Successful researchers are

at once bothcurious and com-petitive by nature.Our nation’sadvances in healthcare and educationcan be linked tothe remarkableresearch infrastruc-ture that our nation

has developed during the past half century.The scientists of the Vanderbilt KennedyCenter are among the best in competing forthe funds that support research on campusesaround the country.

What’s going on in the mind of a person withschizophrenia has been the subject of

researchers for nearly a century. Affecting aroundone percent of the population worldwide, schizo-phrenia does not discriminate by race, socioeconomicstatus, or intelligence. Affecting 1 in 100 persons, theillness typically surfaces between adolescence andearly adulthood, and may impact a person’s ability tothink clearly, manage emotions, and interact withothers. Most people with the disorder experience itchronically or episodically throughout their lives.

Though its cause is still uncertain, mostscientists agree that schizophrenia is a problemwith brain growth and development. Technologicaladvances in neuroscience, genetics, and brainimaging are yielding convincing evidence of alteredbrain anatomy and chemistry. Yet the picture ofwhen and how neurological

Family OutreachCenter Satellitein VanderbiltChildren’sHospital

Bridgestone/FirestoneReadingScholarships

Broadie,Expert on Genetics ofFragile XSyndrome

3 8 9Early EducationLegacy ofDr. Susan Gray

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Number 4 Spring 2004 Vanderbilt University

Continued on page 3

Looking atSchizophrenia’sInner ChaosBy Mary Beth Gardiner

The Cost ofDiscovery

Director’s Message

Continued on page 2

Pat Levitt, Ph.D.

Elisabeth Dykens, Ph.D.

Sohee Park, Ph.D., adjusts near infrared optical imaging deviceused to study cognitive function

We don’t often think about the emotional and mental health of people withintellectual disabilities. Somehow, it seems like they should be immune to

the stress and complexities of life. Yet, researchers are learning that people withmental retardation are at increased risk for emotional or behavioral problemsand psychiatric disorders.

Understanding the basis for such findings is one of the interdisciplinaryareas at the Vanderbilt Kennedy Center falling under the umbrella of theProgram on Mood and Emotion.

“Just because you have mental retardation doesn’t mean you are some-how protected against also having attention deficit hyperactivity disorder,anxiety, psychosis – any of the psychiatric or behavior problems we have inthe general population,” said Elisabeth Dykens, Ph.D., professor ofpsychology and human development and deputy director of the Mood andEmotion program. “These folks are actually twice as likely to have suchproblems. We are trying to figure out why that is the

Disorders of Mood and EmotionBy Mary Beth Gardiner

Continued on page 2

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Primersnarls occur remain vague: Is nascent braincircuitry affected in the womb or some timelater along the developmental timeline? Genesare involved, but is the initiating eventbiological or environmental?

“It’s a disorder that is complicated becauseit affects two major mental domains, becauseit is clearly multi-genic, and because it alsohas environmental contributors,” saidVanderbilt Kennedy Center director PatLevitt, Ph.D.

One subtle change in brain structure is thedecreased size of the frontal lobe. Since thefrontal lobe is the seat of many of the brain’shigher cognitive functions, it’s been a focusfor schizophrenia researchers, includingKennedy Center investigator Sohee Park,

Ph.D., associate professor of psychology.Park used a test to study spatial working memory in persons with

schizophrenia versus typical individuals and persons with bipolardisorders, and found that only those with schizophrenia had difficultywith the task. She expanded her studies to people with schizotypalpersonality disorder, or schizotypy, a milder version of schizophreniaoften seen in first-degree relatives. “As might be predicted,” Park says, “theperformance of people with schizotypy falls in between that of typicalcontrols and people with the full-blown disorder.”

While at the University of Pittsburgh, Levitt and colleagues David A. Lewisand Karoly Mimics investigated neural circuitry in the brain, specifically theprefrontal cortex and related brain regions, and how it is alteredin schizophrenia.

“We were the first group to use gene microarrays applied to a majorbrain disorder,” Levitt said, “and we focused on the dorso-lateralprefrontal cortex, the area that mediates working memory, which isdisturbed in schizophrenia.”

Gene microarray studies allow for simultaneous screening of thousands ofgenes to look for patterns of gene expression. Levitt and colleagues demon-strated that expression of a certain class of genes—those encoding proteinsthat control synapse function—is deficient in schizophrenia.

Knowing the genes at the root of schizophrenia will be useful for designingtargeted therapeutics, and may allow for early pharmacological intervention.It may even point the way to future gene therapy.

Reprinted with permission of Vanderbilt University Medical Center LensAutumn 2003; edited for length.

S p r i n g 2 0 0 4 D i s c o v e r y

case, what those problems are like, and how wecan intervene.”

Dykens moved to Vanderbilt from UCLA lastsummer, drawn by the number and caliber ofVanderbilt Kennedy Center investigators in herfield. “It’s wonderful to work with a center full ofcolleagues invested in learning more aboutpeople with disabilities,” she said.

One of those colleagues is Judy Garber, Ph.D.,professor of psychology and psychiatry. Garberjust completed a study looking at predictors ofdepression in adolescents whose mothers varied intheir risk for depression. An ongoing study with

Kennedy Center investigators Richard Shelton,M.D., in psychiatry, and Steve Hollon, Ph.D., inpsychology, follows children who have a parent intreatment for depression. The idea is to see ifimprovement in a parent’s depression impactschildren’s adjustment. Garber is starting a study todetermine whether a cognitive-behavioralintervention can prevent depression in at-riskchildren 13-17 years of age.

Dykens believes that studying people withgenetic syndromes will sort out the relative contri-bution of genetic and bio-psycho-social riskfactors for specific behavioral or emotional prob-lems. “The idea is to use current findings to helpfamilies and improve interventions,” she said. “In

the long term, these data should also help us findlinks between genes, the brain, and behavior.”

On the flip side of the issue, says Dykens, thereis also a growing movement within the field tolook at “positive psychology” – the idea thatmental health is a matter of things we all aspire to,such as creativity, altruism, integrity, or havingmeaningful relationships. “One of the novel thingsI’d like to do in our Mood and Emotion area isactively tackle those issues as they apply to peoplewith mental retardation.”

Reprinted with permission of Vanderbilt UniversityMedical Center Reporter, Oct. 31, 2003; editedfor length.

Mood and Emotion from page one

Schizophrenia’s Inner Chaos from page one

INTELLECTUAL DISABILITIES AND MENTALHEALTH DISORDERS

Relative to those without developmental delay,people with intellectual or cognitive disabilities,including mental retardation, are at increased riskfor behavioral, mood, and emotional disorders.

Estimated prevalence rates of overall mentalhealth disorders in people with intellectual dis-abilities fluctuate widely, from a low of 10% to ahigh of 70%; about 40% of persons seem tohave clinically significant problems.

Prevalence rates for Hyperactivity/ADD range from 7% to 20%Autism/PDD from 2% to 41%Depression 4% to 10%

Variability in prevalence rates can be attributedto IQ, residential status, and type of disability, aswell as to measurement issues.

Researchers need to learn why children and adultswith intellectual disabilities are at increased riskfor other disorders. Hypotheses include geneticcauses, neurological deficits, personality styles,family factors, and social stigma. Of thesehypotheses, genetic and neurological issues holdparticular promise.

Source: Dykens, E. A. (2000). Annotation:Psychopathology in children with intellectualdisability. Journal of Child Psychology andPsychiatry, 41(4), 407-417.

WEB RESOURCENational Association for the Dually DiagnosedFor persons with developmental disabilities andmental health needswww.thenadd.org

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Illustration of Pat Levitt’sresearch using gene micro-arrays. Color representation ofhierarchical clustering of geneexpression in comparingsubjects with schizophreniaand controls. The columnsrepresent individual subjectsand the rows represent thegenes that cluster to showdecreases (red) or increases(green) in expression across allor a subset of subjects withschizophrenia. For example,the red cluster shows that thisparticular group of genes aredecreased in expression, andrepresents a genetic‘signature’ of the disorder.

