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The Relationship Between Emotional Regulation Skills and the Adaptability to the Classes of Children: The Regulatory Role of Social Interaction Practices by the Teacher Infants Young Child. (IF 1.125) Pub Date : 2023-04-01 Sema Büyüktaşkapu Soydan
This study aims to determine the regulatory role of teachers' social interaction practices in the relationship between children's emotional regulating skills and their classroom adaptation. Using a random cluster sampling method, the sample of the study consists of 250 children and 50 preschool teachers who attended preschool educational institutions on the central districts of the province of Konya
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Project ECHO: Supporting Parents of Children With Disabilities Using an Online, Telementoring Service Delivery Model Infants Young Child. (IF 1.125) Pub Date : 2023-04-01 Katherine J. Bateman, Ilene S. Schwartz, Ryan P. Grimm
Children with intellectual and developmental disabilities engage in higher rates of challenging behavior (CB) than their typically developing peers. Effective and sustainable intervention and supports designed to reduce CB, as well as promote the development of positive, prosocial behavior, are urgently needed. One approach to targeting CB is providing parents with education and support to serve as
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Building Better Bridges: Perceptions of Transition From Early Intervention Programs to Preschool From Culturally and Linguistically Diverse Parents, Early Interventionists, and Preschool Special Educators Infants Young Child. (IF 1.125) Pub Date : 2023-04-01 Ya-Chih Chang, Nancy Hunt, Robin Dodds
Infants and toddlers with disabilities (ages birth to 2 years) and their families receive services under IDEA Part C, and children and youth with disabilities (ages 3–21 years) receive special education and related services under IDEA Part B. IDEA mandates the provision of opportunities for parent involvement in early intervention (Part C), preschool special education (Part B), and transition between
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Exploring a Framework for Early Childhood Systems Maturity: A Case Study of the Evaluation of the Early Childhood Comprehensive Systems Collaborative Improvement and Innovation Network (ECCS CoIIN) Infants Young Child. (IF 1.125) Pub Date : 2023-04-01 Loraine Swanson, Meera Menon, Amber Minogue, Rebecca Russell, Scott Berns
Given the proportion of young children experiencing disadvantages in achieving optimal health due to inequities related to race, place, and income, there is increasing attention to developing effective early childhood (EC) systems. As EC leaders embrace methods such as collective impact in driving systems change, there is a growing recognition that a one-size-fits-all approach to developing integrated
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Compassionate Care Within Early Intervention Caregiver Coaching: “They Won't Care What You Know Until They Know That You Care” Infants Young Child. (IF 1.125) Pub Date : 2023-04-01 Sophia R. D'Agostino, Sarah N. Douglas, Hedda Meadan
The practice of coaching caregivers requires early intervention (EI) providers to build relationships using compassionate care while implementing coaching practices to increase outcomes for caregivers and children. Coaching with compassion is highly valued and studied within other disciplines, yet investigations focused on interpersonal skills within the field of EI are just emerging. With the rise
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A Survey of Perceptions of Consulting in Inclusive Preschool Classrooms Infants Young Child. (IF 1.125) Pub Date : 2023-01-01 Natalie Forsythe, Anne L. Larson
This study examined consultants' and consultees' perspectives of itinerant service delivery for students with disabilities in inclusive preschool classrooms. Consultants (i.e., early childhood special education teachers and related service providers) and consultees (lead and assistant preschool teachers) working in inclusive preschool classrooms in a large Mountain West school district completed a
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Professional Preparation, Growth, and Recognition in the Service Coordination Workforce Infants Young Child. (IF 1.125) Pub Date : 2023-01-01 Sarah L. Nichols, Susan M. Connor, Maria P. Kastanis, Robert M. Corso
A survey was distributed to Part C early intervention (EI) service coordination (SC) stakeholders in one state in order to gain a deeper understanding of service coordinator knowledge, skills, and motivators for professional growth and recognition. Survey participants (N = 107), including dedicated service coordinators, program managers, social emotional consultants, parent liaisons, local interagency
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Family-Centered Practices and Caregiver Mental Health in a Developmental Intervention for Young Children With Congenital Zika Syndrome Infants Young Child. (IF 1.125) Pub Date : 2023-01-01 Natalie A. Williams, Pompéia Villachan-Lyra, Holly Hatton-Bowers, Christine Marvin, Emmanuelle Chaves, Cody Hollist, Renata Trefiglio Mendes Gomes, Leopoldo Nelson F. Barbosa
