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Strengthening the evidence for maternal and child health programs

Search Results: MCHLine

Items in this list may be obtained from the sources cited. Contact information reflects the most current data about the source that has been provided to the MCH Digital Library.

Displaying records 1 through 16 (16 total).

National Center for Cultural Competence. 2020-. Disparities in intellectual and developmental disabilities services and supports. Washington, DC: National Center for Cultural Competence, multiple items.

Annotation: this resource presents disparities resource guides that provide rationales to address disparities in IDD services and supports experienced by individuals with intellectual and developmental disabilities, offer key definitions and conceptual frameworks for addressing disparities in IDD services and supports, including the role of cultural and linguistic competence, and provide a checklist as a structure to spur dialogue and self-examination, engage stakeholders, and plan individually and collaboratively across AIDD-funded programs to address disparities in IDD services and supports within the state or territory. Video narratives are included. The resource is available in English and Spanish.

Contact: National Center for Cultural Competence, Georgetown University Center for Child and Human Development, P.O. Box 571485, Washington, DC 20057-1485, Telephone: (202) 687-5387 Secondary Telephone: (800) 788-2066 Fax: (202) 687-8899 E-mail: Web Site:

Keywords: Child development services, Developmental disabilities, Intellectual development, Multimedia, Spanish language materials

Cooley WC, Cheetham T. 2015. Integrating young adults with intellectual and developmental disabilities into your practice: Tips for adult health care providers. Washington, DC: Center for Health Care Transition Improvement, 3 pp. (Practice resource; no. 3)

Annotation: This resource offers tips for preparing the office and staff for caring for young adults with intellectual/developmental disabilities. Topics include recommended transition actions that can be taken prior to the initial visit, during the visit, and after the visit. [Funded by the Maternal and Child Health Bureau]

Contact: Got Transition™/Center for Health Care Transition Improvement, National Alliance to Advance Adolescent Health, 1615 M Street, N.W., Suite 290, Washington, DC 20036, Telephone: (202) 223-1500 Fax: (202) 429-3957 E-mail: Web Site: Available from the website.

Keywords: Adolescents, Developmental disabilities, Health care delivery, Intellectual development, Patient care planning, Self care, Special health care needs, Transition planning, Young adults

Wulczyn F, Ernsgt M, Fisher P. 2011. Who are the infants in out-of-home care?: An epidemiological and developmental snapshot. Chicago, IL: Chapin Hall, 11 pp. (Issue brief)

Annotation: This brief focuses on infants in the foster care system and their unique needs, developmental vulnerabilities, and strengths. The brief examines five key domains in which infants in the out-of-home population differ from older children, including (1) incidence of first-time out-of-home placements, (2) duration in care, (3) experiences in care, (4) characteristics, and (5) vulnerability for delayed development.

Contact: Chapin Hall at the University of Chicago, 1313 East 60th Street, Chicago, IL 60637, Telephone: (773) 753-5900 Fax: (773) 753-5940 Web Site: Available from the website.

Keywords: Cognitive development, Emotional development, Families, Foster care, Foster children, High risk populations, Infant behavior, Infant development, Infant health, Infants, Intellectual development, Low income groups, Motor development, Racial factors, Vulnerability

Parlakian R, Lerner C. 2008. Your child's development: 30 to 36 months. Washington, DC: Zero to Three, 2 pp.

Annotation: This fact sheet for parents of young children ages 30-36 months provides information about this developmental stage. The fact sheet explains what children can do at this age and what parents can do to foster development. Helping young children develop friendships and interpersonal skills is highlighted, as is imaginary play.

Contact: ZERO TO THREE: National Center for Infants, Toddlers and Families, 1255 23rd Street, N.W., Suite 350, Washington, DC 20037, Telephone: (202) 638-1144 Fax: (202) 638-0851 Web Site: Available from the website. Document Number: ISBN 978-1-934019-28-3.

Keywords: Early childhood development, Emotional development, Intellectual development, Language development, Motor development, Parent child relations, Consumer education materials, , Physical development, Psychosocial development, Speech development

DePanfilis D. 2006. Child neglect: A guide for prevention, assessment, and intervention. Washington, DC: U.S. Office on Child Abuse and Neglect, 104 pp.

Annotation: This manual on child neglect assessment, prevention, and intervention is the third in a series of related manuals. This manual, which builds on the previous two, addresses the following topics: definition and scope of neglect, impact of neglect, risk and protective factors, assessement of neglect, and prevention and intervention. Endnotes are included. The manual includes four appendices: (1) glossary, (2) resource lists, (3) state telephone numbers for reporting abuse, and (4) neglect and the Child and Family Services Reviews.

Contact: Child Welfare Information Gateway, Administration on Children, Youth, and Families, Children's Bureau, 1250 Maryland Avenue, S.W., Eighth Floor, Washington, DC 20024, Telephone: (800) 394-3366 Secondary Telephone: E-mail: Web Site: Available from the website.

