TY - BOOK AU - National Research Council A2 - Cherie Chauvin TI - Threatening Communications and Behavior: Perspectives on the Pursuit of Public Figures SN - DO - 10.17226/13091 PY - 2011 UR - https://nap.nationalacademies.org/catalog/13091/threatening-communications-and-behavior-perspectives-on-the-pursuit-of-public PB - The National Academies Press CY - Washington, DC LA - English KW - Computers and Information Technology KW - Behavioral and Social Sciences AB - Today's world of rapid social, technological, and behavioral change provides new opportunities for communications with few limitations of time and space. Through these communications, people leave behind an ever-growing collection of traces of their daily activities, including digital footprints provided by text, voice, and other modes of communication. Meanwhile, new techniques for aggregating and evaluating diverse and multimodal information sources are available to security services that must reliably identify communications indicating a high likelihood of future violence. In the context of this changed and changing world of communications and behavior, the Board on Behavioral, Cognitive, and Sensory Sciences of the National Research Council presents this volume of three papers as one portion of the vast subject of threatening communications and behavior. The papers review the behavioral and social sciences research on the likelihood that someone who engages in abnormal and/or threatening communications will actually then try to do harm. The focus is on how the scientific knowledge can inform and advance future research on threat assessments, in part by considering the approaches and techniques used to analyze communications and behavior in the dynamic context of today's world. The papers in the collection were written within the context of protecting high-profile public figures from potential attach or harm. The research, however, is broadly applicable to U.S. national security including potential applications for analysis of communications from leaders of hostile nations and public threats from terrorist groups. This work highlights the complex psychology of threatening communications and behavior, and it offers knowledge and perspectives from multiple domains that contribute to a deeper understanding of the value of communications in predicting and preventing violent behaviors. ER - TY - BOOK AU - Institute of Medicine AU - National Academies of Sciences, Engineering, and Medicine A2 - Sara Rosenbaum A2 - Patti Simon TI - Speech and Language Disorders in Children: Implications for the Social Security Administration's Supplemental Security Income Program SN - DO - 10.17226/21872 PY - 2016 UR - https://nap.nationalacademies.org/catalog/21872/speech-and-language-disorders-in-children-implications-for-the-social PB - The National Academies Press CY - Washington, DC LA - English KW - Health and Medicine KW - Education AB - Speech and language are central to the human experience; they are the vital means by which people convey and receive knowledge, thoughts, feelings, and other internal experiences. Acquisition of communication skills begins early in childhood and is foundational to the ability to gain access to culturally transmitted knowledge, organize and share thoughts and feelings, and participate in social interactions and relationships. Thus, speech disorders and language disorders—disruptions in communication development—can have wide-ranging and adverse impacts on the ability to communicate and also to acquire new knowledge and fully participate in society. Severe disruptions in speech or language acquisition have both direct and indirect consequences for child and adolescent development, not only in communication, but also in associated abilities such as reading and academic achievement that depend on speech and language skills. The Supplemental Security Income (SSI) program for children provides financial assistance to children from low-income, resource-limited families who are determined to have conditions that meet the disability standard required under law. Between 2000 and 2010, there was an unprecedented rise in the number of applications and the number of children found to meet the disability criteria. The factors that contribute to these changes are a primary focus of this report. Speech and Language Disorders in Children provides an overview of the current status of the diagnosis and treatment of speech and language disorders and levels of impairment in the U.S. population under age 18. This study identifies past and current trends in the prevalence and persistence of speech disorders and language disorders for the general U.S. population under age 18 and compares those trends to trends in the SSI childhood disability population. ER - TY - BOOK AU - National Research Council TI - Computer Science: Reflections on the Field, Reflections from the Field SN - DO - 10.17226/11106 PY - 2004 UR - https://nap.nationalacademies.org/catalog/11106/computer-science-reflections-on-the-field-reflections-from-the-field