The goal of this study was to describe the provision of intervention services to children with congenital Zika syndrome (CZS) in a large health care institution located in Recife, Brazil, and family factors related to intervention involvement, through the lens of family-centered developmental–behavioral pediatric care principles. Caregivers (N = 50) of children with CZS who were receiving services
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The Coaching Fidelity Scale (CFS): Development and Evaluation of an Observational Measure of Coaching Fidelity Infants Young Child. (IF 1.125) Pub Date : 2023-01-01 Hedda Meadan, James D. Lee, Michelle M. Sands, Moon Y. Chung, Pau García-Grau
Effective support for children with developmental disabilities or delays is dependent on the successful collaboration between families and professionals and among professionals. For years, researchers and professionals have been coaching caregivers and other professionals to implement evidence-based practices with children with disabilities. However, a gap in the relevant literature suggests that a
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A Conceptual Model for a Blended Intervention Approach to Support Early Language and Social-Emotional Development in Toddler Classrooms Infants Young Child. (IF 1.125) Pub Date : 2023-01-01 Jennifer E. Cunningham, Jason C. Chow, Kathleen Artman Meeker, Abby Taylor, Mary Louise Hemmeter, Ann P. Kaiser
The purpose of this article is to present a theory-driven blended intervention model that integrates evidence-based interventions to support language and social development of young children. We (1) provide an overview of practices that are designed to support language and social-emotional development, (2) present a theory of change model that outlines the theoretical basis for our proposed approach
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Parent-Mediated Targeted Intervention for Young Children at Risk for Autism Spectrum Disorder Infants Young Child. (IF 1.125) Pub Date : 2022-10-01 Alicia Azzano, Rebecca Ward, Tricia Vause, Maurice Feldman
Interventions for young children at risk for autism spectrum disorder (ASD) may improve key developmental skills and remediate early ASD signs. Parents of 3 children (19, 23, and 26 months old) showing possible early signs of ASD participated. The Parent Observation of Early Markers Scale (POEMS) identified specific child concerns confirmed in baseline observations. Multiple baseline designs across
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A Review of Early Motor Issues in Young Children With Autism Spectrum Disorder Infants Young Child. (IF 1.125) Pub Date : 2022-10-01 Elizabeth Baltus Hebert, Karen W. Nolan, Katie Nicole Smith
The cardinal features of autism spectrum disorder (ASD) are recognized to include impairments in communication, social interactions, and restricted, repetitive behaviors and stereotyped interests. However, many children with ASD also have motor activity limitations that are often overlooked. The purpose of this review is to summarize the literature on neuromotor impairment and motor activity limitation
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Impacts of a Parent-Implemented Language Intervention on Children's Language Development Within Home Visiting Infants Young Child. (IF 1.125) Pub Date : 2022-10-01 Jill Pentimonti, Danielle Shaw Attaway, Michael Harris Little, Aleksandra Holod, Virginia Buysse, Dale Walker, Kathryn Bigelow
The purpose of this study was to conduct a pilot randomized controlled trial to evaluate the efficacy of an intervention for enhancing the language development of young children enrolled in home visiting programs. The participants were 59 children (18–30 months old) enrolled in one of three types of home visiting programs. Children's language skills were assessed pre- and post-intervention with the
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Comparing and Contrasting Quality Frameworks Using Research on High-Probability Requests With Young Children Infants Young Child. (IF 1.125) Pub Date : 2022-10-01 Jessica K. Hardy, Ragan H. McLeod, Chris A. Sweigart, Timothy Landrum
The purpose of this study was to compare and contrast frameworks for evaluating methodological rigor in single case research. Specifically, research on high-probability requests to increase compliance in young children was evaluated. Ten studies were identified and were coded using 4 frameworks. These frameworks were the Council for Exceptional Children Standards for Evidence-based Practices, What
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Redistribution for Regular Texture Bites for Clinical Pediatric Feeding Cases In-Home Infants Young Child. (IF 1.125) Pub Date : 2022-10-01 Tessa Taylor
