Infants & Young Children最新文献_第7页

Early Intervention Increased Food Acceptance in Children With Visual Impairment 早期干预提高视力障碍儿童的食物接受度

IF 1.1 4区医学

Infants & Young Children Pub Date : 2021-04-01 DOI: 10.1097/IYC.0000000000000188

A. Clark, K. Ferrell, Catherine A. Smyth, C. Spicer, Zoe L. Morgese, C. B. Puchalski, Laura L. Pickler, H. P. Dewald, Jamie Erskine

引用次数: 1

The Developmental Benefits of Allowing Deaf Children With Cochlear Implants Early Access to Sign Language 让植入人工耳蜗的失聪儿童早期接触手语的发展益处

IF 1.1 4区医学

Infants & Young Children Pub Date : 2021-04-01 DOI: 10.1097/IYC.0000000000000185

Mckenna Johnson

{"title":"The Developmental Benefits of Allowing Deaf Children With Cochlear Implants Early Access to Sign Language","authors":"Mckenna Johnson","doi":"10.1097/IYC.0000000000000185","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000185","url":null,"abstract":"This review addresses the question of how early access to sign language influences the development of deaf children with cochlear implants (CIs) by examining the literature surrounding the topic across the domains of spoken/written language development, cognitive development, and sociocultural development. Although research in the realm of language development is mixed, there appear to be few potential detriments to sign language access that may not be mediated by other aspects, such as age of implantation. Early sign language access, furthermore, shows potential to prevent developmental delays in general as well as specific cognitive functioning, and the current article speculates that claiming a Deaf identity (to which sign language is vital) may act as a protective factor against the stress of stigma surrounding hearing loss. Based on the relative insufficiency of current research to offer undisputable long-term concerns regarding the impact of sign language on development, as well as the existing evidence that suggests that early access to sign language may act as a protective factor against delays in multiple developmental domains, this review concludes that the potential benefits of allowing deaf children with CIs early and comprehensive access to sign language outweigh any possible risks.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":"262 1","pages":"141 - 155"},"PeriodicalIF":1.1,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77150954","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 Intervention and Newborn Screening 早期干预和新生儿筛查

IF 1.1 4区医学

Infants & Young Children Pub Date : 2021-01-01 DOI: 10.1097/IYC.0000000000000181

D. Bailey

{"title":"Early Intervention and Newborn Screening","authors":"D. Bailey","doi":"10.1097/IYC.0000000000000181","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000181","url":null,"abstract":"Both early intervention (EI) programs for infants and toddlers with disabilities and newborn screening (NBS) programs to identify specific disorders shortly after birth rest on the assumption that the best way to prevent or lessen the impact of a disorder is to provide treatment as early as possible. Despite this shared vision, the two programs differ in substantial ways, including historical beginnings and subsequent evolution; program entry and eligibility; service models; evidence, efficacy, and outcomes; roles and responsibilities vis-à-vis families; and financing. Each program is well established and highly successful. But 4 crosscutting issues need to be addressed: (1) documenting meaningful outcomes for children and families; (2) deciding whether and how to provide highly effective yet very expensive treatments; (3) implementing surveillance activities to monitor progress and determine optimal timing for intervention; and (4) identifying appropriate intersections between EI and NBS. Solving these challenges will require national and state leadership, stakeholder engagement, collaboration between EI and NBS, and a significant investment of resources if the promise of maximizing benefit for children and families is to be realized.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":"60 1","pages":"3 - 16"},"PeriodicalIF":1.1,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87393305","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: 4

Teachers' Perspectives on Strength-Based and Deficit-Based Instruments for Assessing Socioemotional Development in Early Childhood 教师对评估幼儿社会情感发展的优势和缺陷工具的看法

IF 1.1 4区医学

Infants & Young Children Pub Date : 2021-01-01 DOI: 10.1097/IYC.0000000000000180

N. M. Sjö, A. Kiil, Peter Jensen

引用次数: 1

Challenging Behaviors and Executive Function in Preschool-Aged Children 学龄前儿童的挑战行为与执行功能

IF 1.1 4区医学

Infants & Young Children Pub Date : 2021-01-01 DOI: 10.1097/IYC.0000000000000183

Miriam Kuhn, Courtney E. Boise, Christine A. Marvin, L. Knoche

{"title":"Challenging Behaviors and Executive Function in Preschool-Aged Children","authors":"Miriam Kuhn, Courtney E. Boise, Christine A. Marvin, L. Knoche","doi":"10.1097/IYC.0000000000000183","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000183","url":null,"abstract":"Although the literature regarding associations between young children's social emotional competencies and their executive functions (EF) is growing, there continue to be divergent accounts of the relationship between specific challenging behaviors (e.g., impulsivity, aggression, defiance, short attention span, withdrawal) and particular EF deficits (e.g., poor attentional control, flexibility, inhibitory self-control, working memory, and/or planning/organization) in young children. This mixed-methods study explores this relationship for a population of 19 preschool children. The study includes analysis of interviews with parents, teachers, and early childhood coaches for 4 of the children. Results demonstrated a significant relationship between teacher reports of challenging behaviors and deficits in global EF skills. In addition, participants provided a rich qualitative description of the children's challenges with inhibitory self-control, flexibility, and attention control. Oppositional or defiant behaviors were also prevalent within this group of 4 children. The constellation of difficulties for these children has implications for adults aiming to support positive social development and suggests next steps for research regarding behavioral targets and strategies and the collaborative parent–professional team efforts needed to address the children's needs.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":"83 1","pages":"46 - 65"},"PeriodicalIF":1.1,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73405262","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

