Lifeline Online Newsletter
News for the investigators, staff and associates of the Schiefelbusch Institute for Life Span Studies
The Life Span Institute at the University of Kansas
1052 Dole Human Development Center
1000 Sunnyside Avenue
Lawrence, KS 66045-7555 (785) 864-4295 TDD (785) 864-5051
Back issues of Lifeline
Development Update: Friends of the Life Span Institute as of April 1, 2005
The Friends of the Life Span Institute is a group of supporters with a compelling interest in furthering the Institute’s research, development and teaching opportunities.
We are pleased to announce that our Friends membership now stands at 46!
Ross and Mariana Beach, Charles Greenwood and Judy Carta, Gregorio Diaz, Steve Fawcett and Kathleen McCluskey-Fawcett, Vance and Marilyn Hall, Betty Hart, Frances and Floyd Horowitz, Todd Little and Patricia Hawley, Jim and Lee McLean, Fred and Virginia Merrill, Bob Mirman, Terry and Judi Paul, Mabel Rice, Todd and Cheryl Risley, Richard and Ruth Schiefelbusch, Steve and Carolyn Schroeder, Joe and Rita Spradlin, John and Linda Stewart, III, Rud and Ann Turnbull, Gary Waldron and Carol Foster, Steve Warren and Eva Horn, Mike and Kathy Wehmeyer, Glen and Nancy White, Dave and Dee Yoder, Ed and Mary Ann Zamarripa.
Contact Steve Warren, 785-864-4295 or firstname.lastname@example.org, or Dale Slusser, 785 832 7458 or email@example.com for more information on Friends of the Life Span Institute or other giving opportunities.
Calendar of local seminars by and of interest to LSI affiliates and Friends: http://www.lsi.ku.edu/lsi/internal/seminars/seminars.html
Archive of conference seminars by LSI affiliates: http://www.lsi.ku.edu/lsi/internal/seminars/conference_presentations.htm
Submit your presentations: Send your submissions - and related PowerPoints, etc. - to Jessica Black firstname.lastname@example.org.
Rud Turnbull testifies in Senate “Terry Schiavo” Hearing
University of Texas professor Ron Gillam to join Life Span Institute in 2006
Positive Behavior Support series concludes with Rob Horner April 28
Applied Behavioral Science in Psychology Conference shows strength of field
In memoriam: Conchita Augelli
Michael Wehmeyer, Eva Horn and Rachel Freeman promotions
Focus on Research
Central Office Announcements
LSI Web Server
Project Development – March 2005
Life Span in the News
The Nobody Left Behind study, co-directed by Glen White, RTCIL Director, and Michel Fox, Associate Professor and Interim Chair of the Health Policy and Management Department, and coordinated by Cat Rooney, Research Associate, was the subject of an article, Plans Look to Leave No Wheelchair Behind, in Fire Chief Magazine at http://firechief.com/mag/firefighting_plans_look_leave030105/index.html.
RTCIL Training Director Dot Nary, a wheelchair user herself, is teaching other people with physical disabilities how they can stay fit in a class she developed called Health in Motion that was featured in the March 27 Lawrence Journal World at http://www.ljworld.com/section/citynews/story/200175.
Steve Fawcett, Director of the Work Group for Community Health and Development, was interviewed for Kansas Public Radio’s Kansas Health: A Prescription for Change on teen pregnancy at http://220.127.116.11/newsstory.php?keywords=pregnancy&where=health. The Work Group is a partner in a successful program to reduce teen pregnancy in Grant County.
Rud Turnbull testifies at Senate” Terry Schiavo” Hearing
Rud Turnbull, co-director of the Beach Center on Disability, testified Wednesday, April 6 before the Senate Health, Education, Labor and Pensions (HELP) Committee on issues related to the Terry Schiavo case.
Turnbull testified as a father of J.T., who has developmental disabilities, and as an attorney and special education expert who has played a significant role in developing legislation and policy to protect the rights of people with developmental disabilities.
Turnbull reviewed the cruel history of the world’s treatment of people with disabilities and pointed out to the committee that we will most likely all have disabilities if we live long enough.
Turnbull suggested that federal intervention in some cases is warranted. But at the same time, he reminded Congress that,
“Congress should recognize that there already are principles guiding health-care decision making and that these principles have garnered widespread consensus from health-care providers and organizations representing people with disabilities and their professional care-givers.”
