This study compared the interactive behavior of cocaine-using mothers and their neonates with a control group of drug-free mothers and their newborns. Infant arousal levels and infant-maternal interaction behaviors were measured during play and attention-getting tasks. The effects of three different social stimulation conditions, provided by the mothers to maintain infant states more conducive to interaction, were also investigated. The cocaine-exposed infants were asleep or distressed for significantly longer periods than their drug-free counterparts. Mothers who used cocaine spent significantly more time disengaged from, and passively looking at, their infants than did the drug-free group.

No abstract

This study surveyed 91 parents of children who made the transition from early intervention programs into special education kindergartens. Parents were asked to complete a questionnaire about their involvement in, preparation for, and satisfaction with the transition process. Results indicate that most parents felt involved in the transition process and that they received more support from early intervention providers than from public schools. More educated parents felt the most satisfied; parents who were best prepared also tended to feel most satisfied. Suggestions for further research and implications for practice are given.In recent years more and more attention has been given to the transitions made by students served by the special education system. While most of this attention has revolved around the transition that students make from school to work