Leading the Vanguard of DiscoveryThe federal government appropriates billions ofdollars for biomedical and educationalresearch. While only a small fraction of thesefunds are devoted to projects related to devel-opmental disabilities, the amount represents asizeable national investment. We all expect thatthese investments will be made wisely and willattract the best that researchers have to offer.

Investigators at the Vanderbilt Kennedy Centerand other academic research centers compete forfederal research grants that are awarded by peerreview committees. There is a perception that agreat idea is all one needs to get in the research‘game.’ The Catch-22 to this process is thatinvestigators need substantial pilot data tocompete for federal support. Gathering thispreliminary information requires critical fundingto help seed the efforts of our researchers.

Private support from donors can solve thisCatch-22. By supporting exciting and innova-tive ideas that are just emerging, donors willexpedite the funding process and will ensurethat some of the most promising lines ofresearch do not lie dormant due to lack offunding. At the Vanderbilt Kennedy Center,we call these Discovery Grants. We have ourbest and brightest scientists assist in reviewingthe creative ideas that investigators bring tothese pilot research programs. Discovery Grantsrepresent a unique opportunity for our sup-porters to make a significant impact on thefuture of disability research—research that cantranslate into promising new treatments andinterventions.

A fully funded Discovery Grant is a $30,000investment. Subsequent funding from the NIHcan range from several hundred thousand dollarsinto the millions, providing a return on invest-ment that would be the envy of Wall Street. Byfunding a Discovery Grant, in total or in part, thereal payoff, of course, is to children, families, andmillions of Americans who depend on science foranswers and for hope.

KENDAL S. BROADIE, PH.D.Professor of Biological SciencesVanderbilt Kennedy CenterDeputy Director of ResearchProgram on DevelopmentalNeurobiology & Plasticity

Joined Vanderbilt KennedyCenter 2002

Research InterestsGenetic dissection of nervoussystem development, function,and plasticity

Principal Investigator for• Genetic Analysis of Synapse

Formation and Function, National Institute ofGeneral Medical Sciences

• Neurological Function of Fragile X Gene in the Drosophila Genetic Model System, National Institute of Child Health and Human Development

• Synaptic Mechanisms of Neurodegenerative Disease, National Institute of Neurological Disorders and Stroke

Clinical Interests• Inherited neurological disorders that impact the

development of the nervous system• Diseases affecting synapse formation in the

nervous system, for example, fragile X syndrome• Reasons for underlying synaptic dysfunction and

eventual neuronal cell death in childhood-onset neurodegeneration disorders, such as Niemann Pick Type C Disease

National ServiceReviewer for Nature, Nature Neuroscience, Cell,Neuron, Current Biology, and Journal ofNeuroscience and Development.

Honors• Fulbright Scholar (1989-1990)• Young Cell Biologist of the Year (1992), British

Society for Cell Biology, United Kingdom• Larry Sandler Prize Thesis (1994), Genetics

Society of America• Searle Scholar, Searle Scholars Program, Chicago, IL• CAREER Fellowship, National Science Foundation• EJLB Scholar, EJLB Foundation, Montreal, Canada

PublicationsThe ubiquitin-proteasome system acutely regulatespresynaptic protein turnover and synaptic efficacy,with Speese, S., Trotta, N., Rodesch, C., andAravamudan, B. (Current Biology, May 2003).

Cellular bases of behavioral plasticity: Establishingand modifying synaptic circuits in the Drosophilagenetic system, with Rohrbough, J., O’Dowd, D., andBaines, R. (Journal of Neurobiology, April 2003).

Integrins regulate DLG/FASII via a CaM Kinase IIdependent pathway to mediate synapse elaborationand stabilization during postembryonic

development, with Beumer, K., Matthies, H. J. G.,and Bradshaw, A. (Development, July 2002).

Developmental regulation of glutamate receptorfield size by nonvesicular glutamate release, withFeatherstone, D. E., and Rushton, E. (NatureNeuroscience 5, 141-146, 2002).

Education

B.Sc. University of Oregon, Eugene, ORPh.D. Neuroscience, Genetics, University ofCambridge, UKResearch Fellow, Girton College, University ofCambridge, UK

Attraction to Developmental Disabilities ResearchOne motivation behind my interest is to help peoplewho have neurological disorders. I am a develop-mental neurobiologist using a genetic approach tostudy the molecular mechanisms of neuronal func-tion. My primary interest is in understanding theformation of neural circuits and the adaptive plas-ticity of these circuits that drive behavioral change.

Reasons for Kennedy Center MembershipThe Vanderbilt Kennedy Center is a key foundationof neuroscience research at Vanderbilt. It bringstogether people at all levels (clinicians, interventiontherapists, neuroscientists) to work together ondiscovering the causes of neurological disease anddevising treatments and cures. It is a particularlyvaluable resource to me, as a fundamental neuro-science researcher, in providing contacts with othergroups of researchers who provide unique insightsand perspectives that would otherwise not be avail-able. It also provides a foundation on which we canbuild, by working together to recruit the bestpossible future faculty and developing the bestpossible neuroscience research facilities in commoncore centers. The Kennedy Center also brings toNashville the world’s leading experts in the fields ofneurogenetics and neurobiology to provide semi-nars and additional highly valued interactions. Lastbut not least, the Kennedy Center provides anavenue of interaction with children and familiesaffected by developmental disabilities, and I greatlyvalue the stimulation and encouragement thisprovides me.

Director’s Message from page one

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S p r i n g 2 0 0 4 D i s c o v e r y

2003-04 HobbsDiscovery Grants

Effects of prenatal cocaine on frontal dopamine circuits

John Gore, Ph.D. (Radiology & RadiologicalSciences)

Identification of an autism susceptibility geneon chromosome 19pJames Sutcliffe, Ph.D. (Molecular Physiology& Biophysics)

EEG power and growth in joint attention inchildren with autism spectrum disorders andtheir siblingsPaul Yoder, Ph.D. (Special Education)

Brain researchreceived signifi-

cant new supportthrough the creationof the E. BronsonIngram Chair ofNeuroscience. InNovember, KennedyCenter investigatorJeffrey D. Schall,Ph.D., was named asthe holder of the

new endowed chair, which was established with thegoal of improving the lives of children throughbrain research.

The chair was created by the donation of Robinand Richard Patton in memory of Mrs. Patton’sfather, Bronson Ingram, a Nashville corporate andcivic leader who served as president of the VanderbiltUniversity Board of Trust from 1991 until 1995.

In addition to his role as E. Bronson IngramChair of Neuroscience, Schall is professor ofpsychology, director of the Center for Integrativeand Cognitive Neuroscience, and director of theVanderbilt Vision Research Center. He studiesvarious aspects of cognition, including how thebrain processes visual information, producesattention and awareness, controls actions, andknows when it makes a mistake. Work like hisholds great promise for addressing challengessuch as vision impairment, learning disorders,and Alzheimer’s disease.

“Jeff embodies what is unique about ouroutstanding faculty at Vanderbilt,” ViceChancellor for Academic Affairs and ProvostNicholas Zeppos said. “He is engaged in impor-tant research that will have a profound effect onthe lives of people; he is a committed and inspir-ing teacher of undergraduates, who activelyparticipate in his research; and he is deeply

committed to being part of a community engagedin serious and civil debate on basic questions ofscience, research, and higher education. We arefortunate that Robin and Richard Patton steppedforward to allow us to recognize Jeff and hisoutstanding work.”

Schall has been a Vanderbilt faculty member since1989 and Kennedy Center investigator since 1990. Hehas received national and international recognitionfor his work, including an Alfred P. Sloan ResearchFellowship, a McKnight Endowment InvestigatorAward, and the 1998 National Academy of Science’sTroland Research Award, the only Academy awardgiven in psychology and the most prestigious awardgiven to an experimental psychologist under the ageof 40 years.

Reprinted with permission of the Vanderbilt Register,Nov. 17-30, 2003; edited for length.

