Infants & Young Children最新文献_第4页

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

A Review of Early Motor Issues in Young Children With Autism Spectrum Disorder 自闭症谱系障碍幼儿早期运动障碍的研究进展

IF 1.1 4区医学

Infants & Young Children Pub Date : 2022-10-01 DOI: 10.1097/IYC.0000000000000227

E. Hebert, Karen W. Nolan, Katie Smith

引用次数: 0

Including Peers in Intervention for Young Children With Disabilities 包括对残疾儿童的同伴干预

IF 1.1 4区医学

Infants & Young Children Pub Date : 2022-07-01 DOI: 10.1097/IYC.0000000000000221

M. Hanline, Jennifer Eldridge, Audrey Robbins

{"title":"Including Peers in Intervention for Young Children With Disabilities","authors":"M. Hanline, Jennifer Eldridge, Audrey Robbins","doi":"10.1097/IYC.0000000000000221","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000221","url":null,"abstract":"The purpose of this systematic review was to describe single case design (SCD) research studies that systematically included peers in interventions designed to have positive outcomes for children with disabilities aged 3–8 years. Thirty-nine articles published in peer-referred journals in the past 10 years were analyzed in relation to study rigor and characteristics of interventions. Overall, this review supports including peers into systematic interventions for young children with disabilities, as the interventions were effective in producing positive changes in the behavior of young children with a variety of disabilities in social, communication, cognitive, play, and academic skills. No clear pattern emerged of a relationship between ecological factors (setting and interventionist) and generalization and maintenance of child behaviors. The analysis of study rigor suggests that fewer than half of the studies met current standards for SCD research and the number of studies conducting generalization, maintenance, and social validity was inadequate. A significant challenge for the field is to conduct more rigorous research to identify critical factors promoting positive behavior change for young children with disabilities when peers are included in interventions.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":"44 1","pages":"165 - 188"},"PeriodicalIF":1.1,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78058736","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

Latinx Mothers' Experiences With Linkage to Early Intervention 拉丁裔母亲与早期干预相关的经验

IF 1.1 4区医学

Infants & Young Children Pub Date : 2022-07-01 DOI: 10.1097/IYC.0000000000000220

Irina Quebles, Judith L. Perrigo, R. Bravo, Mona Patel Gera, M. Poulsen, B. Wheeler, Marian E. Williams

{"title":"Latinx Mothers' Experiences With Linkage to Early Intervention","authors":"Irina Quebles, Judith L. Perrigo, R. Bravo, Mona Patel Gera, M. Poulsen, B. Wheeler, Marian E. Williams","doi":"10.1097/IYC.0000000000000220","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000220","url":null,"abstract":"This study explored the experiences and perspectives of Latinx mothers of children younger than 3 years who had participated in a developmental screening initiative provided by 2 Federally Qualified Health Centers in an urban setting, had positive developmental screenings, and were referred to early intervention (EI) services. A 2-phase mixed-methods explanatory design was implemented in English and Spanish. In Phase 1, a telephone survey was conducted with 62 parents. In Phase 2, qualitative semistructured interviews (regarding parental experiences with their child's developmental screening, the process of linking to services, the EI evaluation, and subsequent services received) were conducted with a subset of 13 Phase 1 mothers. Results from the phone survey showed that 91% of children were found eligible for EI and 92% were receiving EI services. More than 90% of mothers reported positive experiences with their children's developmental screening, learning about their child's development, and accessing services. However, results from the semistructured interviews revealed that mothers had mixed experiences with the developmental screening process and linkage to EI services. Findings from this study provide insights into the perceived value of EI services by Latinx families and the need for improved system supports to access and navigate EI services.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":"30 1","pages":"189 - 204"},"PeriodicalIF":1.1,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76891551","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: 1