PB - The National Academies Press CY - Washington, DC LA - English KW - Computers and Information Technology KW - Education AB - Computer Science: Reflections on the Field, Reflections from the Field provides a concise characterization of key ideas that lie at the core of computer science (CS) research. The book offers a description of CS research recognizing the richness and diversity of the field. It brings together two dozen essays on diverse aspects of CS research, their motivation and results. By describing in accessible form computer science’s intellectual character, and by conveying a sense of its vibrancy through a set of examples, the book aims to prepare readers for what the future might hold and help to inspire CS researchers in its creation. ER - TY - BOOK AU - National Research Council A2 - Robert A. Dobie A2 - Susan B. Van Hemel TI - Hearing Loss: Determining Eligibility for Social Security Benefits SN - DO - 10.17226/11099 PY - 2005 UR - https://nap.nationalacademies.org/catalog/11099/hearing-loss-determining-eligibility-for-social-security-benefits PB - The National Academies Press CY - Washington, DC LA - English KW - Behavioral and Social Sciences AB - Millions of Americans experience some degree of hearing loss. The Social Security Administration (SSA) operates programs that provide cash disability benefits to people with permanent impairments like hearing loss, if they can show that their impairments meet stringent SSA criteria and their earnings are below an SSA threshold. The National Research Council convened an expert committee at the request of the SSA to study the issues related to disability determination for people with hearing loss. This volume is the product of that study. Hearing Loss: Determining Eligibility for Social Security Benefits reviews current knowledge about hearing loss and its measurement and treatment, and provides an evaluation of the strengths and weaknesses of the current processes and criteria. It recommends changes to strengthen the disability determination process and ensure its reliability and fairness. The book addresses criteria for selection of pure tone and speech tests, guidelines for test administration, testing of hearing in noise, special issues related to testing children, and the difficulty of predicting work capacity from clinical hearing test results. It should be useful to audiologists, otolaryngologists, disability advocates, and others who are concerned with people who have hearing loss. ER - TY - BOOK AU - National Academies of Sciences, Engineering, and Medicine A2 - Ruby Takanishi A2 - Suzanne Le Menestrel TI - Promoting the Educational Success of Children and Youth Learning English: Promising Futures SN - DO - 10.17226/24677 PY - 2017 UR - https://nap.nationalacademies.org/catalog/24677/promoting-the-educational-success-of-children-and-youth-learning-english PB - The National Academies Press CY - Washington, DC LA - English KW - Education KW - Behavioral and Social Sciences AB - Educating dual language learners (DLLs) and English learners (ELs) effectively is a national challenge with consequences both for individuals and for American society. Despite their linguistic, cognitive, and social potential, many ELs—who account for more than 9 percent of enrollment in grades K-12 in U.S. schools—are struggling to meet the requirements for academic success, and their prospects for success in postsecondary education and in the workforce are jeopardized as a result. Promoting the Educational Success of Children and Youth Learning English: Promising Futures examines how evidence based on research relevant to the development of DLLs/ELs from birth to age 21 can inform education and health policies and related practices that can result in better educational outcomes. This report makes recommendations for policy, practice, and research and data collection focused on addressing the challenges in caring for and educating DLLs/ELs from birth to grade 12. ER - TY - BOOK AU - National Research Council A2 - Catherine E. Snow A2 - M. Susan Burns A2 - Peg Griffin TI - Preventing Reading Difficulties in Young Children SN - DO - 10.17226/6023 PY - 1998 UR - https://nap.nationalacademies.org/catalog/6023/preventing-reading-difficulties-in-young-children PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - While most children learn to read fairly well, there remain many young Americans whose futures are imperiled because they do not read well enough to meet the demands of our competitive, technology-driven society. This book explores the problem within the context of social, historical, cultural, and biological factors. Recommendations address the identification of groups of children at risk, effective instruction for the preschool and early grades, effective approaches to dialects and bilingualism, the importance of these findings for the professional development of teachers, and gaps that remain in our understanding of how children