Research to Practice

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S p r i n g 2 0 0 4 D i s c o v e r y

Translating knowledge into practice, anddisseminating information to scientists, practi-

tioners, families, and community leaders are amongthe core values of the Vanderbilt Kennedy Center.Four Kennedy Center researchers have recentlypublished books that exemplify these values.

Processing visual information is complex—thevisual cortex comprises almost 25% of the humanbrain. The Primate Visual System (CRC Press, July2003) provides an extensive 20-year overview ofadvances that contribute to understanding thevisual system. Edited by Jon Kaas, Ph.D.,

Distinguished Professor of Psychology andprofessor of cell and developmental biology, andChristine E. Collins, research associate inpsychology, the book synthesizes currentknowledge on the anatomical and functionalorganization of the primate visual system andproposes new directions for research. In additionto Kaas, Kennedy Center researchers contributingchapters include Randolph Blake, Ph.D., VivienCasagrande, Ph.D., Isabel Gauthier, Ph.D., andJeffrey Schall, Ph.D.

Including Students with Severe Disabilities(Pearson Allyn & Bacon, October 2003) is both amethods text and general resource on research-basedrecommended practicesof inclusive generaleducation. Edited byCraig H. Kennedy,Ph.D., associate professorof special education andpediatrics, and Eva Horn,Ph.D. of the Universityof Kansas, who alsocontributed chapters, thebook covers collabora-tion, family-centered practices, access to the generaleducation curriculum, paraprofessionals, socialrelationships, systematic instruction, positivebehavior supports, communication, andsensory/motor skills. Examples of how to infusethese areas into real-world contexts are provided inchapters written by experts, including Ann Kaiser,Ph.D., on preschool, elementary school, middleschool, high school, and transition services.

School-Based Interventions: The Tools You Need toSucceed (Pearson Allyn & Bacon, September 2003) isa guide for educators, clinicians, and researchers in

implementing proven andeffective interventionpractices for all studentswho need them. KathleenLane, Ph.D., assistantprofessor of special educa-tion, and co-authorMargaret Beebe-Frankenberger, Ph.D. ofthe University of Montana,guide practitioners

through implementing and documenting interven-tions that address a range of concerns such as studentacademic, social, behavior, or emotional issues. Theyprovide real-life examples, vignettes, and forms. Theyemphasize methods of social validity, treatmentintegrity, and generaliza-tion and maintenance inthe treatment process.

How Can You SayThat? (PleasantCompany Publications,September 2003), byAmy Lynch with LindaAshford, Ph.D., assistantprofessor of pediatrics,explores the parent-daughter relationship.It provides scenarios and offers advice fromexperts on how to turn hurtful conversations intoexchanges that promote forgiveness.

New Books byKennedy CenterResearchers

Jon Kaas, Ph.D.

Craig Kennedy, Ph.D.

Kathleen Lane, Ph.D.

Linda Ashford, Ph.D.

Dan

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Schall Appointed to Ingram Chair of NeuroscienceBy Melanie Catania

Taking Part in Research

Families are researchers’ most importantpartners. Research could not happen

without them. Below, two parents share theirfamily experiences of participating in research inthe hope that other families will consider volun-teering. The Dunn family has 4-year-old twinswho were born prematurely. The Bolander familyhas a 26-year-old son with Prader-Willi syndrome, a genetic condition associated with asevere eating disorder, often accompanied bymental retardation.

THE DUNN FAMILYThe nurses at Vanderbilt Neonatal Intensive CareUnit told us about the Susan Gray School, whereboth Jack and his twin Rosemary went, althoughonly Jack has taken part in research studies.

Jack was very delayed—both receptive andcommunicative speech—soI jumped at having him inthe Child LanguageIntervention Program’sMilieu Training Project. Itwas clear that it was volun-tary and that it didn’tprohibit us from doingother therapy. I might havebeen concerned about aresearch project involvingmedications, but this wasspending time workingwith him. Everyone was sonice. My hope was that hewould make progress inbeing able to communicate.He is starting to talk a lot more than he did.

Jack also is taking part in a study on improvingengagement in preschoolers with disabilities. Hedoesn’t sit and attend to one thing unless it is some-thing he really likes. Learning to take turns or finish atask—he is not particularly motivated to do that. Myhope for the improving engagement study was tomove him toward school readiness. That seems to behelping, too.

Taking part in research has been all upside.

I wanted as many people who were educated and

interested in helping him to be involved with him.

I am willing to take part in studies that are very on

target with Jack’s needs.

One potential concern was the amount of time

that research would take, having a long-term

commitment for follow-up, but really I have found

that researchers are willing to work with us and our

schedule. Researchers are going over to his

preschool at Easter Seals and doing the work there.

Taking part in research takes some time, but it is

worth every moment that it helps him.

THE BOLANDER FAMILYOur son Joe was born with failure-to-thrive, floppy

muscle tone—so there were problems from the

beginning. As he’s grown up, there have been many

medical issues and the need for specialists. He

wasn’t identified as having Prader-Willi syndrome

until he was 12.

Our first research experience was in taking part in

a comprehensive study of Prader-Willi syndrome at

the Vanderbilt Kennedy Center a few years ago.

Parents are always advocates for their child. We

wanted to make sure we understood all the testing to

be done, why it was necessary. Any child with a

disability has already been through a lot. You don’t

want them to experience anything that is discom-

forting or painful. A lot of it is communicating with

the researchers, working with the family, getting good

information, being comfortable with them. You have

to weigh what’s involved versus what can be found

out through the research.We became involved in a new study on Prader-

Willi syndrome through Elizabeth Roof,coordinator of the new study who had also beencoordinator of the previous study in which we hadtaken part. This new project is a study of behaviorand development in young and older people withPrader-Willi syndrome. The researchers have givenJoe visual and verbal tests, and they’ve asked me aset of questions as his parent. It was no big deal.

Joe is now older and involved in the decisionprocess. We have to make sure he’s comfortable withit, that it’s explained to him. Joe has a great attitude.

We definitely recommend taking part in researchto other families. It takes extra time, but we look atthe benefits of helping others down the road as wellas our own family member. We want to help makethe world a better place. The more knowledge, thebetter off we are.

TAKING PART IN RESEARCHOnly new studies are listed, due to spaceconstraints. For a complete listing, seekc.vanderbilt.edu/kennedy/community/takingpart.htmlor call 615-936-5118.

AUTISM STUDIESSleep in Children with Autism(children with autism or PDD-NOS 4-10 years)Beth Malow, M.D., Wendy Stone, Ph.D., and otherslynnette.henderson@vanderbilt.edu 615-936-0448

EEG Power and Growth in Joint Attention inChildren with Autism Spectrum Disorders andTheir Siblings(children with autism of PDD-NOS 24-60 monthsand younger siblings of children with autism orPDD-NOS 12-18 months)Paul Yoder, Ph.D., and othersTina Patterson, M.Ed. 615-322-8276

DISABILITIES STUDIESCircadian Clock Gene Polymorphisms andShift Work(persons with sleep problems, especially early orlate onset of sleep, and/or difficulty in adapting toshift work and/or jet lag)Douglas McMahon, Ph.D., and others carl.johnson@vanderbilt.edu 615-322-2384

MENTAL HEALTH STUDIESMother/Daughter Communication about BreastCancer Risk(mothers and daughters with a family history ofbreast cancer; mothers of any age with daughtersbetween the ages of 11 and 30)Bruce Compas, Ph.D.Kymberley Bennett, Ph.D. 615-343-4742

Stress and Coping in Mothers and Daughters(mothers with a daughter between the ages of 10and 14; women who have experienced depressionand women who have not)Bruce Compas, Ph.D.Kristen Reeslund 615-322-8290 5

S p r i n g 2 0 0 4 D i s c o v e r y

Family Perspectiveson Research

Rosemary, Carol, and Jack Dunn

Terry and Joe Bolander

Susan Gray School for All ChildrenVanderbilt Kennedy Center • Peabody College

The Susan Gray School is celebrating its 35thanniversary. Pioneering research and demonstra-

tion projects here have shaped the field of earlychildhood education and intervention. Graduatestudents trained here have become national leaders inthe field. For over three decades, children and familieshave received high-quality, research-based servicesthat have helped create a brighter future. An exhibitof archival photographs and publications is ondisplay at the Vanderbilt Kennedy Center through theApril 1-2 anniversary celebration (see insert fordetails). The stories below provide a window into theearly years in this remarkable record of achievement.Contributors are Diane Bricker, Ph.D., professor ofspecial education, University of Oregon; RebeccaFewell, Ph.D., former professor of special education,Peabody College, and recently retired professor ofpediatrics and psychology, University of Miami; PaulaGoodroe, School coordinator, 1971-1982; and H. CarlHaywood, Ph.D., professor of psychology, emeritusand Kennedy Center director, 1971-1983.

