Academic literature on the topic 'Washington (State). Division of Developmental Disabilities'

In 2002 in New York State, we collected king fruit of `Gala' and `Red Delicious' on fruiting spurs from 0 to 66 days after full bloom (DAB). In 2003 in Washington State, we collected king fruit of these cultivars from 14 to 62 DAB. At each collection we determined radial cell number across the fruit cortex and developmental stage of the embryo and endosperm in seeds. Fruit diameter was slightly greater in Washington fruit than in New York fruit until about 40 DAB; thereafter, New York `Delicious' outgrew Washington `Delicious', while `Gala' in the two climates (and two different years) grew identically. The New York fruits had a much earlier rise in fruit growth rate and maintained a slightly higher rate throughout the period. The cortex thickness of Washington fruit was greater than that of New York fruit for both cultivars. Most rapid cell division in the cortex occurred between 10 and 28 DAB and, by 40 DAB, most cell proliferation had ceased. The Washington fruit formed more cells across the radius than did New York fruit. Cortex thickness increased with respect to increase in cortex cell number about 30% to 40% faster in Washington fruit than in New York fruit. Developmental stages of embryos and endosperm followed a sigmoid time pattern for both cultivars in both states. By 60 DAB, embryos and endosperm reached their maximum stage of development. In both cultivars and states, cell divisions were nearly completed by the time the embryo and endosperm approached stage 3: for embryos this is the heart-shaped stage, for endosperm it is near completion of cell wall formation. The completion of wall formation in the endosperm, the near completion of cortex cell division, and the generation of the cotyledons and apical meristems in the embryo are highly correlated processes. We saw no evidence that endosperm development precedes embryo development.

Abstract This speech was presented at a conference, the National Goals in Research, Policy, and Practice, held in Washington, DC, on August 6-7, 2015. The conference was a working meeting to summarize the current state of knowledge and identify a platform of national goals in research, practice, and policy in intellectual and developmental disabilities. The meeting was jointly organized by the Research and Training Center on Community Living, Institute on Community Integration, University of Minnesota; Rehabilitation Research and Training Center on Developmental Disabilities and Health, Institute on Disability and Human Development, University of Illinois Chicago; Rehabilitation Research and Training Center on Advancing Employment for Individuals with Intellectual and Developmental Disabilities, Institute for Community Inclusion, University of Massachusetts Boston; The Arc of the United States; Association of University Centers on Disabilities (AUCD); and American Association on Intellectual and Developmental Disabilities (AAIDD), with the support of National Institute on Disability, Independent Living, and Rehabilitation Research (NIDILRR).

Abstract In 2007, the low level of young adults with developmental disabilities who were employed in the 3 months postgraduation from high school led the Washington State legislature to authorize and fund the Jobs by 21 Partnership Project. The intent of the project was to identify and demonstrate best practices in sustainable partnerships among Washington State's school and adult service systems. Results indicated that participants in the project were more likely to be employed following school exit and had stronger employment outcomes than students who did not participate. Further, data suggest that improved employment outcomes were supported by the leveraging and maximization of financial and in-kind resources and the strengthening of collaborative relationships across project stakeholders.

Washington State University, Responsibility Opportunity Advocacy and Respect (WSU ROAR) is an inclusive 2-year residential postsecondary education program for students with intellectual and developmental disabilities. WSU ROAR is a recognized comprehensive transition program located in rural eastern Washington. Within the program, there are four pillars: WSU ROAR workshops, Washington State University audit courses, employment experiences, and independent living. Individualized instruction guides the WSU ROAR workshops to allow students to develop their independence. Students also participate in audit courses in inclusive settings on campus to gain skills to help with future employment opportunities. Peer Allies, who are students traditionally enrolled at college, provide meaningful social and academic relationships by partnering with the students in WSU ROAR. This program description discusses the development of the postsecondary education program and its adaptation to meet its goals while addressing the challenges of being a rural university in eastern Washington. This program description also describes how the WSU ROAR program adapted to a remote learning platform during the COVID-19 pandemic.

The Montana Office of Public Instruction, Special Education Division, initiated its state Comprehensive System of Personnel Development (CSPD) Council 15 years ago in compliance with Public Law 94–142, The Education of All Handicapped Children Act. The state council has remained active and has become stronger from its beginning to the present time. Because of the large geography of the state and diversity of needs across the state, however, the state council was somewhat limited and fragmented in meeting personnel development needs. Consequently, the state council implemented a CSPD regionalization concept based on the five existing Developmental Disabilities Planning and Advisory Council (DDPAC) and Montana Council of Administrators of Special Education (MCASE) regions. The purpose of this article is to report on strategies and activities of regional CSPD actions in Montana. The regional model holds promise for replication as a framework of personnel development in other large rural states. This information is represented within the context of the recently enacted amendments to the Individuals with Disabilities Education Act through the provisions of Public Law 105–17.

