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Target 2 of the National Agenda for Improving Results for Children and Youth with Serious Emotional Disturbance stipulates that communities and schools “serve children and youth with emotional needs in their neighborhood homes and regular classrooms by developing the capacity of teachers, schools, and communities to provide supports and resources.” This statement is partially based upon the idea that children and youth who are placed out-of-district for special needs and services are often alienated from their neighborhoods and their communities. The Westerly, RI, and Alliance, OH, school districts, service delivery agencies and families collaborated to implement system-wide change, so as to accomplish two main goals. First, they intended on retaining students with emotional needs in their neighborhood schools and in regular classrooms. Second, they aimed to increase their effectiveness in addressing the needs of all students by providing a range of integrated resources. Both communities were strongly driven by the underlying objective: to improve the educational, economic, and social outcomes for all children. [ABSTRACT FROM AUTHOR]

Explores the safety and efficacy of synthetic melatonin in the treatment of sleep problems in children with developmental disabilities. Effect of melatonin on the time to fall asleep; Beneficial effects of melatonin on sleep in at least some children with disabilities; Absence of exacerbation of seizures.

Aim To investigate the relationships among the Gross Motor Function Classification System (GMFCS), Manual Ability Classification System (MACS), and Communication Function Classification System (CFCS) in children with cerebral palsy (CP). Method Using questionnaires describing each scale, mothers reported GMFCS, MACS, and CFCS levels in 222 children with CP aged from 2 to17 years (94 females, 128 males; mean age 8y, SD 4). Children were referred from pediatric developmental/behavioral, physiatry, and child neurology clinics, in the USA, for a case-control study of the etiology of CP. Pairwise relationships among the three systems were assessed using Spearman's correlation coefficients ( rs), stratifying by age and CP topographical classifications. Results Correlations among the three functional assessments were strong or moderate. GMFCS levels were highly correlated with MACS levels ( rs=0.69) and somewhat less so with CFCS levels ( rs=0.47). MACS and CFCS were also moderately correlated ( rs=0.54). However, many combinations of functionality were found. Of the 125 possible combinations of the three five-point systems, 62 were found in these data. Interpretation Use of all three classification systems provides a more comprehensive picture of the child's function in daily life than use of any one alone. This resulting functional profile can inform both clinical and research purposes. [ABSTRACT FROM AUTHOR]

Birth characteristics and developmental milestones were evaluated as early predictors/correlates of communication in children with cerebral palsy. The hypothesis was that maternal report of child’s age for vocal play and first words would predict current functional communication. A case series of 215 children, 2 to 17 years (mean age = 8.2 years, SD = 3.9) with cerebral palsy was recruited from medical practices in 3 Michigan cities. Early developmental data were collected by maternal interview. The child’s Communication Function Classification System (CFCS) level was obtained from parent. Predictors of less functional communication included gestational age >32 weeks, number of comorbidities, age of first words after age 24 months, and use of communication methods other than speech. Several birth characteristics and developmental language milestones were predictive of later communication performance for children with cerebral palsy. These characteristics and milestones should trigger referrals for communication evaluations, including speech, language, hearing, and/or augmentative and alternative communication. [ABSTRACT FROM AUTHOR]