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What we areengaging in at
the VanderbiltKennedy Center isour version of “ComePlay,” the theme ofthe most recentLeadership CouncilDinner that honoredour great HobbsSociety members whofinancially support
our efforts to lead the vanguard of scientificdiscovery. What we do as researchers, trying todiscover the biological basis and best treat-ments for autism, learning and languagedisorders, mental retardation, and mental
Babies as young as five-months-old make distinctions
about categories of events thattheir parents do not, revealingnew information about howlanguage develops in humans.The research by Kennedy Centermember Sue Hespos, Ph.D.,assistant professor of psychology,and Elizabeth Spelke, Ph.D., pro-fessor of psychology at HarvardUniversity, was published in theJuly 22 issue of Nature in thearticle “Conceptual precursorsto language.”
“It’s been shown in previousstudies that adults actually categorize things differ-ently based on what language they speak,” Hespossaid. “So, if language is influencing adults’ thought,one of our questions was: What’s going on with pre-verbal infants? Do children think before they speak?
“Language capitalizes on a pre-existing system of
‘I live in a 3-D world, I know how objects behave
and interact,’” she continued. “This pre-existing
ability suggests that children do think before
they speak.”
Sibshops,BuildingCommunity
“Come Play”LeadershipDinner
Yoder, Experton LanguageDevelopment
4 8 11DeliveringTherapy Services6
Number 7 Winter 2005 Vanderbilt University
Continued on page 3
What Are Babies Thinking Before They Start Talking?By Melanie Cantania
Play Is the Workof Children
Director’s Message
Pat Levitt, Ph.D.
The walls of the Psychophysiology Laboratory aredecorated as if children are entering a castle. Researchers
literally roll out a red carpet leading children to the“throne.” They talk with kids about wearing silly crowns, oneof which resembles a hairnet that slips over a child’s head.The soft sensors in this net detect the electrical activity ofthe brain and tell researchers how this activity changes inresponse to a task at any given point in time, millisecond by
millisecond. The sensors provide information about how much activity is generated andallow researchers to estimate what parts of the brain are engaged. Brain wave measuresare being combined with behavioral research measures in new ways that may advanceknowledge of typical and atypical development, predict response to treatment, andmeasure treatment effectiveness.
The Psychophysiology Laboratory is directed by Sasha Key, Ph.D., a research assistantprofessor who was recruited jointly by the Vanderbilt Kennedy Center and Department ofHearing and Speech Sciences in August 2004. As an undergraduate psychology major atMoscow State University in Russia, she became intrigued with
Measuring Brain Waves
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A mother holds her baby while they participate in the study. The infants madedistinctions between objects without the help of categories designated by language.
Continued on page 3
Head sensor net measures brain activity.
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neuropsychology and continued to pursue herinterests in graduate school. At the University ofLouisville she worked with Dennis L. Molfese, anational leader in the use of brain wave measuresas indicators and predictors of children’s languagedevelopment.
“I’m interested inthe brain correlatesof learning anddevelopment,” Keysaid. “Typically,changes in brainactivity occur, as arule, before observ-able behaviorchanges. So brainwaves can help usassess specific abilitiesin persons unable to provide a response or to get anearly indicator whether a treatment or instructionalmethod is working well before the behavior hascaught up.”
Brain wave measures can be used across thelife span. “Using the same equipment and testingprocedure, we’ve tested newborn babies and80-year-olds, which allows us to compare thedata directly,” Key said. “That’s not possible withany behavioral measure.”
Another advantage is that brain wave measures arequicker in comparison to behavioral measures. “Abehavioral assessment may take two hours and abrain wave measure may take ten minutes, which iseasier for young children,” Key pointed out. “In thefuture, it will be possible to combine brain wavemeasures during a specific task with shorter behav-ioral assessments and obtain the developmentalinformation needed.”
Key emphasizes that brain wave measures
and behavioral assessments are each important
research tools but together they provide even more
detailed information about development and
learning than either one individually.
Kennedy Center investigator Paul Yoder, Ph.D.,
professor of special education, uses brain wave meas-
ures to study speech processing in children with
language delays. Speech processing refers not just to
listening to speech but deriving information, storing
it, and comparing that information with what one
already knows. The speed and ease with which
speech is processed is important. “If a child has
difficulty processing speech
even under the simplest condi-
tions, then the child will lose
more information, more
often,” Yoder explained.
Measuring speech process-
ing behaviorally is difficult,
especially for children between
two and four years of age, the
very age at which language
delays become apparent and
early intervention should be
provided for children with communication disor-
ders.“We need to be measuring processing speed in
milliseconds, and event-related potentials allow us tomeasure brain responsesvery fast after the stimulusof a speech sound,” Yoderexplained. “We want toknow if a child is process-ing a speech sound andhow fast and how difficultprocessing is.”
Yoder describes brainwave recordings as made up of peaks and valleys.The peaks indicate whenthe brain is recruiting morebrain cells, or expendingmore energy, to accomplisha task. Children whose speech processing isimpaired tend to have bigger peaks for the part ofthe brain wave that is relevant to speech processingcompared with that oftypically developing children of the same age.
Moreover, those peaks tend to be later after thestimulus (for example, a speech sound) has beenpresented, compared with the pattern seen intypically developing children.
In one study, Yoder found that a component ofa brain wave associated with speech processingpredicted how much children would improve inspeech intelligibility more strongly than othervariables. Moreover, these measures can be usedsuccessfully with children who are quite immaturein their language acquisition.
Yoder and Stephen Camarata, Ph.D., professor ofhearing and speech sciences and director of the LateTalkers Clinic, a joint project with the KennedyCenter and the Bill Wilkerson Center, are collaborat-ing with Dennis L. Molfese, Ph.D. (University ofLouisville) on a study using brain wave andbehavioral measures as predictors of languageinterventions for preschoolers with specific languageimpairments (funded by the National Institute onDeafness and Other Communication Disorders).
Yoder is optimistic that as more research usingbrain wave measures is done involving youngchildren with and without disabilities, thesemeasures will be useful in diagnosis and in predict-ing response to treatment.
Key has a similar vision.“Through this research, itmay one day be possible tobring a child into a clinic,record brain waves, and basedon the findings,recommend an interventionmost likely to be effective,track changes in brain activity as the interventionproceeds, and more rapidlyknow whether the interven-tion should continue orbe changed.”
Both Yoder and Keyagree that the Vanderbilt Kennedy Center isuniquely positioned to pursue innovativeneuroimaging and intervention studies toenhance development and treatment of childrenwith a wide range of developmental disabilities.
Measuring Brain Wavesfrom page one
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Primer
Sasha Key, Ph.D., director of Psychophysiology Lab
Brain waves are visible on screen almost instantaneously at each electorde site on the surface of the scalp.
Measuring Brain Waves
EEG – Electroencephalogram, a recording of thebrain’s electrical activity. Data is obtained byplacing small sensors on the head and amplifyingthe recorded signal several thousand times. It isusually described in terms of frequency, e.g.,alpha frequency (8-13Hz).
ERP – Event-Related Potential, a portion of EEGthat correlates in time to a precise stimulus event.
It reflects changes in EEG associated with that event. ERP is described in terms of peaks
varying in polarity, size, and time from stimulusonset. It has millisecond time resolution.
Benefits of EEGs and ERPs
• Is noninvasive, well tolerated even by young
children and infants.
• Has high temporal resolution (milliseconds).
• Behavioral responses (e.g., pressing a button
when a sound is heard) are not required. Often
changes in brain activity are present before
changes in behavior can be observed.
• Can be directly compared across ages.
• Can be combined with other imaging techniques.
(e.g., functional Magnetic Resonance Imaging)
• Complements standard behavioral assessments.
Resources
Coles, M., & Rugg, M.(1995). Event-related brainpotentials: An introduction.In M. Rugg & M. Coles(Eds.), Electrophysiology ofmind: Event-related brainpotentials and cognition.
(pp.1-26). New York: Oxford University Press.
Fabiani, M., Gratton, G., & Coles, M. G. H. (2000).Event-related brain potentials: Methods, theory,and applications. In J. T. Cacioppo, L. G., Tassinary,& G. G., Berntson (Eds.), Handbook ofPsychophysiology, 2nd ed. (pp. 53-84). Cambridge,UK: Cambridge University Press.