Roots in The Early Training Project. “In 1959 SusanGray, with Rubert Klaus, designed a summer educa-tional program for 4- and 5-year-olds from familiesat the poverty level. Widely respected for thispioneering research on early education, Susan Graywas said to have provided the intellectual impetusfor Head Start.” –H. Carl Haywood

Founding. When the Kennedy Center was founded in 1965, Gray, a Peabody developmentalpsychologist, urged that it include an on-campus

school devoted to educationresearch. In 1986, theExperimental School wasrenamed in her honor.

“Everyone involved inplanning the Center’sconstruction grant wantedto incorporate education—specifically, first-class spacefor a school. The School hasalways included childrenwith developmental disabil-ities. From the outset wedetermined that we wouldnot run segregated educa-tion, that children with andwithout disabilities wouldbe educated together. Thatwas rare—no other placedid it.” –H. Carl Haywood

DARCEE. TheDemonstration and Research Center on EarlyEducation was one of the Kennedy Center’s originalprograms. Led by Gray, DARCEE researchers taughtdisadvantaged children and studied influences onchildren’s intellectual and social development. Theydeveloped, evaluated,and disseminated amodel curriculum forpreschool education,and a home visitingmodel to enhanceparenting skills andchild development. Graysaw that parents are “achild’s first teacher.”

“Part of our studenttraining was involve-ment in DARCEE. Wewere testing educationalmodels to determinewhich were most effec-tive. One was classroominstruction with noparent involvement,another involved parentscoming to class fortraining as well as directinstruction of children, and another was home visitsonly, with no direct teaching of children. The firstDARCEE classroom was at the Preston-Taylor Homesin urban Nashville, the second at Peabody, and thethird in rural Fairview. Dr. Gray asked me to direct the

Peabody and Fairview centers at the point at which wedecided to racially integrate the teaching staff. TheFairview principal said it could be a fine thing—or theend of our program. It was an important part of whatwe were doing, so we risked it, and it worked out fine.

Dr. Gray had funding for training Head Startteachers, who would come to campus for 6 weeks oftraining. We taught them the DARCEE methods thatwe were developing.

Then Della Horton and Dr. Gray and I becameinterested in moms who provided child care in theirhomes for their own and other children—home daycare—and we began developing training for them.”–Paula Goodroe

Toddler Research and Intervention Project. “Thefirst children in the Experimental School were in apilot summer program. It was a small group, somewith hearing impairments, from the Bill WilkersonCenter; some from low-income families; and sometypically developing children. This was the firstattempt at ‘mainstreaming.’ It worked so well that wewere offered the opportunity to continue it in theSchool. So began the Toddler Research andIntervention Project. We started with one classroombut soon expanded to multiple classrooms. Webegan with 2-year-olds but as we gained confidence

that the model was working, we extended down-wards to younger children.

At that time, professionals were skeptical that tod-dlers could be served in center-based classrooms.Many felt it was developmentally

6Continued on page 7

S p r i n g 2 0 0 4 D i s c o v e r y

The Legacy of Dr. Susan Gray: Inventing the Future

Susan Gray, Ph.D., in a DARCEE preschool classroom.

A DARCEE-trained home visitor helps a mom learn how to prepare her children for school.

inappropriate. No curriculum existed and few assess-ment tools. We paid attention to the children anddeveloped what is now characterized as activity-based intervention. We learned to map onto thechildren, following their interests, so that theylearned skills in a meaningful context. It’s taken thefield 30 years to learn how to do this better.

The field of early childhood special education wasall new. We were a team figuring out what to do, andwithout one another we would not have gotten towhere we are. We were free to innovate.” –Diane Bricker

“The Brickers’ coming on the scene was one of themost important events in the School’s history. We werelooking for a way to focus the Experimental Schoolprogram. Bill and Diane designed a program. Fromthat moment, the School’s mission was inclusivepreschool education. Bill and Diane were successfulbecause they were dedicated to the idea that contentwas not the only goal of learning. There are certaincontent fundamentals, but the process—how tolearn—is the important goal. They combined theoryand research without ever losing their service orienta-tion. Bill was criticized by colleagues for time spent in a‘service system.’ He replied, ‘When I’m working withchildren, I get the most important questions that sendme chasing back to the lab.’” –H. Carl Haywood

Center for Assessment of Children with Deaf-Blindness “I directed a new center in the School for the assess-ment of children with deaf-blindness, founded byVerna Hart and Randall Harley. I was responsible forbringing in children from all over the U.S. for a weekat a time in the classroom. Each child was evaluated byrelevant specialists. Each family brought with them acommunity service provider. I trained family membersand service providers so that the interventions couldbe implemented when families returned home. Laterwe expanded the program to include children withmultiple disabilities. The center was well-respected,one of three in the country. We used a house nearby

where two families stayedeach week. This allowedthem to form enduring,supportive relationships.”–Rebecca Fewell

Peabody DevelopmentalMotor Scales. “Many testswere developed in theSchool, including the MotorScales, which I developed in1974 with Rhonda Folio.This test continues to beused today by occupationaland physical therapists, andteachers. It is a nationalstandardized assessment ofmotor development skills inyoung children. It is used to

determine whether children qualify for OT and PT,and how to move from assessment to intervention. Itis both a scale and a program.” –Rebecca Fewell

Family Involvement. “We learned from parents. Asprofessionals, our perceptions of parents havechanged dramatically. At that time, we were trainedto think of ourselves as the professionals andassume that parents would do our bidding.

Instead, we learned to pay attention to parents andlearned that parents are the experts on their chil-dren.What parents know is extraordinarily valu-able. When parents are not involved, educational

interventions are less successful.” –Diane Bricker

Regional Intervention Program. “Another classroomwas a forerunner of what became the RegionalIntervention Program. It was headed by John Oraand Ron Wiegerink. The original goal was to provideintervention for young children with autism, but atthat time [early 70s] few children under 5 years wereidentified. That led them to broaden the scope toyoung children with behavioral issues, knowing thatchildren with autism would fall within that group.”–Rebecca Fewell

Interdisciplinary Training. “The School was a veryimportant place of learning for graduate students.Some of the finest people in the field today got theirtraining there. Susan Gray was a mentor to us all. Sheset the standard for excellence in teaching, research,and service to the community.” –Rebecca Fewell

“From the outset the School served as a practicumsite for students in psychology, special education, andearly education. Peabody music faculty and studentsworked with the School’s teachers to develop musicprogramming and art faculty and students were simi-larly involved.” –H. Carl Haywood

Uniting Threads. “Three continuous threads runthroughout the School’s history. First is the impor-

tance of helping children learn tomanage their own behavior. Second islanguage development, which plays animportant role in cognitive development,including the finding that motor imita-tion is an important step in acquiringlanguage, especially for children withsevere disabilities. The third thread iscurriculum development—finding whatworks in education and exporting it.”–H. Carl Haywood

Contributions of University DemonstrationSchools. “Demonstration schools are criti-

cal for the development of teachers as well

as for faculty and other professionals for

the future of the field. They are the place

where the quality of the teaching is out-

standing, where new ideas can be devel-

oped and cutting-edge research can go on.

