solutions that promote the development of non-violent, protective, and nurturing environments for children by enhancing the competence and resourcefulness of parents raising their children. See: http://www.pfsc.uq.edu.au/02_ppp/ppp.html Research and Training Center on Early Childhood Development The major aim of the Research and Training Center (RTC) on Early Childhood Development is to implement a coordinated and advanced program of applied research on knowledge and practice that improves interventions associated with the healthy mental, behavioral, communication, preliteracy, social-emotional, and interpersonal development of infants, toddlers, and preschoolers with or at risk for developmental disabilities. Our web site is designed specifically for parents, therapists, early childhood educators, and early interventionists, as well as researchers. The web site includes information about effective early childhood intervention practices based on research. We invite you to "Take a look!" at our products for more information. The RTC is a major initiative of the Center for Evidence-Based Practices at the Orelana Hawks Puckett Institute. The RTC is funded by the U.S. Department of Education, Office of Special Education Programs (OSEP), Research-to-Practice Division. See: http://www.researchtopractice.info/ School Readiness Solutions Decades of research tell us that the first years of life are crucial to the development and functioning of the brain. It confirms that what children know and can do when they start school helps determine their success in the classroom, in the workplace and throughout their lives. Yet, nearly one-third of the Ohio children entering kindergarten each year are not prepared to succeed as learners. They require special intervention services and several thousand of them end up repeating kindergarten. To address this problem, the State Board of Education has convened the School Readiness Solutions Group, directing it to create a compelling road map that can be followed to ensure that any Ohio child has access to high-quality early learning opportunities. The School Readiness Solutions Group is charged with helping the state's leaders create a new early learning system that can achieve things that are beyond the capacity of the early education initiatives that has given Ohio uneven program quality and unequal access for families. "OnLine News" is now available. This periodic newsletter will keep you updated on the School Readiness Solutions Group's activities and accomplishments as it works to create a compelling road map that can be followed to ensure that any Ohio child has access to high-quality early learning opportunities. Past issues are found on the web site below and/or you may sign up for e-mail delivery of future issues of OnLine News via Mailto: SRSG.Mail@ode.state.oh.us. See: http://www.schoolreadiness.ohio.gov/ Sensory Integration It is the capacity of the central nervous system to integrate information from the various senses to enable the person to interact with the world. It allows the person to tolerate a range of sensory experiences and to integrate information from the various senses [touch, movement, vision, hearing, smell] for self-calming, attention and learning, coordinated movement and purposeful interactions with the world of things and people. For the infant, sensory integration occurs in the context of everyday routines and experiences. For instance, when babies are touched, dressed, or bathed, they are learning about their body; that touch can be a pleasurable experience with a loving caregiver. Some infants learn that different sensory experiences are coupled with each [caregiver] parent. SERRC Special Education Regional Resource Center Special Education Regional Resource Centers were designed to develop and implement services and provide specialized assistance to parents and school personnel by: 1) Assisting school district personnel in providing appropriate services to children with disabilities through technical assistance and cooperative planning; 2) Providing regular and special education teachers, support personnel, administrators and parents with resources designed to improve the quality of instruction for children with disabilities through the delivery of instructional materials and methodologies designed to meet the individual needs of children with special needs; and 3) Providing staff development to local school district personnel and parents on an individual and team basis, to improve the quality of instruction for children with disabilities. Currently, there are sixteen (16) Special Education Regional Resource Centers that provide services to all school districts, county boards of mental retardation and developmental disabilities, and institutions in the state of Ohio. See: http://www.ode.state.oh.us/GD/Templates/Pages/ODE/ ODEDetail.aspx?page=3&TopicRelationID=981&Content=13880 SKIoHI The SKIoHI (Sensory Kids Impaired-Home Intervention) program offers home-based support and resources for families with infants, toddlers, and preschoolers, ages birth to five, who are deaf and hard of hearing. The SKIoHI resource manual contains information and activities for families on early communication, audition, hearing aids, American Sign Language resources, aural-oral language, total communication, and psycho-emotional support. The SKIoHI approach for