Keywords: Behavior development, Child development, Child health, Child neglect, Cognitive development, Early childhood development, Emotional development, Families, Intellectual development, Intervention, Physical development, Prevention, Protective factors, Psychosocial development, Risk factors

Child Trends with American Academy of Pediatrics Center for Child Health Research. 2004. Early child development in social context: A chartbook. New York, NY: Commonwealth Fund, 115 pp.

Annotation: This chartbook contains over 30 key indicators of development for children from birth through age 6, along with social factors in the family and neighborhood that affect these outcomes. Indicators are grouped into the following topic areas: socioemotional development, intellectual development, child health, family functioning, parental health, health care receipt, community and neighborhood factors, child care, and demographic factors. For each indicator, text is presented that includes an explanation of why the indicator is important for early development, bulleted findings from existing data sources featuring differences across social groups, and, when available, trends over time. Practical implications for action by policymakers and practitioners and for parents are also presented. For each indicator, one or two illustrative charts are included, as well. The chartbook concludes with a technical appendix and a list of endnotes.

Contact: Commonwealth Fund, One East 75th Street, New York, NY 10021, Telephone: (212) 606-3800 Fax: (212) 606-3500 E-mail: Web Site: Available from the website.

Keywords: Child care, Child health, Communities, Demography, Early childhood development, Emotional development, Ethnic factors, Families, Health care utilization, Infant development, Infants, Intellectual development, Parents, Psychosocial development, Racial factors, Statistics, Trends, Young children

U.S. General Accounting Office. 2003. Head Start: Curriculum use and individual child assessment in cognitive and language development. Washington, DC: U.S. General Accounting Office, 33 pp.

Annotation: This report describes briefings made to the U.S. House of Representatives' Committee on Education and the Workforce in May and June 2003. Three questions were studied: (1) to what extent the Head Start programs have made progress in meeting performance standards for cognitive and language development since they took effect in 1998, (2) how the curricula changed since the performance standards were issued, and (3) how Head Start programs used teacher mentoring and individual child assessments to support curriculum planning. The letter of transmittal outlines a review of the findings and the appendix contains printed slides used during the two briefings.

Contact: U.S. Government Accountability Office, 441 G Street, N.W., Washington, DC 20548, Telephone: (202) 512-3000 Secondary Telephone: E-mail: Web Site: Available from the website. Document Number: GAO-03-1049.

Keywords: Child development, Congressional hearings, Head Start, Intellectual development, Language development

Loeb S, Fuller B, Kagan SL, Carrol J, Carroll, J. 2003. Child care in poor communities: Early learning effects of type, quality, and stability. Cambridge, MA: National Bureau of Economic Research, 34 pp. (NBER working paper series no. 9954)

Annotation: This paper reviews the status of young children in poor communities who are spending more hours in non-parental care due to policy reforms and expansion of early childhood programs. Topics include maternal employment, child care selection, local supply conditions, quality of care, and the impact on child development and child school readiness skills. The study methods, data analysis, results, and discussion are detailed. References and eleven tables of statistical data are provided.

Contact: National Bureau of Economic Research, 1050 Massachusetts Avenue, Cambridge, MA 02138-5398, Telephone: (617) 868-3900 Fax: (617) 868-2742 E-mail: Web Site: Available from the website.

Keywords: Child care, Early childhood development, Intellectual development, Low income groups, Out of home care, Policy analysis, Research, Statistical data, Welfare reform, Working mothers, Young children

Eliot L. 1999. What's going on in there?: How the brain and mind develop in the first five years of life. New York: Random House, Bantam Books, 533 pp.

Annotation: This book explores neural and psychological development from conception to age five. It covers topics such as critical prenatal influences, infant stimulation, sex linked developmental differences, and the nature nurture controversy. The author devotes a chapter each to the development of touch, balance and motion, smell, taste, vision, hearing, motor skills, social and emotional growth, and the emergence of memory. The final chapter is suggestions for raising a smarter child.

Contact: Random House, Bantam Books, 1540 Broadway, New York, NY 10036, E-mail: Web Site: Available in libraries. Document Number: ISBN 0-553-10274-5.

Keywords: Brain, Child development, Cognitive development, Early childhood development, Infant development, Infant stimulation, Intellectual development, Language development, Memory, Nature nurture controversy, Neural development, Prenatal influences, Psychological development, Sex linked developmental differences

Roberts RN, Caushik R. 1992 (ca.). Home visitation for low birthweight children: Research and practice. Logan, UT: Utah State University, Early Intervention Research Institute, 26 pp.

