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    ABSTRACT: The development of trauma-informed child welfare systems (TICWSs) that advance individual agency practice to target transformation of the system as a whole has been conceptualized but not documented. A grassroots effort to build a TICWS with key participants (e.g., Department of Human Services, Community Mental Health, Family Court, schools) in nine Michigan communities provides a field tested model for implementation. This article described what emerged as the core elements for a TICWS, which includes (1) development and support of a project champion, (2) trauma identification, (3) comprehensive assessment of traumatic impact, (4) evidence based trauma treatment, (5) establishing a common trauma language, and (6) trauma-informed decision-making. Several new instruments for assessing aTICWS are identified. Lessons learned are highlighted for consideration of communities seeking to develop TICWSs.
    Child welfare 01/2011; 90(6):169-86. · 0.59 Impact Factor
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    ABSTRACT: This article presents initial psychometric data on a new observer-rated screening instrument, the Children's Alexithymia Measure (CAM). Alexithymia is an affective and cognitive condition characterized by difficulty recognizing and expressing feelings. An initial item set was developed following focus groups with parents and professionals. This set was reduced to 32 items and administered to 246 parents of children ages 5 to 17 with trauma histories. Factor and item response theory analyses were conducted, resulting in a 14-item instrument. The final CAM instrument showed strong internal reliability, with coefficient alpha = .92. Initial criterion-related and contrasted-groups validity were estimated using the Alexithymia Scale for Children and the Child Behavior Checklist. The CAM will be useful in screening children who have difficulties recognizing and expressing feelings.
    Journal of Child & Adolescent Trauma 10/2010; 3(4):303-318.
  • Yvette D Hyter
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    ABSTRACT: This prologue introduces an important topic for multiple disciplines involved with children and their families. This introduction includes a review of some of the current literature on the effects of maltreatment and prenatal alcohol exposure on child development, an explanation of why this topic is essential learning for communication professionals, prevalence figures for the occurrence of these effects, and a summarization of the articles that have been contributed by a cross section of researchers from various disciplines.
    Language Speech and Hearing Services in Schools 05/2007; 38(2):93-8. · 1.32 Impact Factor
  • Yvette D Hyter, Ineke Way
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    ABSTRACT: This epilogue summarizes the six articles presented in the clinical forum focused on understanding children who have been affected by maltreatment and prenatal alcohol exposure. It presents common themes that emerged among the articles and future research directions.
    Language Speech and Hearing Services in Schools 05/2007; 38(2):157-9. · 1.32 Impact Factor
  • Yvette D. Hyter
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    ABSTRACT: Pragmatic language skills are important for developing relationships with others, and for communicating with a range of interlocutors in a variety of contexts, including preschool and elementary school classrooms. Pragmatic language difficulties frequently are a primary area of disability for children diagnosed with autism, Asperger's syndrome, fetal alcohol spectrum disorders, or with a history of maltreatment, but difficulty in this area also can occur for children who do not have specific developmental disabilities. Assessment is made more complex because pragmatic language skills are manifestations of social and cultural practices learned within historical process of economic, political, and cultural relations. Therefore, it is important for communication professionals to have access to user-friendly tools that can be used efficiently to produce accurate data about many areas of pragmatic language skills. This article provides the conceptual basis and analysis of a new pragmatic language assessment tool being developed for diverse populations in the preschool and early elementary school years.
    Topics in Language Disorders 03/2007; 27(2):128-145. · 0.63 Impact Factor
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    ABSTRACT: This article describes the inter-relatedness and interdependency of social and academic processes and problems in the schooling of black children. Using data collected by the authors, this article demonstrates the usefulness and challenges of researching and ameliorating social and academic problems in a low-income, urban community that is in the throes of local, regional, and national economic influx. Implications address the application of innovative methodological approaches to problems and issues in post-modern cities and communities.
    Journal of Human Behavior in the Social Environment 01/2004; 9(3):57-82.
  • Source
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    ABSTRACT: Forty-nine 3- to 5-year-old African American children enrolled in Head Start were assessed using the third edition of the Peabody Picture Vocabulary Test (Dunn & Dunn, 1997). Their mean score (86.84, SD = 10.96) was significantly lower than the mean for the normative sample, despite the fact that the test's normative sample included minority children. An item analysis revealed that few items were systematically missed by most children. Instead, performance seemed reflective of socioeconomic and/or ethnic patterns of vocabulary usage. Educational and clinical implications are discussed.
    Communication Disorders Quarterly 01/2003; 24(3):121-127.
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    ABSTRACT: SUMMARY This manuscript describes the key components for establishing collaborative partnerships in the delivery of services to children who have been traumatized by abuse, neglect, and prenatal exposure to alcohol. Specifically, the manuscript addresses: the national need for such collaborative partnerships; the effects of abuse, neglect, and prenatal exposure to alcohol on developmental and educational outcomes; the process used to develop the children's trauma assessment center (CTAC) including discussion on the family centered and transdisciplinary nature of the center; and the accomplishment and future goals of CTAC. The members of the CTAC team currently include the disciplines of counseling, occupational therapy, pediatric medicine, social work, and speech-language pathology. Future goals include expanding the core team to include the nursing and educational psychology disciplines.
    Occupational Therapy in Health Care 07/2002; 15(3-4):113-40.
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    ABSTRACT: Children diagnosed with emotional/behavioral disorders experience expressive and pragmatic language disorders that can negatively affect educational success. This article describes a classroom-based pragmatic language intervention program that was conducted with children diagnosed as having an emotional/ behavioral disorder. Results of the program suggested that the classroom-based pragmatic language intervention may have positively influenced the ability of the participants to employ pragmatic skills, such as providing sufficient and detailed information, stating opinions, and using verbal language to negotiate with others.
    Communication Disorders Quarterly 01/2001; 23(1):4-16.

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