Research has shown effectiveness of redistribution procedures for decreasing packing and increasing swallowing. Redistribution has been done using lower manipulated-texture foods on an infant gum brush in specialized U.S. hospitals. We extended this by using regular texture bites of food in a short-term (1–2 weeks) home-based program in Australia, showing decreased then absent use of the procedure
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Including Peers in Intervention for Young Children With Disabilities: A Systematic Review of Single Case Design Studies Infants Young Child. (IF 1.125) Pub Date : 2022-07-01 Mary Frances Hanline, Jennifer Nicole Eldridge, Audrey Robbins
The purpose of this systematic review was to describe single case design (SCD) research studies that systematically included peers in interventions designed to have positive outcomes for children with disabilities aged 3–8 years. Thirty-nine articles published in peer-referred journals in the past 10 years were analyzed in relation to study rigor and characteristics of interventions. Overall, this
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Latinx Mothers' Experiences With Linkage to Early Intervention Infants Young Child. (IF 1.125) Pub Date : 2022-07-01 Irina Quebles, Judith L. Perrigo, Rocío Bravo, Mona Patel Gera, Marie Kanne Poulsen, Barbara Yoshioka Wheeler, Marian E. Williams
This study explored the experiences and perspectives of Latinx mothers of children younger than 3 years who had participated in a developmental screening initiative provided by 2 Federally Qualified Health Centers in an urban setting, had positive developmental screenings, and were referred to early intervention (EI) services. A 2-phase mixed-methods explanatory design was implemented in English and
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Developing Parents Plus: A Parent-Implemented Intervention for Young Children With Developmental Language Disorders Infants Young Child. (IF 1.125) Pub Date : 2022-07-01 Brook E. Sawyer, Carol Scheffner Hammer, Julie K. Santoro, Julie C. Smith, Edward G. Feil
In this article, we describe the development and investigation of the social validity of Parents Plus, a parent-implemented intervention for preschool children with developmental language disorder. Parents Plus is a fully online intervention that is delivered through three components: (a) training delivered through an app that educates parents on how to use focused stimulation (FS), a language facilitation
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Comparison of Participants' Behaviors During Telepractice and In-Person Family-Centered Early Intervention: An Exploratory Study Infants Young Child. (IF 1.125) Pub Date : 2022-07-01 Melissa McCarthy, Greg Leigh, Michael Arthur-Kelly
Family-centered early intervention (FCEI) is characterized by the collaborative relationships that exist within triads of practitioners, caregivers, and young children whereby practitioners use capacity-building practices to foster caregivers' involvement in supporting their children's early development. Traditionally, FCEI has been provided in-person with practitioners and families physically present
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Early Childhood Providers' Perceptions of Effective Professional Development Components: A Qualitative Study Infants Young Child. (IF 1.125) Pub Date : 2022-07-01 Danika Pfeiffer, Julie Feuerstein, Dana Herman, Rebecca Landa
A research-to-practice gap exists between evidence-based practices (EBPs) and actual practices implemented with children with developmental disabilities (DD) in early childhood care and education (ECCE) settings. Many ECCE providers lack the training needed to support these children's learning. Ten center-based providers working in inclusive ECCE classrooms participated in the Early Achievements for
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Views of Parents of Children With Down Syndrome on Early Intervention Services in Turkey: Problems, Expectations, and Suggestions Infants Young Child. (IF 1.125) Pub Date : 2022-04-01 Gozde Tomris, Secil Celik, Ibrahim Halil Diken, Yusuf Akemoğlu
Perceptions of parents of young children receiving early intervention are important to understand. Parents have valuable opinions on the delivery of early interventions services and can provide critical feedback that can help professionals revise their existing early intervention delivery modalities. In the current study, we examined the perceptions of parents of young children with Down syndrome on
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Improving Language Support for Infants and Toddlers: Results of FIND Coaching in Childcare Infants Young Child. (IF 1.125) Pub Date : 2022-04-01 Gail E. Joseph, Janet Soderberg, Robert Abbott, Roxanne Garzon, Crista Scott
Language skills are vital to children's learning and well-being, and the first 5 years of life are an especially critical time for language acquisition. Research suggests that when early childhood teachers create language-rich environments, children develop stronger receptive and expressive language abilities, especially children from low-income households who are more at risk for language delays.