information gathering, child assessment, and program planning needed for developing the Individualized Family Service Plan is also covered in the manual. This program and its materials are currently being used with more than 5,000 children annually by service providers around the country. Step-by-Step St. Vincent Family Centers’ Step-by-Step is a home-based intervention program designed to encourage child growth and development by teaching families positive ways to be together. The program is available to families with a child from birth through age three. Step-by-Step parent/child specialists promote normal child development, teach behavior management strategies, help families find the strengths in their own parenting skills, provide support to parents through weekly home visits, and help the family link with community resources. Touchpoints Project The Brazelton Touchpoints Center (BTC) is a training organization at the Child Development Unit, Children's Hospital, Boston. The BTC offers a training program based on the work of Dr. T. Berry Brazelton that combines relationship building and child development into a framework that professionals can use to enhance their work with families. The BTC trains professionals from a variety of disciplines and settings who then incorporate the model into their individual practice or more broadly into their community. Further information is available at: http://www.touchpoints.org or by e-mail at Touchpoints@hub.tch.harvard.edu. VIISA Resources and curriculum for family centered intervention for infants, toddlers and preschoolers who are visually impaired. WAIMH World Association for Infant Mental Health This non-for-profit organization for scientific professionals focuses on the research, education, and intervention of the effects of the mental, emotional, and social development of infants. Their goal is to secure the well-being and healthy development of infants, and to identify problems early in order to provide help to infants who need it. Services are provided for infants, young children, and their caregivers. The Ohio Association of Infant Mental Health (OAIMH) is an affiliate of WAIMH, and seeks to preserve the mental, social, and emotional development of infants and toddlers in the state of Ohio. See: http://www.waimh.org Welcome Home (Now known as Newborn Visiting) Part of Help Me Grow. A newborn home visiting program that provides home visits by registered nurses to new or expectant parents. Visits include a physical assessment of the newborn and mother; sharing of child development, health and safety information and referrals to community resources. Participation in the program is voluntary with no cost to the family. West Ed. Program for Infant Toddler Caregivers “The Program for Infant Toddler Caregivers,” is a comprehensive training system for both center-based and family childcare providers caring for infants and toddlers. The program is divided into four modules: Social-Emotional Growth and Socialization; Group Care; Learning and Development; and Culture, Family, and Providers. Each module includes videos, curriculum guides, and a trainer’s manual prepared by nationally renowned experts in child care and education under the direction of J. Ronald Lally, Ed.D., Far West Laboratory for Educational Research and Development for Child and Family Studies. For program information, call 916-322-6233. See: http://www.pitc.org/ WPPSI Wechsler Preschool and Primary Scale of Intelligence. A downward extension of the Wechsler Intelligence Test (WAIS-III, WISC-III), for children age 3 to 7 years, 3 months. There is also a revised copy of the WPPSI, known as the WPPSI-III. ZTT Zero to Three ZERO TO THREE's mission is to support the healthy development and well-being of infants, toddlers and their families. ZTT is a national, nonprofit, multidisciplinary organization that informs, educates, and supports adults who influence the lives of infants and toddlers. See: http://www.zerotothree.org Zero to Three Fellowship Programs Leaders for the 21st Century is an initiative to strengthen the ability of committed, talented professionals to implement policies and practices that promote the healthy development of babies and families. The Solnit Fellows are in the early stages of their careers, and the Harris Mid-Career Fellows are well into their careers and are engaged in significant work that benefits infants, toddlers and families. The fellowship runs for approximately eighteen months, but the participants continue to network and stay involved with ZERO TO THREE as Graduate Fellows. These outstanding professionals represent a wide range of disciplines and are located throughout the U.S. and abroad. Fellows work on a specific project and receive consultation and assistance from ZERO TO THREE Board members, Graduate Fellows, and Staff. They attend a series of meetings with Board, Staff, and other Fellows focused on project work and topics of interest. Through their participation, Fellows gain leadership skills, develop collaborative relationships, and further develop their multi-disciplinary perspectives. The fellowship program at ZERO TO THREE dates back to 1981. This program, Leaders for the 21st Century was established in 1998 and is currently funded by grants from a number of foundations. See: http://www.zerotothree.org/site/ PageServer?pagename=ldr_leadership&AddInterest=1202