This article describes a framework for assessing young children with severe multiple disabilities that was developed by Dr. Jan van Dijk and colleagues in the Netherlands. The assessment is guided by the lead of the child as it looks at the underlying processes of learning including biobehavioral state, orienting response, learning channels, approach–withdrawal, memory, interactions, communication, and problem solving. Through the use of two case studies, each of the learning processes is described along with suggestions for assessment and intervention. A sample protocol with observations, child strengths and needs, and suggestions for intervention is included.
Victims play a central role in criminal case processing, but research suggests many victims do not report crimes to police or cooperate in a police investigation. This study extends the literature on victim cooperation by examining the effect of incident-level variables and neighborhood characteristics on victim cooperation in nonfatal shooting incidents. The sample includes 1,054 nonfatal shooting victims from two Midwestern cities. Results using binary logistic regression suggest that incident and victim characteristics are significantly associated with cooperation, but race conditions the effect of injury severity and motive on cooperation. The willingness to cooperate among Whites is contingent on injury severity while non-White victims do not become markedly more cooperative when confronted with serious injury. Race also moderates the relationship between crime motive and cooperation. This work demonstrates the need to incorporate nonfatal firearm violence into studies of victim cooperation and gun crime more broadly.
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