A demonstration school makes possible

controlling research samples in a way that

is not possible in public settings. These

schools play critical roles. They cannot be

a substitute for what the community

offers. They are a place where additional knowledge

can be gained through high-quality research that will

direct our field for the better, generating ideas for the

future.” –Rebecca Fewell

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.

7

S p r i n g 2 0 0 4 D i s c o v e r y

The Toddler Research and Intervention Project pioneered inclusive preschool education.

Center for Assessment of Children with Deaf-Blindness

Outreach News

Living with disabilities can be a constant searchfor answers. With so many different

resources, it is easy to feel overwhelmed by thewide range of possibilities. Now, countless

resources can be reached by placing one simplephone call.

Tennessee Disability Pathfinder (formerlyknown as Tennessee Disability Information andReferral Office) is one of the many servicesavailable at the Vanderbilt Kennedy FamilyOutreach Center. Located at 1810 Edgehill,Pathfinder is a statewide, comprehensiveinformation and referral program with resourceson disability providers throughout the state.Referral services are provided free of cost topersons with disabilities, family members, serviceproviders, and advocates.

Staff members are available weekdays from8 a.m. to 5 p.m. to provide information throughthe Pathfinder toll-free hotline. In the Nashvillearea call 322-8529 or statewide call1-800-640-INFO [4636]. The staff can respondto calls in either English or Spanish. Persons whoare deaf or hard of hearing can call the TDY at1-800-273-9595.

“We typically answer 450 calls per quarter,” saidCarole Moore-Slater, Pathfinder coordinator. “We’vebeen able to give information to callers from 79

Tennessee counties and 13 states.”Every other year the Pathfinder staff publishes

the Tennessee Disability Services and SupportsDirectory in three volumes – East, Middle, andWest Tennessee. Resources for each county inTennessee are described and contact informationis provided. The 2004 directory will includeover 1,600 agencies and can be purchased, atcost, for $30.

The all-inclusive Pathfinder website can beaccessed at www.familypathfinder.org. Throughthe site, persons can search the database of 1,600agencies by Tennessee county and type of service.The site provides not only comprehensiveresources for Tennessee but also outstandingnational resources.

Pathfinder staff also provide support for theTennessee Disability Training website,www.disabilitytrainingtn.org, which listsTennessee and national disability-related events.

Tennessee Disability Pathfinder is in its sixthyear of service as a partnership of the TennesseeCouncil on Developmental Disabilities and theVanderbilt Kennedy Center.

Vanderbilt’s extraordinary newMonroe Carell Jr. Children’s

Hospital is up and running. This state-of-the art facility for children andfamilies, among the finest in thenation, is especially welcoming tofamilies with children with develop-mental disabilities, thanks to thepresence of a satellite office of theVanderbilt Kennedy Family OutreachCenter within the Junior LeagueFamily Resource Center.

Located on “Main Street” of theChildren’s Hospital, this new branchof the Family Outreach Center,sponsored by the Lili ClaireFoundation, will be staffed by asocial worker who will work one-on-one withfamilies needing services and supports.

The Junior League Family Resource Center,which has been a part of Children’s Hospital for adecade, is a centralized place where families,friends, health professionals, educators, and othermembers of the community can obtain informa-tion and resources on chronic illnesses, disabilities,and severe injuries of children and related issues.

The Vanderbilt Kennedy Family Outreach Center will augment their resources, focusing

on developmental disabilities andalso linking families to researchopportunities.

Elise McMillan, director ofcommunity outreach for theVanderbilt Kennedy Center,explains why being centrallylocated at the Children’s Hospitalis so vital to those in need.“Speaking as a parent, when myson was undergoing heart

surgery, all of my focus was at the hospital. Itwould have been wonderful to have all theservices in one location.”

The Family Outreach Center social worker willdivide time between the satellite office atChildren’s Hospital and the Center’s mainlocation at 1810 Edgehill, so that both families inthe hospital and those in the community areserved well.

For more information, contactteresa.turnbo@vanderbilt.edu, 615-936-5118.

Satellite Outreach Office in Children’s Hospital

S p r i n g 2 0 0 4 D i s c o v e r y

8

Search–and Find! Your Disability Pathfinder

Space with Junior League Family Resource Center in Vanderbilt Children’s Hospital.

Emmy Hubbard, Carole Moore-Slater, and Solange Bishop

Spotlight

9

Sibshops–Funand Support

The bond between brothers and sisters can be oneof the most gratifying relationships of a lifetime.

When a sister or brother has a disability, it can createunique relationship opportunities. The Arc of theUnited States has formed a special program to culti-vate the significant sibling bond and to strengthenfamily ties.

Developed by Don Meyer, director of the SiblingSupport Project at The Arc, Sibshops are activity-based workshops for children who have a sibling withspecial health or developmental needs. The Sibshopexperience works to foster peer support and educationthrough participation in exciting activities.

In collaboration with several other disabilitygroups, the Vanderbilt Kennedy Center sponsors aseries of Sibshops for children ages 7 to 12 in theNashville area. During the sessions, children take partin a variety of projects such as games, exercises, andart activities while meeting new friends and specialguests. In October participants enjoyed time with theeducation staff from the Frist Center for Visual Arts.Together the Frist Center staff and the Sibshopparticipants created a unique quilt to hang in themain entrance of the new Monroe Carell Jr.Children’s Hospital.

“Immediately, the children realize that there areothers in the same boat with them. They develop anetwork of friends experiencing some of the samethings they are experiencing,” explained EliseMcMillan, director of community outreach for theVanderbilt Kennedy Center.

“At Sibshops, children are able to talk about someof the challenges they face and, at the same time, someof the rewards of having a brother or sister with adisability.”

The fourth Sibshop for the 2003-04 academic yearwill be Saturday, April 10, at the Vanderbilt KennedyCenter, 10 a.m. to 2 p.m. (lunch provided). Cost is $10per session to cover the cost of materials and food.

For information, call Elise McMillan at(615) 343-2540 or visit kc.vanderbilt.edu/kennedy/community/sibshop.html.

Reading Clinic Scholarships,Thanks to Bridgestone/Firestone Gift

Many children need more help learning to read than their schools are able to provide. TheVanderbilt Kennedy Reading Clinic’s nonprofit tutorial program has a proven track

record in helping struggling readers, but for some families cost is a barrier. Now a generous giftfrom Bridgestone/Firestone, Inc. will provide Reading Clinic scholarships for students in gradeskindergarten through 4.

“Reading is a foundational skill for advanced learning, and children who don’t learn to readare enormously disadvantaged,” said Dr. Pat Levitt, Kennedy Center director. “We know theVanderbilt Kennedy Reading Clinic can help, and now, thanks to the wonderful generosity ofBridgestone/Firestone, families who need this help will no longer be deterred by financialobstacles.”

Under the direction of Drs. Doug and Lynn Fuchs, nationally known for their research inthe area of reading, elementary school children can receive intensive one-on-one tutoringsessions to improve reading performance.

“One in five children has difficulty learning to read,” said Dr. Doug Fuchs. “These scholar-ships will provide broader access for families in our community.”

Children at the Reading Clinic, located in the Vanderbilt Kennedy Family Outreach Centerat 1810 Edgehill Avenue, meet with experienced undergraduate or graduate student tutors 2times a week for 60 minutes. Tutors are closely supervised by Caresa Young, an experiencedreading specialist who is Clinic coordinator.

For more information on the Clinic and the developing scholarship program, contact Ms.Young at caresa.l.young@vanderbilt.edu or 615-936-5123.

S p r i n g 2 0 0 4 D i s c o v e r y

Art activities with children help establish a network of friends.

Christine Karbowiak, vice president of public relatons for Bridgestone/Firestone, Inc., Doug Fuchs, Ph.D.,Reading Clinic director, Karen Putnam, M.D., co-chair of Vanderbilt Kennedy Leadership Council OutreachCommittee, Caresa Young, Reading Clinic coordinator, with students enrolled.

