Infants & Young Children最新文献

{"title":"Investigating the Impact of a Motor Program on Preschoolers With Disabilities","authors":"PhD Michaelene M. Ostrosky, EdD Paddy C. Favazza, PhD Hsiu-Wen Yang, MEd Melissa V. Stalega, PhD Katherine Aronson-Ensign, PhD W. Catherine Cheung, PhD Yusuf Akemo˘glu, PhD Martin E. Block, PhD Ngai Kwan","doi":"10.1097/IYC.0000000000000254","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000254","url":null,"abstract":"A semistructured preschool motor program was developed in response to the paucity of evidence-based motor programs for preschoolers with disabilities in inclusive classrooms. A randomized controlled trial (RCT) was undertaken to examine the impact of the CHildren in Action: Motor Program for PreschoolerS (CHAMPPS), a 21-week intervention that includes 42 Universal Design for Learning–embedded lessons with suggestions for supporting school readiness skills. Eight intervention and 8 control classrooms across 2 states participated in the RCT. Data on 51 children with disabilities provide initial evidence on how CHAMPPS positively impacted children's active engagement, motor, and social development. The promising results include gains in motor skills, sustained physical activity levels during motor play, increased on-task behavior, and high feasibility and usability ratings by teachers. Implications for practice and future research are discussed.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139126898","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Preparing Preschool Educators to Monitor Child Progress","authors":"Collin Shepley, Devin Graley, Justin D. Lane","doi":"10.1097/IYC.0000000000000255","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000255","url":null,"abstract":"The provision of progress monitoring is mandated under federal law for children receiving special education services. In recent years, professional organizations have recommended that this provision be extended to include children receiving services within multitiered systems of support. Organizations representing the field of early childhood education have embraced this focus on progress monitoring to include all children, regardless of ability or disability. To understand how to effectively prepare preschool educators to engage in progress monitoring practices, we conducted a systematic review of the literature. Results of repeated and extended search methods identified only four studies. We present our findings and stress the need for researchers and funding agencies to work toward establishing a rigorous body of literature devoted to professional development and teacher training surrounding progress monitoring.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139127221","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Validity and Internal Consistency of the Indonesian-Translated Communication and Symbolic Behavior Scales Developmental Profile to Screen Language Delay in Children Aged 6–24 Months","authors":"Diane Meytha Supit, H. Gunardi, B. Medise, Jeslyn Tengkawan","doi":"10.1097/IYC.0000000000000250","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000250","url":null,"abstract":"The Communication and Symbolic Behavior Scales Developmental Profile (CSBS DP) is a valid and reliable screening tool for detecting language delay in children. However, it has not been translated into the Indonesian language. This study aimed to determine the validity and internal consistency of the Indonesian-translated CSBS DP as a screening tool for language delay in children aged 6–24 months. A cross-sectional study was carried out at the Growth and Development Clinic, Cipto Mangunkusumo Hospital, in 3 stages: (1) transcultural translation and adaptation of the measure into the Indonesian language; (2) determination of the internal consistency of the measure; and (3) determination of the concurrent validity of the measure by comparing CSBS DP with the Bayley Scales of Infant and Toddler Development, third edition (BSID-III) language scale on 149 caregivers–children dyads. We found good concurrent validity (r > .3) and good internal consistency with Cronbach's α values of 0.876–0.896. The concurrent validity of the Indonesian-translated questionnaire showed a sensitivity of 71.43% and a specificity of 81.48%. CSBS DP Indonesian-translated questionnaire is a valid and reliable screening test for language delay in children aged 6–24 months.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77083241","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Duet: An Exploratory Language Intervention for Toddlers in Low-Income Households","authors":"Rebecca M. Alper, Rufan Luo, Marjie Mogul, R. Bakeman, L. Adamson, Lillian R. Masek, Yu Chen, Sarah J Paterson, Amy E. Pace, R. Golinkoff, M. Owen, K. Hirsh-Pasek","doi":"10.1097/IYC.0000000000000248","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000248","url":null,"abstract":"Preventative parent-coaching programs can improve early interaction quality, language skills, and academic outcomes for children experiencing economic adversity. Using a community-based participatory research framework, we piloted Duet, a preventative, parent-implemented, early language intervention. We assigned home visitors to provide Duet or standard-of-care services to 23 children (aged 1; 0–2; 3; 9 Duet, 14 control) and their parents. We used odds ratios to describe the likelihood of improvement. The Duet group had greater odds of improvement than the control group for parent developmental knowledge (moderate effect size), self-efficacy (moderate effect size), parent–child interaction (moderate effect size), and child's language (weak effect size). The preliminary Duet data are promising. Limitations included recruitment and retention in the community setting. Future research will explore Duet's efficacy, effectiveness, and scalability.