ble and truly collaborative in the development and use of multi-stage measures and in the design and implementation of the interventions we are testing here in Baltimore. Mrs. Alice Pinderhughes, Superintendent of the Baltimore City Public Schools (B.C.P.S.), has been strongly supportive and always ready to solve research problems in the best ways for both the design and the children. Dr. Leonard Wheeler, B.C.P.S. Executive Director of District B, has devoted a great portion of his time to the leadership and implementation of the Baltimore prevention research program. Ms. Carla Ford (B.C.P.S.) working closely with Dr. Dolan of our faculty and Ms. Vera Newton (B.C.P.S.) have all collaborated in the development of the interventions and the maintenance of our research design. Dr. Lisa Werthamer-Larsson of our department has been the important leader of our field operations and of the development of the newly revised teacher interview and other assessment measures.
From all of this it should be obvious that developmental epidemiology is never done by a single investigator alone in a small laboratory. Such longitudinal research programs as reported here develop by combinations of scientific and lay interests and prosper when done on a strong base of community and institutional base-building. Mutual interests among all constituencies must be served for the long-term purposes to be served. This paper represents the collaborative efforts of many people across many institutions in many parts of the world, but particularly those in Chicago and in Baltimore.
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