Young Exceptional Children最新文献_第9页

Six Strategies for Effective Family-Practitioner Communication Through ACCESS 通过ACCESS实现家庭从业者有效沟通的六大策略

Young Exceptional Children Pub Date : 2020-06-05 DOI: 10.1177/1096250620928330

Sara D. Hooks, Sarah A. Nagro, Dawn W. Fraser

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引用次数: 1

What About MY TOYS? Common Questions About Using a Bagless Approach in Early Intervention 我的玩具怎么办?在早期干预中使用无袋方法的常见问题

Young Exceptional Children Pub Date : 2020-06-01 DOI: 10.1177/1096250619829739

C. S. Williams, M. Ostrosky

{"title":"What About MY TOYS? Common Questions About Using a Bagless Approach in Early Intervention","authors":"C. S. Williams, M. Ostrosky","doi":"10.1177/1096250619829739","DOIUrl":"https://doi.org/10.1177/1096250619829739","url":null,"abstract":"76 YOUNG EXCEPTIONAL CHILDREN Vol. 23, No. 2, June 2020 https://doi.org/10.1177/1096250619829739 DOI: 10.1177/1096250619829739 journals.sagepub.com/home/yec Article reuse guidelines: sagepub.com/journals-permissions © 2019 Division for Early Childhood Lauren is an early interventionist with 5 years of experience with birth to 3-year olds. She recently started a new job working in an early intervention (EI) program. Lauren quickly noticed that her colleagues in the agency did not bring toys with them to their in-home intervention sessions. She began to question why her colleagues were not bringing in toy bags and wondered how they were interacting with the children and meeting their individual goals without a variety of toys. When she discussed her concerns with her supervisor, Lauren learned that this program emphasized the use of “bagless” intervention. Understanding “bagless” intervention was important to Lauren because she wanted to adhere to the program’s philosophy while also staying current on early childhood practices to ensure she was providing the best services for families. Bagless intervention is a term used by professionals to describe EI services in which the provider refrains from bringing a bag of toys into the home for sessions. Instead of using a toy bag to work on child outcomes, the service provider uses materials in the child’s home, as well as family routines, to address the developmental outcomes that each family has for their child. Bagless intervention has become a recommended practice, replacing more traditional methods of therapy 829739 YECXXX10.1177/1096250619829739YOUNG EXCEPTIONAL CHILDRENA Bagless Approach in Early Intervention / Williams and Ostrosky research-article2019","PeriodicalId":39385,"journal":{"name":"Young Exceptional Children","volume":"23 1","pages":"76 - 86"},"PeriodicalIF":0.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1096250619829739","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47549813","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5

Voices From the Field: Why Aren’t We Talking About Teacher Well-Being With Inclusion? 来自现场的声音：为什么我们不谈论教师的幸福与包容？

Young Exceptional Children Pub Date : 2020-06-01 DOI: 10.1177/1096250619846581

Sarika S. Gupta

引用次数: 2

Preschoolers With Visual Impairments and Additional Disabilities: Using Universal Design for Learning and Differentiation 视觉障碍和其他残疾的学龄前儿童：使用通用设计进行学习和区分

Young Exceptional Children Pub Date : 2020-05-31 DOI: 10.1177/1096250620922205

Deborah Chen, J. Dote-Kwan

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引用次数: 7

The More the Merrier: Using Collaborative Transdisciplinary Services to Maximize Inclusion and Child Outcomes 越快乐：利用跨学科合作服务最大限度地实现包容性和儿童成果

Young Exceptional Children Pub Date : 2020-05-31 DOI: 10.1177/1096250620922206

Alissa Rausch, E. Bold, P. Strain

{"title":"The More the Merrier: Using Collaborative Transdisciplinary Services to Maximize Inclusion and Child Outcomes","authors":"Alissa Rausch, E. Bold, P. Strain","doi":"10.1177/1096250620922206","DOIUrl":"https://doi.org/10.1177/1096250620922206","url":null,"abstract":"59 Vol. 24, No. 2, June 2021 YOUNG EXCEPTIONAL CHILDREN https://doi.org/10.1177/1096250620922206 DOI: 10.1177/1096250620922206 journals.sagepub.com/home/yec Article reuse guidelines: sagepub.com/journals-permissions © 2020 Division for Early Childhood A local education agency (LEA) preschool program serving 3to 5-year-old children is committed to high-quality inclusion for young children with disabilities and their neurotypical peers. The school is investing in using evidence-based practices to support all children in learning and development, building meaningful friendships, and a sense of belonging in the community. Each classroom is staffed with a BA-level lead teacher and BA-level teaching assistant. The related service providers including early childhood special educator (ECSE), occupational therapist (OT), speech language pathologist (SLP), and physical therapist (PT) each spend one day in the preschool every week. On that one day, the specialists visit all three classrooms and work individually with each of the children whom they serve. It is becoming increasingly clear to the educational team that this is not enough time for the specialists to serve all the children on their caseload to the desired degree and children are not able to capitalize on learning opportunities throughout their school day. The team is looking at ways to better serve all children and provide more opportunities for children to learn during the natural routines of the day. While the transdisciplinary service delivery model began in the 922206 YECXXX10.1177/1096250620922206Young Exceptional ChildrenTransdisciplinary Service Delivery / Rausch et al. research-article2020","PeriodicalId":39385,"journal":{"name":"Young Exceptional Children","volume":"41 1","pages":"59 - 69"},"PeriodicalIF":0.0,"publicationDate":"2020-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1096250620922206","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41296067","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5