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Good Goals Matter: Functional Child Goals, Family Goals, and Parent Perceptions of Difference in Performance Infants Young Child. (IF 1.125) Pub Date : 2022-04-01 Pau García-Grau, R. A. McWilliam, Kerry Bull, John Foster
Functional plans in early childhood intervention need to include contextualized, meaningful, and measurable goals and include timelines and criteria for generalization. In addition, they must address children's and families' needs and priorities. The Routines-Based Interview has had a positive impact on the functionality of goals identified in the child's individualized plan. In Australia, where Noah's
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Perceptions on Screening for Developmental Disabilities and Autism in Childcare Settings Infants Young Child. (IF 1.125) Pub Date : 2022-04-01 Thelma E. Uzonyi, Jessica M. Page, Michaela DuBay, Elizabeth R. Crais
This qualitative study explored the knowledge and perceptions about early screening for developmental disabilities and autism spectrum disorder (ASD) in childcare settings using semistructured interviews with directors, teachers, and parents at 12 childcare centers. Results indicated that most of the directors and teachers, who were interviewed, were cautiously open to implementing screening programs
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Transitions Out of Early Intervention: A Qualitative Investigation of Families' Experiences Infants Young Child. (IF 1.125) Pub Date : 2022-04-01 Jamie Mahurin-Smith
This study was designed to describe the experience of families exiting the early intervention (EI) system and transitioning into early childhood special education (ECSE) programs. Eight mothers of children preparing to exit EI services completed semistructured interviews, which were transcribed and analyzed using interpretative phenomenological analysis. Four mothers answered additional post-transition
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Specifying Adult Interaction Practices as a Step Toward Enhancing Our Conceptualization of Process Quality Infants Young Child. (IF 1.125) Pub Date : 2022-01-01 Andrea L. B. Ford, Maria L. Hugh, LeAnne D. Johnson, Kelsey A. Young
Current conceptualizations of process quality in early childhood education highlight a variety of global classroom indicators that directly link to improved child outcomes. This conceptualization may need to be extended, however, to facilitate more meaningful change in children's development and readiness for kindergarten. To enhance our current definitions of process quality, we propose a set of more
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Developmental Outcomes of Children Served in a Part C Early Intervention Program Infants Young Child. (IF 1.125) Pub Date : 2022-01-01 Batya Elbaum, Seniz Celimli-Aksoy
In the United States, early intervention (EI) programs under Part C of the Individuals with Disabilities Education Act serve thousands of infants and toddlers with or at risk for developmental delays. Despite this, few studies have investigated the developmental progress and outcomes of children served, especially in relation to the heterogeneity of children's diagnoses and identified areas of delay
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A Qualitative Examination of the Parent–Teacher Relationship and Early Childhood Expulsion: Capturing the Voices of Parents and Teachers Infants Young Child. (IF 1.125) Pub Date : 2022-01-01 Courtney A. Zulauf-McCurdy, Katherine M. Zinsser
Children in the United States are being expelled from their early care and education settings at alarming rates. A growing body of research indicates that teachers' perceptions of parents may impact their decision to request a child's removal from their classroom. Nevertheless, few studies have simultaneously captured the voices of both parents and teachers when describing the process of expulsion
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Determining Postdischarge Needs of South African Parents With Premature Infants Infants Young Child. (IF 1.125) Pub Date : 2022-01-01 Susan L. Davis-Strauss, Ensa Johnson, Welma Lubbe
This study explored the information and support needs of South African parents with premature infants after the initial discharge home from the hospital setting. Asynchronous online focus groups on the Facebook platform were utilized to identify the caregiving needs expressed by 25 South African parents with premature infants and to inform a parent support program in South Africa. The findings concluded
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Occupation-Based Developmentally Supportive Care for Infants With Congenital Heart Disease in the Hospital Environment: A Review and Recommendations for Practice Infants Young Child. (IF 1.125) Pub Date : 2022-01-01 Grace Kelso Damond
