Infants & Young Children最新文献

{"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":"52 1","pages":"0"},"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":"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":"31 1","pages":"296 - 313"},"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":"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":"94 1","pages":"285 - 295"},"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":"Serum Biomarker Concentrations upon Admission in Acute Traumatic Brain Injury: Associations with TBI Severity, <i>Toxoplasma gondii</i> Infection, and Outcome in a Referral Hospital Setting in Cameroon.","authors":"Franklin Chu Buh, Germain Sotoing Taiwe, Firas H Kobeissy, Kevin W Wang, Andrew I R Maas, Mathieu Motah, Basil Kum Meh, Eric Youm, Peter J A Hutchinson, Irene Ule Ngole Sumbele","doi":"10.3390/neurosci4030015","DOIUrl":"10.3390/neurosci4030015","url":null,"abstract":"<p><p>Despite the available literature on traumatic brain injury (TBI) biomarkers elsewhere, data are limited or non-existent in sub-Saharan Africa (SSA). The aim of the study was to analyse associations in acute TBI between the admission serum biomarker concentrations and TBI severity, CT-scan findings, and outcome, as well as to explore the influence of concurrent <i>Toxoplasma gondii</i> infection. The concentrations of serum biomarkers (GFAP, NFL Tau, UCH-L1, and S100B) were measured and <i>Toxoplasma gondii</i> were detected in the samples obtained <24 h post injury. GOSE was used to evaluate the 6-month outcome. All of the biomarker levels increased with the severity of TBI, but this increase was significant only for NFL (<i>p</i> = 0.01). The GFAP values significantly increased (<i>p</i> = 0.026) in those with an unfavourable outcome. The Tau levels were higher in those who died (<i>p</i> = 0.017). GFAP and NFL were sensitive to CT-scan pathology (<i>p</i> values of 0.004 and 0.002, respectively). The S100B levels were higher (<i>p</i> < 0.001) in TBI patients seropositive to <i>Toxoplasma gondii.</i> In conclusion, NFL was found to be sensitive to TBI severity, while NFL and GFAP were predictive of CT intracranial abnormalities. Increased levels of GFAP and Tau were associated with poorer outcomes 6 months after TBI, and the S100B levels were significantly affected by concurrent <i>T. gondii</i> infection in TBI patients compared with the seronegative patients.</p>","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":"13 1","pages":"164-177"},"PeriodicalIF":1.6,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11523680/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83466670","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":"108 1","pages":"177 - 194"},"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":"125 1","pages":"211 - 227"},"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":"7 1","pages":"195 - 210"},"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}

{"title":"Evaluation Strategies for Florida's Early Childhood Comprehensive Systems Impact Project","authors":"J. Marshall, Emma Hume, Concha Prieto, Cedrick Ade, Jennifer Delva, Carlene Geffrard, Emanuelle Dias, R. S. Elger","doi":"10.1097/IYC.0000000000000241","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000241","url":null,"abstract":"Early Childhood Comprehensive Systems (ECCS) grants help states and communities improve early childhood systems to support child development, equitable access to quality services and supports, and family well-being. Truly interdisciplinary, ECCS promotes cross-sector systems change initiatives that focus on integrating health care, mental health, social services, and family support broadly and within communities with concentrated risk factors that negatively impact child health and development. Florida was 1 of 12 states funded from 2016 to 2021 to use a Collaborative Improvement and Innovation Network (CoIIN) approach to do this work. Through community-driven initiatives that focus on policy, partnerships, and practices, Florida ECCS committed to ensuring equitable opportunities for families and young children who may face barriers due to residing in disenfranchised communities. This article describes the process of evaluating this multiyear community-led, place-based initiative that leveraged cross-sector state-level support and used a variety of methods to track evolving ECCS processes and outcomes.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":"1 1","pages":"247 - 266"},"PeriodicalIF":1.1,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73223789","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":"Exploring Parents' Perceptions of an Early Intervention for Toddlers With Autism","authors":"Jessica Amsbary, H. Able","doi":"10.1097/IYC.0000000000000242","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000242","url":null,"abstract":"Early intervention (EI) services are intended to be delivered in a family-centered manner. Thus, it is important to obtain family perspectives as they relate to implementation experiences in EI. Using an implementation science framework to guide the questioning. Twelve interviews were conducted with parents who participated in 1 EI program to explore their perceptions of challenges and successes around the intervention practice components, parent coaching processes, and contextual factors in which the intervention was delivered. Parents perceived many of the aspects of the intervention such as specific strategies, strong relationships with their interventionists, and intervention delivery in home and clinic settings as useful and beneficial. They reported challenges related to embedding the intervention into daily activities, feelings of discomfort when practicing intervention strategies, and struggles with scheduling sessions. Implications for research and practice are discussed.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":"28 1","pages":"228 - 246"},"PeriodicalIF":1.1,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83798198","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.0000000000000240","DOIUrl":"https://doi.org/10.1097/iyc.0000000000000240","url":null,"abstract":"Actions speak louder than words. Another adage that challenges us to walk the walk, rather than just talk the talk. That is, we should do something rather than just talk about something. Most recently, the need for action has been illustrated through the focus on equity in early childhood service delivery. This is challenging because the word “equity” is contextual, sometimes misapplied, and many times not defined. For example, equity is illustrated differently across populations of young children and their families, service sectors, and targeted outcome. Early childhood intervention (ECI) for infants and young children with disabilities is one service delivery sector where inequity and disparities have been evident. Although our field espouses service components such as interdisciplinary teams, accessible screening protocols, authentic assessments, individualized service delivery plans, inclusive classrooms and communities, and data-based instructional and intervention protocols, many families and their children have been excluded from ECI service delivery models that use these practices. In many cases, these are families who are marginalized in society because of their diverse backgrounds. There are many reasons for these exclusions from appropriate and individualized intervention services. They range from an undertrained workforce who is facing unprecedented shortages of personnel, to systems that are underfunded and uncoordinated, to practices that are not accessible, appropriate, nor available to families and children from diverse backgrounds. One can also blame the aftermath (we hope) of an unprecedented pandemic that shifted society in many ways and created disequilibrium across all service sectors, including ECI. No matter what the reason, it is time to address such challenges so that we can create and implement equitable ECI systems for all infants and young children and families eligible for ECI services. For too long, the system has been complacent about service delivery to marginalized populations who represent diverse backgrounds. We must move beyond a call for equity and instead implement actions to correct disparities across systems, programs, and families. We know what we need to do; Equity must be seen as an action verb rather than just a word we embed into our rhetoric. CURRENT ISSUE Our first article by Loraine Swanson, Meera Menon, Amber Minogue, Rebecca Russell, and Scott Berns describes an early childhood system framework developed through observations of system work in states and communities participating in the Early Childhood Comprehensive Systems Collaborative Improvement and Innovation Network (ECCS CoIIN). The Network focused on building systems that support increased developmental promotion and screening of young children who experience inequities related to race, place, and income. The proposed framework recognized the individual needs and operations of different service sectors and disciplines, as well as the comple","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":"428 1-2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135017458","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}