Developing Parents Plus 发展父母Plus

IF 1.1 4区医学

Infants & Young Children Pub Date : 2022-07-01 DOI: 10.1097/IYC.0000000000000219

Brook E. Sawyer, C. Hammer, Julie K. Santoro, Julie Smith, Edward G. Feil

{"title":"Developing Parents Plus","authors":"Brook E. Sawyer, C. Hammer, Julie K. Santoro, Julie Smith, Edward G. Feil","doi":"10.1097/IYC.0000000000000219","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000219","url":null,"abstract":"In this article, we describe the development and investigation of the social validity of Parents Plus, a parent-implemented intervention for preschool children with developmental language disorder. Parents Plus is a fully online intervention that is delivered through three components: (a) training delivered through an app that educates parents on how to use focused stimulation (FS), a language facilitation strategy; (b) parent implementation of FS during naturally occurring routines; and (c) remote practice-based coaching provided by a coach via Zoom. Parents Plus was developed in three steps: (a) initial content development with input from parents and professional advisory board members, (b) brief field test with five parent–child dyads, and (c) full-length field test with seven parent–child dyads. Throughout the development process, we collected social validity data on the intervention's goals, procedures, content and outcomes. Each step was followed by revisions to Parents Plus. Findings suggest that Parents Plus has strong social validity. Recommendations for early intervention practice are provided based on lessons learned, such as different methods to scaffold learning experiences for parents.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":"20 1","pages":"205 - 221"},"PeriodicalIF":1.1,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88987233","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

Comparison of Participants' Behaviors During Telepractice and In-Person Family-Centered Early Intervention 远程练习与亲临家庭早期干预的行为比较

IF 1.1 4区医学

Infants & Young Children Pub Date : 2022-07-01 DOI: 10.1097/IYC.0000000000000218

Melissa G. McCarthy, G. Leigh, M. Arthur-Kelly

{"title":"Comparison of Participants' Behaviors During Telepractice and In-Person Family-Centered Early Intervention","authors":"Melissa G. McCarthy, G. Leigh, M. Arthur-Kelly","doi":"10.1097/IYC.0000000000000218","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000218","url":null,"abstract":"Family-centered early intervention (FCEI) is characterized by the collaborative relationships that exist within triads of practitioners, caregivers, and young children whereby practitioners use capacity-building practices to foster caregivers' involvement in supporting their children's early development. Traditionally, FCEI has been provided in-person with practitioners and families physically present in the same location but, for children who are deaf or hard of hearing, access to in-person early intervention is often limited by external factors. To address these challenges, practitioners are using telepractice more frequently to connect with families through synchronous, 2-way videoconferencing. This exploratory study examined whether participants' behaviors differed when FCEI was delivered in-person and through telepractice. The Triadic Intervention and Evaluation Rating Scale (TIERS) was used to compare 2 groups of triads (16 in-person and 12 telepractice) in terms of practitioner behaviors, caregiver behaviors, and the reciprocal influences of those behaviors. Results indicated that practitioners in telepractice used most family-centered practices more frequently than practitioners in-person. Correspondingly, caregivers in telepractice had more opportunities to participate in early intervention and more frequently demonstrated a variety of participation behaviors than caregivers in-person. Although further research is required to confirm these exploratory findings, these results suggest that FCEI provided through telepractice may enhance practitioners' use of family-centered practices, which, in turn, supports greater participation by caregivers.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":"86 1","pages":"222 - 247"},"PeriodicalIF":1.1,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85582446","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

Early Childhood Providers' Perceptions of Effective Professional Development Components 幼儿服务提供者对有效专业发展要素的认知

IF 1.1 4区医学

Infants & Young Children Pub Date : 2022-07-01 DOI: 10.1097/IYC.0000000000000217

Danika L. Pfeiffer, Julie L Feuerstein, Dana Herman, R. Landa

{"title":"Early Childhood Providers' Perceptions of Effective Professional Development Components","authors":"Danika L. Pfeiffer, Julie L Feuerstein, Dana Herman, R. Landa","doi":"10.1097/IYC.0000000000000217","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000217","url":null,"abstract":"A research-to-practice gap exists between evidence-based practices (EBPs) and actual practices implemented with children with developmental disabilities (DD) in early childhood care and education (ECCE) settings. Many ECCE providers lack the training needed to support these children's learning. Ten center-based providers working in inclusive ECCE classrooms participated in the Early Achievements for Child Care Providers Professional Development (EA-CP PD) program to learn to deliver differentiated instruction to children with DD using EBPs. Post-PD focus groups assessed the training's impact on providers' perceptions of the PD program and implementation of the EA-CP instructional strategies. Results of qualitative analysis revealed providers' perceived benefit of job-embedded coaching to support their implementation of the instructional strategies and ability to enhance children's social–communication and language development. Providers desired greater involvement from ECCE directors. Implications are discussed for giving directors more explicit roles in providers' PD to support implementation and enhance child outcomes.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":"10 1 1","pages":"248 - 263"},"PeriodicalIF":1.1,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90792784","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

Transitions Out of Early Intervention 早期干预的过渡

IF 1.1 4区医学

Infants & Young Children Pub Date : 2022-04-01 DOI: 10.1097/IYC.0000000000000211

Jamie Mahurin-Smith

引用次数: 0