Annotation: This paper reports on a study undertaken to validate the efficacy of home visiting programs in precluding complications in the physical or mental development of low birthweight infants. The paper analyzes recently published empirically-based reports on home-based programs for these infants and data derived from a national survey of home visiting programs. The paper describes the methodology, identifies common characteristics in the programs found in the published reports, and evaluates the programs identified in the survey. The conclusions of the study are presented and discussed. [Funded in part by the Maternal and Child Health Bureau]

Contact: Utah State University, Early Intervention Research Institute, 1400 Old Main Hill, Logan, UT 84322-1400, Telephone: (435) 797-1000 Secondary Telephone: (800) 8877-1699 Fax: (435) 797-2019 Web Site: Available from the website.

Keywords: Home visiting, Intellectual development, Low birthweight infants, Outcome evaluation, Physical development, Research, Surveys

Schlesinger H. 1976. Studies of Family Interaction, Language, and Deafness [Final report]. San Francisco, CA: University of California, San Francisco, 413 pp.

Annotation: This longitudinal study describes findings about the first decade in the lives of forty deaf children and their families. [Funded by the Maternal and Child Health Bureau]

Contact: National Technical Information Service, U.S. Department of Commerce, 5301 Shawnee Road, Alexandria, VA 22312, Telephone: (703) 605-6050 Secondary Telephone: (888) 584-8332 E-mail: Web Site: Document Number: NTIS PB94-105863.

Keywords: Deafness, Education, Intellectual development, Longitudinal studies, Pediatricians

Kallen DJ, ed. 1973. Nutrition, development and social behavior: Proceedings of the Conference on the Assessment of Tests of Behavior from Studies of Nutrition in the Western Hemisphere. Washington, DC: National Institutes of Health, 386 pp.

Annotation: This book summarizes the proceedings of a conference on "The Assessment of Tests of Behavior from Studies of Nutrition in the Western Hemisphere," held in Puerto Rico in October, 1970, under the joint sponsorship of the National Institute of Child Health and Human Development and the Pan American Health Organization. The conference was concerned with methodological problems in field studies on nutrition and mental development, the social setting of malnutrition which in turn has an impact on intellectual growth, and the possible relation between malnutrition and social growth or functional competence.

Keywords: Field studies, Intellectual development, Mental health, Nutrition disorders, Nutrition research, Social behavior, Socioeconomic factors

Ginsburg H, Opper S. 1969. Piaget's theory of intellectual development: An introduction. Englewood Cliffs, NJ: Prentice-Hall, 237 pp.

University of Minnesota, Nolte Center for Continuing Education, Department of Conferences and Institutes. 1965. Proceedings: Bi-Regional Conference on Changing Dimensions of Health Services for Pre-school Children, September 19-22, 1965. Minneapolis, MN: University of Minnesota, Nolte Center for Continuing Education, 157 pp.

Annotation: These proceedings discuss preschool children including general characteristics of the population; their health from a sociocultural perspective; common preventable pediatric problems; intellectual development; mental heath services; health services for mother and children; social services and their relationship to maternal and child health programs; expansion of public medical care programs for children; Project Head Start; maternal and child health research grants; and the Mobilization for Youth program. [Funded by the Maternal and Child Health Bureau]

Keywords: Child health, Head Start, Health care delivery, Intellectual development, Mental health services, Mothers, Pediatrics, Preschool children, Research, Social services, Sociocultural factors, Youth

Tennessee Conference on Handicapped Children (Third: 1959: Knoxville, TN). 1959. The Third Tennessee Conference on Handicapped Children: Hotel Andrew Johnson, Knoxville, Tennessee, April 3-4, 1959. Wilmington, DE: Nemours Foundation, 105 pp.

Annotation: These conference proceedings focus on school health problems encountered by children with developmental disabilities and the various professional groups who attempt to help them. Rather than concentrate on any single handicapping condition, the proceedings provide information and stimulation for addressing the education and health difficulties—intellectual, physical, and emotional handicaps. The interdependence of teachers, physicians, and parents in helping these children is studied.

Keywords: Affective disorders, Child development, Children with developmental disabilities, Conferences, Intellectual development, Parents, Physicians, School health, Teachers, Tennessee

U.S. Children's Bureau. 1958-1966. Your gifted child. Washington, DC: U.S. Government Printing Office, irregular. (Children's Bureau publication: no. 371)

Annotation: This brochure is designed to help parents of gifted children and professionals serving them to understand these children and their development. The topics addressed are how a bright child relates to a world that operates more slowly, how to parent such a child, and how to help this kind of child develop his fullest potential in life. It is a publication of the U.S. Department of Labor, Children's Bureau.

Contact: Maternal and Child Health Library at Georgetown University, Telephone: (202) 784-9770 E-mail: Web Site: Available from the website.

Keywords: Child development, Children, Intellectual development, Intelligence


This project is supported by the Health Resources and Services Administration (HRSA) of the U.S. Department of Health and Human Services (HHS) under grant number U02MC31613, MCH Advanced Education Policy, $3.5 M. This information or content and conclusions are those of the author and should not be construed as the official position or policy of, nor should any endorsements be inferred by HRSA, HHS or the U.S. Government.