Message From the DEC Executive Board DEC执行委员会致辞

Young Exceptional Children Pub Date : 2020-05-12 DOI: 10.1177/1096250620909989

Amanda C. Quesenberry

引用次数: 0

Building Practitioner Resilience for Change in EI/ECSE 在EI/ESE中建立从业者的变革弹性

Young Exceptional Children Pub Date : 2020-03-23 DOI: 10.1177/1096250620913258

Sarika S. Gupta

引用次数: 1

Responding to Young Children’s Social-Emotional Needs Through Video Modeling 幼儿社交情感需求的视频模型响应

Young Exceptional Children Pub Date : 2020-03-07 DOI: 10.1177/1096250620910708

M. Mitsch, Samantha Riggleman, Jennifer Buchter

{"title":"Responding to Young Children’s Social-Emotional Needs Through Video Modeling","authors":"M. Mitsch, Samantha Riggleman, Jennifer Buchter","doi":"10.1177/1096250620910708","DOIUrl":"https://doi.org/10.1177/1096250620910708","url":null,"abstract":"16 YOUNG EXCEPTIONAL CHILDREN Vol. 24, No. 1, March 2021 https://doi.org/10.1177/1096250620910708 DOI: 10.1177/1096250620910708 journals.sagepub.com/home/yec Article reuse guidelines: sagepub.com/journals-permissions © 2020 Division for Early Childhood Charlie, age 4, attends Ms. Patsy’s child care center. He was recently diagnosed with autism spectrum disorder (ASD). Charlie enjoys playing with trains, blocks, and is frequently seen spending time in front of the mirror (e.g., washing hands in the bathroom, checking himself out in the dramatic play center). Charlie exhibits delays in social-emotional development, specifically communicating and interacting with peers and adults. At Charlie’s Individualized Education Plan (IEP) meeting, Ms. Patsy shared that Charlie only played by himself and had not formed friendships with other children. The speech-language pathologist (SLP) suggested using video modeling (VM) for Charlie (Division for Early Childhood of the Council for Exceptional Children Recommended Practices [DEC RPs], 2014, A6, INT2, INS2, and TC1). The team was interested and wanted to learn more. Social skills are behaviors that an individual learns to function in social environments, as well as the ability to find solutions to social challenges and problems (Scattone, 2007). Each child has their own individualized set of social-emotional skills based on age, development, cultural norms, and experiences. Social skills are vital to meaningful interactions and formation of friendships. Many children diagnosed with 910708 YECXXX10.1177/1096250620910708Young Exceptional ChildrenMitsch et al. research-article2020","PeriodicalId":39385,"journal":{"name":"Young Exceptional Children","volume":"24 1","pages":"16 - 27"},"PeriodicalIF":0.0,"publicationDate":"2020-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1096250620910708","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44259120","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

From Article to Action: Promoting Numeracy Development 从文章到行动：促进算术发展

Young Exceptional Children Pub Date : 2020-03-05 DOI: 10.1177/1096250620909988

Camille Catlett

引用次数: 0

Getting Ready Strategies for Promoting Parent–Professional Relationships and Parent–Child Interactions 准备促进亲子关系和亲子互动的策略

Young Exceptional Children Pub Date : 2020-03-01 DOI: 10.1177/1096250619829744

Christine A. Marvin, Amanda L. Moen, L. Knoche, S. Sheridan

{"title":"Getting Ready Strategies for Promoting Parent–Professional Relationships and Parent–Child Interactions","authors":"Christine A. Marvin, Amanda L. Moen, L. Knoche, S. Sheridan","doi":"10.1177/1096250619829744","DOIUrl":"https://doi.org/10.1177/1096250619829744","url":null,"abstract":"36 YOUNG EXCEPTIONAL CHILDREN Vol. 23, No. 1, March 2020 https://doi.org/10.1177/1096250619829744 DOI: 10.1177/1096250619829744 journals.sagepub.com/home/yec Article reuse guidelines: sagepub.com/journals-permissions © 2019 Division for Early Childhood Bert is 2 years old and lives with his mother, father, and a 4-year-old brother in a small rural community where his father farms. Bert has a bilateral sensoryneural hearing loss and has been successfully wearing behind-the-ear aids for 3 months. Bert recently began using a few words in his vocalizations that appear intentional, yet, situational. Bert and his family are receiving supports from a teacher of the deaf (TOD), an early childhood special educator (ECSE), and speech–language pathologist (SLP). This team of professionals works for a local early intervention agency. The team and family have agreed to a primary-provider model of support in which the TOD acts as the primary person to visit Bert and family in their home weekly. The ECSE and SLP meet weekly with the TOD to provide consultation regarding developmentally appropriate and contextually supportive learning opportunities for Bert to advance his auditory responses to his environment, his growth in receptive vocabulary, and his early use of speech and conversations with his brother and parents. The TOD reports that parents have not been as engaged during visits as she had hoped; the parents often sit on the couch watching the TOD interact with Bert 829744 YECXXX10.1177/1096250619829744YOUNG EXCEPTIONAL CHILDRENGetting Ready Interaction Strategies / Marvin et al. research-article2019","PeriodicalId":39385,"journal":{"name":"Young Exceptional Children","volume":"23 1","pages":"36 - 51"},"PeriodicalIF":0.0,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1096250619829744","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41396077","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 7