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88836183","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"From the Editor","authors":"","doi":"10.1097/iyc.0000000000000252","DOIUrl":"https://doi.org/10.1097/iyc.0000000000000252","url":null,"abstract":"After 37 years as Director, Michael Guralnick, PhD, has retired from the Institute on Human Development and Disability (IHDD) at the University of Washington. Mike led the growth of the IHDD into one of the largest interdisciplinary research, training, and service centers focused on disability in the United States. Currently employing more than 600 faculty, staff, and doctoral and postdoctoral students, the IHDD administers the University Center for Excellence in Developmental Disabilities, the Eunice Kennedy Shriver Intellectual and Developmental Disabilities Research Center, the Leadership Education on Neurodevelopmental and Related Disabilities Program, and many other centers. The IHDD originates basic and translational research, provides clinical services to individuals and their families, provides interdisciplinary clinical and research training, and provides technical assistance and outreach training to practitioners and community agencies. Mike has also stepped down as founding Chair of the International Society of Early Intervention (ISEI), which he began more than 20 years ago. The goal of the ISEI is to enhance the ability of early intervention professionals throughout the world to work together to advance early intervention concepts and practices. The ISEI has grown to 3,000 members from more than 100 countries, and it has sponsored seven international conferences. In addition to Mike's academic career, which began before he took the helm of the IHDD, his most influential contribution to early childhood intervention (ECI) has been scientific. He has authored eight books and published more than 160 articles and book chapters spanning a range of topics and disciplines. His book on the Developmental Systems Approach (Guralnick, 2019) integrated developmental, intervention, and implementation science. This approach, first conceptualized more than 25 years ago, is the framework used by ECI programs in the United States and around the world. Many of its key elements were designed and tested through Mike's systematic and applied research agenda which began in the early 1970s. This early work formed the foundation of ECI, and helped define the variables that had most impact on infants, young children, and their families. For example, Mike's early and seminal work led to findings that resulted in the elaboration and refinement of key ECI practices in areas such as: research based service delivery to identify effective service elements for model replication (Guralnick, 1973); the conceptualization and implementation of a classroom and curriculum framework addressing individualization, evaluation, teacher training, and accountability (Guralnick, 1975); the effects of inclusion and peer interactions on children's development (Guralnick, 1976,1977,1978); the application of single case designs to evaluate interventions (Guralnick, 1978); the development and evaluation of training programs for pediatric residents on disability (Guralnick, 1981; Gural","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135113335","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Developmental and Social-Emotional Screening","authors":"C. Chen, L. Anunciação, Sondra M. Stegenga","doi":"10.1097/IYC.0000000000000249","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000249","url":null,"abstract":"This study examined the agreement between the Ages & Stages Questionnaires, third edition (ASQ-3), and the Ages & Stages Questionnaires: Social-Emotional, second edition (ASQ:SE-2), and investigated the relationship of the overall indication of “parental concerns” about their child's behavior on the ASQ-3 and the results of the ASQ:SE-2. A large and U.S. representative sample of 16,739 birth to 6 years old children was used to calculate agreements (1) between the ASQ-3 and the ASQ:SE-2, as well as (2) between the indication of “parental concerns” about their child's behavior on the ASQ-3 and the results from the child's ASQ:SE-2. Findings indicated .80 agreement between “typical” classifications on the ASQ-3 and the ASQ:SE-2; as well as .57 agreement on the “at-risk” status. When parents indicated a “behavioral concern” about their child on the ASQ-3 overall questions, 74% of these children were identified by a subsequent ASQ:SE-2. High agreement on the “at-risk” status between developmental and social-emotional screening tests was found. High agreement between parental concerns about child's behavior and results of the social-emotional screening test was found. This finding adds to the foundations of research on the importance of parental input in the early identification processes and can inform efforts to increase the efficiency of the screening process.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79602995","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Surveying Early Intervention Providers to Identify Opportunities for Workforce Support to Strengthen Family-Centered Care.","authors":"Shayl F Griffith, Loreen S Magariño, Frances D Martínez Pedraza, Stacy L Frazier, Michelle D Berkovits, Daniel M Bagner","doi":"10.1097/iyc.0000000000000247","DOIUrl":"10.1097/iyc.0000000000000247","url":null,"abstract":"<p><p>Traditional provider-to-child models of early intervention (EI) service provision have been increasingly replaced by service guidelines that promote a broader family-centered approach to support improvement in the child's primary area of delay. These guidelines include working directly with caregivers and addressing needs of the family that might impact a caregivers' capacity to engage in developmentally supportive interactions with children (e.g., caregiver distress). Knowledge of provider skills, practices, and attitudes would inform efforts to broaden and enhance practice in line with these guidelines. Within an academic-community partnership to support EI, we surveyed 88 providers in Miami and Boston about their usual practice, perceptions of their skills, general attitudes towards evidence-based practices, and interest in specific training opportunities. Findings indicated that providers spent more time working directly with children than caregivers. Providers reported high interest in training to manage caregiver distress, support preschool readiness, and align work with family culture. Negative overall attitudes towards using evidence-based interventions and provider exhaustion were related to less interest in obtaining training in culturally-responsive practice. Exhaustion also related to less interest in training on other topics that represent a broadened scope of care, including building warm parent-child relationships. Findings are informing efforts to design EI training opportunities to improve parent-provider relations, enhance parent-child interactions, and reduce caregiver stress.