Infants & Young Children最新文献_第5页

Views of Parents of Children With Down Syndrome on Early Intervention Services in Turkey 唐氏综合症儿童家长对土耳其早期干预服务的看法

IF 1.1 4区医学

Infants & Young Children Pub Date : 2022-04-01 DOI: 10.1097/IYC.0000000000000212

G. Tomris, S. Çelik, I. Diken, Yusuf Akemoğlu

{"title":"Views of Parents of Children With Down Syndrome on Early Intervention Services in Turkey","authors":"G. Tomris, S. Çelik, I. Diken, Yusuf Akemoğlu","doi":"10.1097/IYC.0000000000000212","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000212","url":null,"abstract":"Perceptions of parents of young children receiving early intervention are important to understand. Parents have valuable opinions on the delivery of early interventions services and can provide critical feedback that can help professionals revise their existing early intervention delivery modalities. In the current study, we examined the perceptions of parents of young children with Down syndrome on early intervention services in Turkey. Specifically, we aimed to understand the parents' views on medical and educational evaluation and diagnosis processes. The study was conducted using a cross-sectional research design, which is one of the survey design methods. Data were collected from a total of 893 parents via an online survey. The results demonstrated that children with Down syndrome were diagnosed within an average of 2.3 months from birth, but the average age for starting education was 10.5 months. The majority of the parents evaluated the process until their children were diagnosed and accessed education services as a rather slow process that proceeded with their own means and efforts. Furthermore, the parents reported that during the diagnosis processes the type of materials, equipment, toys, and settings used were not relevant and time provided was insufficient. Moreover, the majority of the parents reported that the education services presented to them and their children were not sufficient and early intervention services were not provided within a system. As a result, although the legal regulations in Turkey are parallel to those in developed countries and studies in the field have been increasingly gaining momentum, issues such as the absence of an early intervention system model, insufficient cooperation between experts and institutions, and the shortage of expert staff in the field are still present and awaiting a solution.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":"1 1","pages":"120 - 132"},"PeriodicalIF":1.1,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74942762","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

Perceptions on Screening for Developmental Disabilities and Autism in Childcare Settings 对儿童保育环境中发育障碍和自闭症筛查的看法

IF 1.1 4区医学

Infants & Young Children Pub Date : 2022-04-01 DOI: 10.1097/IYC.0000000000000213

Thelma E Uzonyi, Jessica M Page, Michaela DuBay, E. Crais

引用次数: 1

Improving Language Support for Infants and Toddlers 提高婴幼儿语言支持能力

IF 1.1 4区医学

Infants & Young Children Pub Date : 2022-04-01 DOI: 10.1097/IYC.0000000000000214

Gail E. Joseph, Janet S. Soderberg, Rob Abbott, Roxanne Garzon, Crista Scott

{"title":"Improving Language Support for Infants and Toddlers","authors":"Gail E. Joseph, Janet S. Soderberg, Rob Abbott, Roxanne Garzon, Crista Scott","doi":"10.1097/IYC.0000000000000214","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000214","url":null,"abstract":"Language skills are vital to children's learning and well-being, and the first 5 years of life are an especially critical time for language acquisition. Research suggests that when early childhood teachers create language-rich environments, children develop stronger receptive and expressive language abilities, especially children from low-income households who are more at risk for language delays. This study investigated the effects of a 10-week professional learning intervention focused on language-based interactions in early care and education settings that serve infants and toddlers on state childcare subsidy. The intervention with childcare providers was titled Filming Interactions to Nurture Development (FIND), which utilized video-based reflective practices to promote positive interactions between providers and children. Using a treatment–control design (control: n = 44; treatment: n = 42), we compared childcare providers' language practices. Provider language use was measured using the Language Environment Analysis (LENA), a wearable digital language processer. Results indicate that, as compared with the control group, FIND participation was associated with increased adult word count and conversational turns in facilities that serve the most vulnerable children. These results suggest the utility of video-based professional learning and automated data collection for supporting providers' positive interactions and improving the quality of infant/toddler programs.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":"23 1","pages":"91 - 105"},"PeriodicalIF":1.1,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74647633","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

Good Goals Matter 好的目标很重要

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