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What Are Babies Thinkingfrom page one
Previous research has found that infants aresensitive to the acoustic variations that signalmeanings in all the world’s languages thatadults can no longer hear, even those varia-tions that their own language does not use andthat the adults around them no longer hear.For instance, an adult native-English speakerwill not hear all of the sounds of Korean andvice versa. Infants hear these subtleties but losethis awareness as their language skills developover the first year of life.
“The languages of the world vary both inthe sounds they require speakers to distin-guish and in the meanings they requirespeakers to convey, and these differencesinfluence what speakers of a language readilyhear and think about,” Spelke said. “Ourresearch asked how these differences arise: Doesthe experience of learning to speak English orKorean make you aware of the categories yourlanguage honors?”
The example they used to explore this questionwas differences between how different languagesdescribe space. For example, the distinctionbetween a tight fit versus a loose fit is marked inKorean but not in English. A cap on a pen wouldbe a tight fit relationship, while a pen on a table
would be a loose fitrelationship.English does notmark this distinc-tion in the sameway, insteademphasizing the“containment”versus “support”relationship, forexample: the coffeeis in the mug or themug is on the table.
Hespos andSpelke tested
whether five-month-old infants from nativeEnglish-speaking homes noticed whether objectsfit tightly or loosely. The tests were based oninfants’ tendency to look at events that they find to
be novel. Infants were shown anobject being placed inside acontainer that fit either tightly orloosely until the time they lookedat the object being placed insidethe container decreased. Theywere then shown new tight andloose fit relationships. Theresearchers found that the babieslooked at the objects longerwhen there was a change betweentight or loose fit, illustratingthat they were detecting theKorean concept.
Hespos and Spelke alsoconducted the experiment withadults to confirm that English-
speaking adults do not spontaneously make thetight versus loose fit distinction.
“Adults ignore tight fit versus loose fit and payattention to ‘in’ versus ‘on,’” Hespos said. “Adultswere glossing over the distinction that the babieswere actually detecting.”
“These findings suggest that humans possess arich set of concepts before we learn language,”Spelke added. “Learning a particular language maylead us to favor some of these concepts overothers, but the concepts already existed before weput them into words.”
Hespos is a member of the VanderbiltKennedy Center and the Vanderbilt VisionResearch Center. Spelke is co-director ofHarvard’s Mind/Brain/Behavior Initiative. Theresearch was supported by grants from theNational Institutes of Health.
health disorders, is hard work—but those of youwho know many of us in the Vanderbilt KennedyCenter are aware that we often seem like childrenat play. We love what we do, and most of uscannot imagine doing anything else. We embracethe challenge of discovery because it is, in essence,an exercise in reacting to the unexpected.
What comes next around the corner ofdiscovery? This is what child’s play is all about. Itis not about learning how to cope with stress ordanger in the way that we think about exploration.Indeed, children explore novel situations with allthe vigilance needed to respond quickly. Theydevelop their own unique so-called “fight orflight” response. Exploration is all about learninghow to avoid trouble.
Play is different. Children only play in thecontext of a safe environment; they are neither
vigilant nor fearful. Instead, play incorporatesthe unpredictable in a positive way, withexperiences that let children learn how todeal with the unanticipated. There is somethingremarkably rewarding about experiencingthe unexpected—it is simply fun. Have youever watched puppies or kittens at play?They roll, tumble, leap, and place themselvesin physical situations that never would beappropriate in learning how to be vigilantand recognize danger. In fact, at the heart ofplay for all mammals is the joy in learning howto reach beyond what is familiar—reachingbeyond the expected. Isn’t that a characteristicof our most successful adults, and the essenceof what scientists do here at the VanderbiltKennedy Center?
Our theme “Come Play” reflects the viewof how very important play is to all children.It is meant to be inclusive of all children,typical and atypical alike. Play is not a luxury,
it is a necessity. Fred Rogers once said,“Play is often talked about as if it were a relieffrom serious learning. But for children play isserious learning. Play is really the work ofchildhood.” As you watch children at play,remember what Mr. Rogers said. Just as webattle for children’s opportunities for growth anddevelopment as they experience the trials andtribulations of learning in preschool and theclassroom, we need to be vigilant in providingthe best opportunities for them to experiencethe joys of play. Research tells us that byproviding opportunities for play, we are doingas much for children’s mental and physicalhealth and well-being as anything else that wemight do. The comments of Mr. Rogers arerelevant to our research efforts as well. I canvouch for our many scientists here at theVanderbilt Kennedy Center—we all takescientific discovery, our version of “Come Play,”very seriously.
Director’s Message from page one
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Sue Hespos, Ph.D.
Where to Find Help
Vanderbilt Kennedy FamilyOutreach CenterSupported by the Lili Claire Foundation
(615)936-5118
Tennessee Disability Pathfinder(800)640-INFO [4636]
(615)322-8529 (Nashville)
Taking Part in ResearchSee Study Finder
http://kc.vanderbilt.edu/studyfinder/
Accolades
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PAUL YODER, PH.D.Professor of Special EducationVanderbilt Kennedy Center InvestigatorJoined Vanderbilt Kennedy Center 1986
Research InterestsCommunication and language development, andintervention in children with language delays;mother-child linguistic and prelinguisticinteraction; event-related potentials; autism
Principal Investigator forEarly Communication Intervention in Childrenwith Autism, National Institute of Deafness andOther Communication Disorders
ERP & Behavior Predictors of LanguageIntervention, National Institute of Deafness andOther Communication Disorders
EEG Power and Growth in Joint Attention inChildren with Autism Spectrum Disorders andTheir Siblings, Nicholas Hobbs SocietyDiscovery Grant
Clinical InterestsEarly communication and language interventionfor toddlers and preschoolers with a variety ofcommunication disorders
National Service• Member, Research Committee, Division of Early
Childhood, Council for Exceptional Children• National Advisory Board, Early Childhood
Research Institute, University of Louisville• Board of Editors, American Journal of Speech-
Language Pathology, Journal of Early Intervention,Journal of Speech, Language, and Hearing Research, and Topics in Early Childhood Special Education
PublicationsYoder, P. J., & Warren, S. F. (2004). Early predictors
of language in children with and without Down syndrome. American Journal on Mental Retardation, 109, 285 - 300.
Yoder, P. J., & McDuffie, A. (2002). Treatment ofprimary language disorders in early childhood:Evidence of efficacy. In P. Accardo (Ed.), Disordersof Language Development (pp. 151 – 177).Baltimore: York Press.
Yoder, P. J., & Warren, S. F. (2002). Effects ofprelinguistic milieu teaching and parent respon-sivity education in dyads with children with intel-lectual disabilities. Journal of Speech, Language,and Hearing Research, 45, 1158 – 1174.
EducationB.S., 1978, Psychology, Louisiana State UniversityM.S., 1979, Special Education, GeorgePeabody CollegePh.D., 1985, Special Education, University ofNorth Carolina, Chapel HillPostdoctoral Fellow, 1985-87, Peabody College,Vanderbilt University
Attraction to Developmental Disabilities ResearchAs a sophomore volunteer in a preschool forchildren with language impairments, I wasfascinated and touched by these bright childrenthat had such difficulty communicating. One of thechildren had autism. Another had mentalretardation. Another seemed fine in every way butcould not speak clearly. It seemed obvious that wecould not use the same teaching methods with allof these children. Doing developmental disabilityresearch combines my love of the scientific method,my desire to be a positive force in the lives ofchildren with communication disabilities, and mypassion for learning.
Reasons for Kennedy Center MembershipThe Vanderbilt Kennedy Center is why I stayat Vanderbilt. Its Psychophysiology Laboratoryis an example of the Center’s commitment tosupporting multidisciplinary research. Withoutit, as a behavioral scientist, I could nevermove into using event-related potentials tomeasure speech processing. Without theproduction and support of many, custom-madeor adapted data collection and analysisprograms by Jon Tapp, the Center’s directorof computer services, I simply would not beable to accomplish what I do. The Communicationsand Graphics services help me produceposters, PowerPoint slides, and Web sites thatallow me to communicate complex findingsefficiently to a variety of audiences varyingon education and interest level. TheAdministrative Core makes budgeting,purchasing, and hiring more manageable. LindaDupre, the Center’s manager of grantsdevelopment, makes it possible to get all ofthose Institutional Review Board forms, progressreports, and applications completed on time.My gratitude to the Kennedy Center goesbeyond my expression.