Kennedy Center Donors

Leadership Council Message

10

Planning Your LegacyBy Barbara Gregg Phillips, Leadership Council Chair

We all want to leave legacies to our family, tothose we have loved most, those to whom

we have devoted our lives. This is an extension ofourselves to our progeny. But most of us alsodesire to contribute to causes and institutionslarger than ourselves and our families. We knowthat by merging some of our means and bequestswith those of others, we can make a global differ-ence. Making these “giving” decisions nowensures that we continue to give to what we

treasure beyond gifts to ourfamilies and friends.

Granted, most of us do not havethe means by ourselves to leavefunds for naming buildings orendowing faculty chairs or pro-grams. But because we care so muchabout children and families servedby the Vanderbilt Kennedy Center,we aspire to leave gifts for researchand services that we have caredabout over the years. We can do thisby planned giving (see Mary JaneSwaney’s story for inspiration) andby combining our gifts and bequestswith those of others who share thesame dream. According to ourspecific “heart interest,” the KennedyCenter can channel our gifts for

• reading scholarships forchildren whose lives will forever be different as they understand the written page;

• research and programs for children whose autism keeps them from connecting with the world of peers and family; these gifts also provide parent guidance and family support;

• scholarships for summer camps for adoles-cents with cognitive disabilities; at camp they learn, have fun, and interact with friends—social

experiences that other teens take for granted;• research and clinics on language, communication,

and behavior disorders where children and their families learn to learn together;

• community outreach and information andreferral through the new Family Outreach Center and Tennessee Disability Pathfinder, as well as an exciting Sibshop for brothers and sisters ofchildren with disabilities;

• outdoor activities and play/recreation equipment;• transportation to reach the outside world;• equipment for state-of-the-art research; and• recruiting and retaining the world renowned-

scientists and teachers of the Vanderbilt Kennedy Center.

Of course, the Kennedy Center needs largergifts for endowed chairs, for buildings, forcenters for specialized research, and forstrategic priorities unknown at this time.However, the real message is that we don’t haveto make bequests of millions or even six-figuregifts for our gifts to serve the needs of childrenwe love. Just as the Leadership Council has anumber of people combining our gifts andinterests to support the Kennedy Center, ourbequests will blend with those of our colleaguesand friends to make a great difference. We candecide to keep on giving to those we love. Ourlegacy will be to all our children.

S p r i n g 2 0 0 4 D i s c o v e r y

The Nicholas Hobbs Donor Society($1,000 and above)

Senator and Mrs. Lamar AlexanderDr. and Mrs. Ben J. AlperMrs. Clare ArmisteadMr. and Mrs. Joseph N. BarkerMr. and Mrs. E. Warner BassMr. and Mrs. Harold S. BernardMs. Leilani BoulwareMr. and Mrs. Jack O. Bovender Jr.Ms. Ashley Brooks Mr. and Mrs. Dan BrooksMrs. Linda Brooks Ms. Wendy Brooks Mr. and Mrs. Martin S. Brown Sr.Mr. Gary Brukardt Dr. and Mrs. Stephen M. CamarataMr. and Mrs. James H. Cheek IIIDr. Joseph S. Cheng Mr. and Mrs. Roy E. Claverie Sr.Dr. Michael K. Cooper and

Mrs. Bethany JacksonMr. and Mrs. Ray DannerDrs. Elisabeth M. Dykens and

Robert M. HodappDr. Kathie Eagleson Mrs. Molly EdmondsonMr. Robert D. Eisenstein

Mr. and Mrs. Robert H. ElmanDr. Ronald B. Emeson Dr. and Mrs. Irwin B. EskindDr. and Mrs. Jeffrey EskindMr. and Mrs. Richard J. Eskind Dr. and Mrs. Steven J. EskindDr. Robert Fox Jr. and Ms. Dona TappDrs. Lynn and Doug FuchsMr. and Mrs. Glenn R. FunkDr. Steven G. Gabbe and

Dr. Patricia C. TempleDr. and Mrs. William M. GaviganMr. and Mrs. Joel C. GordonDr. and Mrs. Laurence A. GrossmanMr. Peter Grua Mr. and Mrs. William F. HarnischMr. and Mrs. J. Michael HayesDr. H. Carl Haywood Mr. and Mrs. Blake HendersonMr. Robert Henderson Jr.Mrs. Carol Henderson Mr. and Mrs. G. Daniel HewittDr. and Mrs. Elliott HimmelfarbMs. Christine KarbowiakMr. Jonathan M. Kent Mr. and Mrs. William B. King Jr.Mrs. Elsie C. Kraft Mrs. Heloise Werthan Kuhn Mr. and Mrs. Jonathan L. Lehman

Dr. and Mrs. Pat LevittMr. and Mrs. Irving LevyMrs. Alyne Queener Massey Drs. BethAnn McLaughlin and

Gregg StanwoodMr. and Mrs. Tom McMillanMs. Laura Craig McNellisMs. M. Pat McNellis and

Mr. Wendell TomlinDr. and Mrs. Thomas E. Nesbitt Jr.Ms. Marian T. Ott and Mr. Craig E. PhillipMrs. Barbara Gregg Phillips and

Colonel Robert A. Phillips Jr.Dr. Karen L. Putnam Ms. Elizabeth M. QueenerMr. and Mrs. Arthur Joseph Rebrovick Jr.Mr. and Mrs. Keith ResnickDr. and Mrs. Charles E. RoosMr. and Mrs. Joseph V. RussellDrs. Dikkie and Phil SchoggenMrs. Joan Shayne Mr. and Mrs. Sargent ShriverMs. Laurie Lee Sisk Mr. and Mrs. Richard M. SmallMr. and Mrs. Tim StaffordMs. Beth Tannenbaum Dr. Jerome S.TannenbaumMr. Kent Thiry and Mrs. Denise O’LearyMr. and Mrs. William C. Weaver III

Mr. Albert Werthan Drs. Ruth and Mark Wolery

Vanderbilt Kennedy Center Honor andMemorial Gifts

In honor of Mrs. Ann Bernard’s BirthdayMrs. Annette EskindMr. and Mrs. Richard EskindDr. and Mrs. Pat LevittMrs. Elise McMillan

In honor of Mary CamarataMrs. Bernadette McLaughlin

In honor of Mr. and Mrs. W. C. CampbellMrs. Marie Brakenridge Dodd

In honor of Mr. John and Dr. Kathleen DoddMrs. Marie Brakenridge Dodd

In honor of Mr. and Mrs. Gus GuthrieMr. and Mrs. Tom McMillan

In honor of Mr. and Mrs. Bill HanceMr. and Mrs. Tom McMillan

In Memory of Ella Petway Bullard HayesDr. and Mrs. Pat Levitt

In honor of Dr. and Mrs. Joseph JohnsonMrs. Marie Brakenridge Dodd

In honor of Father Donald KinneyMrs. Marie Brakenridge Dodd

In Memory of Mrs. Maria LeaheyDr. and Mrs. Pat Levitt

In honor of Mr. and Mrs. David LyonsMr. and Mrs. Tom McMillan

In honor of Mrs. Susan MathisMrs. Marie Brakenridge Dodd

In honor of Mr. and Mrs. James MurrayMrs. Marie Brakenridge Dodd

In honor of Mrs. Carolyn R. PickeringMrs. Marie Brakenridge Dodd

In memory of Mrs. David W. SteineMrs. Annette Eskind

For information about joining theNicholas Hobbs Donor Society or makingHonor or Memorial gifts, contact theDevelopment Office at 615-322-8244.

Every effort has been made to ensure theaccuracy of this report. If an error hasbeen made, we offer our sincerestapology and ask that you bring it toour attention by contacting theDevelopment Office.

Barbara Gregg with a child in the Susan Gray School.

New Playground

Charitable GiftAnnuities

Swaney Planned Gift Is Investment in Children

11

Acharitable gift annuity can help you ensure your own financial security and

provide support for the Vanderbilt KennedyCenter. In exchange for your gift, you receivefixed payments for life and the satisfaction ofknowing that the Kennedy Center will benefitfrom this gift for years to come.