This 5-year longitudinal study investigated post-high-school employment, postsecondary school degree attainment, and engagement outcomes for youths with behavioral disorders (BD). Subjects included graduates with BD and a random stratified sample of their typically functioning peers from three school districts in western Washington State. The study tracked two cohorts, 1985 and 1990 graduates, with annual data collection from 1990 to 1995. The data reflected what was happening in the lives of these youths, who had been out of school from 1 to 5 years and from 6 to 10 years. Outcomes are compared for the youths with BD and for their peers without disabilities. Employment rates for the graduates with BD were significantly lower at only 2 of 10 data collection points. Engagement rates were significantly lower at 6 of the 10 points. Rates of postsecondary degree attainment at the end of the study were significantly lower for the graduates with BD in both cohorts.

<p><em>I begin by sharing a bit about my past. Before I became a professor, I spent 13 years as a lawyer representing persons with mental disabilities, including three years in which my focus was primarily on such individuals charged with crime. In this role, when I was Deputy Public Defender in Mercer County (Trenton) NJ, I represented several hundred individuals at the maximum security hospital for the criminally insane in New Jersey, both in individual cases, and in a class action that implemented the then-recent US Supreme Court case of Jackson v Indiana, that had declared unconstitutional state policy that allowed for the indefinite commitment of pre-trial detainees in maximum security forensic facilities if it were unlikely he would regain his capacity to stand trial in the ‘foreseeable future.’</em></p><p><em>I continued to represent this population for a decade in my later positions as Director of the NJ Division of Mental Health Advocacy and Special Counsel to the NJ Public Advocate. Also, as a Public Defender, I represented at trial many defendants who were incompetent to stand trial, and others who, although competent, pled not guilty by reason of insanity. Finally, during the time that I directed the Federal Litigation Clinic at New York Law School, I filed a brief on behalf of appellant in Ake v Oklahoma, on the right of an indigent defendant to an independent psychiatrist to aid in the presentation of an insanity defence. I have appeared in courts at every level from police court to the US Supreme Court, in the latter ‘second-seating’ Strickland v Washington. I raise all this not to offer a short form of my biography, but to underscore that this article draws on my experiences of years in trial courts and appellate courts as well as from decades of teaching and of writing books and articles about the relationship between mental disability and the criminal trial process. And it was those experiences that have formed my opinions and my thoughts about how society’s views of mental disability have poisoned the criminal justice system, all leading directly to this paper, that will mostly be about what I call ‘sanism’ and what I call ‘pretextuality’. The paper will also consider how these factors drive the behaviour of judges, jurors, prosecutors, witnesses, and defence lawyers, whenever a person with a mental disability is charged with crime, and about a potential remedy that might help eradicate this poison.</em></p><p><em><span style="font-family: Times New Roman;"><span style="font-size: medium;">It is essential that lawyers representing criminal defendants with mental disabilities understand the meanings and contexts of sanism </span><span style="font-size: medium;">and </span><span style="font-size: medium;">pretextuality </span></span><span style="font-family: Times New Roman; font-size: medium;">and to show how these two factors infect all aspects of the criminal process, and offer some thoughts as to how they may be remediated. </span><span style="font-family: Times New Roman; font-size: medium;">I believe – and I have been doing this work for over 40 years – that an understanding of these two factors is absolutely essential to any understanding of how our criminal justice system works in the context of this population, and how it is essential that criminal defence lawyers be in the front lines of those seeking to eradicate the contamination of these poisons from our system.</span></em></p><p><em><span style="font-family: Times New Roman; font-size: medium;"><br /></span></em></p><p><span style="font-family: Times New Roman; font-size: medium;">*Please note this is an invited paper - ie. not peer reviewed*</span><em><span style="font-family: Times New Roman; font-size: medium;"><br /></span></em></p><p> </p>

Grant, T., Novick Brown, N., Graham, J., Whitney, N., Dubovsky, D. , & Nelson, L. (2013). Screening in treatment programs for Fetal Alcohol Spectrum Disorders that could affect therapeutic progress. The International Journal Of Alcohol And Drug Research, 2(3), 37-49. doi:10.7895/ijadr.v2i3.116 (http://dx.doi.org/10.7895/ijadr.v2i3.116)Aims: While structured intake interviews are the standard of care in substance abuse treatment programs, these interviews often do not screen for cognitive impairments, such as those found in fetal alcohol spectrum disorders (FASD) and other brain-based developmental disorders. The research reported here supports a brief interview protocol, the Life History Screen (LHS), that screens clients unobtrusively for adverse life-course outcomes typically found in FASD, so as to guide follow-up assessments and treatment planning.Design: Two-group observational study.Setting: A three-year case management intervention program in Washington State for high-risk women who abuse alcohol and/or drugs during pregnancy.Participants: Group 1: No prenatal alcohol exposure (N = 463); Group 2: Diagnosed with FASD (Fetal Alcohol Syndrome, Alcohol Related Neurodevelopmental Disorder, fetal alcohol effects, or static encephalopathy) by a qualified physician (N = 25), or suspected of having FASD (reported prenatal alcohol exposure and displayed behaviors consistent with a clinical diagnosis of FASD) (N = 61).Measures: The Addiction Severity Index (ASI) was administered to participants at intake. We analyzed eleven ASI items that corresponded to questions on the LHS in order to assess the potential of the LHS for identifying adults with possible FASD. The Life History Screen itself was not administered.Findings: Analysis of group differences between the diagnosed FASD and suspected FASD groups supported our decision to collapse the two groups for the main analysis. The Life History Screen shows promise as an efficient pre-treatment screen, in that core items are significantly associated with FASD group membership on factors involving childhood history, maternal drinking, education, substance use, employment, and psychiatric symptomatology.Conclusions: The Life History Screen may have utility as a self-report measure that can be used at the outset of treatment to identify clients with cognitive impairments and learning disabilities due to prenatal alcohol exposure.