He also took the opportunity to warn against turning back the hard-won system of entitlement programs for people with disabilities and cautioned that:
“Congress should acknowledge that any government that compels a life to be lived is ethically obliged to provide the person with a right to individually chosen and appropriate supports necessary to implement the ADA “natural experience” declaration and the ADA national policy aspirations. Civil rights are the necessary precursors to rights and entitlements within service-delivery systems. “
The hearing was entitled "Health Care Provided to Non-Ambulatory Persons." Also testifying was James Bernat from Dartmouth Medical School in New Hampshire; Deborah Warden, Defense and Veterans Head Injury Program; and Donald Schumacher, National Hospice and Palliative Care Association.
The complete testimony is at: http://help.senate.gov/testimony/t231_tes.html
Turnbull’s testimony was covered in the Fort Worth Star Telegram http://www.dfw.com/mld/dfw/news/nation/11333668.htm, the Kansas City Star http://www.kansascity.com/mld/kansascity/news/nation/11328471.htm, and the Lawrence Journal World http://ljworld.com/section/kunews/story/201252.
Ron Gillam to join Life Span Institute
Ron Gillam, Professor of Communication Sciences and Disorders at The University of Texas at Austin Professor, will join the University of Kansas as a full professor in the Speech-Language-Hearing: Sciences and Disorders Department and a senior scientist with the Life Span Insitute in the summer of 2006.Professor Gillam has a well funded program of research related to language disorders. He is presently completing a clinical trial of a treatment known as "fastforward”.
His most recent research concerns memory, phonological representation, and language development in school-age children with specific language impairments. He has also studied literacy development, language assessment practices, language intervention approaches, and narrative development.
Early in his career, Dr. Gillam received a Clinical Investigator Development Award from the National Institute on Deafness and Other Communication Disorders (NIDCD) to study working memory in children with language impairments.
He is currently the Principal Investigator on an NIDCD clinical trials grant that compares the outcomes of computer-assisted and clinician-directed language intervention programs. Life Span investigator Diane Loeb directs the Kansas site for this study.
Dr. Gillam has published two books, two language tests, and more than 75 articles and book chapters. He has served as an associate editor of the Journal of Speech, Language, and Hearing Research, the American Journal of Speech-Language Pathology, and Topics in Language Disorders. Dr. Gillam is a Fellow of the American Speech-Language-Hearing Association. He has received the University of Texas College of Communication Research Award twice, the University of Texas Instructional Technology Award, and the Editor’s Award for the article of highest merit in the Journal of Speech-Language-Hearing Research.
Positive Behavior Support series concludes with Rob Horner April 28
The 2004-05 KU Colloquia on Intellectual and Developmental Disabilities series on Positive Behavior Support concludes with a presentation by a major figure in the PBS field, Robert Horner, Ph.D., of the University of Oregon. Horner has 25-year history of research on school reform and positive behavior support include helping schools and school administrators develop systems for embedding school-wide systems of positive behavior support.
Horner’s presentation, School-wide Positive Behavior Support: Current Status Nationally and Recent Research on Individual Student Supports, is scheduled for Thursday, April 28, at 4:00 p.m. in 2092 Dole Human Development Center on the Lawrence campus. . A short reception will follow the one-hour presentation. The colloquium is free, does not require registration, and is open to the public. KU students, teachers, school administrators and parents are most welcome to attend.
Rob Horner is professor of special education at the University of Oregon and director of the Educational Community Supports (ECS), a research unit within the College of Education that focuses on the development and implementation of practices that result in positive, durable, and scientifically validated change in the lives of individuals with disabilities and their families.
The KU Colloquia on Intellectual and Developmental Disabilities is sponsored by several life sciences research centers on the Lawrence and KUMC campuses: the Life Span Institute, the Mental Retardation and Developmental Disabilities Center, the Center for Reproductive Sciences, the Beach Center on Disability, the Juniper Gardens Children’s Project and the Kansas University Center on Developmental Disabilities.
The 2004-05 Colloquia on Positive Behavior Support, is chaired by Rachel Freeman, Ph.D., who directs the Kansas Institute for Positive Behavior Support.
Applied Behavioral Science in Psychology Conference shows strength of field
Ed Morris, Chair and Professor, Applied Behavioral Science
In the context of refocusing its mission, the Department of Applied Behavioral Science hosted a national conference in Lawrence on April 1-2 -- Applying Applied Behavioral Science in Psychology: Solving Societal Problems through Integrative, Empirical Research in the 21st Century.