Camilla Benbow, Ed.D., Patricia and Rodes HartDean of Education and Human Development,Peabody College, received the 2004 LifetimeAchievement Award of the Mensa Education andResearch Foundation.
Raymond Burk, M.D.,professor of medicineand pathology, hasreceived a NationalInstitutes of HealthMERIT Award for hisresearch on thenutritional effects ofselenium. Seleniumdeficiency has beenimplicated as acontributingmetabolic factor in
some developmental disabilities.
Alfred L. George, Jr.,Ph.D., been named chairof a Special EmphasisPanel of the NationalInstitute of Diabetes &Digestive & KidneyDiseases. The panel willreview applicationssolicited by one of thenew National Institutesof Health Roadmaptraining initiatives.
H. Carl Haywood, Ph.D., and Penelope Brooks,Ph.D., professors of psychology emeriti, heldBright Start curriculum workshops in Reykjavik,Iceland, August 9-13, sponsored by the IcelandMinistry of Education. Bright Start is a preschoolcognitive education curriculum co-authored byHaywood, Brooks, and S. Burns.
Pat Levitt, Ph.D., Vanderbilt Kennedy Centerdirector, received the Friends of Children Awardof the Tennessee Chapter of the AmericanAcademy of Pediatrics.
Wendy Stone, Ph.D., professor of pediatrics andpsychology, is featured on the Dan MarinoFoundation’s Childnett.tv, the first 24-hour webchannel dedicated to families living with autism andother neurological disorders. See www.childnett.tv.
The Best Buddies Vanderbilt Chapter, led bypresident Kathy Lawton, was recognized as thefirst “Outstanding College Chapter of the Year”by the International Best Buddies organization.The Chapter’s advisor is Elise McMillan, J.D.,Vanderbilt Kennedy Center director ofcommunity outreach.
Raymond Burk, M.D.
Alfred L. George, Jr., Ph.D.
Leading the Vanguard of Discovery
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New Grants
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NUTRITIONAL AND METABOLIC SIGNIFICANCEOF SELENIUMRaymond Burk, M.D., professor of medicineand pathologyFunding: National Institute of EnvironmentalHealth Sciences, MERIT Award
FAMILY COGNITIVE-BEHAVIORAL PREVENTIONOF DEPRESSIONBruce E. Compas, Ph.D., professor of psychologyFunding: National Institute of Mental Health
RELATING DECODING AND FLUENCYDEVELOPMENT IN CHILDREN WITH READINGDISABILITIESDonald L. Compton, Ph.D., assistant professor ofspecial educationFunding: National Institute of Child Health andHuman Development
SCALING UP PEER-ASSISTED LEARNING STRATEGIES(PALS) TO STRENGTHEN READING ACHIEVEMENTDoug Fuchs, Ph.D., and Lynn Fuchs, Ph.D.,Nicholas Hobbs Chair in Special Education andHuman DevelopmentFunding: U. S. Department of Education
LIFE-SPAN DEVELOPMENT OF NORMAL ANDABNORMAL BEHAVIORJudy Garber, Ph.D., professor of psychology andhuman development and psychiatryFunding: National Institute of Mental Health
PREDOCTORAL TRAINING PROGRAM INBIOMEDICAL IMAGINGJohn C. Gore, Ph.D., Chancellor’s UniversityProfessor of Biomedical Engineering and RadiologyFunding: National Institute for BiomedicalImaging and Bioengineering
PANCREATIC ISLET IMAGING AND BLOOD FLOWJohn C. Gore, Ph.D., Chancellor’s UniversityProfessor of Biomedical Engineering and RadiologyFunding: National Institute of Diabetes andDigestive and Kidney Diseases
NEUROGENETICS OF CANDIDATE SYSTEMSIN AUTISM(Parent project: Genetic Studies in NeurologicalDisorders, Pericak-Vance, PI, Duke University)Jonathan L. Haines, Ph.D., T. H. Morgan Professorof Human Genetics, and James S. Sutcliffe, Ph.D.,assistant professor of molecular physiologyand biophysicsFunding: National Institute of NeurologicalDisorders and Stroke
SOCIAL COMMUNICATIVE EFFECTS OF LANGUAGEINTERVENTIONAnn P. Kaiser, Ph.D., professor of special educationFunding: National Institute of Child Health andHuman Development
TREDS – TENNESSEE TECHNICAL ASSISTANCE ANDRESOURCES FOR ENHANCING DEAF-BLIND SUPPORT
Craig Kennedy, Ph.D., professor of special educationFunding: U.S. Department of Education
FACTORS REGULATING LIMBIC SYSTEM ASSEMBLYPat Levitt, Ph.D., professor of pharmacology andAurea Pimenta, Ph.D., research assistant professorof pharmacologyFunding: National Institute of Mental Health
DEVELOPING EXCEPTIONAL HUMAN CAPITALDavid Lubinski, Ph.D., professor of psychology andCamilla P. Benbow, Ed.D., Patricia and Rodes HartDean of Education and Human DevelopmentFunding: Templeton Foundation
MATERNAL OPIOID TREATMENT: HUMANEXPERIMENTAL RESEARCHPeter Martin, Ph.D., professor of psychiatryand pharmacologyFunding: National Institute on Drug Abuse
CELLULAR MECHANISMS OF PRECONDITIONINGNEUROPROTECTIONBethAnn McLaughlin, Ph.D., research assistantprofessor of pharmacologyFunding: National Institute of NeurologicalDisorders and Stroke
ANTIOXIDANT INTERACTION OF SELENIUM ANDVITAMINS C AND EJames May, Ph.D., professor of medicine and molec-ular physiology and biophysics, and Raymond Burk,Ph.D., professor of medicine and pathologyFunding: National Institute of Aging
HALLUCINOGENS AND SEROTONIN SIGNALTRANSDUCTIONElaine Sanders-Bush, Ph.D., professor ofpharmacology and psychiatryFunding: National Institute on Drug Abuse
GENETIC ANALYSIS OF 15q11-q13 IN AUTISMJames Sutcliffe, Ph.D., assistant professor ofmolecular physiology and biophysicsFunding: National Institute of Mental Health
BEHAVIORAL TRAINING IN DEVELOPMENTALDISABILITIESTedra Walden, Ph.D., professor of psychology, andCraig Kennedy, Ph.D., professor of special educationFunding: National Institute of Child Health andDevelopment research training grant
REDUCING SEVERE PROBLEM BEHAVIOR INSCHOOLSJoseph Wehby, Ph.D., associate professor of specialeducation, and Craig Kennedy, Ph.D., professor ofspecial educationFunding: U.S. Department of Education
Outreach Grants
ARTS BUILD COMMUNITIES Vanderbilt Kennedy Center Arts InitiativeElise McMillan, J.D., director of community outreachFunding: Metropolitan Nashville Arts Commission
FAMILY SUPPORT 360 GRANTFunding: Administration on DevelopmentalDisabilities
What is the value of children’s play? Howcan parents promote the development oftheir children, with and without disabilities,through play?
Play is important for learning. Parents can getdown into their child’s world and interact,guiding play in ways that facilitate developmentof specific skills. Through play, young childrenexamine objects, learning about spatial struc-ture, cause and effect, and numerical concepts,e.g., through toys that have gradations in sizeand other perceptual characteristics like sound.They learn communication and social interac-tion. Providing new objects or playing withfamiliar ones in different ways teaches newcharacteristics about objects, for example,rolling a ball and later bouncing it.
Imaginative play should be encouraged.Parents can take an object and model animaginative use for it. They can set up“pretend” scenarios, like a birthday party, andadd characters. As children get older, parentscan ask the child to tell the story.
Children with disabilities learn in ways thatparallel typical child development. The differ-ence is in how quickly they learn and howmany times they need to experience some-thing for it to be stored in long-term memory.