Congenital heart disease (CHD), the result of structural changes to the heart present at birth, is the most common congenital birth condition. As survival rates for infants with complex CHD have increased in recent years, risk for neurodevelopmental challenges has also increased. Early referral to developmentally supportive care is recommended as best practice; however, there is limited information
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Early Interventionists' Ratings of Family-Centered Practices in Natural Environments Infants Young Child. (IF 1.125) Pub Date : 2021-10-01 Kimberly R. Tomeny,Pau García-Grau,R. A. McWilliam
Part C early intervention services should be family centered and occur in the context of families' natural environments and daily routines; yet research suggests that many early interventionists continue to work directly with the child and lack a full understanding of how they can implement best practices in the community. To help improve this implementation gap, discrepancy tools can be used to identify
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Georgetown University Certificate in Early Intervention Infants Young Child. (IF 1.125) Pub Date : 2021-10-01 Sharice K. Lane,Rachel Brady,Toby Long
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Practices and Reflections of Experienced, Expert Early Childhood Coaches Infants Young Child. (IF 1.125) Pub Date : 2021-10-01 Paula J. Thompson,Christine A. Marvin,Lisa L. Knoche
The qualities and practices of two experienced, expert early childhood (EC) coaches, working with Early Head Start teachers, were explored through analyses of 24 audio-recorded EC coach–teacher conversations and coach interview data. Audio-recordings from 2 years of coaching sessions were reviewed, identifying the coaches' use of specific conversation behaviors, modified from Early Childhood Coaching
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Assessing Language Delay in Twins Infants Young Child. (IF 1.125) Pub Date : 2021-10-01 Lori G. Foran,Kelli J. Evans,Brenda L. Beverly
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Investigating a “Wait and See” Mindset Among Pediatric Health Care Providers Infants Young Child. (IF 1.125) Pub Date : 2021-10-01 Nicole Megan Edwards,Eileen Kaiser,Jennifer L. Stapel-Wax
In the United States, there is a widespread concern with not referring more infants and toddlers with a risk of or identified autism spectrum disorder (ASD) to Early Intervention (EI) under Part C of the Individuals with Disabilities Education Act (IDEA, 2004). Despite early signs and screening initiatives, most children with ASD are not referred for services covered by IDEA until after the age of
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The intersection of gross motor abilities and participation in children with autism spectrum disorder. Infants Young Child. (IF 1.125) Pub Date : 2021-07-03 Jamie M Holloway,Toby M Long,Fred J Biasini
Many children with autism spectrum disorder (ASD) demonstrate movement difficulties in addition to problems with social communication and interactions, and repetitive or restrictive behaviors. The goal of early intervention for children with disabilities is to promote participation in routines and activities, but little is known about the role gross motor abilities contribute to participation for young
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From Emotional Crisis to Empowerment Infants Young Child. (IF 1.125) Pub Date : 2021-07-01 Melissa Cain,Melissa Fanshawe
This article presents the experiences of 2 mothers whose children were born blind. It relates their journey moving from the grief experienced when presented with the unexpected challenges of supporting a child with special needs to a position of empowerment after gaining the necessary knowledge and skills to integrate into their new and reimagined lives. This research addresses the following question:
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A Scoping Review of the Knowledge Base, Landscape, and Trends in Leadership Literature in Early Intervention, Early Childhood, and Early Childhood Special Education Infants Young Child. (IF 1.125) Pub Date : 2021-07-01 Sara Movahedazarhouligh
Effective leadership is regarded as pivotal to the vitality of organizations. In early childhood programs, strong leadership is particularly critical because program leaders are the gatekeepers of quality. However, the fields of early intervention, early childhood, and early childhood special education (EI/EC/ECSE) continue to struggle with the challenges of being overlooked regarding leadership research
