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State Resources - Results (3 Publications)

Title: Permanency Planning Report in Response to Senate Bill 368, 77th Legislature, Regular Session, 2001 - July 2008.
Published: 2008
Available from: Texas Health and Human Services Commission
http://www.hhsc.state.tx.us/
Brown-Heatly Building
4900 North Lamar Boulevard
7th Floor
Austin, TX 78751
Printable version (PDF): http://www.hhsc.state.tx.us/reports/SB368_PermanencyPlanningReport_0708.pdf
Abstract: This report to the Texas legislature and to the governor describes the actions that have been taken to ensure the implementation of Senate Bill (S.B.) 368, a bill that charged the Texas Health and Human Services Commission (HHSC) with monitoring child placements and ensuring ongoing permanency plans for each child with a developmental disability residing in an institution in Texas. It summarizes the permanency planning efforts of HHSC, the Texas Department of Aging and Disability Services (DADS), and the Texas Department of Family and Protective Services (DFPS). The report concludes that the total number of children with developmental disabilities residing in institutions has remained relatively unchanged in the past five years. It states that while the total number of children in institutions has remained around 1,600, there has been a significant shift in the distribution patterns, as DADS residential settings are continuing to experience a shift to smaller, less restrictive environments. The number of individuals living in all types of DADS institutions decreased moderately from 1,434 in mid-year 2007 to 1,370 in mid-year 2008. The data shows an overall increase in the number of individuals moving to smaller settings in the mid-year 2007 to mid-year 2008 period, with two exceptions, State MR facilities and DFPS licensed facilities. The total number of children living in all DADS non-HCS facilities, however, has declined by one-third in the past five and one-half years, and is down 12% in the past year. Meanwhile, the number of children in all DFPS and all non-HCS DADS facilities combined has declined by 8% in the past year, and 25% since August 2002. 10 tables. (Author abstract modified)

Title: The New Jersey State Central Registry: An Assessment.
Published: 2008
Available from: New Jersey Department of Children and Families
http://www.state.nj.us/dcf/
222 South Warren Street
PO Box 729, 3rd Floor
Trenton, NJ 08625-0729
Printable version (PDF): http://nj.gov/dcf/home/SCR_AssessRpt_%2007_30_08.pdf
Abstract: As part of statewide reforms designed to more effectively protect children from abuse or neglect, New Jersey created the State Central Registry (SCR) in July 2004. The SCR, now part of the Department of children and Families (DCF) replaced a system of locally operated child abuse hotlines in the counties and was intended to provide statewide consistency in receiving, classifying, and dispatching reports of suspected child abuse or neglect and assessments for child welfare services. This report is the result of an independent assessment of the SCR conducted by the federal court appointed Monitor of New Jersey's child welfare reforms under the Charlie and Nadine v. Corzine Modified Settlement Agreement (MSA). The assessment investigated whether the SCR screening decisions are appropriate, the SCR screening documentation is accurate and sufficiently complete to enable the DYFS field office case managers to respond appropriately, and complete and accurate information is reaching the DYFS field office case managers in a timely manner. Following an introduction, Section 2 of the report provides an overview of the study team, the types of information, collected and how the information was analyzed as part of the assessment. Section 3 describes current hotline functioning, and Section 4 provides key findings related to decision-making, documentation, timeliness, and screener professionalism. Sections 5 and 6 provide additional discussion of supervision, training, and other issues affecting SCR performance, and discuss recommendations for how the SCR can build on its strengths to make needed improvements. Findings from the review indicate the SCR operations to be well managed, professional, and appropriately focused on the timeliness and the quality of the response to the public's reports of child maltreatment. 14 figures, 9 tables, and 41 references.

Title: Child Abuse Victims With Disabilities: A Curriculum for Law Enforcement First Responders and Child Protective Services Frontline Workers. Participant Manual.
Author(s): Baladerian, Nora J.;Heisler, Candace.;Hertica, Mike.
Published: 2005
Available from: Governor's Office of Emergency Services (California)
http://www.oes.ca.gov/
3650 Schriever Ave
Mather, CA 95655
Printable version (PDF): http://www.oes.ca.gov/Operational/OESHome.nsf/PDF/First%20Responder%20Training%20Curriculum%20for%20Children%20with%20Disabilities/$file/Participant.pdf
Abstract: This participant's module is designed to be used with a curriculum on responding to child abuse cases that involve children with disabilities. It includes eight modules that address: myths and stereotypes relating to children with disabilities that interfere with effective response; basic information about different types of disabilities and how these lead to different life experiences and create cultural and knowledge-based differences; barriers to communication occurring as a function of the disability and strategies to overcome them; development of a first response protocol for child abuse victims with disabilities that can be incorporated into existing first response protocols; access to information about disabilities and effectively interviewing children with disabilities; and information on deciding when to respond and when other resources may be necessary. Additional information is provided on the roles of different individuals in the lives of children with disabilities, the Americans with Disabilities Act, working with interpreters, characteristics of a disability that may impact an interview, and the benefits of a multidisciplinary team response. Suggestions for improving cultural and physical accessibility are also provided. PowerPoint slides and class exercises are included. 53 references.

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