For example, a parent may be helping a childwith Down syndrome learn to name objects.On average, children with Down syndromeneed to hear words more often and in moremeaningful contexts than typically developingchildren. Their speech may be less intelligible,which makes it difficult for parents to provide ateaching model in response. Parents canmanage this by selecting a set of words theywant their child to learn, beginning withwords made of sounds that are easier topronounce, e.g.,
Frequently AskedQuestions
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Susan Gray School for All ChildrenVanderbilt Kennedy Center • Peabody College
While the Susan Gray School serves children atvarying levels of development, some families
find it helpful to have their child take part intherapy sessions in addition to their dailycurriculum. Students canreceive speech, physical, oroccupational therapeuticservices from differentproviders depending on achild’s age through anindependent clinic, throughMetro Nashville PublicSchools, or through theSchool’s collaboration withVanderbilt’s Pediatric TeamRehabilitation Services.
“In an effort to movetoward on-site therapists, wehave established a collabora-tion with Pediatric TeamRehabilitation Services. Theynow send a physical therapistand occupational therapist tothe School on a weekly basis,”said Ruth Wolery, Ph.D., the School’s director.“We like this arrangement because a singletherapist builds a relationship with the teachersand the children.”
The following is an account of one child’s therapy routine and how these services are integrated
through the Susan Gray School and Pediatric TeamRehabilitation Services.
Delivery in Action
Each day Grace Anne Hunter looksforward to school. Her “CuddleBugs” classroom is fullof bright toys, fun times, and greatfriends. But Tuesdays, Wednesdays,and Thursdays are extra specialdue to two friends who come toclass—Ellen Argo and DeborahPowers, a physical therapistand occupational therapist,respectively. A lively eighteen-month-old, Grace Anne hasDown syndrome, and her motordevelopment—such as walkingand upper body strength—aredeveloping at a slower pace.
It was suggested to Grace Anne’sparents that she receive therapy atVanderbilt in the Susan GraySchool. Both Argo and Powers taketime during Grace Anne’s schoolday to work on her learning towalk with less assistance and to develop more
strength in her arms. Havingtherapists come into theSchool allows Grace Anne toreceive therapy while continu-ing to take part in daily activi-ties with other students.
Argo is Grace Anne’sphysical therapist. As soon asshe arrives to work with GraceAnne, Argo assesses the cur-rent learning situation to seewhat activity all thechildren are doing that shecan incorporate withinphysical therapy. Since todaythe children are outside whenArgo arrives, she jumps at thechance to have Grace Annepush a toy cart around theplayground. While Grace Anne
sees this opportunity as fun time, Argo knows thatit is a great way to work on developing GraceAnne’s balance, leg strength, and walking stride.
“A child only spends an hour in a therapy
clinic, but spends four or more hours here at the
School. This way, working in a child care center, I
can integrate activities [for physical therapy]
within what teachers have planned for the day,”
Argo explained.Argo has found that working with Grace Anne
and the other students in the class who have thera-peutic needs also hasbenefited studentswho do not receivetherapy at the School.
“Teachers areeager to learn. Theywatch what we do,ask for suggestions,then take that infor-mation and use it inthe classroom,” Argocontinued. “We areforming a team tomake sure that thisenvironment is whatis best for children.”
When Grace Annehas made strides inher therapy for theday, it is time forArgo to move on toanother child in the
School and for Grace Anne to take part in occupa-tional therapy with Powers. As Powers works withGrace Anne, the focus is on the great weather andfun toys as they play outside.
“No matter where the class is,” said Powers, “Ifind ways to help Grace Anne overcome herdifficulties and take part with the other children.”
While playing outside, Powers encourages GraceAnn to use her arms to rock the horse, throw theball, or push herself down the slide, just like theother kids on the playground.
When the class moves inside, so do Powers andGrace Anne, giving them a chance to take part innew variety of activities involving eye-handcoordination like taking off shoes to do a paintedfootprint poster or removing a hat off her head.A major goal is helping Grace Ann learn to feedherself using her fingers or a spoon.
“We believe that kids learn from other kids, sothey are a great example for Grace Anne,” Powerssaid. “She will learn from her peers and that willserve as a follow-up to the therapy that weprovide. If she were an ‘outpatient’ in a traditionaltherapy clinic, she would receive therapy for anhour and then go home. Here, where she is aroundtypically developing children, her environmentreinforces the therapy.”
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A New Model for the Delivery of Therapy
Grace Ann Hunter
Physical therapist Ellen Argo and Grace Anne
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Setting the Standard—Again
For over 35 years, the Susan Gray School has servedthe full range of young children, those who aretypically developing as well as those with develop-mental delays or intellectual or physical disabilities.It was the first nationally recognized earlyintervention program to include children with andwithout disabilities. Today the Susan Gray School isdoing it again by integrating therapy sessionswithin the classroom.
In previous experiences at the School, severaltherapists would come into the classroom andmeet with a specific child. This posed many
challenges, since the student would become dis-tanced from the class instead of further integrated.Also, children had to meet and become comfort-able with different therapists in the classroomwhile various activities were taking place.Therapists were put in a difficult position having tolearn the system of each class and teacher. Now,through the collaboration with Vanderbilt’s
Pediatric Team Rehabilitation Services, GraceAnne has the same therapist as others in her class.This model fosters collaboration between theSchool and the therapist while supportingdaily routines.
“I see children both at the clinic and here at theSchool, and I seem to see a bigger carryover ofknowledge and development at the School,” saidPowers. “As long as you have a teacher and a schoolthat are willing to implement all the differentactivities that you need to meet your therapy goals,like the Susan Gray School is, I feel that therapy inthe school is one of the best things for a child.”
objects whose names start with “b.” They can selecta small set of similar objects so that a child seesmultiple examples, e.g., many kinds of balls. They areguiding play so that the child hears “ball” repeatedly,and they can praise or otherwise reinforce the child’sspeech when the child produces or approximates theword “ball.”
Because children with autism have a reducedmotivation for social communication, they tend toplay alone in repetitive ways. Parents can direct playin ways that are more social. For example, in theKennedy Center intervention research of Paul Yoderand Wendy Stone, adults direct a child’s attention todesired toys mediated through the adult, so thatthere’s joint attention, an important prelinguistic skill.
Developmental specialists can help parents iden-tify specific learning goals and strategies to guidechildren through their developmental challenges.
Parents may want to be cautious about purchas-ing items marketed as promoting a child’sintelligence. Playing with a child, interacting,
offering them learning opportunities, these aresufficient. Select toys and activities that interest achild, are flexible, and allow a child to learn differ-ent characteristics.
If your family watches TV or uses computers,make this time interactive. Studies indicate thatpassive TV watching activates the brain’s visualcenters but does not result in the kind of broaderactivation seen in learning as one would hope for inplay. Watch TV or use computers with children, askthem questions, and develop play routines aroundshows or software. Connect what is learned tolived experience.
For all children, the goal is supporting play thatis highly motivating for the child and makingalterations so that it can be more enriching than ifthey were left to their own devices. Playing shouldbe fun for parents, too. Avoid letting worry or stressinterfere and remember to enjoy your childwhile playing.
Stephen M. Camarata, Ph.D., Professor of Hearing
and Speech Sciences serves in the Vanderbilt Kennedy
Center as the Director of the Research Program on
Communication and Learning and the Late Talkers
Clinic at the Test and Technology Center.
Autumn Jubilee
The Susan Gray School held its first Autumn JubileeOctober 25-29. Students spent the week enjoying avariety of activities. Each day featured a differentaspect of fall.
On Monday, the first day of the celebration, studentslearned about apples while making applesauce andcaramel apples. Other activities throughout the weekwere centered on corn, leaves, and pumpkins. Parentswere invited on Thursday to decorate pumpkins withtheir child’s class. Each day contained an informationalactivity as well as a hands-on learning project.
Festivities concluded Friday with a “PumpkinParade” in which students visited near-by campusoffices in the Vanderbilt Kennedy Center, thePeabody Administration Building, and several othercampus buildings and residence halls.
“We added these special activities to provide vari-ety within our curriculum,” said Michelle Wyatt,assistant director. “We hope to continue this growthby adding Olympic Games this summer.”
The Susan Gray School provides inclusive education for young children with and without disabilities and support fortheir families. Its fourfold mission is providing high-quality service, supporting research, contributing to the trainingof future teachers and researchers, and demonstrating recommended practices as a national model. It is a program ofthe Vanderbilt Kennedy Center and Peabody College.