learn to read. Implications for parents, teachers, schools, communities, the media, and government at all levels are discussed. The book examines the epidemiology of reading problems and introduces the concepts used by experts in the field. In a clear and readable narrative, word identification, comprehension, and other processes in normal reading development are discussed. Against the background of normal progress, Preventing Reading Difficulties in Young Children examines factors that put children at risk of poor reading. It explores in detail how literacy can be fostered from birth through kindergarten and the primary grades, including evaluation of philosophies, systems, and materials commonly used to teach reading. ER - TY - BOOK AU - National Academy of Sciences TI - Biographical Memoirs: Volume 90 SN - DO - 10.17226/12562 PY - 2009 UR - https://nap.nationalacademies.org/catalog/12562/biographical-memoirs-volume-90 PB - The National Academies Press CY - Washington, DC LA - English KW - Biography and Autobiography AB - Biographic Memoirs Volume 90 contains the biographies of deceased members of the National Academy of Sciences and bibliographies of their published works. Each biographical essay was written by a member of the Academy familiar with the professional career of the deceased. For historical and bibliographical purposes, these volumes are worth returning to time and again. ER - TY - BOOK AU - Institute of Medicine TI - Psychological Testing in the Service of Disability Determination SN - DO - 10.17226/21704 PY - 2015 UR - https://nap.nationalacademies.org/catalog/21704/psychological-testing-in-the-service-of-disability-determination PB - The National Academies Press CY - Washington, DC LA - English KW - Health and Medicine AB - The United States Social Security Administration (SSA) administers two disability programs: Social Security Disability Insurance (SSDI), for disabled individuals, and their dependent family members, who have worked and contributed to the Social Security trust funds, and Supplemental Security Income (SSSI), which is a means-tested program based on income and financial assets for adults aged 65 years or older and disabled adults and children. Both programs require that claimants have a disability and meet specific medical criteria in order to qualify for benefits. SSA establishes the presence of a medically-determined impairment in individuals with mental disorders other than intellectual disability through the use of standard diagnostic criteria, which include symptoms and signs. These impairments are established largely on reports of signs and symptoms of impairment and functional limitation. Psychological Testing in the Service of Disability Determination considers the use of psychological tests in evaluating disability claims submitted to the SSA. This report critically reviews selected psychological tests, including symptom validity tests, that could contribute to SSA disability determinations. The report discusses the possible uses of such tests and their contribution to disability determinations. Psychological Testing in the Service of Disability Determination discusses testing norms, qualifications for administration of tests, administration of tests, and reporting results. The recommendations of this report will help SSA improve the consistency and accuracy of disability determination in certain cases. ER - TY - BOOK AU - National Research Council TI - Allocating Federal Funds for State Programs for English Language Learners SN - DO - 10.17226/13090 PY - 2011 UR - https://nap.nationalacademies.org/catalog/13090/allocating-federal-funds-for-state-programs-for-english-language-learners PB - The National Academies Press CY - Washington, DC LA - English KW - Education KW - Behavioral and Social Sciences KW - Surveys and Statistics AB - As the United States continues to be a nation of immigrants and their children, the nation's school systems face increased enrollments of students whose primary language is not English. With the 2001 reauthorization of the Elementary and Secondary Education Act (ESEA) in the No Child Left Behind Act (NCLB), the allocation of federal funds for programs to assist these students to be proficient in English became formula-based: 80 percent on the basis of the population of children with limited English proficiency1 and 20 percent on the basis of the population of recently immigrated children and youth. Title III of NCLB directs the U.S. Department of Education to allocate funds on the basis of the more accurate of two allowable data sources: the number of students reported to the federal government by each state education agency or data from the American Community Survey (ACS). The department determined that the ACS estimates are more accurate, and since 2005, those data have been basis for the federal distribution of Title III funds. Subsequently, analyses of the two data sources have raised concerns about that decision, especially because the two allowable