Infants & Young Children最新文献_第5页

IF 1.1 4区医学

Infants & Young Children Pub Date : 2022-04-01 DOI: 10.1097/iyc.0000000000000215

Pau García-Grau, R. McWilliam, Kerry Bull, J. Foster

{"title":"Good Goals Matter","authors":"Pau García-Grau, R. McWilliam, Kerry Bull, J. Foster","doi":"10.1097/iyc.0000000000000215","DOIUrl":"https://doi.org/10.1097/iyc.0000000000000215","url":null,"abstract":"Functional plans in early childhood intervention need to include contextualized, meaningful, and measurable goals and include timelines and criteria for generalization. In addition, they must address children's and families' needs and priorities. The Routines-Based Interview has had a positive impact on the functionality of goals identified in the child's individualized plan. In Australia, where Noah's Ark Inc. is implementing the Routines-Based Interview and developing functional and participation-based goals, families' perceptions of child performance on functional issues and their satisfaction with the performance were measured. We analyzed (a) the functionality of goals, (b) changes in parents' perceptions of child performance and satisfaction after 6 months of intervention, and (c) the moderating effect of family goals. We found acceptable overall goal functionality, although measurement criteria are still a component that needs attention. Noteworthy changes in performance and satisfaction scores were found after the intervention, and the percentage of family goals moderated the influence of the context and meaningfulness of intervention goals on parents' perceptions of child's difference in performance. This effect was greater with more family goals on a plan.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":"30 1","pages":"106 - 119"},"PeriodicalIF":1.1,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74285927","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

Developmental Outcomes of Children Served in a Part C Early Intervention Program C部分早期干预项目中儿童的发展结果

IF 1.1 4区医学

Infants & Young Children Pub Date : 2022-01-01 DOI: 10.1097/IYC.0000000000000205

B. Elbaum, Seniz Celimli-Aksoy

{"title":"Developmental Outcomes of Children Served in a Part C Early Intervention Program","authors":"B. Elbaum, Seniz Celimli-Aksoy","doi":"10.1097/IYC.0000000000000205","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000205","url":null,"abstract":"In the United States, early intervention (EI) programs under Part C of the Individuals with Disabilities Education Act serve thousands of infants and toddlers with or at risk for developmental delays. Despite this, few studies have investigated the developmental progress and outcomes of children served, especially in relation to the heterogeneity of children's diagnoses and identified areas of delay. In this study, we classified children into 9 subgroups based on their medical diagnosis or, for children without a specific diagnosis, their identified areas of developmental delay. We then analyzed data from the developmental assessment administered to each child on program entry and exit. Multivariate analyses of children's pre- and postscores in 5 domains (cognitive, motor, adaptive, communication, and personal–social) confirmed the distinctiveness of each subgroup's developmental profile on entry into EI as well as significant differences across subgroups in children's pattern of developmental change while in services. Across subgroups, the percentage of children who were within age norms in all measured domains at the time they transitioned out of the program ranged from 10% to 49%. The results add to our understanding both of children's improvements while in EI and the variation in outcomes for meaningfully defined subgroups of children.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":"21 1","pages":"3 - 19"},"PeriodicalIF":1.1,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75029282","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

A Qualitative Examination of the Parent–Teacher Relationship and Early Childhood Expulsion 亲子关系与幼儿驱逐的质性检验

IF 1.1 4区医学

Infants & Young Children Pub Date : 2022-01-01 DOI: 10.1097/IYC.0000000000000206

C. Zulauf-McCurdy, Katherine M. Zinsser

{"title":"A Qualitative Examination of the Parent–Teacher Relationship and Early Childhood Expulsion","authors":"C. Zulauf-McCurdy, Katherine M. Zinsser","doi":"10.1097/IYC.0000000000000206","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000206","url":null,"abstract":"Supplemental Digital Content is Available in the Text. Children in the United States are being expelled from their early care and education settings at alarming rates. A growing body of research indicates that teachers' perceptions of parents may impact their decision to request a child's removal from their classroom. Nevertheless, few studies have simultaneously captured the voices of both parents and teachers when describing the process of expulsion and how the parent–teacher relationship can protect a child from being expelled. To identify and describe protective qualities of the parent–teacher relationship, we conducted in-depth qualitative interviews with 8 parents and 8 early childhood teachers currently working with a child who was previously expelled. The parents and teachers interviewed consistently attributed the successful retention of the child in their current program following the expulsion to the transparent and open communication between home and school. Our findings indicate that one particularly important area for intervention is promoting high-quality parent–teacher relationships for all children, with special attention to how these relationships may differ for children who have previously been expelled.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":"31 1","pages":"20 - 39"},"PeriodicalIF":1.1,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78404656","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: 9

Determining Postdischarge Needs of South African Parents With Premature Infants 确定南非早产儿父母出院后的需求