A charitable gift annuity can provide:• Supplemental income payments for your

lifetime (and the lifetime of your spouseor partner).

• Significant tax breaks when you make the gift—and every year thereafter.

• Vital support to the Vanderbilt Kennedy Center or other Vanderbilt interests for generations to come.

• If you want to receive income from assets,such as stocks that have appreciatedsignificantly in value, a gift annuity can be particularly attractive.

If you would like to learn more aboutCharitable Gift Annuities, or to discussother ways to meet your personal andphilanthropic goals, please contact:

Planned Giving at VanderbiltVanderbilt UniversityVU Station B #357756Nashville, Tennessee 37235-7756Phone 615-343-3113Fax 615-343-8547planned.giving@vanderbilt.edu

S p r i n g 2 0 0 4 D i s c o v e r y

It may have been a cold January day but thewarmth of Mrs. Mary Jane Swaney was all the

sunshine needed outdoors on the Susan GraySchool playground where kids with and withoutdisabilities play together. A gift from Mrs. Swaneyand her husband, the late Mr. Robb Swaney, anarchitect, as well as their interest and hard work,

made this accessible playground possible. NowMrs. Swaney has established a charitable giftannuity for the playground’s maintenance.

The Swaneys’ interest in the Susan GraySchool began with the idea of a gift in memoryof Keith Crabtree, the teenage son of long-time

employee in Mr. Swaney’sfirm and a dear friend.

“Keith had volunteered atthe Susan Gray School,” Mrs.Swaney said, “a highlight in hisvery young life. We visited theSchool with the idea of con-tributing a piece of playgroundequipment in his memory.Then we saw the playgroundand knew that more was need-ed. Robb had done work inNew York with children withspecial needs, and he volun-teered to design an accessibleplayground, if they wanted.And they did want it.”

Mr. Swaney and the School

staff dreamed big and worked

together to design a marvelous playground. In addi-

tion to donating professional services, Mr. and Mrs.

Swaney made a financial gift and helped with

fundraising to make this dream a reality.

“He died before the playground was dedicated but

was able to see children playing there,” Mrs. Swaney

said. “It was his doing, not mine. I’m just a wife.”

“Robb had many very nice experiences here,”

Mrs. Swaney continued. “He was in the Kennedy

Center lobby one day when a Susan Gray School

teacher and students came through. The teacher

introduced the children to him as ‘the man who is

building our playground.’ The children cheered

‘Hurrah, Mr. Playground!’”Knowing that operational funding sources for the

School cannot be used to maintain facilities, Mrs.Swaney, as both she and her husband wished, set upa charitable gift annuity to maintain the playground.

Mr. Swaney was a graduate of Montgomery BellAcademy, but his desire to become an architect ledhim out of state for his architectural education.The Swaneys returned to Nashville in 1960 for Mr.Swaney to establish his architectural firm. SoonMrs. Swaney was able to pursue her own educa-tion, completing a BA and an MA in geography,both at Peabody College.

The Swaney’s first gift to Vanderbilt was to theDepartment of Psychiatry in memory of a friendassociated with the Department. Over the years,they have established charitable gift annuities tobenefit various areas of the University. They aremembers of Owen Associates, lifetime members ofthe Canby Robinson Society, and members of theSarratt Society.

Another of the Swaneys’ charitable giftannuities was directed to the Vanderbilt BrainInstitute. “My brother is a physicist,” Mrs. Swaneyexplained, “and I was raised to understand that

basic research is very, very important.”Mrs. Swaney views the charitable gift annuities

as much as an investment as a gift, and one withtax advantages as well. “We had old stock that wehad held for a long time, whose value had risen, soit’s not as if we have really given so much,” shesaid. “An annuity is an investment with a goodreturn on it. It’s a very good vehicle for the personwho does it.”

On a January morning, Mrs. Swaney was withchildren on the Susan Gray School playground andwith them in classrooms as the Singing Cowboy,Joel Reese, entertained.

“When you see the mix of children with andwithout disabilities—it’s really a wonderful thing,”she said. “It’s truly worth putting your effort into.”

Mrs. Swaney, Susan Gray School children, and Tracy Tatum, Schoolfacility coordinator.

Discovery 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 by dis-ruption of typical development. The Center is a university-wideresearch, training, diagnosis, and treatment institute; and aNational Institute of Child Health and Human Developmentdesignated National Mental Retardation and DevelopmentalDisabilities Research Center.

ON THE WEB: kc.vanderbilt.edu615 322 8240

Pat Levitt, Ph.D., Vanderbilt Kennedy Center Director

Kendal Broadie, Ph.D., Deputy Director of Neurobiology andPlasticity Research Program

Stephen Camarata, Ph.D., Deputy Director of Communicationand Learning Research Program

Elisabeth Dykens, Ph.D., Deputy Director of Mood and EmotionResearch Program

Ann Kaiser, Ph.D., Deputy Director of Families Research Program

Tim Stafford, Director of Operations

Jan Rosemergy, Ph.D., Director of Communications

Elise McMillan, J.D., Director of Community Outreach

Discovery Editor and Writer: Jan Rosemergy, Ph.D.Writer: Stephanie ComerGraphic Design: Melanie Bridges, B.F.A.Photography: Tony Maupin

Discovery is supported in part by Grant No. HD 15052 fromNICHD.

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,TN

PERMIT NO.1460

Leadership Council ofVanderbilt Kennedy Center

Mrs. Barbara Gregg Phillips, ChairMrs. Honey AlexanderMrs. Madge BassMrs. Ann BernardMrs. Barbara BovenderMrs. Linda BrooksMrs. Judy ClaverieMrs. Molly EdmondsonMrs. Annette EskindMr. Glenn FunkMrs. Mollie B. GaviganMrs. Bernice GordonMrs. Carol HendersonMr. Robert W. Henderson IIMs. Lucile HouseworthMrs. Bethany JacksonMrs. Ruth JohnsonMrs. Alyne MasseyMs. Pat McNellisMrs. Anne NesbittDr. Karen PutnamThe Honorable Andrew ShookhoffMs. Laurie Lee SiskMr. Richard and Mrs. Rhonda SmallMs. Beth TannenbaumMrs. Anne Whetsell

Ex-Officio Members:Dr. Pat LevittMs. Elise McMillanMr. Tim Stafford

New Video

Anew video is available

portraying the workof the VanderbiltKennedy Center.Called “Letters fromHome,” it featuresfamilies sharing theirexperiences of ourprograms through

letters to our investigators. Produced by Jackson-Kent, the video was recently awarded a Silver Addy bythe American Advertising Foundation.

To order your complementary copy, please contactStephanie Comer at stephanie.comer@vanderbilt.edu,or 615-322-8240.

United Way Giving

The Vanderbilt Kennedy Center welcomes giftsthrough the United Way Campaigns. Please

designate your 2004 United Way contribution for theJFK Center for Research on Human Development,designation code 2102 in Davidson County. Yourgift will benefit children and adults with develop-mental disabilities. Thank you.