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Social Validity of an Early Intervention Online Professional Development Program Infants Young Child. (IF 1.125) Pub Date : 2021-07-01 Sarah J. Sexton,Lihua Yang,Deborah Hamby
This article presents findings from an online early intervention orientation program developed to provide one state with an economical and systematic means for onboarding new early intervention providers, administrators, and service coordinators. The quantitative findings suggest the courses were a successful method of delivering training to participants, the courses were perceived to achieve their
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Caregiver Navigation Through Early Hearing Detection and Intervention Programs in South Africa Infants Young Child. (IF 1.125) Pub Date : 2021-07-01 Amisha Kanji,Wasifah Noorbhai
This research study aimed to explore the experiences of caregivers of children through the early hearing detection and intervention (EHDI) process in the public health care sector in South Africa. A qualitative research design was employed. Semistructured interviews were conducted with 8 caregivers from 3 different levels of service delivery in the public health care sector who had children aged 5
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Family and Coach Responses to a Program for Fostering Infant Language Infants Young Child. (IF 1.125) Pub Date : 2021-07-01 Heidi L. Hollingsworth,Mary Knight-McKenna,Judy Esposito,Caroline Redd
This study investigated family and coach responses to a two-year community-based research program, Strong Beginnings for Babies (SBB), designed to support families in fostering infant language development. The study focused on families of infants from low-income backgrounds, as these children may be at risk for delayed language development. The majority of participants self-identified as Hispanic,
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Is Coaching Home Visitors an Evidence-Based Professional Development Approach? A Review of the Literature Infants Young Child. (IF 1.125) Pub Date : 2021-04-01 Ragan H. McLeod,Yusuf Akemoglu,Kimberly R. Tomeny
Coaching is becoming a common professional development strategy to support early childhood (EC) professionals to use evidence-based practices. However, most of the research on coaching professionals in EC settings has been conducted in classroom or center-based EC settings. The authors of this review sought to summarize the current empirical literature on coaching of EC home visitors. Seven studies
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The Developmental Benefits of Allowing Deaf Children With Cochlear Implants Early Access to Sign Language Infants Young Child. (IF 1.125) Pub Date : 2021-04-01 Mckenna Johnson
This review addresses the question of how early access to sign language influences the development of deaf children with cochlear implants (CIs) by examining the literature surrounding the topic across the domains of spoken/written language development, cognitive development, and sociocultural development. Although research in the realm of language development is mixed, there appear to be few potential
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Shared Book Reading Effects on Number Naming in Preschoolers at Risk for Numeracy Delays Infants Young Child. (IF 1.125) Pub Date : 2021-04-01 Clarissa Alfes,Kristen Missall,Kathleen Artman Meeker
Number naming, or knowledge of math numerals, has been described as a gatekeeper skill in preschool math development because it is necessary for later math tasks such as calculation. This article describes a small group intervention piloted with 10 preschoolers found to be at risk for delays in early numeracy development during universal screening. Target numerals were assigned randomly to one of three
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The Early Childhood Personnel Center Infants Young Child. (IF 1.125) Pub Date : 2021-04-01 Mary Beth Bruder,Darla Gundler,Vicki Stayton,Peggy Kemp
There are concerns about the quantity and quality of personnel in early childhood intervention (ECI) as the numbers of infants and young children with delays and disabilities grow in number, needs, and diversity. The Early Childhood Personnel Center (ECPC) was funded to provide technical assistance (TA) to state systems of ECI and institutions of higher education (IHE) through the development of comprehensive
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Inclusive Classroom Profile Training Program Infants Young Child. (IF 1.125) Pub Date : 2021-04-01 Tracey West,Elena Soukakou,Pam J. Winton
This article provides results of the effectiveness of a training program for a measure, the Inclusive Classroom Profile (ICP), that is designed to assess the quality of classroom practices that support the individualized needs of the children with disabilities in early childhood inclusive programs. The ICP training program was developed to train users of the ICP to administer the measure with accuracy