</p>","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10723819/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77874645","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Preschool and Childcare Expulsion","authors":"Danielle DuShane, SeonYeong Yu","doi":"10.1097/IYC.0000000000000245","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000245","url":null,"abstract":"The purpose of this review is to understand what has been learned over the past 20 years of research on preschool and childcare expulsions in the United States. Our literature search identified 16 research studies on this topic. An extensive review of the identified studies was conducted to critically examine the methods used to measure expulsion, the purposes of the reviewed studies, and interventions used to mitigate expulsion rates. Results from this review revealed that researchers have examined the rates of expulsion and factors that could influence expulsion, such as predictive and risk factors (e.g., demographics, disability status), teachers' roles, teacher–family relationships, and interventions. Notably, the reviewed studies highlighted high rates of expulsion among Black male students and students with disabilities. Many teachers reported high stress, limited access to resources, and challenging relationships with administrators and parents during the process of expulsion. Although a variety of methods (e.g., survey, interview, observation) were used to measure expulsion rates, surveys were the primary method of data collection. Interventions targeting teacher well-being, mental health consultation, and classroom-wide interventions (e.g., Pyramid Model) were found to be promising methods for reducing expulsions. Based on the results, gaps in the literature and implications for future research and practice are discussed.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76260519","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Distance Learning in an Inclusive Preschool Focused on Autism During the COVID-19 Pandemic","authors":"M. Siller, Harshini Murthy, Sally Fuhrmeister","doi":"10.1097/IYC.0000000000000244","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000244","url":null,"abstract":"Despite the widespread use of distance learning during the coronavirus disease-2019 (COVID-19) pandemic, little is known about the developmental appropriateness of this instructional format for preschoolers, particularly when implemented in inclusive settings. The current research was implemented in a university-affiliated, state-funded inclusive preschool classroom focused on autism spectrum disorder (ASD) where parents were given the option to enroll in a full distance program (FDP) during the first 9 weeks of the 2020/21 school year. Parents of four children, including two children with ASD, selected the FDP option. Synchronous whole group, small group, and individual online sessions were recorded using screen capture and coded for children's maintained attention and directed communication. Further, parents and teachers completed exit interviews or a focus group, which were transcribed and analyzed using qualitative research methods. This is the first study to use observational methods to measure child engagement during preschool FDP sessions. Results from this mixed-method multiple case study paint a rich picture of both opportunities and limitations inherent in distance learning when implemented in inclusive preschool settings. General conclusions, future directions, and study limitations are discussed.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78527504","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Providing Virtual Support to Children With Mild Developmental Delays in Response to the Pandemic","authors":"Melissa Gonzalez, Catherine Rama, Aria Nawab, Emily Robertson, Paulina Maria Partridge, Arielle Ashkenazi, Elana Mansoor, Julie Van Weelden, Kristyna Peña, Ruby A. Natale","doi":"10.1097/IYC.0000000000000243","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000243","url":null,"abstract":"The COVID-19 pandemic has had massive impacts across the globe. Children with developmental delays are an increasingly vulnerable population, highlighting the importance of ensuring they have access to high-quality virtual services during this time. The Early Discovery program currently provides therapeutic interventions for children with mild developmental delays. We sought to compare the outcomes of 2 cohorts within the Early Discovery program using different delivery approaches (n = 238 families): children who received services in person before the pandemic (n = 126) and children who received services via telehealth in the acute phase of the pandemic (n = 112). Both groups of children showed significant improvements in language skills posttreatment, and, with regard to auditory comprehension, both groups showed similar rates of improvement. However, children receiving in-person services before the pandemic showed greater improvements in expressive communication skills than children receiving telehealth services during the pandemic. Results indicate that the Early Discovery program was able to make adjustments during the pandemic that assisted families in maintaining progress in improving their child's language skills.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84119793","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}