Journal of Early Intervention最新文献_第10页

Multitiered Early Literacy Identification in 3-Year-Old Children in Head Start Settings 学前教育环境下3岁儿童多层次早期读写能力识别

IF 1.4 4区医学

Journal of Early Intervention Pub Date : 2021-03-10 DOI: 10.1177/1053815121998434

Kizzy Albritton, Adrienne Stuckey, Nicole Patton Terry

引用次数: 3

Exploring Growth in Expressive Communication of Infants and Toddlers With Autism Spectrum Disorder 自闭症谱系障碍婴幼儿表达性交流发育的探讨

IF 1.4 4区医学

Journal of Early Intervention Pub Date : 2021-02-25 DOI: 10.1177/1053815121995578

J. Buzhardt, A. Wallisch, Dwight W. Irvin, B. Boyd, Brenda Salley, Fan Jia

{"title":"Exploring Growth in Expressive Communication of Infants and Toddlers With Autism Spectrum Disorder","authors":"J. Buzhardt, A. Wallisch, Dwight W. Irvin, B. Boyd, Brenda Salley, Fan Jia","doi":"10.1177/1053815121995578","DOIUrl":"https://doi.org/10.1177/1053815121995578","url":null,"abstract":"One of the earliest indicators of autism spectrum disorder (ASD) is delay in language and social communication. Despite consensus on the benefits of earlier diagnosis and intervention, our understanding of the language growth of children with ASD during the first years of life remains limited. Therefore, this study compared communication growth patterns of infants and toddlers with ASD to growth benchmarks of a standardized language assessment. We conducted a retrospective analysis of growth on the Early Communication Indicator (ECI) of 23 infants and toddlers who received an ASD diagnosis in the future. At 42 months of age, children with ASD had significantly lower rates of gestures, single words, and multiple words, but significantly higher rates of nonword vocalizations. Children with ASD had significantly slower growth of single and multiple words, but their rate of vocalization growth was significantly greater than benchmark. Although more research is needed with larger samples, because the ECI was designed for practitioners to monitor children’s response to intervention over time, these findings show promise for the ECI’s use as a progress monitoring measure for young children with ASD. Limitations and the need for future research are discussed.","PeriodicalId":47360,"journal":{"name":"Journal of Early Intervention","volume":"44 1","pages":"3 - 22"},"PeriodicalIF":1.4,"publicationDate":"2021-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1053815121995578","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44074454","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

A Parent-Implemented Gross Motor Intervention for Young Children with Disabilities 一位家长对残疾幼儿实施了粗大运动干预

IF 1.4 4区医学

Journal of Early Intervention Pub Date : 2021-02-19 DOI: 10.1177/1053815121993570

Hsiu-wen Yang, H. Meadan, M. Ostrosky

引用次数: 2

Parent–Infant Interventions to Promote Parental Sensitivity During NICU Hospitalization: Systematic Review and Meta-Analysis 新生儿重症监护室住院期间提高父母敏感性的母婴干预措施：系统综述和荟萃分析

IF 1.4 4区医学

Journal of Early Intervention Pub Date : 2021-02-19 DOI: 10.1177/1053815121991928

A. Lavallée, Gwenaëlle De Clifford-Faugère, A. Ballard, M. Aita

{"title":"Parent–Infant Interventions to Promote Parental Sensitivity During NICU Hospitalization: Systematic Review and Meta-Analysis","authors":"A. Lavallée, Gwenaëlle De Clifford-Faugère, A. Ballard, M. Aita","doi":"10.1177/1053815121991928","DOIUrl":"https://doi.org/10.1177/1053815121991928","url":null,"abstract":"This systematic review and meta-analysis examined the effectiveness of parent–infant interventions for parents of preterm infants on parental sensitivity compared to standard care or active comparators. This review follows the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines and was prospectively registered in the International Prospective Register of Systematic Reviews (PROSPERO; registration ID: CRD42016047083). Database searches were performed from inception to 2020 to identify eligible randomized controlled trials. Two review authors independently selected studies, extracted data, and assessed the risk of bias using the Cochrane risk of bias assessment tool and quality of evidence using the Grades of Recommendation, Assessment, Development and Evaluation (GRADE) guidelines. A total of 19 studies (n = 2,111 participants) were included and 14 were suitable to be pooled in our primary outcome meta-analysis. Results show no significant effect of parent–infant interventions over standard care or basic educational programs, on parental sensitivity. Results may not necessarily be due to the ineffectiveness of the interventions but rather due to implementation failure or high risk of bias of included studies.","PeriodicalId":47360,"journal":{"name":"Journal of Early Intervention","volume":"43 1","pages":"361 - 382"},"PeriodicalIF":1.4,"publicationDate":"2021-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1053815121991928","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42490859","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