Nine nationally prominent speakers described the latest developments in their fields, especially as they pertained to the role of translational research in integrating basic and applied research and conceptual analysis.
The conference was underwritten by KU’s Department of Psychology, the Child Clinical Psychology Program, the Schiefelbusch Institute of Life Span Studies, the College of Liberal Arts and Sciences, the School of Education, and the Graduate School. Between the speakers and registrants, it drew an audience of 125 members, among them past presidents of numerous national associations, for instance, the Association for Behavior Analysis, the Association for the Advancement of Behavior Therapy, and several divisions of the American Psychological Association (e.g., Mental Retardation and Developmental Disabilities).
The department chairperson and faculty members, Edward K. Morris, Gregory P. Hanley, and Rachel H. Thompson, opened the conference with remarks about its theme observing that both that the department and the conference seek to advance science to improve the human condition; to advance behavioral science to improve human behavior that is a significant cause of the human condition; and to advance applied behavioral science to enhance our understanding of behavior in its applied contexts to improve human behavior that is a significant cause of the human condition.
The presenters and their talks were Louis D. Burgio (University of Alabama) on evolution of data-collection protocols for behavioral interventions in gerontology; Gina Green (San Diego State University) on autism treatment and the politics of practice; Steven C. Hayes (University of Nevada-Reno) on research language and cognition for working with clinical populations; Stephen T. Higgins (University of Vermont) on basic behavioral processes in substance abuse disorders and their treatment; Brian A. Iwata (University of Florida) on extending functional analysis to new areas and problems in severe behavior disorders; Raymond G. Miltenberger (North Dakota State University) on the discovery and dissemination of programs for child and youth firearms safety; Nancy A. Neef (Ohio State University) on advances in the science of self-control for applications in special education; M. Christopher Newland (Auburn University) on the consequences of neurotoxicant exposure for behavioral development; and Timothy R. Vollmer (University of Florida) on a state-wide community program for training foster parents caring for children with behavior problems.
Todd R. Risley (University of Alaska) closed the conference with a keynote address at the banquet. It was titled “Discoveries, Inventions, Solutions, and Theory in Behavioral Science.”
In memoriam: Conchita Augelli
Former Bureau of Child Research staff member, Conchita Augelli, died on March 18 in Lawrence. Augelli served as the Bureau’s Coordinator of International Programs from1971 to 1990. She arranged faculty exchanges and coordinated visits by visiting dignitaries with the refinement and grace that her position demanded. She will be fondly remembered and greatly missed. Her obituary is at: http://ljworld.com/section/obits/story/199443.
Michael Wehmeyer, Eva Horn and Rachel Freeman promotions
Michael Wehmeyer, Director of the Kansas University Center on Developmental Disabilities, Associate Director of the Beach Center on Disability and Associate Professor of Special Education has been promoted to full professor with tenure.
Eva Horn, Associate Professor of Special Education and Principal Investigator for the Children’s School Success project has been promoted to full professor with tenure.
Rachel Freeman, Assistant Research Professor and Director of the Kansas Institute for Applied Behavioral Support, has been promoted to Associate Research Professor.
Focus on Research
This month, Dale Walker, Associate Research Professor at the Juniper Gardens Children’s Project, condenses gives an overview of Fostering Early Communication and Language Development, a chapter written by her and Steve Warren, LSI Director, in the Handbook of Research Methods in Developmental Science published this January 2005 by Blackwell.
In the Handbook of Research Methods in Developmental Science published this January 2005 by Blackwell, Douglas Teti has assembled a collection of chapters covering developmental research methodology. Included in this volume, are chapters addressing content of interest to developmental scientists including: 1) developmental designs, 2) issues in measurement, 3) data analysis, 4) intervention methods designed to promote development, and 5) emergent developments in the field. Steve Warren and Dale Walker have contributed a chapter to the Handbook titled, Fostering early communication and language development (Warren & Walker, 2005). Their chapter provides an overview of the achievements reported in the knowledge of typical and atypical communication and language development, and how our ability to identify communication delay and disorders early in development with those children who are most vulnerable to poor language outcomes has progressed. They describe a framework for a developmental model of communication and language intervention that is emerging in the research literature, and discuss promising areas for future research in communication and language intervention. Specifically, they discuss the literature related to fostering prelinguistic communication development in young children and language development in young children who are developmentally at risk due to impoverished environments.