This study aims to determine the effectiveness of using mind mapping method in improving early childhood educator’s skill in mastering the child development assessment. This research is quasi-experimental using a pre-test and post-test design. The population was the entire classes of early childhood education training held by LPK Yayasan Indonesia Mendidik Jaka Sampurna at Cileungsi, Bogor. The participants were 45 early childhood educators. This study used three research methods which are implemented from learning methods in child development assessment was as pre-test and post-test. Data were collected by using two instruments to measure early childhood educators for child development assessment. The data were analysed by using t-test to measures the differences data in pre-test and post-test. The results showed that the use of mind mapping methods can help early childhood educators to improve their mastery of the development assessment concept which averages 51.9 percent. It showed significant results with ttest value is 18,266 (N = 10, α = 0,0). This capacity building is reinforced by various qualitative findings which arise from early childhood educators’ awareness to change the old learning style into learning by mind mapping method as a learning method that follows how the brain works. This study also found that early childhood educators as adults who are in the stage of formal thinking have shown an understanding that mind mapping method are appropriate, fast, easy and practical in mastering various development assessment concepts. Early childhood educators believe that they can use the method for mastering other material concepts. Keywords: Assessment, Brain-based teaching, Mind mapping References Anthony, J. N. (2001). Educational Assesment of Student. New Jersey: Merril Prentice Hall. Armstrong, T. (2009). Multiples Intelligences in the Classroom. Virginia: SCD. Bagnato, S. J. (2007). Authentic Assessment for Early Childhood Intervention. 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Processing more than 2,100 metric tons of metallic uranium spent nuclear fuel (SNF) into large stainless steel containers called Multi-Canister Overpacks (MCOs) is one of the top priorities for the Department of Energy (DOE) at the Hanford Site, located in southeastern Washington state. The MCOs will be temporarily stored on site and eventually shipped to the federal geologic repository for long-term storage. MCOs are constructed and “N” stamped in accordance with the requirements of the American Society of Mechanical Engineers (ASME) Section III, Division 1, Class 1 Components. Final closure welding poses a challenge after the fuel is loaded. Performing required examination and testing activities (volumetric examination and hydrostatic leak testing) can be difficult, if not impractical. An ASME Code Case N-595-3, was written specifically to allow code stamping by addressing such closures and providing alternative rules. MCOs are the first SNF canisters within the DOE complex to successfully use this Code Case for receiving ASME Code stamps. This paper discusses the design of the MCO, application of the N-595-3 Code Case, and development and qualification of the final welded closure. The MCO design considers internal pressure and handling loads, as well as processing and interim storage activities. The MCO functions as the primary or innermost containment as part of an overall transportation package so the design also considered interface features with secondary and transport containers. The MCO, approximately 2 feet in diameter and nearly 14 feet tall, is constructed primarily of Type 304/304L stainless steel and the final pressure boundary is of all-welded construction. The closure-weld is made with the Gas Tungsten Arc Welding (GTAW) process, using an automatic, machine-welding mode. Examination and testing of the closure includes the N-595-3 specified requirements—progressive Liquid Penetrant testing (PT) and final helium leak testing. At completion of the closure, the MCO is “N” stamped as a 450 pounds per square inch (design pressure) vessel. To ensure the process consistently achieves the required weld penetration, a series of developmental tests was performed to identify an optimum and robust set of welding parameters. Testing included test welds made on plate mockups and then actual MCO mockups. With the primary welding parameters (welding current and travel speed) established, a simple two-factor, two-level, factorial experiment with replication at high and low heat input conditions was conducted. Evaluation of the results included weld photomicrographs, which helped establish process range limits for these parameters broad enough to cover typical equipment and measurement variations and provide additional operating margin. To date, over 316 MCOs have been loaded, dried, and transported to the Canister Storage Building (CSB), where the welding is done. Of those, 161 MCOs have received final welded closure and ASME Code “N” stamps. All cover cap final closure welds have met specified requirements without incident.