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W i n t e r 2 0 0 5 D i s c o v e r y
Occupational therapist Deborah Powers and Grace Ann
Frequently Asked Questionsfrom page five
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Sibling relationships are perhaps the most enduringrelationships in life. In the case of children with
special health, developmental, or mental healthconcerns, the relationships among siblings may be themost important caregiving relationship in their adultlives. Sibshops are designed to provide support duringchildhood and young adulthood and provide afoundation that will foster long-term positiverelationships across the life span.
Sibshops offer recreation, education, and peersupport. These workshops acknowledge that beinga brother or sister of a person with special needsopens a wide spectrum of emotions. For some it isa good thing, for others a not-so-good-thing, andfor many somewhere in between. All brothers andsisters have a lot to offer one another, if they aregiven the chance.
Donald J. Meyer, creator of Sibshops and directorof The Arc’s Sibling Support Project, was invited tothe Vanderbilt Kennedy Center in 2002 to presentthe Sibshop program, and by Fall 2003 the KennedyCenter held its first Sibshop for siblings, 7 to 12years old, of children with special needs.
Sibshops offer a variety of activities throughoutthe session. “Some type of activity at the beginningof a session helps children feel comfortable,”explained Elise McMillan, Vanderbilt KennedyCenter director of community outreach and parentof two Sibshop participants. “It may be a fun gameto introduce yourself and get to know others.There is usually some kind of art or creativeactivity, and there is always a time for children tosit down and seriously talk about what it is like tohave a sibling with a disability.”
Katie Moore is ten-years-old and has attendedSibshop for the past two years. Her brother Matt is
15-years-old and has Down syndrome.“Sibshops have given Katie an opportunity to talk about
what she experiences having a brother with Downsyndrome,” says their mother Sheila Moore. “She cando this with other siblings who know what she feelsand experiences. They are her support system, andshe looks forward to the Sibshops.”
“I am grateful to have a support group forKatie,” Moore continued. “I know there are thingsthat she feels or would like to say but feels shecannot say at home. She loves her brother, but
sometimes she feels guilty forhaving certain thoughts about him.Katie always comes home from theSibshop feeling better aboutherself. She has certainly beenhelped by Sibshops, and I believeher relationship with her brotherhas definitely benefited. She isalways telling him that she loveshim,” Moore says proudly.
Katie also shared her views of whatshe has learned at Sibshop, that “weare all unique and different, andthat’s a great thing about this world.”
Sibshops open up opportunities tomeet other siblings and discuss theconcerns and the joys of being asibling of a person with special needsand how others handle situations
commonly experienced by siblings of a person withspecial needs. Participants learn about self-concept,insight, tolerance, loyalty, pride, friendships, fun,awareness, and support.
“In Sibshop, I have observed the celebrationof the strengths and the gifts of these siblingsas well as the acknowledgment of the challengesand stresses they experience,” said Carol Rabideau,a social worker for the Vanderbilt KennedyFamily Outreach Center. “This validates for thechildren that a range of feelings is normal andacknowledges their many competencies. Thechildren clearly enjoy the opportunity forrecreation and discussion in which they can focuson themselves and their peers and experiencethis validation.”
The Vanderbilt Kennedy Center Sibshop forchildren 7-to 12-years old continues this academicyear. A reading and discussion group for collegestudents and other young adults, 18 to 26 years,began this fall.
A third group for teens is planned for 2005.
Rabideau will be this group’s facilitator along with
Stacie Salmon, a graduate student at Vanderbilt.
Rabideau’s goal is to create a Sibshop that will be
appealing to adolescents, ages 13 to 18, and will
give them a sense of “ownership” of the group
where they can experience peer support and have
confidence that their discussions will not be shared
outside the group.
For Vanderbilt Kennedy Center Sibshops,
contact Teresa Turnbo, (615) 936-5118,
[email protected]. For the Arc Sibling
Support Project, see www.thearc.org/siblingsupport;
see their directory for other Tennessee Sibshops
in Cookeville, Franklin, Knoxville, and
Memphis.
W i n t e r 2 0 0 4 D i s c o v e r y
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Sibshops BuildFoundation
Purr-fecting ArtOutreach News“The Fat Cat” will be the unifying
theme for an imaginative art exhibitopening in January that has been developedby Pacesetters, Inc. The art is based on aDanish folk tale about a cat who was so fatand greedy that he consumed everything inhis path. The exhibit will primarily featuretwo-dimensional artwork in a variety ofmedia, such as pastel, paint, and prints. Theexhibit will be on display in the lobby ofthe Vanderbilt Kennedy Center fromJanuary through March 2005.
Begun in 1996, Pacesetters’ art programis designed to enhance verbal and visualcommunication skills as well as the self-esteem of the adults with developmentaldisabilities who participate in the program.Storyteller Marcia Donovan and visualartist Merritt Ireland are artists-in-residence who work with Pacesetters’artists. The program receives support fromthe Tennessee Arts Commission. This willbe the second Pacesetters’ exhibit to be heldat the Vanderbilt Kennedy Center.
Pacesetters, Inc. is a Tennessee nonprofit
organization, with funding from the
United Way. It has grown to become one of
the largest community-based day training
and residential programs serving persons
with developmental disabilities in the State
of Tennessee. It provides services in six
centers located in Clay, Macon, Overton,
Putnam, Warren, and White counties. For
information, see www.pacesetterstn.com.
The Vanderbilt Kennedy Center sponsors
a series of exhibits of art by or about
people with disabilities. For information,
contact Teresa Turnbo, (615) 936-5118,
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The Vanderbilt Kennedy Reading Clinic providesintensive, one-to-one instruction for children
in kindergarten through fourth grade who areexperiencing serious reading problems. Clinictutors use reading instructional methods that havebeen proven to help children acquire reading skills.Instructional methods stress the connectionsbetween letters and sounds, how sounds fittogether to form words, the development of fluentreading performance, and the achievement ofstrong comprehension of narrative text.
Students in the Department of SpecialEducation provide one-to-one tutoring to children.These Peabody College tutors are supervisedclosely by Caresa Young, an experienced readingspecialist and coordinator of the Clinic. TheReading Clinic has a strong track record inimproving reading performance of children whopreviously were struggling in school.
The Vanderbilt Kennedy Reading Clinic directlyserved 63 students in 2003-2004.
Student Progress. On the Woodcock ReadingMastery Test, Clinic students showed an average
increase of nine standard score points for WordIdentification (reading words in isolation) and 16standard score points for Word Attack (readingnonsense words to indicate ability to sound outwords). It is difficult for children to improve theirstandard scores because they must improve theirperformance just to maintain them. Increasingtheir standard scores requires considerableimprovement. Reading Clinic students increased
from below average scores to average scores.All students also are monitored at each
tutoring session using Curriculum-BasedMeasurement. Students read a story, read wordsin isolation, or say sounds for one minute. Thenumber of words or sounds read correctly arecounted and graphed. These graphs help thechildren and tutors see when instruction iseffective or when it needs to be modified.
Training. As part of Peabody’s master’s programin special education, all graduate students in thehigh incidence disabilities program (i.e., learningdisabilities and behavior disabilities) complete atleast one semester of Clinic tutoring. For 2003-04,40 graduate students and 11 undergraduatestudents were trained.
Parents have been pleased that the Clinic hashelped their children. Children enjoy the attentionand the sense of satisfaction that comes fromworking hard to learn.
“Jacob’s reading is now above grade level(thanks to one semester at the Clinic), and he nolonger requires tutoring this year,” said parent JanetApplin. “Had it not been for the Reading Clinic, Iknow he would still be struggling, but the programallowed him to ‘crack the code.’ The Reading Clinicwas a godsend for us.”
For 2004-05, Clinic goals include serving morechildren by increasing tutorial capacity and provid-ing more tuition scholarships.
For information, contact (615)936-5123,[email protected].
W i n t e r 2 0 0 5 D i s c o v e r y
Reading ClinicSuccess
Congresswoman MarshaBlackburn, R-Tenn,
visited the VanderbiltKennedy Center on July 28.Center director Pat Levitt,Ph.D., led the visit, outliningresearch areas and commu-nity outreach activities. Shetoured the VanderbiltKennedy Family OutreachCenter and visited theExplorers UnlimitedAcademic Camp for youthwith Down syndrome, whereshe spoke with campers.“I loved seeing the childrentake part in activitiesthey enjoyed and havingfellowship and relationship-building,” she said of the camp sponsored by theVanderbilt Kennedy Center and the DownSyndrome Association of Middle Tennessee.