S p r i n g 2 0 0 4 D i s c o v e r y

April

Number 4 Spring 2004

The Legacy of Dr. Susan Gray:Inventing the Future

FEBRUARY 1 THROUGH APRIL 2Art ExhibitExhibit of photographs and publicationscelebrates 35th anniversary of Susan GraySchool (originally Experimental School)Lobby of Kennedy Center/MRL Building

APRIL 1Susan Gray School 35th Anniversary Panel:A History That Helped Invent the Future ofEarly Childhood Special EducationH. Carl Haywood, Ph.D., Moderator, Professor

of Psychology, Emeritus and Vanderbilt Kennedy Center Director (1971-1983)

Diane Bricker, Ph.D., Professor of Special Education, University of Oregon

Rebecca Fewell, Ph.D., retired Professor ofSpecial Education, University of Miami

Dara Howe, Director of Family Voices ofTennessee

Ann Kaiser, Ph.D., Professor of Special Education and Deputy Director ofKennedy Center Family Research Program

Thursday 4 p.m.Room 241 Kennedy Center/MRL Building

APRIL 235th Anniversary Keynote Address:The Way It Was and How It Might BeDiane Bricker, Ph.D., Professor of Special

Education, University of OregonFriday NoonRoom 241 Kennedy Center/MRL Building

JANUARY 10 THROUGH APRIL 30Outreach Exhibit Related to VSA Art ExhibitHow Does Art Shape Your World?Sponsored by Frist Center and VanderbiltKennedy Family Outreach CenterIncludes 36 works by Nashville youth and theirfamilies. VSA exhibit includes more than 30works by children nationwide. VSA Arts is aninternational organization that creates learningopportunities through the arts for peoplewith disabilities.Conte Community Arts Gallery, Frist Centerfor the Visual Arts, 919 Broadway, NashvilleInformation Frist Center 615-244-3340

APRIL 12 THROUGH JUNE 30Arts and Disabilities Exhibit Art Through the Eyes of AutismOrganized by the Autism Society of MiddleTennesseeCo-Sponsored by Vanderbilt Kennedy CenterMonday-Friday 7:30 a.m.-5:30 p.m.Lobby of Kennedy Center/MRL Building

APRIL 7Grand Rounds Genetic Disorders That Cause DevelopmentalDisabilities in 2004John Phillips III, M.D., David T. Karzon

Professor of Pediatrics, Professor ofBiochemistry; Director, Division ofGenetics; Vanderbilt Kennedy Center Investigator

Light breakfast providedCo-Sponsor Center for Child Development,PediatricsWednesday 8 a.m.Room 112 Kennedy Center/MRL Building

APRIL 8Lectures on Development and DevelopmentalDisabilities Co-Morbidities of Dyslexia: ADHD andSpeech/Language DisordersBruce Pennington, Ph.D., Professor of

Psychology, University of DenverThursday 4 p.m.Room 241 Kennedy Center/MRL Building

APRIL 10SibshopFor siblings, 7-12 years, of children withdisabilities. Games, friends, discussions.Advance registration required, $10 fee

(lunch provided). Saturday 10 a.m.–2 p.m.Room 241 Kennedy Center/MRL BuildingInformation teresa.turnbo@vanderbilt.edu615-936-5118

APRIL 14Neuroscience Graduate Seminar Creating the Cortical Area MapElizabeth Grove, Ph.D., Assistant Professor of

Neurobiology and Pharmacological and Physiological Sciences, University ofChicago

Co-Sponsor Vanderbilt Brain InstituteWednesday 4 p.m.Room 1220 MRB III Lecture Hall

APRIL 21Neuroscience Graduate Seminar MRI Studies of Childhood Disorders: BuildingBiological Models of DevelopmentalPsychopathologiesBradley S. Peterson, M.D., Deputy Director,

Pediatric Neuropsychiatry Research,Suzanne Crosby Murphy Professor in Pediatric Neuropsychiatry, Columbia University

Co-Sponsor Vanderbilt Brain InstituteWednesday 4 p.m.Room 1220 MRB III Lecture Hall

APRIL 21Vanderbilt Kennedy Family Outreach CenterOpening CelebrationEntertainment and refreshments, informationon programs for families, recognition of TheLili Claire Foundation and CommunityPartner Agencies.Wednesday 4-6 p.m.Room 241 Kennedy Center/ MRL BuildingInformation teresa.turnbo@vanderbilt.edu615-936-5118

APRIL 22Eighth Annual Britt Henderson TrainingSeries for EducatorsDesigning a Positive Behavior Support Planto Better Serve All StudentsConclusion of year-long workshops for middleand high schools. Poster presentations andreception.Thursday 4 p.m. Currey Ingram Academy6546 Murray Lane, BrentwoodInformation Elise McMillan, J.D. 615-343-2540

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.

April-July 2004 Calendar of Events

WADDELL

Financ ia l Ser v i ce sREED&

I n v e s t i n g . W i t h a p l a n .

Community Events

S u m m e r 2 0 0 3 D i s c o v e r y

May

June

July

MAY 21Waddell & Reed Financial ServicesCharity Golf Tournament BenefitingVanderbilt Kennedy CenterGreat golf, door prizes, cold beverages,lunch provided! Entry fee $100 per player.Variety of company sponsorship opportunitiesavailable at different levels.Friday 8 a.m. Shotgun startThe Legends Club of Tennessee, FranklinInformation and registration 615-399-0128

MAY 21-2250th Reunion for Mental RetardationResearch Training ProgramSponsored by Vanderbilt Kennedy Center andPeabody CollegeThe first NIH-funded doctoral researchtraining program in mental retardation in thenation is celebrating its 50th anniversary with areunion of graduates and program faculty.Friday evening and SaturdayInformation linda.dupre@vanderbilt.edu615-322-8253Tentative programkc.vanderbilt.edu/kennedy/researchers/devdis.html

JUNE 7-25TRIAD CampSponsored by Vanderbilt Treatment and ResearchInstitute on Autism Spectrum DisordersFor children with autism spectrum disorders,ages 6-11. Focuses on social skills in a typicalcamp environment. Typical peer modelsincluded.Program for ages 12-18 focuses on social skillsand job skills.University School of NashvilleInformation TRIAD 615-936-0267www.triadatvanderbilt.edu

JULY 5-30Explorers Unlimited CampCo-sponsored with Down SyndromeAssociation of Middle TennesseeArts education programming by the

Frist Center for the Visual ArtsFor 12- to 22-year-olds with Down syndrome.Provides academic enrichment program inreading, math, and social awareness.University School of NashvilleInformation Sheila Mooredasmt@bellsouth.net615-386-9002

APRIL 18-24Nashville Week of the Young ChildVanderbilt and community sponsorsFor events see kc.vanderbilt.edu/kennedy/woycInformation NAAEYC 615-383-6292

AUTISM SOCIETY OF MIDDLE TENNESSEE EVENTS

APRIL 22, MAY 27Autism Education SeriesContact Autism Society of Middle Tennessee615-385-2077Admission $5 for public, free for ASMT membersThursday 6:30-8:30 p.m.Vanderbilt Bill Wilkerson Center

MAY 20Autism OrientationRegistration requiredContact Autism Society of Middle Tennessee615-385-2077Thursday 6:30-8:30 p.m.Vanderbilt Bill Wilkerson Center

JUNE 3-6 (PRE-CONFERENCE JUNE 2)Second Annual Tennessee DisabilityMega ConferenceSponsored by coalition of more than 50Tennessee disability-related organizations,including Vanderbilt Kennedy CenterNashville Airport Marriott Hotel andConference CenterInformation www.tndisabilitymegaconference.org

Number 4 Spring 2004

APRIL 29Art Through the Eyes of Autism ExhibitCo-Sponsor Autism Society of Middle TennesseeArtists ReceptionPanel: How to Adapt Art for Persons withSpecial NeedsThursday 5 p.m. Reception, 6 p.m. PanelRoom 241 Kennedy Center/MRL BuildingInformation ASMT 615-385-2077

MAY 1Cinco de Mayo Benefiting Susan Gray SchoolFiesta, food, drinks, live music, live and silentauction!Tickets $30/person ($20 tax-deductible)Patron tables of 8 available for $500Saturday 7 p.m.Vanderbilt Magnolia Circle LawnInformation Susan Gray School 615-343-9351

MAY 5Neuroscience Graduate Seminar Molecular Mechanism of NeurotransmitterReleaseHugo Bellen, Ph.D., Baylor UniversityCo-Sponsor Vanderbilt Brain InstituteWednesday 4 p.m.Room 1220 MRB III Lecture Hall

MAY 12Grand Rounds A Drosophila Model of Fragile X SyndromeKendal Broadie, Ph.D., Professor of Biological

Sciences, and Vanderbilt Kennedy Center Deputy Director

Light breakfast providedCo-Sponsor Center for Child Development,PediatricsWednesday 8 a.m.Room 112 Kennedy Center/MRL Building