An Exploration of Reflective Conversations in Early Intervention Caregiver Coaching Sessions 早期干预护理人员辅导中反思性对话的探索

IF 1.4 4区医学

Journal of Early Intervention Pub Date : 2021-02-12 DOI: 10.1177/1053815121992132

Ciera M. Lorio, Juliann Woods, Patricia A. Snyder

{"title":"An Exploration of Reflective Conversations in Early Intervention Caregiver Coaching Sessions","authors":"Ciera M. Lorio, Juliann Woods, Patricia A. Snyder","doi":"10.1177/1053815121992132","DOIUrl":"https://doi.org/10.1177/1053815121992132","url":null,"abstract":"This descriptive study included a systematic examination of provider and caregiver reflective conversations during caregiver coaching sessions focused on embedded intervention. Transcribed videos from 31 provider–caregiver dyads in two groups (Embedded Practices and Interventions with Caregivers [EPIC] vs. business-as-usual [BAU]) were used for data collection, resulting in a total of 93 transcripts across three different time points. Using methods of directed content analysis, a coding scheme describing various components of shared reflection was developed and used to code transcripts. Coding data were used to explore the rate per minute and relative frequency of types, topics, and spontaneity of reflection. Although there were no statistically significant differences in the frequency and rate of reflective versus nonreflective conversational turns, there were group differences in the reflective topics and specific types of reflective comments and questions posed by participants. Results from this study and others can help the field further define reflection as a coaching strategy and consider the potential utility of different reflective comment and question types to increase caregiver capacity to embed interventions in home routines. Further research is recommended to explicate further definitions and processes for reflection specific to caregiver coaching, including methods used to code reflective conversations and evaluate how reflection impacts caregivers’ intervention implementation.","PeriodicalId":47360,"journal":{"name":"Journal of Early Intervention","volume":"43 1","pages":"314 - 338"},"PeriodicalIF":1.4,"publicationDate":"2021-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1053815121992132","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47597263","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: 6

Reciprocal Peer Coaching and Teaching Teams’ Use of Pyramid Model Practices 互惠同伴辅导和教学团队使用金字塔模型实践

IF 1.4 4区医学

Journal of Early Intervention Pub Date : 2021-02-10 DOI: 10.1177/1053815121993225

Adrienne K. Golden, M. Hemmeter, Marisa Edmonds, Jennifer R. Ledford

引用次数: 6

Comparing Instructional Approaches in Caregiver-Implemented Intervention: An Interdisciplinary Systematic Review and Meta-Analysis 比较护理人员实施干预的教学方法:一个跨学科的系统回顾和荟萃分析

IF 1.4 4区医学

Journal of Early Intervention Pub Date : 2021-02-08 DOI: 10.1177/1053815121989807

Bailey J. Sone, Jordan Lee, M. Roberts

{"title":"Comparing Instructional Approaches in Caregiver-Implemented Intervention: An Interdisciplinary Systematic Review and Meta-Analysis","authors":"Bailey J. Sone, Jordan Lee, M. Roberts","doi":"10.1177/1053815121989807","DOIUrl":"https://doi.org/10.1177/1053815121989807","url":null,"abstract":"Family involvement is a cornerstone of early intervention (EI). Therefore, positive caregiver outcomes are vital, particularly in caregiver-implemented interventions. As such, caregiver instructional approaches should optimize adult learning. This study investigated the comparative efficacy of coaching and traditional caregiver instruction on caregiver outcomes across EI disciplines. A systematic search for articles was conducted using PRISMA guidelines. Meta-analysis methodology was used to analyze caregiver outcomes, and a robust variance estimate model was used to control for within-study effect size correlations. Seven relevant studies were ultimately included in the analysis. A significant, large effect of coaching on caregiver outcomes was observed compared to other models of instruction (g = 0.745, SE = 0.125, p = .0013). These results support the adoption of a coaching framework to optimize caregiver outcomes in EI. Future research should examine how coaching and traditional instruction can be used in tiered intervention models with a variety of populations.","PeriodicalId":47360,"journal":{"name":"Journal of Early Intervention","volume":"43 1","pages":"339 - 360"},"PeriodicalIF":1.4,"publicationDate":"2021-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1053815121989807","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44625850","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: 11