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Early Intervention Increased Food Acceptance in Children With Visual Impairment Infants Young Child. (IF 1.125) Pub Date : 2021-04-01 Alena M. Clark,Kay A. Ferrell,Catherine Smyth,Carol L. Spicer,Zoe L. Morgese,Carol B. Puchalski,Laura Pickler,Hong P. Dewald,Jamie Erskine
Limited literature exists documenting mealtime challenges and evidence for early intervention for children with visual impairment (VI). The objective of this pilot study was to determine whether a mealtime routines intervention for children with VI from 6 to 24 months would affect food texture, variety, and healthy food choices. The intervention occurred in homes/childcare settings involving children
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Teachers' Perspectives on Strength-Based and Deficit-Based Instruments for Assessing Socioemotional Development in Early Childhood Infants Young Child. (IF 1.125) Pub Date : 2021-01-01 Nina Madsen Sjö, Astrid Kiil, Peter Jensen
This study compares teachers' perspectives on three assessment instruments for socioemotional development in early childhood, which differ in their emphasis on strengths and difficulties in this domain: the Caregiver-Teacher Report Form (C-TRF), the Strengths and Difficulties Questionnaire, Teacher version (SDQ-T), and the Social Emotional Assessment Measure (SEAM). We examine the teachers' views on
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Early Intervention and Newborn Screening Infants Young Child. (IF 1.125) Pub Date : 2021-01-01 Donald B. Bailey
Both early intervention (EI) programs for infants and toddlers with disabilities and newborn screening (NBS) programs to identify specific disorders shortly after birth rest on the assumption that the best way to prevent or lessen the impact of a disorder is to provide treatment as early as possible. Despite this shared vision, the two programs differ in substantial ways, including historical beginnings
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Challenging Behaviors and Executive Function in Preschool-Aged Children Infants Young Child. (IF 1.125) Pub Date : 2021-01-01 Miriam Kuhn, Courtney Boise, Christine A. Marvin, Lisa L. Knoche
Although the literature regarding associations between young children's social emotional competencies and their executive functions (EF) is growing, there continue to be divergent accounts of the relationship between specific challenging behaviors (e.g., impulsivity, aggression, defiance, short attention span, withdrawal) and particular EF deficits (e.g., poor attentional control, flexibility, inhibitory
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Surviving and Thriving: Early Intervention for Neonatal Survivors With Developmental Disability in Uganda. Infants Young Child. (IF 1.125) Pub Date : 2020-11-20 Cally J Tann,Maya Kohli-Lynch,Ruth Nalugya,Samantha Sadoo,Karen Martin,Rachel Lassman,Carol Nanyunja,Margaret Musoke,Margaret Sewagaba,Margaret Nampijja,Janet Seeley,Emily L Webb
Global attention on early child development, inclusive of those with disability, has the potential to translate into improved action for the millions of children with developmental disability living in low- and middle-income countries. Nurturing care is crucial for all children, arguably even more so for children with developmental disability. A high proportion of survivors of neonatal conditions such
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Surviving and Thriving: Early Intervention for Neonatal Survivors With Developmental Disability in Uganda. Infants Young Child. (IF 1.125) Pub Date : 2020-11-20 Cally J Tann,Maya Kohli-Lynch,Ruth Nalugya,Samantha Sadoo,Karen Martin,Rachel Lassman,Carol Nanyunja,Margaret Musoke,Margaret Sewagaba,Margaret Nampijja,Janet Seeley,Emily L Webb
Global attention on early child development, inclusive of those with disability, has the potential to translate into improved action for the millions of children with developmental disability living in low- and middle-income countries. Nurturing care is crucial for all children, arguably even more so for children with developmental disability. A high proportion of survivors of neonatal conditions such
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Developing a Screening Tool for Young Children Using an Ecological Framework Infants Young Child. (IF 1.125) Pub Date : 2020-10-01 Carmela J. DeCandia, Katherine T. Volk, George J. Unick, Laura Rose W. Donegan
Young children from impoverished backgrounds experience high levels of family and environmental stress, adversely impacting developmental functioning. Early identification provides a pathway to solutions, but many children are never evaluated. In addition, the child-serving workforce lacks resources and expertise to use traditional measures. Furthermore, existing measures do not account for the substantial