Faye Head and Kristin Bannerman, staff ofSenator Lamar Alexander, R-Tenn, touredthe Vanderbilt Kennedy Center onAugust 26. They met with Elisabeth Dykens,Ph.D., Vanderbilt Kennedy Center associate
director, who provided an overview of theCenter’s research and studies of the geneticsyndrome Prader-Willi as an example of waysthat families taking part in research aresupported. They also toured the VanderbiltKennedy Family Outreach Center withCarole Moore-Slater, director of TennesseeDisability Pathfinder.
Congressional Visits
(Left to right) Faye Head and Kristin Bannerman of U.S.Senator Lamar Alexander’s staff, Elisabeth Dykens,associate director, and Elizabeth Roof, Prader-Willi Syndrome Project coordinator
U.S. Representative Marsha Blackburn and Pat Levitt talk with ExplorersUnlimited campers Ryan Pittman (right) and Matthew Moore.
Outreach News
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Spotlight
Kennedy Center Donors
W i n t e r 2 0 0 5 D i s c o v e r y
The Nicholas Hobbs Donor Society
($1,000 and above)
Senator and Mrs. Lamar Alexander
Dr. and Mrs. Ben J. Alper
Mrs. Clare Armistead
Mr. and Mrs. Joseph N. Barker
Mr. and Mrs. E. Warner Bass
Mr. and Mrs. Lee Beaman
Mr. and Mrs. Harold S. Bernard
Ms. Leilani Boulware
Mr. and Mrs. Jack O. Bovender Jr.
Ms. Ashley Brooks
Mr. and Mrs. Dan Brooks
Mrs. Linda Brooks
Ms. Wendy Brooks
Mr. and Mrs. Martin S. Brown Jr.
Mr. and Mrs. Martin S. Brown Sr.
Mr. Gary Brukardt
Dr. and Mrs. Stephen M. Camarata
Mr. and Mrs. James H. Cheek III
Dr. Joseph S. Cheng
Mr. and Mrs. Joe Chickey
Mr. and Mrs. Roy E. Claverie Sr.
Mr. and Mrs. John Clay
Dr. and Mrs. Joe Ed Conn
Dr. Michael Cooper and
Mrs. Bethany Jackson
Mr. and Mrs. Raymond L. Danner
Mr. and Mrs. Glenn Eaden
Dr. Kathie L. Eagleson
Mrs. Molly Edmondson
Mr. Robert D. Eisenstein
Mr. and Mrs. Robert H. Elman
Dr. and Mrs. Ronald Emeson
Dr. and Mrs. Irwin B. Eskind
Dr. and Mrs. Jeffrey Eskind
Mr. and Mrs. Richard J. Eskind
Dr. and Mrs. Steven J. Eskind
Dr. Robert Fox and Ms. Dona Tapp
Dr. and Mrs. Thomas F. Frist Jr.
Drs. Doug and Lynn Fuchs
Mr. and Mrs. Glenn R. Funk
Dr. Steven G. Gabbe and
Dr. Patricia C. Temple
Dr. and Mrs. William M. Gavigan
Mr. and Mrs. Joel C. Gordon
Dr. and Mrs. Laurence A. Grossman
Mr. Peter Grua
Mr. and Mrs. William F. Harnisch
Mr. and Mrs. J. Michael Hayes
Dr. H. Carl Haywood
Mr. and Mrs. Blake Henderson
Mrs. Carol Henderson
Mr. Robert W. Henderson II
Mr. and Mrs. G. Daniel Hewitt
Dr. and Mrs. Elliott Himmelfarb
Dr. Robert Hodapp and
Dr. Elisabeth Dykens
Dr. Ann P. Kaiser
Ms. Christine Karbowiak
Dr. Craig Kennedy and
Ms. Tiina Hyvonen
Mr. Jonathan M. Kent
Mr. and Mrs. Jim Knestrick
Mrs. Elsie C. Kraft
Mrs. Heloise Werthan Kuhn
Mr. and Mrs. Jonathan L. Lehman
Dr. and Mrs. Pat Levitt
Mr. and Mrs. Irving Levy
Ms. Jan Abby Liff
Mr. and Mrs. John Lytle
Dr. Mark A. Magnuson and
Ms. Lucile Houseworth
Mrs. Alyne Q. Massey
Mr. and Mrs. Tom McMillan
Ms. Laura Craig McNellis
Dr. and Mrs. Thomas E. Nesbitt Jr.
Mr. Craig E. Phillip and Ms. Marian T. Ott
Col. Robert Phillips Jr. and
Mrs. Barbara Gregg Phillips
Ms. Elizabeth M. Queener
Mr. and Mrs. Arthur J. Rebrovick Jr.
Mr. and Mrs. Keith Resnick
Dr. and Mrs. Charles E. Roos
Drs. Dan and Jan Rosemergy
Mr. and Mrs. Joseph V. Russell
Drs. Phil and Dikkie Schoggen
Mrs. Joan Shayne
Mr. and Mrs. Sargent Shriver
Ms. Laurie Lee Sisk
Mr. and Mrs. Richard M. Small
Mr. and Mrs. Stephen Small
Mr. and Mrs. Stuart Speyer
Mr. and Mrs. Timothy L. Stafford
Dr. Gregg Stanwood and
Dr. BethAnn McLaughlin
Ms. Elise Steiner
Drs. Marshall and Karen Summar
Mrs. Mary Jane Swaney
Ms. Beth Tannenbaum
Dr. and Mrs. Jerome S. Tannenbaum
Mr. Kent Thiry and Mrs. Denise O’Leary
Mr. Wendell Tomlin and Ms. Pat McNellis
Drs. Richard and Mary Theresa Urbano
Mr. Albert Werthan (deceased)
Drs. Mark and Ruth Wolery
Honor and Memorial Gifts
In Memory of Dr. Jack Allen
Mr. and Mrs. Walter T. Durham
Dr. Roy O. Elam Jr.
In Memory of Glyn Brown
Dr. Beth Ann McLaughlin and
Dr. Gregg Stanwood
In Honor of Mr. and Mrs. Steve Riven’s
new grandchild
Dr. and Mrs. Pat Levitt
In Honor of Dr. and Mrs. Pat Levitt
Mr. and Mrs. William Capucilli
In Honor of Prof. Sharon Lee Shields
Ms. Virginia E. Tacker
In honor of Tabitha Tuders
Establishing Tabitha Tuders Vanderbilt
Kennedy Reading Clinic Scholarships
Dr. Beth Ann McLaughlin and
Dr. Gregg Stanwood
Mr. and Mrs. John Lytle
For information about joining the
Nicholas Hobbs Donor Society or making
Honor or Memorial gifts, contact the
Development Office, (615) 343-5322.
Every effort has been made to ensure the
accuracy of this report, which reflects
Hobbs Society membership, Honor, and
Memorial gifts July 10 – November 1,
2004. If an error has been made, we offer
our sincerest apology and ask that you
bring it to our attention by contacting the
Development Office.
Committed toChildrenANN BERNARD
Ann Bernard has a strongsense of commitment to
children. Her contributions tothe children of the variousprograms at the VanderbiltKennedy Center have beenprofound and thoughtful. Shebecame a member of theNicholas Hobbs Society in 2000and shortly after was invited to
join the Kennedy Center’s Leadership Council.“I have never been quite this involved in any
organization prior to the Kennedy Center. Myparticipation has been extremely gratifying,primarily because of the children,” Bernard said.
“The Kennedy Center has given me somethingvery positive in my life. To be able to make acontribution involving many fields of research,
which are making a significant difference in so manylives, warms my heart,” Bernard continued.“Anything that can be done to improve these chil-dren’s lives, their communication skills, their socialactivities, and to allow them to simply enjoy life—Iwant to be a part of it. It is terribly important to getthe message out in Nashville and surroundingareas of how important the Kennedy Center is tothe community.”
Bernard was a member of the 2004 LeadershipDinner Planning Committee and an avid promoterfor the dinner and the silent auction.
