Infants & Young Children最新文献

{"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":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":"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":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":"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":null,"pages":null},"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}

{"title":"Project ECHO","authors":"Katherine J. Bateman, I. Schwartz, Ryan P. Grimm","doi":"10.1097/IYC.0000000000000236","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000236","url":null,"abstract":"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 the agents of behavior change. The purpose of this study was to examine the effectiveness of a parent education (PE) program focused on the principles of applied behavior analysis delivered using the Project ECHO service delivery model. Results demonstrate positive outcomes in parents' senses of competency and empowerment. In addition, parents identified the intervention as acceptable, suggesting this model as a highly effective and sustainable PE model for this population.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73063100","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":"Compassionate Care Within Early Intervention Caregiver Coaching","authors":"Sophia R. D’Agostino, Sarah N. Douglas, H. Meadan","doi":"10.1097/IYC.0000000000000238","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000238","url":null,"abstract":"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 of families enrolled in Part C programs along with the increasing emphasis of caregiver coaching, it is critical to explore the approach of coaching with compassion. The aim of this study was to examine EI providers' perceptions and reported use of compassionate care competencies within caregiver coaching. We report findings from an online questionnaire that contained closed and open-ended questions. The results of this study indicate that most compassionate care competencies were ranked highly whereas some were not implemented as often and EI providers reported less confidence in using them. Early intervention providers also identified benefits and challenges to implementation. In addition, EI providers noted the importance of integrating compassionate care competencies into the practice of caregiver coaching. Results provide critical insights related to including compassionate care competencies into preparation for EI providers. Training recommendations and resources for EI providers are discussed.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87414730","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 a Framework for Early Childhood Systems Maturity","authors":"Loraine Swanson, Meera Menon, Amber Minogue, R. Russell, S. Berns","doi":"10.1097/IYC.0000000000000235","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000235","url":null,"abstract":"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 EC systems may be inappropriate as systems-building efforts may differ in their “maturity.” Systems maturity, as we define, refers to the ability of child-focused organizations, across disciplines and sectors, to successfully collaborate toward continuous improvement in supporting optimal child well-being. A flexible, developmental framework of systems building accounting for maturity better articulates the nuances of EC systems-building work. This article describes an emergent framework of EC systems development observed from states and communities participating in the Early Childhood Comprehensive Systems Collaborative Improvement and Innovation Network (ECCS CoIIN) and aiming to build systems for increased developmental promotion and screening. The framework depicted both acknowledges the complexity of systems building while providing a simplified frame for assessing the status of a system to drive further system development. This framework can be utilized to guide effective implementation and evaluation of EC systems-building initiatives.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82207718","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":"The Relationship Between Emotional Regulation Skills and the Adaptability to the Classes of Children","authors":"Sema Büyüktaşkapu Soydan","doi":"10.1097/IYC.0000000000000239","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000239","url":null,"abstract":"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, Turkey, in the 2020–2021 academic year. The research data were collected using the Teacher Observation of Classroom Adaptation—Checklist, Social Interaction Practices for the Preschool Years (SIPPY), and Emotional Regulation Checklist. The results demonstrate that emotional regulation skills and intensive strategies have a direct effect on classroom adaptation and that the negative effect of emotional regulation skills on classroom adaptation decreases when intensive strategies applied by the teacher increase. So, in other words, teachers' practices of more intensive social interaction in the classroom have been associated with higher class adjustment for all children in the classroom, regardless of the risk in emotional regulation. In view of these findings, it can be said that increasing the frequency of applying the teacher's intensive strategies in the classroom reduces the negative effect of emotional regulation skills on the classroom adaptation; by this way, classroom adaptation of children increases.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78254847","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":"Building Better Bridges","authors":"Ya-Chih Chang, Nancy P. Hunt, Robin L Dodds","doi":"10.1097/IYC.0000000000000237","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000237","url":null,"abstract":"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 the two (Individuals with Disabilities Education Act [IDEA], 2004). Despite the emphasis in federal law on collaboration with families and communicating information to them, parents do not feel well supported during the transition period (Douglas, Meadan, & Schultheiss, 2022). The limited research on this transition shows that primary caregivers lack understanding of how their roles change during this transition period. The authors of the current study conducted four focus groups to evaluate the perceptions of parents, early interventionists, and preschool special educators, all from predominantly minority populations, regarding the transition process for early intervention to preschool for young children with disabilities. Primary themes were identified: (1) lost in transition, (2) restricted choices lead to restrictive placements, and (3) discontinuity. These challenges are discussed and recommendations are provided.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90080851","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":"A Survey of Perceptions of Consulting in Inclusive Preschool Classrooms","authors":"Natalie E. Forsythe, Anne L. Larson","doi":"10.1097/IYC.0000000000000233","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000233","url":null,"abstract":"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 survey eliciting their perceptions on consulting, including their definitions of the consulting role and factors they believed to be most important in building successful consulting relationships. Participants' answers to survey questions were analyzed and grouped into themes. There were similarities across both groups when describing the role of consultants, including assumptions that consultants should work directly with students in the classroom. Consultants and consultees also agreed that they have positive relationships with one another and that consultants are effective; however, consultant and consultee survey responses emphasized a need for respect within the consulting relationship. Understanding perceptions of consultative approaches may lead to practices and policies that improve consultative services and potentially lead to improved outcomes for preschool children with disabilities in inclusive settings.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82240349","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":"The Coaching Fidelity Scale (CFS)","authors":"H. Meadan, James D. Lee, Michelle M. Sands, Moon Y. Chung, Pau García-Grau","doi":"10.1097/IYC.0000000000000231","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000231","url":null,"abstract":"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 valid, reliable, and observation-based measurement tool is needed to accurately assess coaching across different disciplines, contents, and contexts. The Coaching Fidelity Scale (CFS) was designed to evaluate the extent to which professionals implement a set of coaching practices with fidelity. The purpose of this exploratory study was to introduce the CFS as an observational tool for coaching fidelity and to pilot its psychometrics. On the basis of the analyses, the CFS produced valid and reliable measures of coaching fidelity of different professionals who provide services to families and children with disabilities.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79373610","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}