Challenges and Successes in Addressing Food Selectivity in Children With Developmental Disabilities During Preschool Mealtimes 在学龄前儿童进餐时间解决发育障碍儿童食物选择的挑战和成功

IF 1.1 4区医学

Infants & Young Children Pub Date : 2020-10-01 DOI: 10.1097/IYC.0000000000000176

A. Gast, Collin Shepley, Justin D. Lane

{"title":"Challenges and Successes in Addressing Food Selectivity in Children With Developmental Disabilities During Preschool Mealtimes","authors":"A. Gast, Collin Shepley, Justin D. Lane","doi":"10.1097/IYC.0000000000000176","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000176","url":null,"abstract":"Supplemental Digital Content is Available in the Text. We evaluated the effects of a multicomponent intervention to address food selectivity issues of 3 preschoolers with developmental disabilities. The intervention comprised strategies evidencing ecological validity in both research and practice. All sessions took place during typical mealtimes in children's classroom or lunchroom, with peers present, and a school-based staff member serving as the instructor. A multiple probe design across behaviors (touch, smell, taste, and eat), with a nested changing criterion design in the final tier, was used to evaluate changes in eating behaviors. Exploratory behaviors related to eating increased for all children; however, the designed intervention did not result in increased consumption of nonpreferred foods. Modifications resulted in one child demonstrating consistent increases in the consumption of nonpreferred foods, but these modifications did not result in increased consumption for other children. Challenges and future directions in treating food selectivity using resources typically available during mealtimes in preschool settings are discussed.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":"60 1","pages":"300 - 312"},"PeriodicalIF":1.1,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83738903","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

From the Editor 来自编辑

IF 1.1 4区医学

Infants & Young Children Pub Date : 2020-10-01 DOI: 10.1097/iyc.0000000000000179

引用次数: 0

Evaluation of a Brief Teacher Coaching Program for Delivering an Early Intervention Program to Preschoolers With Autism Spectrum Disorder 对自闭症谱系障碍学龄前儿童进行早期干预的简短教师辅导计划的评估

IF 1.1 4区医学

Infants & Young Children Pub Date : 2020-10-01 DOI: 10.1097/IYC.0000000000000174

Jessica Tupou, Hannah Waddington, J. Sigafoos

{"title":"Evaluation of a Brief Teacher Coaching Program for Delivering an Early Intervention Program to Preschoolers With Autism Spectrum Disorder","authors":"Jessica Tupou, Hannah Waddington, J. Sigafoos","doi":"10.1097/IYC.0000000000000174","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000174","url":null,"abstract":"There is a need for research that evaluates the effectiveness of early intervention when delivered in inclusive preschools. In this study, 3 regular preschool teachers were trained to use the Early Start Denver Model with a child with autism spectrum disorder who attended an inclusive preschool. Each teacher worked with 1 child. Teachers received eleven 60-min coaching sessions based on an adapted version of the Early Start Denver Model's parent coaching program. A multiple baseline across participants design was used to evaluate effectiveness in terms of teachers' use of the early intervention techniques and children's levels of participation, imitation, and communication. Data were collected via weekly 10-min video recordings, with 3 follow-up probes conducted 11 weeks following intervention. Teachers improved in their use of early intervention techniques, and children demonstrated improved levels of active participation, but results for child imitation and communication were mixed. Positive results were generally maintained at follow-up. This study provides preliminary support for the effectiveness and feasibility of using a modified coaching program to train preschool teachers to use early intervention techniques from the Early Start Denver Model.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":"25 1","pages":"259 - 282"},"PeriodicalIF":1.1,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74022746","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: 5

Using Environmental Modification and Teacher Mediation to Increase Literacy Behaviors in Inclusive Preschool Settings 运用环境改造与教师中介提高幼儿全纳素养行为

IF 1.1 4区医学

Infants & Young Children Pub Date : 2020-10-01 DOI: 10.1097/IYC.0000000000000175

Aaron R. Deris, Cynthia F. DiCarlo, Dana L. Wagner, Kellie M. Krick Oborn

{"title":"Using Environmental Modification and Teacher Mediation to Increase Literacy Behaviors in Inclusive Preschool Settings","authors":"Aaron R. Deris, Cynthia F. DiCarlo, Dana L. Wagner, Kellie M. Krick Oborn","doi":"10.1097/IYC.0000000000000175","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000175","url":null,"abstract":"It is considered a recommended practice to integrate literacy concepts into child-initiated choice center time long before formal reading instruction begins. The purpose of this study was to determine whether environmental modification and a teacher-mediated literacy intervention would increase child engagement of literacy behaviors during free choice time in the classroom. Data were collected on the literacy behaviors of 9 children across 3 inclusive preschool classrooms in a suburban public school system. A multiple baseline design was used to determine the effects of an environmental modification using the Early Language and Literacy Classroom Observation and a teacher-mediated intervention on children's literacy behaviors. Results included an average increase of 43 percentage points (range = 39–45 percentage points) in observed literacy behaviors in each of the 3 classrooms. Individual children in each classroom demonstrated an increase in literacy behaviors from baseline to intervention. These results are consistent with previous research, which indicated that the modification of the environment and teacher mediation increase literacy behaviors.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":"91 1","pages":"283 - 299"},"PeriodicalIF":1.1,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86406727","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 Review of Siblings' Needs and Interventions Supporting Their Adaptation in the Neonatal Intensive Care Unit 新生儿重症监护室兄弟姐妹需求及支持其适应的干预措施综述

IF 1.1 4区医学

Infants & Young Children Pub Date : 2020-10-01 DOI: 10.1097/IYC.0000000000000178

Phoukim Savanh, M. Aita, Marjolaine Héon

引用次数: 5