The premise of the developmental model of communication and language intervention as described in the chapter is that rate and quality of language input is crucially important to optimal development, and that the effectiveness of intervention approaches depends on the child’s developmental level and the goal of intervention. In terms of rate and quality of input, it is argued that adults play an important role in children’s language acquisition in that from birth onward, children are exposed to language through the hours of encounters they have with language, and that much of their exposure is finely adjusted to meet the child’s language comprehension level (Hart & Risley, 1995; Huttenlocher et al., 1991; Yoder & Warren, 1998). The rate at which adults talk to and are responsive to children, and the rate at which children themselves talk correlates with more language acquisition and other important indicators of development in later childhood (Walker, Greenwood, Hart & Carta, 1994). Counter arguments reviewed posit that language input is relatively unimportant; that most children ultimately acquire adult syntax irrespective of the language input they received as children (Pinker, 1994). Evidence from intervention research suggests however, that particularly for children at risk for or with language disabilities, input can affect the rate and quality of language development. The issue from the perspective of language intervention researchers is not “does input matter”? but rather how can it be made to matter the most?
As an increasing array of intervention approaches become available, families of techniques have emerged that differ along important dimensions (e.g., following attentional lead, targets specific or general goals, use of prompts). Responsive interaction, milieu and prelinguistic milieu teaching, and direct instruction approaches along with incidental teaching, shared book-reading, and quality child care are described to illustrate how approaches can have differential effectiveness at points along the developmental continuum. The authors conclude that no single approach or technique is appropriate for the wide range of skills that children develop between initial prelinguistic communication to linguistic development and reading. Instead, a continuum of approaches is likely to be optimal, particularly when applied against the backdrop of environments that differ in terms of input and the potential cumulative advantages or deficits that may develop across the first few years of life in terms of language exposure.
Although significant progress has been made in the science and practice of fostering communication and language development, further development of effective approaches requires the commitment of many more highly trained scientists and resources. Given the pivotal role that communication and language have in human development and behavior across the life span, the potential payoff of expanding the research agenda in this domain is substantial.
Hart, B., & Risley, T. (1995). Meaningful Differences in the everyday experiences of young American children. Baltimore, MD: Brookes.
Huttenlocher, J., Haight, W., Bryk, A., Seltzer, M., & Lyons, T. (1991). Early vocabulary growth: Relation to language input and gender. Developmental Psychology, 27, 236 – 248.
Pinker, S. (1994). The language instinct. New York: Morrow.
Walker, D., Greenwood, C. R., Hart, B., & Carta, J. J. (1994). Improving the rediction of early school academic outcomes using socioeconomic status and early language production. Child Development, 65, 606 - 621.
Warren, S. F. & Walker, D. (2005). Fostering early communication and language development. In D. M. Teti (Ed.) Handbook of research methods in developmental science (pp. 249 – 270). Malden, MA: Blackwell.
Yoder, P. J. & Warren, S. F. (1998). Maternal responsivity predicts the extent to which prelinguistic intervention facilitates generalized intentional communication. Journal of Speech, Language, and Hearing Research, 41, 1207 – 1219.
Bobbie Wells recently attended the National Association of Child Care Resource and Referral Agencies (NACCRRA) Policy Symposium in Washington DC as a Kansas representative along with six other Kansas R&R leaders. While there she was honored as one of the first recipients of the NACCRRA Emerging Leaders Award. The Emerging leaders have been assigned the task of developing an Emerging Leaders program for NACCRRA that will help develop the future leadership of the national organization. This was the first year for the award and there were 12 awards nationwide.
Card, N. A., Hodges, E. V. E., Little, T. D., & Hawley, P.H. (2005). Gender effects in peer nominations for aggression and social status. International Journal of Behavioral Development, 29, 146-155.
Doughty, A. H., Reed, P., & Lattal, K. A. (2004). Differential reinstatement predicted by preextinction response rate. Psychonomic Bulletin and Review, 11(6), 1118-1123.
Greenwood, C. R., Carta, J. J., & Walker, D. (2005). Individual growth and development indicators: Tools for assessing intervention results for infants and toddlers. In W. L. Heward et al. (Eds.) Focus on behavior analysis in education: achievements, challenges and opportunities (pp. 103 – 124). Columbus, OH: Merrill.