IF 1.1 4区医学

Infants & Young Children Pub Date : 2022-01-01 DOI: 10.1097/IYC.0000000000000209

Susan L. Davis-Strauss, Ensa Johnson, W. Lubbe

引用次数: 0

Occupation-Based Developmentally Supportive Care for Infants With Congenital Heart Disease in the Hospital Environment 医院环境下先天性心脏病患儿职业发展支持护理

IF 1.1 4区医学

Infants & Young Children Pub Date : 2022-01-01 DOI: 10.1097/iyc.0000000000000207

Grace Kelso Damond

引用次数: 0

Specifying Adult Interaction Practices as a Step Toward Enhancing Our Conceptualization of Process Quality 指定成人交互实践作为提高过程质量概念化的一步

IF 1.1 4区医学

Infants & Young Children Pub Date : 2022-01-01 DOI: 10.1097/IYC.0000000000000208

Andrea L. B. Ford, Maria L. Hugh, LeAnne D. Johnson, Kelsey Young

引用次数: 0

Investigating a “Wait and See” Mindset Among Pediatric Health Care Providers 调查儿童卫生保健提供者的“观望”心态

IF 1.1 4区医学

Infants & Young Children Pub Date : 2021-10-01 DOI: 10.1097/IYC.0000000000000201

N. Edwards, Eileen Kaiser, Jennifer Stapel-Wax

{"title":"Investigating a “Wait and See” Mindset Among Pediatric Health Care Providers","authors":"N. Edwards, Eileen Kaiser, Jennifer Stapel-Wax","doi":"10.1097/IYC.0000000000000201","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000201","url":null,"abstract":"In the United States, there is a widespread concern with not referring more infants and toddlers with a risk of or identified autism spectrum disorder (ASD) to Early Intervention (EI) under Part C of the Individuals with Disabilities Education Act (IDEA, 2004). Despite early signs and screening initiatives, most children with ASD are not referred for services covered by IDEA until after the age of 4 years. To explore the prevalence of and factors correlated with a potential “wait and see” mindset among one group of stakeholders influencing referral decisions, we disseminated an expert-reviewed survey to pediatric health care providers in a southeastern metro area (n = 99). They self-reported views on waiting to refer, perceived roadblocks to screening and referral, and viable recommendations. Most participants reported using a “wait and evaluate further” approach instead of “wait and see,” and the large majority were not very comfortable discussing suspected ASD with parents of young children (birth to 5 years of age). Those with more years of experience reported being less likely to wait to refer an infant/toddler and more comfortable speaking with parents about suspected signs of ASD. We discuss findings and implications for a comprehensive, multisector approach to outreach and referral.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":"43 4","pages":"284 - 305"},"PeriodicalIF":1.1,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72478255","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: 3

Assessing Language Delay in Twins 评估双胞胎的语言迟缓

IF 1.1 4区医学

Infants & Young Children Pub Date : 2021-10-01 DOI: 10.1097/iyc.0000000000000202

Lori G. Foran,Kelli J. Evans,Brenda L. Beverly

引用次数: 0

Early Interventionists' Ratings of Family-Centered Practices in Natural Environments 早期干预主义者对自然环境中以家庭为中心的实践的评分

IF 1.1 4区医学

Infants & Young Children Pub Date : 2021-10-01 DOI: 10.1097/IYC.0000000000000203

Kimberly R. Tomeny, Pau García-Grau, R. McWilliam

{"title":"Early Interventionists' Ratings of Family-Centered Practices in Natural Environments","authors":"Kimberly R. Tomeny, Pau García-Grau, R. McWilliam","doi":"10.1097/IYC.0000000000000203","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000203","url":null,"abstract":"Part C early intervention services should be family centered and occur in the context of families' natural environments and daily routines; yet research suggests that many early interventionists continue to work directly with the child and lack a full understanding of how they can implement best practices in the community. To help improve this implementation gap, discrepancy tools can be used to identify early interventionists' perspectives of their typical and ideal practices and gain knowledge of early interventionists' understanding of family-centered practices. The purpose of this study was to examine early interventionists' typical practices, ideal practices, and family consultation beliefs prior to one state's adoption of a family-centered early intervention model. Ninety-nine early interventionists completed a questionnaire examining their practices and beliefs. Results demonstrated that ratings of typical practices, ideal practices, and family consultation beliefs were relatively high overall, and early interventionists rated their typical practices only slightly lower than ideal practices. Item-level analysis, however, revealed a large discrepancy between typical and ideal ratings for the item related to working with the child versus the caregiver. Implications of our findings and recommended future directions are discussed.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":"20 1","pages":"266 - 283"},"PeriodicalIF":1.1,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90803571","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

Georgetown University Certificate in Early Intervention 乔治城大学早期干预证书

IF 1.1 4区医学

Infants & Young Children Pub Date : 2021-10-01 DOI: 10.1097/iyc.0000000000000195

Sharice K. Lane,Rachel Brady,Toby Long

引用次数: 0