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The focus of this paper is two-fold. First to evaluate a course in child care, treatment, and, second, while doing so, to trace the evolution of child care as a profession. The course being evaluated here was not an isolated event. It was a small part of a national movement to upgrade child care and the child care worker. This is a young, upcoming profession in its developmental stages. Consequently, many of the issues and training methods presented here will be improved and become more sophisticated by the time this paper is printed. At the same time there is a need to keep interested persons informed and knowledgeable about the state of the art. It is for this reason that the evaluation of this particular course, a microcosm in the world of child care, has been presented in the context of the overall picture. It is also important to keep in mind that because of the dynamic nature of the child care field, this report is, in effect, a snapshot in time. It should be viewed in these terms. It is hoped that this contribution will serve as an appetizer to a very exciting field of professional accomplishment.

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This paper deals with actual experiences of elementary school children in Bay County who were socially handicapped by emotional upsets which they were not able to overcome alone. For the greater part these children were in overcrowded classrooms and had to be helped by the teacher as frustrations became evident. It is the purpose of the writer to show how emotional disturbances contributed to the social maladjustment of the children whose cases will be discussed in this paper. / "July 3, 1950." / Typescript. / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science under Plan II." / Includes bibliographical references (leaves 69-71).

Autism Spectrum Disorder (ASD) encompasses a group of life-long neurodevelopmental disorders. It is an enormous challenge to care for someone with ASD. The majority of people with ASD will need life-long support from family members and will not be able to function independently in society. This places emotional and financial strain on a family. There are many low-income families in South Africa with autistic children who cannot afford specialised intervention. It has been estimated that 135 000 autistic children are not getting the specialized education they need. Despite not receiving the needed support, there are many low-income families who remain resilient after their child is diagnosed. This study aimed to explore how these low-income families remain resilient. Qualitative data was gathered using in-depth, semi-structured interviews conducted in English and Afrikaans; depending on the participant’s language of preference. Six participants were recruited with the help of professionals in a local community in Cape Town, Western Cape. The data obtained was transcribed and analysed through thematic analysis. Lincoln and Guba’s model (Krefting, 1990) was used to determine the trustworthiness of the data. The three themes that emerged from the study were (1) parents’ response to the diagnosis of their child, (2) the resources parents found helpful in their immediate environment and (3) the specific coping skills that parents use to remain resilient. Walsh’s family resilience framework as well as the Resiliency Model of Family Stress, Adjustment and Adaptation (The Resiliency Model) of McCubbin and McCubbin were used to understand how participants adjusted to their circumstance and remained resilient. This study provides a more in-depth understanding of the resilience factors of families with a child with ASD in a resource-limited setting in the Western Cape.

This study began with the authors' interest in the Portland Public Schools' program for Emotionally Handicapped children. Originally, the researchers were interested in assessing behavioral characteristics and changes among children in that program and in relating these variables to the kind and extent of parental involvement. Such a study was particularly timely, it was felt, since some schools were considering eliminating the parent involvement component of the program and there was discussion of phasing out the entire program as it then existed in favor of "mainstreaming." The researchers soon discovered the paucity of research information relating to program effects on children after their termination and realized that program changes might well happen for political and subjective reasons in the absence of research data. Unfortunately, recent changes in Oregon Law relating to confidentiality, in addition to administrative arid funding difficulties in the schools forced an upper level decision to curtail outside research in the school system. In September of 1976 the authors were left with an interest and a partially formulated research design but no program within which to apply their design. At this point the researchers contacted the Childrens' Psychiatric Day Treatment Center in Portland (C.P.D.T.C.) and presented a preliminary plan for research to that agency's Administrative Committee. They received the agency's approval to pursue research relating to children who had been in that program and were able to begin the present study. in early October. The present study undertakes to measure behavior changes among the forty-one children who had left the Center during the previous two years and to relate the stability of these changes to subsequent events in the childrens' home lives and to the degree of their parents' involvement in their treatment.

Ten experimental and 10 control subjects in elementary special education were exposed to a semester of contingency management procedures for up to 6 1/2 hours per day. The experimental group was taught by teachers who were exceptionally well trained and qualified behavior analysts, while the control group was instructed by teachers with varying degrees of expertise in behavioral techniques. Both groups were given the Bender Gestalt as a pretest and posttest to determine the effect of such treatment on the diagnostic indicators of "acting out" tendencies. Furthermore, the rate of actual "acting out" was measured for all subjects by counting the number of verbal corrections resulting in placement in time out and/ or warning of forthcoming time out during 20 class days of baseline and the last 20 days of treatment.

Twenty emotionally disturbed children between the ages of six and twelve from three agencies providing special treatment for behavioral or emotional problems were the subjects for this study. The subjects were divided into two major diagnostic categories, withdrawn and acing out, and then matched in pairs by age and diagnosis. One half of each pair was randomly assigned to the experimental condition and the remaining halves were assigned to the control condition. Both the experimental and control groups contained five withdrawn and five acting out subjects. Four experimenters were used, and each experimenter worked with two or four experimental children and their matched control subjects. The Purdue Perceptual-Motor Survey was administered to all the subjects prior to the experiment and behavior rating of maladaptive behaviors was obtained on each child from three adults who worked closely with the child. Using the methods outlined by Kephart and Radler in “Success Through Play”, the experimental subjects received perceptual-motor training for one-half hour three times a week for nine weeks. The control subjects received individual adult attention for the same amount of time as the training in the form of physical or quiet activities and games. At the end of the nine weeks the subjects were tested with the Purdue Perceptual-Motor Survey again and new behavior ratings also were obtained. The behavior scale was analyzed as a total score and then two subscores were obtained for anti-social and asocial behaviors. Analysis revealed that: 1) The experimental subjects’ perceptual-motor scores increased the most, especially among the withdrawn subjects; 2) The training had little effect on the maladaptive behaviors of the acting out subjects. The experimental acting out subjects improved behaviorally, but not significantly more than the control acting out subjects; 3) The training had a significant effect on the maladaptive behaviors of withdrawn children. The total behavior scores and the asocial behavior scores of the experimental withdrawn children improved; their anti-social scores changed very little. The subjects came from three agencies with different treatment philosophies. One agency was a public school with special classrooms for emotionally disturbed children which exclusively used behavior modification techniques. Another agency was a residential treatment center which was designed for a milieu therapy, where the children are removed from the home. The third agency was a semi-residential treatment center that used a combination of milieu therapy and behavior modification techniques, where the children return home for weekends. There were equal numbers of acting out, withdrawn, experimental and control subjects from any single agency. An analysis of the amount of behavioral improvement within each agency was performed which revealed that there was significantly more improvement among the subjects from the semi-residential treatment agency. It was concluded from this study that; perceptual-motor training increases the perceptual-motor abilities of emotionally disturbed children, especially those diagnosed as withdrawn, childhood schizophrenic and autistic; perceptual-motor training aids in reducing maladaptive behaviors in disturbed children diagnosed as withdrawn, childhood schizophrenic and autistic; perceptual-motor training may most effectively be used for emotionally disturbed children in conjunction with other forms of treatment.