Little, T. D. & Card, N. A. (2005). On the use of the social relations and actor-partner inter-dependence models in developmental research. International Journal of Behavioral Development, 29, 173-179.
Reed, P., & Doughty, A. H. (2005). Within-subject testing of the signaled-reinforcement effect on operant responding as measured by response rate and resistance to change. Journal of the Experimental Analysis of Behavior, 83, 31-45.
Saunders, M. D., Saunders, R. R., Mulugeta, A., Henderson, K., Kedziorski, T., Hekker, B., & Wilson, S. (2005). A method for testing learning and preferences in people with minimal motor movement. Research in Developmental Disabilities, 26, 255-266.
Mellstrom, B. P., Saunders, M. D., Saunders, R. R., & Olswang, L. B. (2005). Interaction of behavioral state and microswitch use in individuals with profound impairments. Journal of Developmental and Physical Disabilities, 17, 35-53.
Saunders, M. D., Saunders, R. R., Mulugeta, A., Henderson, K., Kedziorski, T., Hekker, B., & Wilson, S. (2005). A novel method for testing learning and preferences in people with minimal motor movement. Research in Developmental Disabilities, 26, 255-266.
Warren, S. F. & Walker, D. (2005). Fostering early communication and language development. In D. M. Teti (Ed.) Handbook of research methods in developmental science (pp. 249 – 270). Malden, MA: Blackwell Publishing.
On 19 Feb 2005, John Colombo gave a talk to the Child Health Research Institute at Flinders University/Children's and Women's Hospital, in Adelaide, South Australia. The title was "Measurement Issues in Assessing the Effects of Nutritional Interventions".
Brady, N. Gestures in relation to other language parameters in children with developmental disabilities. Symposium. Proceedings of the 38th Annual Gatlinburg Conference on Research and Theory in Mental Retardation and Developmental Disabilities, Annapolis, MD.
Brady, N. Parents as Interventionists: Issues in Language Research.
Symposium. Proceedings of the 38th Annual Gatlinburg Conference on Research and Theory in Mental Retardation and Developmental Disabilities, Annapolis, MD.
Obiakor, F., Bowman, L., Wolf, N. Implementing Positive Behavior Support in Urban Multicultural Schools: Research and Reality. Utley, C., McCart, A., Leaders. Presented at Council for Exceptional Children, Annual Conference, Baltimore, MD.
Cress, P. (2005, March). Universal design and the web. Paper presented at the Mid-America Association for Computers in Education Conference, Manhattan, KS.
Doughty, A. H., Williams, D. C., & Saunders, K. J. (2005). Performance under verbal and nonverbal transitive-inference procedures in persons with mental retardation. Proceedings of the 38th Annual Gatlinburg Conference on Research and Theory in Mental Retardation and Developmental Disabilities, Annapolis, MD.
Greenwood, C. R., Carta, J. J., & Walker, D. (2005, March). Measuring intervention results for infants and toddlers using Individual Growth and Development Indicators (IGDI's). In K. Snow (Chair), Making early intervention a reality. Symposium presented at the 42nd annual meeting of the Learning Disabilities Association of America, Reno, NV.
Saunders, K., Coordinator. Evidence-based practice in establishing literacy in individuals with intellectual disabilities. Plenary session. Proceedings of the 38th Annual Gatlinburg Conference on Research and Theory in Mental Retardation and Developmental Disabilities, Annapolis, MD.
Schroeder, S., Ozand, P., Meyer, B., Sakati, N., Al Harbi, S., Genetic syndromes comorbid with subtypes of autism in Saudi Arabi. Poster Session. Proceedings of the 38th Annual Gatlinburg Conference on Research and Theory in Mental Retardation and Developmental Disabilities, Annapolis, MD.
Smith, C. (2005, February). Outcomes and integrated service delivery in Kansas: Planning for success and measuring it. Presentation to Kansas Integrated Outcomes Project statewide conference in Wichita, KS.
Smith, C. (2005, February). Integrated outcomes: Making outcomes work for you and your agency. Presentation to Kansas Integrated Outcomes Project regional symposium in Wichita, KS.
Smith, C. (2005, February). Integrated outcomes: Making outcomes work for you and your agency. Presentation to Kansas Integrated Outcomes Project regional symposium in Salina, KS.
Smith, C. (2005, March). Integrated outcomes: Making outcomes work for you and your agency. Presentation to Kansas Integrated Outcomes Project regional symposium in Topeka, KS.