data sources would allocate quite different amounts to the states. In addition, while shortcomings were noted in the data provided by the states, the ACS estimates were shown to fluctuate between years, causing concern among the states about the unpredictability and unevenness of program funding. In this context, the U.S. Department of Education commissioned the National Research Council to address the accuracy of the estimates from the two data sources and the factors that influence the estimates. The resulting book also considers means of increasing the accuracy of the data sources or alternative data sources that could be used for allocation purposes. ER - TY - BOOK AU - National Research Council A2 - Richard W. Pew A2 - Susan B. Van Hemel TI - Technology for Adaptive Aging SN - DO - 10.17226/10857 PY - 2004 UR - https://nap.nationalacademies.org/catalog/10857/technology-for-adaptive-aging PB - The National Academies Press CY - Washington, DC LA - English KW - Behavioral and Social Sciences KW - Health and Medicine AB - Emerging and currently available technologies offer great promise for helping older adults, even those without serious disabilities, to live healthy, comfortable, and productive lives. What technologies offer the most potential benefit? What challenges must be overcome, what problems must be solved, for this promise to be fulfilled? How can federal agencies like the National Institute on Aging best use their resources to support the translation from laboratory findings to useful, marketable products and services? Technology for Adaptive Aging is the product of a workshop that brought together distinguished experts in aging research and in technology to discuss applications of technology to communication, education and learning, employment, health, living environments, and transportation for older adults. It includes all of the workshop papers and the report of the committee that organized the workshop. The committee report synthesizes and evaluates the points made in the workshop papers and recommends priorities for federal support of translational research in technology for older adults. ER - TY - BOOK AU - National Research Council A2 - Catherine Lord A2 - James P. McGee TI - Educating Children with Autism SN - DO - 10.17226/10017 PY - 2001 UR - https://nap.nationalacademies.org/catalog/10017/educating-children-with-autism PB - The National Academies Press CY - Washington, DC LA - English KW - Health and Medicine AB - Autism is a word most of us are familiar with. But do we really know what it means? Children with autism are challenged by the most essential human behaviors. They have difficulty interacting with other people—often failing to see people as people rather than simply objects in their environment. They cannot easily communicate ideas and feelings, have great trouble imagining what others think or feel, and in some cases spend their lives speechless. They frequently find it hard to make friends or even bond with family members. Their behavior can seem bizarre. Education is the primary form of treatment for this mysterious condition. This means that we place important responsibilities on schools, teachers and children's parents, as well as the other professionals who work with children with autism. With the passage of the Individuals with Disabilities Education Act of 1975, we accepted responsibility for educating children who face special challenges like autism. While we have since amassed a substantial body of research, researchers have not adequately communicated with one another, and their findings have not been integrated into a proven curriculum. Educating Children with Autism outlines an interdisciplinary approach to education for children with autism. The committee explores what makes education effective for the child with autism and identifies specific characteristics of programs that work. Recommendations are offered for choosing educational content and strategies, introducing interaction with other children, and other key areas. This book examines some fundamental issues, including: How children's specific diagnoses should affect educational assessment and planning How we can support the families of children with autism Features of effective instructional and comprehensive programs and strategies How we can better prepare teachers, school staffs, professionals, and parents to educate children with autism What policies at the federal, state, and local levels will best ensure appropriate education, examining strategies and resources needed to address the rights of children with autism to appropriate education. Children with autism present educators with one of their most difficult challenges. Through a comprehensive examination of the scientific knowledge underlying educational practices, programs, and strategies, Educating Children with Autism presents valuable information for parents, administrators, advocates, researchers, and policy makers. ER - TY - BOOK A2 - Diane August A2 - Kenji Hakuta