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The Yale Child Study Center is a department at the Yale University School of Medicine. The center conducts research and provides clinical services and medical training related to children and families. Topics of investigation include autism and related disorders, [1] Tourette syndrome, other pediatric mental health concerns, parenting, and ...
Cohen joined the Yale School of Medicine in 1972. [2] Along with other researchers, he had begun looking at non-psychological (organic) causes for Tourette syndrome (TS) by 1976. [7] Cohen was named the director of the Yale Child Study Center in 1983—a position he held until his death in 2001. [2]
When Dr. Gesell retired from Yale in 1950, Yale retained ownership of the birth to age 3 schedules and Yale continued to refine them although they were never republished named as Gesell Schedules. The schedules for older children became the property of Gesell Institute of Child Development which was established in 1950.
The two schools eventually rivaled the highest-income schools, had the best attendance record, and no serious behavior problems. The Comer School Development Program (SDP) is a research-based, comprehensive K-12 education reform program grounded in the principles of child, adolescent, and adult development.
Future efforts may need to emphasize the importance of screening young children and connecting families to needed services before three years of age. The importance of early diagnosis and ...
Critical autism studies (CAS) is an interdisciplinary research field within autism studies led by autistic people. [1] [2] [3] This field is related to both disability studies and neurodiversity studies. [4] [5] [6] CAS as a discipline is led by autistic academics, and many autistic people engage with the discipline in nonacademic spaces.
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The Yale Center for Emotional Intelligence is a unit within the Yale Child Study Center at the Yale School of Medicine’s Child Study Center that designs and researches evidence-based approaches for supporting school communities in understanding the value of emotions, teaching and practicing the skills of emotional intelligence, and building and sustaining positive emotional climates.