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Current Filters: Author:Ramey, Craig T. [remove]; Classification:Special Needs Children & Special Child Populations [remove];
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Children at risk: Identification and intervention
Ramey, Craig T., 1980
Children Today, 9(6), 12-16

A discussion of three longitudinal studies exploring demographics and family predictors of developmental disabilities and the impact of early intervention programs on preventing developmental disabilities

Other

Early intervention for high-risk children: The Carolina early intervention program
Ramey, Craig T., 1990
Prevention in Human Services, 7(1), 33-57

Reports & Papers

Family support in the home: Programs, policy and social change
Roberts, Richard N., 1991
American Psychologist, 46(2), 131-137

A discussion of research and policy on home visiting parent support programs and their potential benefits for families

Reports & Papers

Head Start children at third grade: Preliminary special education identification and placement of children with emotional, learning, and related disabilities
Redden, Sandra Cluett, 1999
Journal of Child and Family Studies, 8(3), 285-303

An inquiry into the identification of emotional disturbances (ED) in children entering the third grade, based on a study of 4,136 children in 30 sites who had participated in a Head Start program

Reports & Papers

Head Start children with a putative diagnosis of ADHD: A four-year follow-up of special education placement
Redden, Sandra Cluett, 2003
Education and Treatment of Children, 26(3), 208-223

A comparison of Head Start children diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) with Head Start children without the disorder, by analyzing special education placements, psycho-educational test results, and related measures from kindergarten into the third grade

Reports & Papers

High-risk infants environmental risk factors
Campbell, Frances A., 1986
In J. M. Berg (Ed.), Science and service in mental retardation: Proceedings of the seventh congress of the International Association for the Scientific Study of Mental Deficiency (pp. 23-33). London: Methuen

A longitudinal study of the impact of factors like malnutrition, temperament, home environment, maternal variables and early educational intervention for family and children on children�s intellectual development

Reports & Papers

Intensive educational intervention for children of poverty
Ramey, Craig T., 1990
Intelligence, 14(1), 1-9

Discussion of early educational intervention programs, their role in preventing developmental dysfunctions that result from socioeconomic disadvantages, and strategies for their widespread implementation

Reports & Papers

Maternal IQ and home environment as determinants of early childhood intellectual competence: A developmental analysis
Yeates, Keith Owen, 1983
Developmental Psychology, 19(5), 731-739

A longitudinal study of the impact of maternal Intelligence Quotient and home environment on intellectual performance in developmentally at-risk children from birth to four years

Reports & Papers

Mental health and special education outcomes of Head Start children followed into elementary school
Redden, Sandra Cluett, 2003
NHSA Dialog, 6(1), 87-110

Highlights of a longitudinal study examining issues in identifying mental health and special education needs for Head Start children entering elementary school, based on a sample of 7,515 children participating in the National Head Start Early Childhood Transition Study from 30 Head Start centers across the United States

Reports & Papers

Predicting school failure from information available at birth
Ramey, Craig T., 1978
American Journal of Mental Deficiency, 82(6), 525-534

A study of the use of birth certificate information to predict the psychological and educational status of approximately 1000 randomly sampled North Carolina first graders in order to develop a cost effective mechanism to identify children who will potentially need special needs services

Reports & Papers

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Research Connections is supported by grant #90YE0104 from the Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. The contents are solely the responsibility of the National Center for Children in Poverty and the Inter-university Consortium for Political and Social Research and do not necessarily represent the official views of the Office of Planning, Research and Evaluation, the Administration for Children and Families, or the U.S. Department of Health and Human Services.

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			Children at risk: Identification and intervention Ramey, Craig T., 1980 Children Today, 9(6), 12-16 A discussion of three longitudinal studies exploring demographics and family predictors of developmental disabilities and the impact of early intervention programs on preventing developmental disabilities	Other
			Early intervention for high-risk children: The Carolina early intervention program Ramey, Craig T., 1990 Prevention in Human Services, 7(1), 33-57	Reports & Papers
			Family support in the home: Programs, policy and social change Roberts, Richard N., 1991 American Psychologist, 46(2), 131-137 A discussion of research and policy on home visiting parent support programs and their potential benefits for families	Reports & Papers
			Head Start children at third grade: Preliminary special education identification and placement of children with emotional, learning, and related disabilities Redden, Sandra Cluett, 1999 Journal of Child and Family Studies, 8(3), 285-303 An inquiry into the identification of emotional disturbances (ED) in children entering the third grade, based on a study of 4,136 children in 30 sites who had participated in a Head Start program	Reports & Papers
			Head Start children with a putative diagnosis of ADHD: A four-year follow-up of special education placement Redden, Sandra Cluett, 2003 Education and Treatment of Children, 26(3), 208-223 A comparison of Head Start children diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) with Head Start children without the disorder, by analyzing special education placements, psycho-educational test results, and related measures from kindergarten into the third grade	Reports & Papers
			High-risk infants environmental risk factors Campbell, Frances A., 1986 In J. M. Berg (Ed.), Science and service in mental retardation: Proceedings of the seventh congress of the International Association for the Scientific Study of Mental Deficiency (pp. 23-33). London: Methuen A longitudinal study of the impact of factors like malnutrition, temperament, home environment, maternal variables and early educational intervention for family and children on children�s intellectual development	Reports & Papers
			Intensive educational intervention for children of poverty Ramey, Craig T., 1990 Intelligence, 14(1), 1-9 Discussion of early educational intervention programs, their role in preventing developmental dysfunctions that result from socioeconomic disadvantages, and strategies for their widespread implementation	Reports & Papers
			Maternal IQ and home environment as determinants of early childhood intellectual competence: A developmental analysis Yeates, Keith Owen, 1983 Developmental Psychology, 19(5), 731-739 A longitudinal study of the impact of maternal Intelligence Quotient and home environment on intellectual performance in developmentally at-risk children from birth to four years	Reports & Papers
			Mental health and special education outcomes of Head Start children followed into elementary school Redden, Sandra Cluett, 2003 NHSA Dialog, 6(1), 87-110 Highlights of a longitudinal study examining issues in identifying mental health and special education needs for Head Start children entering elementary school, based on a sample of 7,515 children participating in the National Head Start Early Childhood Transition Study from 30 Head Start centers across the United States	Reports & Papers
			Predicting school failure from information available at birth Ramey, Craig T., 1978 American Journal of Mental Deficiency, 82(6), 525-534 A study of the use of birth certificate information to predict the psychological and educational status of approximately 1000 randomly sampled North Carolina first graders in order to develop a cost effective mechanism to identify children who will potentially need special needs services	Reports & Papers