TI - Improving Schooling for Language-Minority Children: A Research Agenda SN - DO - 10.17226/5286 PY - 1997 UR - https://nap.nationalacademies.org/catalog/5286/improving-schooling-for-language-minority-children-a-research-agenda PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - How do we effectively teach children from homes in which a language other than English is spoken? In Improving Schooling for Language-Minority Children, a committee of experts focuses on this central question, striving toward the construction of a strong and credible knowledge base to inform the activities of those who educate children as well as those who fund and conduct research. The book reviews a broad range of studies—from basic ones on language, literacy, and learning to others in educational settings. The committee proposes a research agenda that responds to issues of policy and practice yet maintains scientific integrity. This comprehensive volume provides perspective on the history of bilingual education in the United States; summarizes relevant research on development of a second language, literacy, and content knowledge; reviews past evaluation studies; explores what we know about effective schools and classrooms for these children; examines research on the education of teachers of culturally and linguistically diverse students; critically reviews the system for the collection of education statistics as it relates to this student population; and recommends changes in the infrastructure that supports research on these students. ER - TY - BOOK AU - National Research Council A2 - Judith Anderson Koenig A2 - Lyle F. Bachman TI - Keeping Score for All: The Effects of Inclusion and Accommodation Policies on Large-Scale Educational Assessments SN - DO - 10.17226/11029 PY - 2004 UR - https://nap.nationalacademies.org/catalog/11029/keeping-score-for-all-the-effects-of-inclusion-and-accommodation PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - U.S. public schools are responsible for educating large numbers of English language learners and students with disabilities. This book considers policies for including students with disabilities and English language learners in assessment programs. It also examines the research findings on testing accommodations and their effect on test performance. Keeping Score for All discusses the comparability of states’ policies with each other and with the National Assessment of Educational Progress (NAEP) policies and explores the impact of these differences on the interpretations of NAEP results. The book presents a critical review of the research literature and makes suggestions for future research to evaluate the validity of test scores obtained under accommodated conditions. The book concludes by proposing a new framework for conceptualizing accommodations. This framework would be useful both for policymakers, test designers, and practitioners in determining appropriate accommodations for specific assessments and for researchers in planning validity studies. ER - TY - BOOK AU - Transportation Research Board AU - National Academies of Sciences, Engineering, and Medicine A2 - Sinem Mollaoglu A2 - Angelo Garcia A2 - Harshavardhan Kalbhor A2 - Brian Polkinghorn TI - Guidebook for Integrating Collaborative Partnering into Traditional Airport Practices DO - 10.17226/25386 PY - 2019 UR - https://nap.nationalacademies.org/catalog/25386/guidebook-for-integrating-collaborative-partnering-into-traditional-airport-practices PB - The National Academies Press CY - Washington, DC LA - English KW - Transportation and Infrastructure AB - TRB's Airport Cooperative Research Program (ACRP) Research Report 196: Guidebook for Integrating Collaborative Partnering into Traditional Airport Practices provides guidance for using collaborative partnering for airport construction projects. Collaborative partnering is a structured process to bring owners, designers, and construction teams face-to-face throughout the life of the project, and often is facilitated by a neutral third party. This report explores how airport staff involved with the design, construction, operation, and maintenance phases of constructing new airport assets may use collaborative partnering to potentially enhance tasks during the process. ER - TY - BOOK AU - National Research Council A2 - Nancy A. Crowell A2 - Ann W. Burgess TI - Understanding Violence Against Women SN - DO - 10.17226/5127 PY - 1996 UR - https://nap.nationalacademies.org/catalog/5127/understanding-violence-against-women PB - The National Academies Press CY - Washington, DC LA - English KW - Behavioral and Social Sciences KW - Health and Medicine AB - Violence against women is one factor in the growing wave of alarm about violence in American society. High-profile cases such as the O.J. Simpson trial call attention to the thousands of lesser-known but no less tragic situations in which women's lives are shattered by beatings or sexual assault. The search for solutions has highlighted not only