RESILIENCY PROFILES OF CHILDREN WITH INTELLECTUAL DISABILITY AND THEIR TYPICALLY DEVELOPING PEERS     

Linda Gilmore  Marilyn Campbell  Ian Shochet  Clare Roberts 《Psychology in the schools》2013,50(10):1032-1043

Intellectual disability (ID) is associated with a range of risk factors that make children more vulnerable to adverse developmental outcomes, including mental health problems. Nevertheless, some children with ID do much better than others, presumably because of the presence of protective factors that increase their resilience. The current study compared resiliency profiles of children with ID (n = 115; mean age, 11.9 years) and their typically developing peers (n = 106; mean age, 11.8 years) using the Resiliency Scales for Children and Adolescents and the Healthy Kids Resilience Assessment. In many respects, children with ID and their typically developing peers reported similar levels of the protective factors that are associated with resilience. However, the children with ID reported higher levels of emotional sensitivity and lower tolerance, as well as fewer future goals. Compared with typically developing children, those with ID reported more support at school and less support within their communities. These findings have important implications for interventions that aim to promote positive developmental outcomes and to prevent the adverse sequelae that have been associated with low intelligence.  相似文献   

The Breaststroke     

Marilyn J. Gibbs 《Quest (Human Kinetics)》2013,65(2)

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The Lacrosse Cradle     

Marilyn J. Gibbs 《Quest (Human Kinetics)》2013,65(2)

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The Jump Shot     

Marilyn J. Gibbs 《Quest (Human Kinetics)》2013,65(2)

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Introducing the New JEE     

Marilyn Millstone 《The Journal of environmental education》2013,44(1)

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Development of Abstract Grammatical Categorization in Infants     

Marilyn Cyr  Rushen Shi 《Child development》2013,84(2):617-629

This study examined abstract syntactic categorization in infants, using the case of grammatical gender. Ninety‐six French‐learning 14‐, 17‐, 20‐, and 30‐month‐olds completed the study. In a preferential looking procedure infants were tested on their generalized knowledge of grammatical gender involving pseudonouns and gender‐marking determiners. The pseudonouns were controlled to contain no phonological or acoustical cues to gender. The determiner gender feature was the only information available. During familiarization, some pseudonouns followed a masculine determiner and others a feminine determiner. Test trials presented the same pseudonouns with different determiners in correct (consistent with familiarization gender pairing) versus incorrect gender agreement. Twenty‐month‐olds showed emerging knowledge of gender categorization and agreement. This knowledge was robust in 30‐month‐olds. These findings demonstrate that abstract, productive grammatical representations are present early in acquisition.  相似文献   

Overexcitabilities and ADHD in the Gifted: An Examination     

Anne N. Rinn  Marilyn J. Reynolds 《Roeper Review》2013,35(1):38-45

Gifted children and adolescents can display behavioral characteristics similar to those exhibited by children and adolescents who have been diagnosed with attention-deficit hyperactivity disorder (ADHD), leading to potential issues with misdiagnosis. The overlapping characteristics between giftedness and ADHD are often seen as anecdotal or to only exist in theory, such as that explained by Dabrowski's theory of positive disintegration and his notion of overexcitabilities. There is a paucity of empirical data to support this perceived relationship between ADHD and overexcitabilities. This study provides empirical support for a relationship between ADHD and overexcitabilities within a sample of gifted adolescents. Implications are discussed.  相似文献   

GERONTOLOGY AND EDUCATION: A CASE FOR COLLABORATION     

Carol Barnes  Marilyn McCall Wiles 《Educational gerontology》2013,39(1):91-96

Too little consideration has been given to the potential dangers underlying program development for older adults. These dangers are exemplified by the inability of program designers to share their expertise. A close examination of current educational efforts serving the older adult reveals that past inadequacies and present growth trends demand more realistic approaches. More people are going to reach the age of 65; shifts in population demand shifts in priorities.

This paper attempts to focus on emerging problems associated with program development. Territoriality becomes a central issue in determining who should develop and implement programs for and about older people. The audiences to which this paper is addressed are educators and gerontologists. The prime question raised is: “Can collaborative efforts between gerontologists and educators improve current program quality?"  相似文献   

Launching the Virtual Academic Center: Issues and Challenges in Innovation     

Marilyn Flynn  Wendy Smith  June Wiley  Gary Wood 《Journal of Teaching in Social Work》2013,33(4-5):339-356

In October 2010, the University of Southern California School of Social Work entered the online education environment with the launch of the first national web-based MSW program. After an initial enrollment of 80 students, in just 3 years this state-of-the-art MSW, offered in a technology-advanced synchronous and asynchronous format, has generated an enrollment of 2,000 students residing in 38 states. The development and rapid growth of the Virtual Academic Center has not been without significant challenges, the most substantial of which has been the creation of a national field education program. This paper describes the MSW courses taught in the online environment, and pedagogical hurdles faced in order to maintain the educational quality that is the hallmark of the School's campus-based MSW program.  相似文献   

Aligning information technology and business strategy with a dynamic capabilities perspective: A longitudinal study of a Taiwanese Semiconductor Company   总被引：1，自引：0，他引：1  

Ruey-Shun  Chia-Ming  Marilyn M.  Wen-Jang   《International Journal of Information Management》2008,28(5):366-378

Strategic alignment involves the development and reconfiguration of information technology (IT) to support business strategies. This paper applies the dynamic capabilities perspective to analyze the strategic information system alignment process. The paper further argues the approach is constructive in understanding and overcoming difficulties in achieving and sustaining alignment. From a longitudinal case study of a semiconductor company in Taiwan, the results show an unaligned strategic information system (with an implemented IT strategy that varies from the intended IT strategy) impedes the development of IT. Path dependence, or the implications of prior IT decisions, is another barrier for alignment. A broader view of intended alignment, focusing on IT combined with clear business vision, can be beneficial for adding future IT resources. In addition, dynamic capabilities, which are critical for the creation and strength of IT resources, positively influence the alignment process and its future implementation success.  相似文献