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OneOp Resources

Childhood Trauma: Understanding, Supporting, and Preventing – An interactive course that covers the prevalence and impact of trauma, the manifestation of trauma in young children, providing trauma-informed supports, and preventing future trauma.

Field Guide to Family Advocacy: Knowledge, Resources, and Supports for Military Families of Children with Disabilities – A four-part asynchronous  course on the rights of young children with disabilities in military families, eligibility for special education programs and services for children with disabilities available within military systems, and strategies to support military families as they navigate these systems in military contexts.

Sunrise to Sunset: Supporting Children with Autism Through Their Day – A four-part webinar series focused on supporting young children (ages birth to five years) with autism and their families.

Before, During, After: Supporting Children and Families During Transitions

Brains Differ, Strengths Shine: Navigating Neurodiverse Potential

Diverse Minds, One World: An Intro to Neurodiversity

Navigating TRICARE’s Autism Care Demonstration: A Guide for Providers and Military Families (webinar)

Supporting Military Families: An In-Depth Look at the TRICARE Autism Care Demonstration (webinar)

TRICARE ECHO Demystified: Eligibility, Enrollment, and Effective Support Strategies (webinar)

Why Financial Skills Matter for Neurodivergent Children

External Resources

Child Welfare Information Gateway

Harvard University Center on the Developing Child, Toxic Stress

Life Journey Through Autism: A Guide for Military Families from Organization for Autism Research (available as a free download)

The Military Interstate Compact

Military OneSource: Special Needs (information for military families of a child with a disability)

National Child Traumatic Stress Network, Trauma Types

Operation Autism: A Resource Guide for Military Families

School Resources to Support Military-Connected Students, Clearinghouse for Military Family Readiness at the Pennsylvania State University

TRICARE Autism Care Demonstration

TRICARE East Region (Humana Military) Autism Center of Excellence

Citations

Allal, L. (2020). Assessment and the co-regulation of learning in the classroomAssessment in Education: Principles, Policy & Practice27(4), 332-349.

Atkins, D. N., & Durrance, C. P. (2021). The impact of state-level prenatal substance use policies on infant foster care entry in the United States. Children and Youth Services Review130, 106194.

Blair, C., & Ursache, A. (2011). A bidirectional model of executive functions and self-regulationHandbook of self-regulation: Research, theory, and applications2, 300-320.

Bronfenbrenner, U., & Morris, P. A. (2007). The bioecological model of human development. Handbook of child psychology1.

Compton, A. B., Panlilio, C. C., & Humphreys, K. L. (2023). What’s the matter with ACEs? Recommendations for considering early adversity in educational contextsChild abuse & neglect142, 106073.

Culler, E., Moeller, J., Runion, M., Perkins, K., Morgan, N., Aronson, K. R., … & Embler, S. (2019). School utilization of spouse perspectives on military parental absence for program planning. Children & Schools41(3), 169-178.

Dube, S. R., Felitti, V. J., Dong, M., Giles, W. H., & Anda, R. F. (2003). The impact of adverse childhood experiences on health problems: evidence from four birth cohorts dating back to 1900Preventive medicine37(3), 268-277.

Felitti, V. J., Anda, R. F., Nordenberg, D., & Williamson, D. F. (1998). Adverse childhood experiences and health outcomes in adults: The Ace studyJournal of Family and Consumer Sciences90(3), 31.

Guralnick, M. J. (2017). Early intervention for children with intellectual disabilities: An updateJournal of Applied Research in Intellectual Disabilities30(2), 211-229.

Helton, J. J., & Cross, T. P. (2011). The relationship of child functioning to parental physical assault: Linear and curvilinear models. Child maltreatment16(2), 126-136.

Karre, J. K., & Perkins, D. F. (2022). Military-Connected Students’ Educational Success.

Kramarski, B., & Heaysman, O. (2021). A conceptual framework and a professional development model for supporting teachers’“triple SRL–SRT processes” and promoting students’ academic outcomes. Educational Psychologist56(4), 298-311.

Litt, J. S., Glymour, M. M., Hauser-Cram, P., Hehir, T., & McCormick, M. C. (2018). Early intervention services improve school-age functional outcome among neonatal intensive care unit graduates.Academic pediatrics18(4), 468-474.

Manders, J. E., & Stoneman, Z. (2009). Children with disabilities in the child protective services system: An analog study of investigation and case managementChild abuse & neglect33(4), 229-237.

McLaughlin, K. A. (2018). Future directions in childhood adversity and youth psychopathology. In Future work in clinical child and adolescent psychology (pp. 345-366). Routledge.

McLaughlin, K. A., & Gabard-Durnam, L. (2022). Experience-driven plasticity and the emergence of psychopathology: A mechanistic framework integrating development and the environment into the Research Domain Criteria (RDoC) modelJournal of psychopathology and clinical science131(6), 575.

Noyes-Grosser, D. M., Elbaum, B., Wu, Y., Siegenthaler, K. M., Cavalari, R. S., Gillis, J. M., & Romanczyk, R. G. (2018). Early intervention outcomes for toddlers with autism spectrum disorder and their families. Infants & Young Children31(3), 177-199.

Panlilio, C. C., Dube, S. R., & Corr, C. (2023). A framework for promoting learning and development in the context of adversity: an introduction to the special issue. Child Abuse & Neglect142, 106176.

Stahmer, A. C., Leslie, L. K., Hurlburt, M., Barth, R. P., Webb, M. B., Landsverk, J., & Zhang, J. (2005). Developmental and behavioral needs and service use for young children in child welfarePediatrics116(4), 891-900.


The above resources, links, and references may include both no cost and cost-based resources and inclusion in this list does not constitute endorsement by DOW or USDA.