what we know about violence against women but also what we do not know. How can we achieve the best understanding of this problem and its complex ramifications? What research efforts will yield the greatest benefit? What are the questions that must be answered? Understanding Violence Against Women presents a comprehensive overview of current knowledge and identifies four areas with the greatest potential return from a research investment by increasing the understanding of and responding to domestic violence and rape: What interventions are designed to do, whom they are reaching, and how to reach the many victims who do not seek help. Factors that put people at risk of violence and that precipitate violence, including characteristics of offenders. The scope of domestic violence and sexual assault in America and its conequences to individuals, families, and society, including costs. How to structure the study of violence against women to yield more useful knowledge. Despite the news coverage and talk shows, the real fundamental nature of violence against women remains unexplored and often misunderstood. Understanding Violence Against Women provides direction for increasing knowledge that can help ameliorate this national problem. ER - TY - BOOK AU - National Academies of Sciences, Engineering, and Medicine A2 - Suzanne Wilson A2 - Heidi Schweingruber A2 - Natalie Nielsen TI - Science Teachers' Learning: Enhancing Opportunities, Creating Supportive Contexts SN - DO - 10.17226/21836 PY - 2015 UR - https://nap.nationalacademies.org/catalog/21836/science-teachers-learning-enhancing-opportunities-creating-supportive-contexts PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - Currently, many states are adopting the Next Generation Science Standards (NGSS) or are revising their own state standards in ways that reflect the NGSS. For students and schools, the implementation of any science standards rests with teachers. For those teachers, an evolving understanding about how best to teach science represents a significant transition in the way science is currently taught in most classrooms and it will require most science teachers to change how they teach. That change will require learning opportunities for teachers that reinforce and expand their knowledge of the major ideas and concepts in science, their familiarity with a range of instructional strategies, and the skills to implement those strategies in the classroom. Providing these kinds of learning opportunities in turn will require profound changes to current approaches to supporting teachers' learning across their careers, from their initial training to continuing professional development. A teacher's capability to improve students' scientific understanding is heavily influenced by the school and district in which they work, the community in which the school is located, and the larger professional communities to which they belong. Science Teachers' Learning provides guidance for schools and districts on how best to support teachers' learning and how to implement successful programs for professional development. This report makes actionable recommendations for science teachers' learning that take a broad view of what is known about science education, how and when teachers learn, and education policies that directly and indirectly shape what teachers are able to learn and teach. The challenge of developing the expertise teachers need to implement the NGSS presents an opportunity to rethink professional learning for science teachers. Science Teachers' Learning will be a valuable resource for classrooms, departments, schools, districts, and professional organizations as they move to new ways to teach science. ER - TY - BOOK A2 - Donald J. Hernandez A2 - Evan Charney TI - From Generation to Generation: The Health and Well-Being of Children in Immigrant Families SN - DO - 10.17226/6164 PY - 1998 UR - https://nap.nationalacademies.org/catalog/6164/from-generation-to-generation-the-health-and-well-being-of PB - The National Academies Press CY - Washington, DC LA - English KW - Behavioral and Social Sciences AB - Immigrant children and youth are the fastest growing segment of the U.S. population, and so their prospects bear heavily on the well-being of the country. However, relevant public policy is shaped less by informed discussion than by politicized contention over welfare reform and immigration limits. From Generation to Generation explores what we know about the development of white, black, Hispanic, and Asian children and youth from numerous countries of origin. Describing the status of immigrant children and youth as "severely understudied," the committee both draws on and supplements existing research to characterize the current status and outlook of immigrant children. The book discusses the many factors—family size, fluency in English, parent employment, acculturation, delivery of health and social services, and public policies—that shape the outlook for the lives of these children