Infants & Young Children最新文献_第6页

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

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

Practices and Reflections of Experienced, Expert Early Childhood Coaches 经验丰富的专家幼儿教练的实践与思考

IF 1.1 4区医学

Infants & Young Children Pub Date : 2021-10-01 DOI: 10.1097/IYC.0000000000000200

P. Thompson, Christine A. Marvin, L. Knoche

{"title":"Practices and Reflections of Experienced, Expert Early Childhood Coaches","authors":"P. Thompson, Christine A. Marvin, L. Knoche","doi":"10.1097/IYC.0000000000000200","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000200","url":null,"abstract":"The qualities and practices of two experienced, expert early childhood (EC) coaches, working with Early Head Start teachers, were explored through analyses of 24 audio-recorded EC coach–teacher conversations and coach interview data. Audio-recordings from 2 years of coaching sessions were reviewed, identifying the coaches' use of specific conversation behaviors, modified from Early Childhood Coaching Conversations (ECCC; Knoche & Bainter, 2012). Coaches used all 12 ECCC behaviors. Conversational behaviors associated with establishing relationships and sharing observations were used at similar rates in beginning (first year) and established (second year) coaching relationships. Coaches in established relationships however used higher rates of behaviors associated with acknowledging and affirming teachers' feelings and behaviors, and planning next steps. EC coaches' reflections on behaviors they used in coaching sessions with the teachers provided an opportunity to further examine EC coaching principles and practices. Interviews revealed coaches' perceived benefits of coaching, as well as a value in advancing relationships, and using key conversation behaviors, documentation, and a structured coaching approach. A focus on evidenced-based strategies teachers have been previously trained to use in their work with at-risk infants, toddlers, and their families was important in the coaches' work with teachers.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":"18 1","pages":"337 - 355"},"PeriodicalIF":1.1,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83983147","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

Family and Coach Responses to a Program for Fostering Infant Language 家庭和教练对婴儿语言培养计划的反应

IF 1.1 4区医学

Infants & Young Children Pub Date : 2021-07-01 DOI: 10.1097/IYC.0000000000000193

Heidi L. Hollingsworth, Mary Knight-McKenna, Judy Esposito, Caroline Redd

{"title":"Family and Coach Responses to a Program for Fostering Infant Language","authors":"Heidi L. Hollingsworth, Mary Knight-McKenna, Judy Esposito, Caroline Redd","doi":"10.1097/IYC.0000000000000193","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000193","url":null,"abstract":"This study investigated family and coach responses to a two-year community-based research program, Strong Beginnings for Babies (SBB), designed to support families in fostering infant language development. The study focused on families of infants from low-income backgrounds, as these children may be at risk for delayed language development. The majority of participants self-identified as Hispanic, Latino, or of Spanish origin. Three coaches were hired to work closely with participating families during a series of group sessions where they modeled language promotion practices, provided feedback on families' implementation of practices, and reviewed measures of infants' home language environments with families. Analyses of surveys, interviews, and documents indicated that SBB proffered a number of benefits for both families and coaches. Benefits for families included increased knowledge about the importance of and practices for engaging in language interactions with their infants, as well as a sense of community with other families. Benefits for coaches included personal and professional opportunities for growth and positive relationships with participating families. Challenges and areas for improvement were also noted. Although families expressed a desire for more frequent and longer coaching sessions, coaches reported concerns about inconsistent program attendance and acknowledged the complexities of families' lives.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":"17 1","pages":"204 - 224"},"PeriodicalIF":1.1,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85391996","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

Social Validity of an Early Intervention Online Professional Development Program 早期干预在线专业发展项目的社会效度

IF 1.1 4区医学

Infants & Young Children Pub Date : 2021-07-01 DOI: 10.1097/IYC.0000000000000198

Sarah J. Sexton, Li-Hong Yang, Deborah W. Hamby

引用次数: 0

Caregiver Navigation Through Early Hearing Detection and Intervention Programs in South Africa 南非通过早期听力检测和干预项目的护理人员导航

IF 1.1 4区医学

Infants & Young Children Pub Date : 2021-07-01 DOI: 10.1097/IYC.0000000000000197

A. Kanji, Wasifah Noorbhai

引用次数: 0

From Emotional Crisis to Empowerment 从情绪危机到赋权

IF 1.1 4区医学

Infants & Young Children Pub Date : 2021-07-01 DOI: 10.1097/IYC.0000000000000194

Melissa Cain, Melissa Fanshawe

引用次数: 2

A Scoping Review of the Knowledge Base, Landscape, and Trends in Leadership Literature in Early Intervention, Early Childhood, and Early Childhood Special Education 早期干预、早期儿童和早期儿童特殊教育中领导力文献的知识库、景观和趋势综述

IF 1.1 4区医学

Infants & Young Children Pub Date : 2021-07-01 DOI: 10.1097/IYC.0000000000000196

Sara Movahedazarhouligh

引用次数: 4

Is Coaching Home Visitors an Evidence-Based Professional Development Approach? A Review of the Literature 辅导家访是一种循证的专业发展方法吗?文献综述

IF 1.1 4区医学

Infants & Young Children Pub Date : 2021-04-01 DOI: 10.1097/IYC.0000000000000186

R. McLeod, Yusuf Akemoğlu, Kimberly R. Tomeny

引用次数: 1