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Evaluation of a Brief Teacher Coaching Program for Delivering an Early Intervention Program to Preschoolers With Autism Spectrum Disorder Infants Young Child. (IF 1.125) Pub Date : 2020-10-01 Jessica Tupou, Hannah Waddington, Jeff Sigafoos
There is a need for research that evaluates the effectiveness of early intervention when delivered in inclusive preschools. In this study, 3 regular preschool teachers were trained to use the Early Start Denver Model with a child with autism spectrum disorder who attended an inclusive preschool. Each teacher worked with 1 child. Teachers received eleven 60-min coaching sessions based on an adapted
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Using Environmental Modification and Teacher Mediation to Increase Literacy Behaviors in Inclusive Preschool Settings Infants Young Child. (IF 1.125) Pub Date : 2020-10-01 Aaron R. Deris, Cynthia F. DiCarlo, Dana Wagner, Kellie Krick Oborn
It is considered a recommended practice to integrate literacy concepts into child-initiated choice center time long before formal reading instruction begins. The purpose of this study was to determine whether environmental modification and a teacher-mediated literacy intervention would increase child engagement of literacy behaviors during free choice time in the classroom. Data were collected on the
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Challenges and Successes in Addressing Food Selectivity in Children With Developmental Disabilities During Preschool Mealtimes Infants Young Child. (IF 1.125) Pub Date : 2020-10-01 A. Hunter Gast, Collin Shepley, Justin D. Lane
Supplemental Digital Content is Available in the Text. We evaluated the effects of a multicomponent intervention to address food selectivity issues of 3 preschoolers with developmental disabilities. The intervention comprised strategies evidencing ecological validity in both research and practice. All sessions took place during typical mealtimes in children's classroom or lunchroom, with peers present
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Supporting Early Communication Skills of Children With Developmental Disorders in South Africa Infants Young Child. (IF 1.125) Pub Date : 2020-10-01 Juan Bornman, MaryAnn Romski, Marika King, Vuledzani Madima, Rose A. Sevcik
Using a mobile health application (i.e., app) to empower primary caregivers of young children with developmental disorders in low- and middle-income countries is opening up new avenues for early childhood intervention. Thirteen caregivers and 10 speech–language pathologists participated in 3 focus groups to explore their perspectives about the potential benefits and suitability of a mobile health app
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A Review of Siblings' Needs and Interventions Supporting Their Adaptation in the Neonatal Intensive Care Unit Infants Young Child. (IF 1.125) Pub Date : 2020-10-01 Phoukim Savanh, Marilyn Aita, Marjolaine Héon
Many aspects may interfere with siblings' adaptation when an infant is born prematurely and hospitalized in the neonatal intensive care unit (NICU). During this critical period, siblings may have sudden change of behaviors if their needs are not adequately met. Parents and neonatal nurses are often unaware of the importance of supporting siblings in the NICU. In this narrative review, siblings' needs
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Applying the Developmental Systems Approach to Inclusive Community-Based Early Intervention Programs Infants Young Child. (IF 1.125) Pub Date : 2020-07-01 Michael J. Guralnick
A developmentally oriented framework is presented designed to establish or enhance the quality of inclusive community-based early intervention systems. This conceptually and empirically integrated developmental approach supports a comprehensive family-centered model. Outlined is a process that coordinates children's goals with family priorities, identifies developmental pathways most likely to influence
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Implementation of Australiaʼs National Disability Insurance Scheme Infants Young Child. (IF 1.125) Pub Date : 2020-07-01 Susana Gavidia-Payne
The National Disability Insurance Scheme (NDIS) was introduced in Australia in 2013 to address the inadequacies of a fragmented and underfunded service system for people with disabilities. For young children with developmental disabilities, NDIS services fall under the early childhood early intervention (ECEI) approach, the impact of which is yet to be documented. Considering the critical role of families