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Lowenthal, Barbara – Early Child Development and Care, 2001
Suggests that teachers use classroom strategies (structure and routine, reasonable rules and limits, using appropriate methods of discipline, other positive behavior management techniques) and socio-emotional interventions (development of friendships, appropriate expressions of emotions, anger control, conflict management, and internal sense of…
Descriptors: At Risk Persons, Child Abuse, Child Health, Children
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Lowenthal, Barbara – Early Child Development and Care, 1997
Briefly reviews modes of HIV transmission and course of the disease, then focuses on its effects on children's development and learning. Describes treatments, therapies, and possible educational interventions. Challenges educators to learn more effective methods of helping these children improve their learning potential and quality of life. (EV)
Descriptors: Acquired Immune Deficiency Syndrome, Child Development, Child Health, Children
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Lowenthal, Barbara – Early Child Development and Care, 1998
Discusses the negative effects of neglect and abuse on young children, including the cognitive, neurological, and psychological effects. Considers interventions that can prevent neglect and abuse and foster resiliency in the affected children. Advocates the community, family, and professional support of preventive and therapeutic efforts that…
Descriptors: Change Strategies, Child Abuse, Child Neglect, Cognitive Ability
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Lowenthal, Barbara – Early Child Development and Care, 1998
Describes the variety of possible effects of traumatic brain injuries (TBI) on early childhood development in the cognitive, language, social-emotional, motor, and adaptive domains. Suggests interventions which can assist young survivors and their families. Suggests that more long-term, intensive studies be conducted on the short- and long-term…
Descriptors: Brain, Child Development, Early Intervention, Head Injuries
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Lowenthal, Barbara – Early Child Development and Care, 1995
Discusses the kinds of competencies needed by educators to better assist young children with disabilities and their families. These competencies include: knowledge of early childhood as a distinct phase of development, experiences in working with families, skills in collaboration and coordination, developmentally appropriate intervention, and…
Descriptors: Developmentally Appropriate Practices, Disabilities, Early Childhood Education, Educational Practices
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Lowenthal, Barbara – Early Child Development and Care, 1994
Types of assessment for young children with special needs can include the following approaches: norm referenced, criterion referenced or curriculum based, adaptive to handicap, process oriented, and ecologically based evaluation. An explanation of each approach is given with a description of possible advantages and disadvantages of each in the…
Descriptors: Age Differences, At Risk Persons, Disabilities, Early Childhood Education
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Lowenthal, Barbara – Early Child Development and Care, 1997
Describes three types of functional assessment of young children with special needs: play-based, family interviews, and the evaluation of multiple intelligences. Claims that all three types are useful for planning developmentally appropriate interventions and are positive because the emphasis is on the children's and their families' strengths…
Descriptors: Child Development, Cognitive Development, Developmentally Appropriate Practices, Early Childhood Education
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Landerholm, Elizabeth; Lowenthal, Barbara – Early Child Development and Care, 1993
Studied a program initiated by a university day-care center designed to increase parent involvement in the following areas: (1) support activities for parents and children; (2) educational activities for parents and children; and (3) leadership activities for parents. Results indicated that support activities helped parents to feel more…
Descriptors: Computer Oriented Programs, Day Care Centers, Early Childhood Education, Laboratory Schools
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Lowenthal, Barbara – Early Child Development and Care, 1996
Focuses on methods of teaching toileting and independent eating skills to children with disabilities. Methods for teaching toileting skills include timed toileting, scheduled toileting, and the rapid technique. Methods for teaching self-feeding include systematic instruction, positioning techniques, and adaptive modifications. Notes that both…
Descriptors: Adaptive Behavior (of Disabled), Behavior Change, Disabilities, Early Childhood Education
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Lowenthal, Barbara – Early Child Development and Care, 1999
Examines definitions of inclusion, mainstreaming, and integration, focusing on developments within the United States. Reviews legislation leading to inclusion, the debate about use of inclusion in early-childhood special education, and the rationale and research supporting inclusion. Describes factors necessary for successful inclusion, including…
Descriptors: Administrator Role, Classroom Environment, Curriculum, Definitions
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Lowenthal, Barbara; And Others – Early Child Development and Care, 1994
Argues that assessment in early childhood special education needs to go beyond diagnosis of the child in isolation and include evaluation of the child using an ecological perspective. Three aspects of ecological early childhood assessment are discussed: (1) the family interview; (2) the evaluation of adult-child learning styles; and (3)…
Descriptors: Cognitive Style, Early Childhood Education, Ecological Factors, Educational Diagnosis