and youth. The committee makes recommendations for improved research and data collection designed to advance knowledge about these children and, as a result, their visibility in current policy debates. ER - TY - BOOK AU - National Academy of Sciences A2 - John C. Avise A2 - Francisco J. Ayala TI - In the Light of Evolution: Volume IV: The Human Condition SN - DO - 10.17226/12931 PY - 2010 UR - https://nap.nationalacademies.org/catalog/12931/in-the-light-of-evolution-volume-iv-the-human-condition PB - The National Academies Press CY - Washington, DC LA - English KW - Biology and Life Sciences AB - The Human Condition is a collection of papers by leading evolutionary biologists and philosophers of science that reflect on the Darwinian Revolution as it relates to the human condition at levels ranging from the molecular to the theological. The book focuses on understanding the evolutionary origin of humans and their biological and cultural traits. The Human Condition is organized into three parts: Human Phylogenetic History and the Paleontological Record; Structure and Function of the Human Genome; and Cultural Evolution and the Uniqueness of Being Human. This fourth volume from the In the Light of Evolution (ILE) series, based on a series of Arthur M. Sackler colloquia, was designed to promote the evolutionary sciences. Each volume explores evolutionary perspectives on a particular biological topic that is scientifically intriguing but also has special relevance to contemporary societal issues or challenges. Individually and collectively, the ILE series interprets phenomena in various areas of biology through the lens of evolution, addresses some of the most intellectually engaging as well as pragmatically important societal issues of our times, and fosters a greater appreciation of evolutionary biology as a consolidating foundation for the life sciences. ER - TY - BOOK AU - National Research Council A2 - Daniel J. Reschly A2 - Tracy G. Myers A2 - Christine R. Hartel TI - Mental Retardation: Determining Eligibility for Social Security Benefits SN - DO - 10.17226/10295 PY - 2002 UR - https://nap.nationalacademies.org/catalog/10295/mental-retardation-determining-eligibility-for-social-security-benefits PB - The National Academies Press CY - Washington, DC LA - English KW - Behavioral and Social Sciences AB - Current estimates suggest that between one and three percent of people living in the United States will receive a diagnosis of mental retardation. Mental retardation, a condition characterized by deficits in intellectual capabilities and adaptive behavior, can be particularly hard to diagnose in the mild range of the disability. The U.S. Social Security Administration (SSA) provides income support and medical benefits to individuals with cognitive limitations who experience significant problems in their ability to perform work and may therefore be in need of governmental support. Addressing the concern that SSA’s current procedures are consistent with current scientific and professional practices, this book evaluates the process used by SSA to determine eligibility for these benefits. It examines the adequacy of the SSA definition of mental retardation and its current procedures for assessing intellectual capabilities, discusses adaptive behavior and its assessment, advises on ways to combine intellectual and adaptive assessment to provide a complete profile of an individual's capabilities, and clarifies ways to differentiate mental retardation from other conditions. ER - TY - BOOK AU - National Research Council A2 - Cheryl D. Hayes A2 - John L. Palmer A2 - Martha J. Zaslow TI - Who Cares for America's Children? SN - DO - 10.17226/1339 PY - 1990 UR - https://nap.nationalacademies.org/catalog/1339/who-cares-for-americas-children PB - The National Academies Press CY - Washington, DC LA - English KW - Behavioral and Social Sciences AB - Few issues have aroused more heated public debate than that of day care for children of working parents. Who should be responsible for providing child care—government, employers, schools, communities? What types of care are best? This volume explores the critical need for a more coherent policy on child care and offers recommendations for the actions needed to develop such a policy. Who Cares for America's Children? looks at the barriers to developing a national child care policy, evaluates the factors in child care that are most important to children's development, and examines ways of protecting children's physical well-being and fostering their development in child care settings. It also describes the "patchwork quilt" of child care services currently in use in America and the diversity of support programs available, such as referral services. Child care providers (whether government, employers, commercial for-profit, or not-for-profit), child care specialists, policymakers, researchers, and concerned parents will find this comprehensive volume an invaluable resource on child care in America. ER -