When Bernard’s husband had a stroke sixteenyears ago, she naturally became interested in theCenter’s neurological research studies.
“The Kennedy Center and their ongoing researchand programs for children and adults spoke to me.The Center has educated me on endless possibilitiesand opportunities that are now available to childrenand adults with and without developmentaldisabilities. The Center has made a difference in thelives of my family members, and I feel proud to saythat my family is involved with the VanderbiltKennedy Center.”
Bernard’s daughter JoAnn has a background inspecial education. Her son Tommy, of Nashville, alsohas supported the Kennedy Center over the years.
Bernard believes that all the programs at theCenter are important. “There is no other place likethe Kennedy Center,” Bernard said.
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Thanks to OurLittlest DonorsIn lieu of birthday gifts, celebrants gave gifts tothe Vanderbilt Kennedy Reading ClinicScholarship Fund.
Amelia Lauren McLaughlin Stanwood and Luke Lytle
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New PlaygroundCome Play
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W i n t e r 2 0 0 5 D i s c o v e r y
Over 250 Nicholas Hobbs Societymembers and friends attended the
sixth annual Vanderbilt Kennedy CenterLeadership Dinner on October 21 atLoews Vanderbilt Hotel. Chaired by AnnEaden, vice president of BeamanAutomotive and active community leader,the dinner’s theme was “Come Play,”focusing on the universal importance ofplay as the center of life and learningfor children.
Children and young adults who tookpart in the program were Lauren andNatalie Gregg, Kathryn Lawton, Katieand Matthew Moore, Bernadette Resha,and Jason Sharbel. The Children’s Choirfrom the W. O. Smith School of Musicperformed. Centerpieces of children atplay sculpted in bronze by internationallyrenowned sculptor Gary Lee Pricedecorated the tables and were availablefor purchase. A silent auction was heldraising over $13,000.
The Dinner Committee includedAnn Eaden, Chair, Ann Bernard, LindaBrooks, Judy Claverie, Annette Eskind,Carol Henderson, Lorie Lytle, and LaurieLee Sisk.
Table hosts included BeamanAutomotive Group, Mr. and Mrs. JobeBernard, Mrs. Linda Brooks, Mr. and“Mrs. Roy E. Claverie, Sr., Mr. and Mrs.Glenn Eaden, Dr. and Mrs. Irwin Eskind,Fridrich & Clark Realty and RelocationServices, Barbara Gregg and Associates,Mrs. Carol Henderson, Mr. and Mrs.Richard C. Houseworth, Mapco Express,Inc., Pinnacle Financial Partners,Regions Morgan Keegan Trust, andSunTrust Bank.
Appreciation is expressed for thecontributions of Alyssa Capucilli—author of the Biscuit books, The AmericanArtisan, Tom Black, Chancellor GordonGee and Dr. Constance Gee, Gary LeePrice, Sylvia Hyman, Horizon Wine andSpirits, Jamie Inc., Ilex Flowers, NaturalCreations, The Palm Restaurant,Peppermill Catering, Portrait Photographyby Dennis Wile, Randy Rayburn andthe Sunset Grill, Darlene Shadden,Vanderbilt Dyer Observatory, VanderbiltUniversity, Vanderbilt University MedicalCenter, and Debbie Walker.
Ann Eaden, Harry Jacobson, Jan Jacobson, and Annette Eskind
Linda Brooks, Wendy Brooks, Pat Levitt, and Ashley Brooks
Tommy Bernard, Harla Levitt, Ann Benard, and Robert Henderson, Jr.
Jason Sharvel, Natalie Gregg, and Lauren Gregg,with Biscuit, created by children’s author AlyssaSatin-Capucilli
Gary Lee Price
Matthew and Katie Moore
Pat Levitt, Ann Eaden, Barbara Gregg, and Harla Levitt
Photography by Tommy Lawson
Tribute and Note CardsDiscovery is a quarterly publication of the Vanderbilt KennedyCenter for Research on Human Development designed to educateour friends and the community, from Nashville to the nation.
The Vanderbilt Kennedy Center is committed to improving thequality of life of persons with disorders of thinking, learning,perception, communication, mood and emotion caused bydisruption of typical development. The Center is a university-wide research, training, diagnosis, and treatment institute; anda National Institute of Child Health and Human Developmentdesignated National Mental Retardation and DevelopmentalDisabilities Research Center.
ON THE WEB: kc.vanderbilt.edu 615 322 8240
Pat Levitt, Ph.D., Vanderbilt Kennedy Center Director
Elisabeth Dykens, Ph.D., Vanderbilt Kennedy Center AssociateDirector and Director of Mood and Emotion Research Program
Kendal Broadie, Ph.D., Director of Neurobiology and PlasticityResearch Program
Stephen Camarata, Ph.D., Director of Communication andLearning Research Program
Ann Kaiser, Ph.D., Director of Families Research Program
Robert Hodapp, Ph.D., Assistant Director of Families ResearchProgram
Tim Stafford, Director of Operations
Elise McMillan, J.D., Director of Community Outreach
Jan Rosemergy, Ph.D., Director of Communications
Discovery
Editors and Writers: Stephanie Comer, Traci Fleischman, JanRosemergy, Ph.D.Art Director: Melanie Bridges, B.F.A.Photography: Melanie Bridges, BFA, Tommy Lawson
Discovery is supported in part by Grant No. P30 HD15052 from NICHD.
Vanderbilt University is committed to principles of EqualOpportunity and Affirmative Action
© 2004 Vanderbilt Kennedy Center, Vanderbilt University
Vanderbilt UniversityVanderbilt Kennedy CenterPeabody Box 40230 Appleton PlaceNashville,TN 37203
Return Service Requested
NON-PROFIT ORG.U.S.POSTAGE
PAIDNASHVILLE,TNPERMIT NO.85
Leadership Council ofVanderbilt Kennedy Center
Mrs. Barbara Gregg Phillips, ChairMrs. Annette Eskind, Past Chair
Mrs. Honey AlexanderMs. Sissy AllenMrs. Madge BassMrs. Ann BernardMrs. Barbara BovenderMrs. Linda BrooksMrs. Cathy S. BrownMrs. Rebecca ChickeyMrs. Judy ClaverieMrs. Ann EadenMr. Glenn FunkMrs. Mollie GaviganMrs. Bernice GordonMrs. Carol HendersonMr. Robert W. Henderson IIMs. Lucile HouseworthMrs. Bethany JacksonMrs. Ruth JohnsonMrs. Harla LevittMrs. Lorie LytleMrs. Alyne Q. MasseyMs. Pat McNellisMrs. Anne NesbittThe Honorable Andrew ShookhoffMs. Laurie Lee SiskMr. Richard and Mrs. Rhonda SmallDr. Karen L. SummarMs. Beth Tannenbaum
Ex-Officio Members:Dr. Pat LevittMrs. Elise McMillanMr. Tim Stafford
Tribute cards featuring originalwork by artists with disabili-
ties are an excellent way to makea gift to the Vanderbilt KennedyCenter in memory or honor of
an individual. TheDevelopment Office willmail a card to honor/memo-rial recipient or donors cancomplete the card. Tributecards are available for asuggested $25 contribution.
Blank gift cards featuring this year’s selection ofart by persons with disabilities are available inpackages of eight for a suggested $10 contributionto the Center.
Contact (615)343-5322 or [email protected] to request tribute or art note cards.