Utley, C. Invited speech, Multicultural and Special Education Forum, Morgan State University, April 8.
Utley, C. The Effects of Education Reform on the Representation of African American Students in Programs for Students with Emotional Disturbances/Behavior Disorders, Council for Exceptional Children Multicultural Summit, April 9.
On February 14, 2005, Dale Walker gave an invited colloquium at Macquarie University, Sydney, Australia for the Special Education Centre entitled “Promoting communication and language development with infants and toddlers.” Walker presented her research on strategies to promote communication to the special education and school of education faculty.
Bobbie Wells served as facilitator for a series of three distance learning training sessions on Advocacy in Wichita, co-sponsored by NAEYC (The National Association for the Education of Young Children) and The Knight Foundation. This was a pilot project by the Knight Foundation the Dates were: Jan 28, Feb 15, and March 8.
Bobbie Wells has been appointed to the Education Program Review Committee for Labette Community College’s North Central Accreditation process. She currently serves as adjunct instructor for early childhood education classes at the college. She has been working With Dr. Pearson to revise the Early Childhood Program to better reflect the needs of the students entering the Early Care and Education Field.
Central Office News and Announcements
Janet Marquis, Interim Director
LSI Information Technology Services
In order to provide better service to our LSI Web Server clients, we have contracted with the University of Kansas LAN Support Services (LSS) to provide administration for the LSI Web Server, effective Monday, March 28, 2005. Issues such as FTP access to your web site, web site failures, database problems on the Web Server, request for changes in access rights, passworded folders, etc. should be directed to LSS. To contact LSS, call 785-864-0400 or e-mail them at email@example.com. Programming issues such as PC Access applications and ASP for web applications should still be directed to Darwin. We hope this change will allow for better service to meet your web site needs. If you have any questions or concerns, please contact Darwin or me.
Paul Diedrich, Associate Director for Project Development
Past Submissions not Previously Reported
1. Steve Warren and Judy Carta submitted their fifth-year, non-competing continuation “Predicting and Preventing Neglect in Teen Mothers” to the University of Notre Dame (prime contractor to NICHD) on
March 10, 2005.
2. Judy Carta submitted her third-year, non-competing continuation “Promoting and Supporting Breastfeeding in Adolescents” to KUMC (prime contractor to DE on March 11, 2005.
3. Stephen Fawcett and Jerry Schultz submitted a new, four year proposal “Partners 4 Peace: A Community Level Intervention to Reduce Youth Violence” to HHS/CDC on March 30, 2005.
4. Judy Carta submitted a new, one-year proposal “CCWC Outcomes and Tracking Proposal” to The Children’s Campus of Wyandotte County on March 31, 2005.
5. Tiffany Hogan (Hugh Catts and Holly Storkel – Faculty Sponsors) submitted her second-year, fellowship “Lexical Representations and Phonological Awareness” to NIDCD on April 1, 2005.
6. Michael Vitevitch submitted his second-year, non-competing continuation “Processing Neighbors in Speech Perception and Production” to NIDCD on April 1, 2005.
7. Michael Roberts, Ric Steele and Stephen Lassen resubmitted their two-year proposal “Children’s Adjustment to Parental Hematopoietic Stem Cell Transplantation” to the American Cancer Society on April 1, 2005.
1. David Lindeman will submit a five-year, competing continuation “Kansas Inservice Training System (KITS)” to the Kansas Department of Education on April 4, 2005.
2. Susan Bashinski will submit a five-year, competing continuation “Inclusive Network of Kansas (INKS)” Field Based Technical Assistance and Professional Development” to the Kansas Department of Education on April 4, 2005.
3. Julie Sergeant (Todd Little – Faculty Sponsor) will submit a three-year, postdoctoral fellowship “Personal Agency and Well-being in Older Populations” to NIA on April 5, 2005.
4. Joe Donnelly will submit a one-year, proposal “7th Annual Conference on the Treatment and Prevention of Obesity with an Emphasis on Children and Adolescents” to DHHS/CDC on April 6, 2005.
5. Michael Wehmeyer, David Lindeman and Chet Johnson will submit their, thirty-fourth year, non-competing continuation “Kansas University Center on Developmental Disabilities (KUCDD)” to HHS/ACF/ADD on April 8, 2005.
New Awards (not previously funded) Information
There are no new awards to report at this time, though there are a couple of proposals pending which have very good scores.
Comments and questions to: firstname.lastname@example.org