Socioemotional and Autism Spectrum Disorder Screening for Toddlers in Early Intervention: Agreement Among Measures 早期干预中幼儿社会运动和自闭症谱系障碍筛查：措施一致

IF 1.4 4区医学

Journal of Early Intervention Pub Date : 2020-12-01 DOI: 10.1177/1053815119880607

Dana Kamara, K. Walton, Andrea N. Witwer

{"title":"Socioemotional and Autism Spectrum Disorder Screening for Toddlers in Early Intervention: Agreement Among Measures","authors":"Dana Kamara, K. Walton, Andrea N. Witwer","doi":"10.1177/1053815119880607","DOIUrl":"https://doi.org/10.1177/1053815119880607","url":null,"abstract":"Identification of problems with socioemotional functioning is an important task in early childhood, particularly for children in early intervention (EI). However, socioemotional concerns raised by families may be under-identified in practice. In accordance with Division for Early Childhood (DEC) recommended practices, Part C providers could benefit from additional guidance on socioemotional screening and assessment, including additional research on available tools. Therefore, we examined agreement among three commonly used measures of socioemotional functioning in an EI sample (N = 50). Overall, the measures did not have adequate agreement. We found substantial agreement between the Ages and Stages Questionnaires: Social-Emotional (ASQ:SE, first edition) and the Brief Infant Toddler Social-Emotional Assessment (BITSEA), moderate agreement between the ASQ:SE and the Child Behavior Checklist (CBCL), and fair agreement between the BITSEA and CBCL. We also examined their potential to screen for autism spectrum disorder (ASD) by examining agreement with the Modified Checklist for Autism in Toddlers, Revised with Follow-up (M-CHAT-R/F). The BITSEA had substantial agreement with the M-CHAT-R/F, providing initial support for its use as an ASD screener. These findings are preliminary and further study in larger, more diverse samples would be beneficial. Evaluation of the sensitivity and specificity of these tools is also needed.","PeriodicalId":47360,"journal":{"name":"Journal of Early Intervention","volume":"42 1","pages":"359 - 380"},"PeriodicalIF":1.4,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1053815119880607","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44165475","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 Parent-Implemented Playdate Intervention for Young Children With Autism and Their Peers 父母对自闭症幼儿及其同伴的游戏干预

IF 1.4 4区医学

Journal of Early Intervention Pub Date : 2020-12-01 DOI: 10.1177/1053815119880943

Tracy J. Raulston, S. Hansen, Rebecca Frantz, W. Machalicek, Naima Bhana

{"title":"A Parent-Implemented Playdate Intervention for Young Children With Autism and Their Peers","authors":"Tracy J. Raulston, S. Hansen, Rebecca Frantz, W. Machalicek, Naima Bhana","doi":"10.1177/1053815119880943","DOIUrl":"https://doi.org/10.1177/1053815119880943","url":null,"abstract":"Children with autism spectrum disorder (ASD) present with social skills difficulties, which can create barriers for them to develop friendships with their peers. Playdates are a common way that young children practice play and friendship skills in home and community environments. Few studies have trained parents to embed social skills instruction into playdates for children with ASD, and such studies have been comprised of children with mild to moderate needs. In the current study, we employed a concurrent single-case multiple probe across three parent–child–peer triads design to evaluate the effects of training and coaching in a parent-implemented playdate intervention on parental strategy use and cascading effects on child–peer social interactions during playdates. Parents also rated the social validity of the intervention. Results indicated that two of the three parents reached criterion on the strategies quickly, and the third triad required a procedural modification. Challenging behavior appeared to be a barrier to implementation. Implications and future directions are discussed.","PeriodicalId":47360,"journal":{"name":"Journal of Early Intervention","volume":"42 1","pages":"303 - 320"},"PeriodicalIF":1.4,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1053815119880943","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47170149","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: 12

Effects of Email Performance Feedback on Teachers’ Use of Play Expansions 电子邮件绩效反馈对教师使用游戏扩展的影响

IF 1.4 4区医学

Journal of Early Intervention Pub Date : 2020-11-03 DOI: 10.1177/1053815120969821

Lauren Gomez, E. Barton, Claire Winchester, Brandy Locchetta

引用次数: 2