Publication Type: Abstract
Abstract: Objectives: To perform a quality assurance program that assesses both quantitative and qualitative aspects of standardized CAPE outcome based capabilities checklists. Methods: CAPE outcome based capabilities checklists were developed for Community IPPE, Community APPE and Institutional APPE. 5% of IPPE and 10% of APPE sites were randomly selected for Experiential Coordinator visits to determine the level of student involvement (1=student read or heard about, 2=student observed, 3= student performed), level of student achievement (1=introduced through observation, 2=practiced at novice, 3=proficiency at Pharm.D D. level), and site value (1=educational exercise only, 2-=moderate usefulness, 3=very valuable) of capability checklist activities. 20% of randomly selected students submitted written samples of work product for qualitative and quantitative assessment and rubric development. Results: Thirteen random site visits have been completed from 5/15/06 to 2/15/07. The time to complete the random site visits was 53.23 + 23.83 minutes (25-120 minutes). Students completed 97.46 + 3.46 % required checklist activities. 65% of the reported student involvement outcomes were categorized at level 3- student performed. 46% of the student achievement outcomes were categorized at level 3- proficiency at Pharm.D. D. level. 52% of the site value outcomes were categorized at level 3- very valuable. Rubric development is ongoing for qualitative assessment of submitted work. Implications: Students completed the majority of the activities on the capabilities checklist. Random site visit preceptor and student survey information identified areas for improvement in the selected rotations. Student involvement in activities was high with most achieving proficiency in the capabilities.

Publication Type: Conference Paper/Unpublished Manuscript
Abstract: This paper discusses the results of a pilot test of the validity of the San Diego Risk and Resiliency Checklist for a sample of Probation youth in Los Angeles County. Probation staff interviewed over 1000 youth, stratified by gender and race/ethnicity. A youth’s “resiliency score” on the SDRRC (the net sum of risk factors, which have negative values, and protective factors, which have positive values) was significantly related to the youth’s 12-month recidivism rate. The Los Angeles Probation Department has implemented a policy to institutionalize the SDRRC, now referred to as the LARRC, and is developing an automated case plan that will build on the LARRC assessment instrument to provide a more consistent and objective foundation for determining appropriate services based upon the needs of the minor. The paper will discuss validation results as well as sampling and testing issues related to subgroup validation and implementing the tool in actual practice.

Publication Type: Individual Poster
Abstract: Background and Aims: Families from developing nations, such as Brazil, are faced with innumerous risk factors. Among such risks, poverty and low educational level by mothers increase children’s risk for developmental delay. The authors have operationalized the Portage Inventory, and have utilized it with University students to teach low-income mothers about healthy child development and, thus, install new behavioral repertoires in the children. The goal of this paper is to describe some of this intervention with low-income mothers of children with disabilities or with at risk children.
Methods: Students are taught to asses the children’s development (0-6 years) through weekly home visits, in addition to interviewing professionals who may work with the children, and develop and implement an intervention plan. On a weekly basis, mothers are taught to install new behaviors in the children while receiving modeling and feedback by undergraduate and graduate students. The child’s development is re-assessed to identify the gains of the intervention, and referrals to other community services are made, as needed. A case-study published in a Brazilian journal involving an intervention with a 15 year-old mother and her 20 month daughter will be described as an illustration.
Key Results: In the last five years, 50 low-income families took part of the program involving at risk children (such as children from adolescent mothers), as well as children with disabilities (such as Down syndrome, autism, cerebral palsy, etc). Results have indicated significant improvement in different developmental areas, and more expressive gains in motor development, social and self-help domains. Most families (92.3%) have found the program to be excellent or good, stating that their child has much benefited from the intervention. The case-study results indicate that the intervention was helpful to support the mother, helping her re-organize her life (e.g., mother returned to school and resumed some social activities), and developed a more adequate and frequent interaction with her infant. After five months of the intervention, the child presented improvements in all developmental areas.
Conclusions: Analysis of the results seems to indicate that the intervention is beneficial to the parties involved, although there are still some challenges to confront.

Publication Type: Conference Paper/Unpublished Manuscript
Abstract: Background and Aims: There are a limited number of research-based instruments to teach parents about child development. The goal of this paper is: a) to describe the adaptation of a North-American instrument (The Portage Checklist) to teach parents or family members of 0-6 year-old special children, in ways which could enhance their children’s development and b) to describe some applications of the above instrument in Brazil.
Methods: Initially, authorization was obtained from the authors to translate to Portuguese the Portage Checklist, instrument which comprehends the following developmental areas: socialization, motor development, language, self-help, cognition, and a sixth area (infant stimulation, specific to 0-6 month infants. Secondly, the present authors have operationalized each one of the 580 behaviors listed in the Checklist, specifying four components: the child’s expected response, the needed conditions for the occurrence of the response, the materials involved, and the criteria utilized to decide if the behavior was indeed present tin the child’s repertoire. Such operationalization was possible by reviewing existing criteria in the child development literature and, thus, enabling the instrument to be used for research purposes. The final project was published as a book in Brazil.
Key results: The Operationalized Portage Checklist data can be plotted in different ways to analyze the resulting data. One helpful method is to draw a regression line that estimates optimal development, and compare it to the individual child’s data line. Multiple assessments prior to the family intervention enable the researcher to compare the line’s inclination and, thus, measure possible intervention results. The final instrument has been utilized by different professionals in Brazil, such as psychologists, kino therapists, especial education and physical education teachers, occupational therapists, among others to: 1) monitor special education children in early intervention programs; 2) intervene with institutionalized infants with global developmental delay; 3) teach undergraduate students to develop instructional material to guide parental interaction, as well as institutional infant care staff; 4) to teach child development internships at the University; 5) to enable graduate students to develop parent intervention programs; 6) to train Down Syndrome mothers to intervene with their children in clinical settings, and 7) to conduct home training of at-risk infant mothers (premature, low-birth weight, lead contamination) after hospital discharge.
Conclusions: The Instrument has been used widely in Brazil due to its thoroughness and research possibilities.

Publication Type: Conference Paper/Unpublished Manuscript
Abstract: A small literature exists that dates back to Reichel’s (1975) study on college students’ involvement in criminal activities. He had found that the vast majority of students had committed crimes for which they could have been incarcerated. Since then, several other studies have been done to have replicated and extended Reichel’s work. We continue this tradition by updating the methodology to the early 21st Century and present findings from a study done in Texas. We will conclude by providing suggestions on how the findings can be used in criminology classes.