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Number 7 Winter 2005
JANUARY 5Special LectureDopamine Genes and Children’s DisruptiveBehavior DisordersIrwin Waldman, Ph.D., Associate Professor ofPsychology, Emory UniversityWednesday 12 noonRoom 241 Kennedy Center/MRL Building
JANUARY 15-MARCH 30Arts and Disabilities ExhibitThe Fat Cat - artwork inspired by theDanish folktaleCo-Sponsor Pacesetters Inc.Monday-Friday 7:30 a.m.-5:30 p.m.Lobby Kennedy Center/MRL Building
JANUARY 12Developmental DisabilitiesGrand Rounds Demystifying the Mental Health Care ofPersons with Developmental DisabilitiesLaura D’Angelo, M.D., Psychiatrist, CenterstoneCommunity Mental Health Centers, Inc.Light breakfast providedCo-Sponsor Center for Child Development,PediatricsWednesday 8 a.m.Room 241 Kennedy Center/MRL Building
JANUARY 19 Neuroscience Graduate SeminarProgenitor Diversity in the EmbryonicTelencephalon: Causes and ConsequencesLaura Lillien, Ph.D., Assistant Professor ofNeurobiology, University of PittsburghCo-Sponsor Vanderbilt Brain Institute Wednesday 4 p.m.Room 1220 MRB III Lecture Hall
JANUARY 20Martin Luther King Jr. Commemorative Lectureand Special Lecture Series on Family Research Improving the Lives of Low-Income Parentsand Children with Prenatal and Infancy HomeVisits by NursesDavid Olds, Ph.D., Professor of Pediatrics,Psychiatry, and Preventative Medicine,University of Colorado Health Sciences CenterThursday 4 p.m.Room 241 Kennedy Center/MRL Building
FEBRUARY 2Grand Rounds Developmental Stuttering: Its Speech,Language, and Emotional OriginsEdward Conture, Ph.D., Professor of Hearingand Speech Sciences and Vanderbilt KennedyCenter InvestigatorTedra Walden, Ph.D., Professor of Psychologyand Human Development and VanderbiltKennedy Center InvestigatorLight breakfast providedCo-Sponsor Center for Child Development,PediatricsWednesday 8 a.m.Room 241 Kennedy Center/MRL Building
FEBRUARY 3Special Lecture Series on Family ResearchThe Family Contexts of Children’s andAdolescents’ Sibling RelationshipsSusan McHale, Ph.D., Professor of HumanDevelopment, The Pennsylvania State UniversityThursday 4 p.m.Room 241 Kennedy Center/MRL Building
FEBRUARY 10Bridging Research to Policy and PracticeLearning Disabilities Identification in Readingand MathDoug Fuchs, Ph.D., and Lynn Fuchs, Ph.D.,Nicholas Hobbs Chair in Special Educationand Human Development and VanderbiltKennedy Center Investigators, and DonaldCompton, Ph.D., Assistant Professor of SpecialEducation and Vanderbilt Kennedy CenterInvestigatorCo-Sponsor Tennessee Council onDevelopmental DisabilitiesThursday 4 p.m.Room 241 Kennedy Center/MRL Building
FEBRUARY 17Special Lecture Series on Family ResearchAn Unanticipated Life: The Impact of LifelongParentingMarsha Seltzer, Ph.D., Professor of SocialWork and Director of Waisman Center,University of Wisconsin-MadisonThursday 4 p.m.Room 241 Kennedy Center/MRL Building
FEBRUARY 23Neuroscience Graduate SeminarPatterning Binocular Vision: MolecularDirectives in the Developing Eye and OpticChiasmCarol Mason, Ph.D., Professor of Pathology,Columbia University Co-Sponsor Vanderbilt Brain Institute Wednesday 4 p.m.Room 1220 MRB III Lecture Hall
MARCH 2Grand Rounds Developmental DisabilitiesAutism in Children Under 24 Months:Can We See It?Wendy Stone, Ph.D., Professor of Pediatricsand Psychology & Human Development andVanderbilt Kennedy Center InvestigatorLight breakfast providedCo-Sponsor Center for Child Development,PediatricsWednesday 8 a.m.Room 241 Kennedy Center/MRL Building
Unless otherwise noted, events are free and open to the public. Events are subject to change. Please check the calendar on our Web site kc.vanderbilt.edu
or call (615) 322-8240. For disability-related training and other events statewide and nationally see www.disabilitytrainingtn.org.
Spring 2005 Calendar of Events
Take Part in Research
May
Community Events
Sibshops
April
S u m m e r 2 0 0 3 D i s c o v e r y
MARCH 16Michael Meaney, Ph.D., James McGillProfessor of Psychiatry and Neurology &Neurosurgery, McGill University, QuebecCo-Sponsor Vanderbilt Brain Institute
Vanderbilt Brainstorm Community LectureGenes, Parents, and Brain DevelopmentTuesday March 15 7 p.m.Adventure Science Center
Vanderbilt BrainstormLectures on Development and DevelopmentalDisabilitiesMaternal Care Stably Alters ChromatinStructure, Gene Expression, and IndividualDifferences in DefencesWednesday March 16 4 p.m.Room 241 Kennedy Center/MRL Building
MARCH 31Special Lecture Series on Family ResearchAutism and Families: Genes and EnvironmentSusan Folstein, M.D., Professor of Psychiatryand Behavioral Sciences, Johns HopkinsUniversityCo-Sponsor Vanderbilt Center for HumanGenetics ResearchThursday 4 p.m.Room 241 Kennedy Center/MRL Building
APRIL 1-JUNE 3Arts and Disabilities ExhibitUntitled Group organized by Lain YorkMonday-Friday 7:30 a.m.-5:30 p.m.Lobby Kennedy Center/MRL Building
APRIL 3-9Nashville Week of the Young ChildVanderbilt and community sponsorsEvents to be announced. Seekc.vanderbilt.edu/kennedy/woycContact NAAEYC (615) 383-6292
APRIL 6Grand Rounds Developmental DisabilitiesSleep in Children with AutismBeth Malow, Ph.D., Associate Professor ofNeurology and Vanderbilt Kennedy CenterInvestigatorLight breakfast providedCo-Sponsor Center for Child Development,PediatricsWednesday 8 a.m.Room 241 Kennedy Center/MRL Building
Co-Sponsor Vanderbilt Brain Institute Wednesday 4 p.m.MRB III Lecture Hall
MAY 7Cinco de Mayo Benefiting Susan Gray SchoolFiesta, food, drinks, live music, live andsilent auction!Information Susan Gray School(615) 322-8200Saturday 7 p.m.Vanderbilt Magnolia Circle Lawn
SibshopsChildren ages 7-12, with a brother or sisterwith a disabilityLunch provided. Advanced registrationrequired.Contact Teresa Turnbo, (615) [email protected] 10 a.m. – 2 p.m., Feb. 5 and April 16 Room 241 Kennedy Center/MRL Building
Down Syndrome Association ofMiddle Tennessee
FEBRUARY 5, MARCH 5, APRIL 9, AND MAY 7Circle of FriendsRecreational and social skills developmentprogram for individuals with Down syndromeages 12 and over. Registration required.10 a.m. – 3 p.m.Westminster Presbyterian ChurchInformation DSAMT (615) 386-9002
The Vanderbilt Kennedy Center welcomes theparticipation of children and adults, with andwithout disabilities, in research studies. To viewa list of projects seeking participants, seekc.vanderbilt.edu/studyfinder/ or call(615) 936-5118.
Number 7 Winter 2005
APRIL 6Neuroscience Graduate SeminarAneuploidy and Chromosomal Mosaicism inBrain Development and FunctionJerold Chun, M.D., Ph.D., Professor of
Molecular Biology and Pharmacology,
University of California-San Diego Co-Sponsor Vanderbilt Brain Institute Wednesday 4 p.m.Room 1220 MRB III Lecture Hall
APRIL 21Lectures on Development and DevelopmentalDisabilities The Autistic Brain: Perspectives fromAffective NeuroscienceRichard Davidson, Ph.D., Vilas Professor ofPsychology and Psychiatry, Director of theW.H. Keck Laboratory and Laboratory ofAffective Neuroscience, University ofWisconsin-MadisonThursday 4 p.m.Room 241 Kennedy Center/MRL Building
APRIL 27Ninth Annual Britt Henderson Training Seriesfor Educators Designing a Positive Behavior Support Planto Better Serve Elementary School StudentsConclusion of year-long workshops forelementary schools.Poster presentations and receptionContact Elise McMillan, J.D. (615) 343-2540Wednesday 4-6 p.m.Room 241 Kennedy Center/MRL Building
MAY 4Grand Rounds Developmental DisabilitiesInternational Adoption: The Child andthe FamilyAlice Rothman, M.D., Assistant Professor ofPediatrics.Co-Sponsor Center for Child Development,PediatricsWednesday 8 a.m.Room 241 Kennedy Center/MRL Building
MAY 4Neuroscience Graduate Seminar A Basal Ganglia Circuit Essential for Vocal LearningDavid Perkel, Ph.D., Associate Professor ofBiology and Otolaryngology, University ofWashington
