Infants & Young Children最新文献_第3页

IF 1.1 4区医学

Infants & Young Children Pub Date : 2023-04-01 DOI: 10.1097/IYC.0000000000000237

Ya-Chih Chang, Nancy P. Hunt, Robin L Dodds

{"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":"61 1","pages":"164 - 174"},"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}

引用次数: 0

The Relationship Between Emotional Regulation Skills and the Adaptability to the Classes of Children 儿童情绪调节技能与班级适应性的关系

IF 1.1 4区医学

Infants & Young Children Pub Date : 2023-04-01 DOI: 10.1097/IYC.0000000000000239

Sema Büyüktaşkapu Soydan

{"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":"26 1","pages":"110 - 129"},"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}

引用次数: 0

A Survey of Perceptions of Consulting in Inclusive Preschool Classrooms 全纳幼儿园课堂咨询认知调查

IF 1.1 4区医学

Infants & Young Children Pub Date : 2023-01-01 DOI: 10.1097/IYC.0000000000000233

Natalie E. Forsythe, Anne L. Larson

{"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":"67 1","pages":"74 - 90"},"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}

引用次数: 0

Professional Preparation, Growth, and Recognition in the Service Coordination Workforce 服务协调工作人员的专业准备、成长和认可

IF 1.1 4区医学

Infants & Young Children Pub Date : 2023-01-01 DOI: 10.1097/IYC.0000000000000229

Sarah L. Nichols, S. M. Connor, Maria P. Kastanis, Robert M. Corso

{"title":"Professional Preparation, Growth, and Recognition in the Service Coordination Workforce","authors":"Sarah L. Nichols, S. M. Connor, Maria P. Kastanis, Robert M. Corso","doi":"10.1097/IYC.0000000000000229","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000229","url":null,"abstract":"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 council coordinators, and developmental pediatric consultants, identified knowledge and skills required for the role of service coordinators. Key motivators for professional growth within the SC role were also identified, including monetary, award/acknowledgment, and varied levels of responsibility. Data collected were analyzed, reviewed with Part C administrators, system point of entry leadership, and shared with EI stakeholders. Findings are being used to guide systems planning and decision-making to ensure service coordinators have opportunities for professional growth and are well prepared with the knowledge, skills, and supports necessary to partner with families and other professionals in EI. Information gained may also inform other state Part C programs and professional development entities as they (1) create and assess systems to support SC personnel; (2) build service coordinators' capacity to implement evidence-informed practices; (3) recognize service coordinators' critical role and expertise; and (4) foster the retention of well-trained, well-supported service coordinators.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":"31 1","pages":"2 - 20"},"PeriodicalIF":1.1,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84767085","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}

引用次数: 0

The Coaching Fidelity Scale (CFS) 教练忠诚量表(CFS)

IF 1.1 4区医学

Infants & Young Children Pub Date : 2023-01-01 DOI: 10.1097/IYC.0000000000000231

H. Meadan, James D. Lee, Michelle M. Sands, Moon Y. Chung, Pau García-Grau

引用次数: 0

A Conceptual Model for a Blended Intervention Approach to Support Early Language and Social-Emotional Development in Toddler Classrooms 一个支持幼儿早期语言和社会情感发展的混合干预方法的概念模型

IF 1.1 4区医学

Infants & Young Children Pub Date : 2023-01-01 DOI: 10.1097/IYC.0000000000000232

Jennifer E. Cunningham, Jason C. Chow, Katherine A. Meeker, Abby Taylor, M. Hemmeter, A. Kaiser

引用次数: 1

Family-Centered Practices and Caregiver Mental Health in a Developmental Intervention for Young Children With Congenital Zika Syndrome 以家庭为中心的实践和照顾者心理健康在先天性寨卡综合征幼儿发育干预中的作用

IF 1.1 4区医学

Infants & Young Children Pub Date : 2023-01-01 DOI: 10.1097/IYC.0000000000000230

Natalie A. Williams, Pompéia Villachan-Lyra, Holly Hatton-Bowers, C. Marvin, E. Chaves, Cody Hollist, R. T. M. Gomes, L. Barbosa

{"title":"Family-Centered Practices and Caregiver Mental Health in a Developmental Intervention for Young Children With Congenital Zika Syndrome","authors":"Natalie A. Williams, Pompéia Villachan-Lyra, Holly Hatton-Bowers, C. Marvin, E. Chaves, Cody Hollist, R. T. M. Gomes, L. Barbosa","doi":"10.1097/IYC.0000000000000230","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000230","url":null,"abstract":"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 at a public rehabilitation hospital participated a cross-sectional survey study. Among caregivers, 22% reported a low number of both child and caregiver intervention contacts, 26% reported a high number of child contacts but low caregiver contacts, and 52% reported both high child and caregiver contacts with intervention staff in the past 3 months. Caregiver stress scores were higher and coping strategies were lower in the low child and caregiver intervention contact group. Most caregivers reported high levels of family-centered practices. In regression models, low family resources was associated with higher depression and stress and low coping strategy use, whereas higher support was associated with higher coping. This study adds to the small literature exploring intervention services provided to children with CZS with a particular emphasis on family-centered care principles. It is recommended that intervention programs in Brazil evaluate the availability and accessibility of family resources and develop strategies to help connect families to resources that promote caregiver mental health and child outcomes.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":"13 1","pages":"21 - 36"},"PeriodicalIF":1.1,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78129613","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}

引用次数: 0

Redistribution for Regular Texture Bites for Clinical Pediatric Feeding Cases In-Home 临床儿科家庭喂养病例中正常质地咬痕的再分配

IF 1.1 4区医学

Infants & Young Children Pub Date : 2022-10-01 DOI: 10.1097/IYC.0000000000000225

Tessa Taylor

引用次数: 0

Impacts of a Parent-Implemented Language Intervention on Children's Language Development Within Home Visiting 家访中父母实施的语言干预对儿童语言发展的影响

IF 1.1 4区医学

Infants & Young Children Pub Date : 2022-10-01 DOI: 10.1097/IYC.0000000000000224

J. Pentimonti, Danielle Shaw Attaway, Michael Harris Little, Aleksandra Holod, Virginia Buysse, D. Walker, Kathryn M. Bigelow

引用次数: 0

Comparing and Contrasting Quality Frameworks Using Research on High-Probability Requests With Young Children 用对幼儿高概率请求的研究比较和对比质量框架

IF 1.1 4区医学

Infants & Young Children Pub Date : 2022-10-01 DOI: 10.1097/IYC.0000000000000223

J. Hardy, R. McLeod, Chris A. Sweigart, T. Landrum

引用次数: 0