Journal of Early Intervention最新文献_第4页

Visual Supports to Increase Conversation Engagement for Preschoolers With Autism Spectrum Disorder During Mealtimes: An Initial Investigation. 视觉支持提高自闭症谱系障碍学龄前儿童在用餐期间的对话参与度：初步调查

IF 1.5 4区医学

Journal of Early Intervention Pub Date : 2023-06-01 Epub Date: 2022-07-17 DOI: 10.1177/10538151221111762

Katherine J Bateman, Sarah Emily Wilson, Ariane Gauvreau, Katherine Matthews, Maggie Gucwa, William Therrien, Rose Nevill, Micah Mazurek

{"title":"Visual Supports to Increase Conversation Engagement for Preschoolers With Autism Spectrum Disorder During Mealtimes: An Initial Investigation.","authors":"Katherine J Bateman, Sarah Emily Wilson, Ariane Gauvreau, Katherine Matthews, Maggie Gucwa, William Therrien, Rose Nevill, Micah Mazurek","doi":"10.1177/10538151221111762","DOIUrl":"10.1177/10538151221111762","url":null,"abstract":"The diversity of children within the preschool classroom is dramatically changing as children with autism spectrum disorder are increasingly included within it. To engage in the benefits of inclusion, social skills are needed. Yet, children with autism commonly experience difficulties in this area. Extant literature indicates that social skills are more successfully acquired when taught through naturalistic and embedded instruction in established routines. A commonly occurring routine in most classroom, home, and community settings is mealtime. The purpose of this study was to investigate the effectiveness of Snack Talk, a visual communication support, for increasing the communication engagement of five preschool children with autism. A reversal design across participants was used to analyze the relation between Snack Talk and conversation engagement. Results from the maintenance probes show that conversation engagement increased across all participants when compared to baseline. Furthermore, a functional relation was established between the teaching phase (baseline and intervention data collection phases) and the maintenance phase. Limitations and directions for further research are also discussed.","PeriodicalId":47360,"journal":{"name":"Journal of Early Intervention","volume":"45 1","pages":"163-184"},"PeriodicalIF":1.5,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11527399/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42329812","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Parent Coaching in Early Intervention for Autism Spectrum Disorder: A Brief Report. 父母指导在自闭症谱系障碍早期干预中的作用:简要报告。

IF 1.4 4区医学

Journal of Early Intervention Pub Date : 2023-06-01 DOI: 10.1177/10538151221095860

Melanie Pellecchia, David S Mandell, Rinad S Beidas, Carl J Dunst, Liza Tomczuk, Jeannette Newman, Lisa Zeigler, Aubyn C Stahmer

{"title":"Parent Coaching in Early Intervention for Autism Spectrum Disorder: A Brief Report.","authors":"Melanie Pellecchia, David S Mandell, Rinad S Beidas, Carl J Dunst, Liza Tomczuk, Jeannette Newman, Lisa Zeigler, Aubyn C Stahmer","doi":"10.1177/10538151221095860","DOIUrl":"https://doi.org/10.1177/10538151221095860","url":null,"abstract":"Coaching caregivers of young children on the autism spectrum is a critical component of parent-mediated interventions. Little information is available about how providers implement parent coaching for children on the autism spectrum in publicly funded early intervention systems. This study evaluated providers' use of parent coaching in an early intervention system. Twenty-five early intervention sessions were coded for fidelity to established caregiver coaching techniques. We found low use of coaching techniques overall, with significant variability in use of coaching across providers. When providers did coach caregivers, they used only a few coaching strategies (e.g., collaboration and in-vivo feedback). Results indicate that targeted training and implementation strategies focused on individual coaching components, instead of coaching more broadly, may be needed to improve the use of individual coaching strategies. A focus on strengthening the use of collaboration and in-vivo feedback may be key to improving coaching fidelity overall.","PeriodicalId":47360,"journal":{"name":"Journal of Early Intervention","volume":"45 2","pages":"185-197"},"PeriodicalIF":1.4,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10469633/pdf/nihms-1926942.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10142292","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Preschool Language Environments and Social Interactions in an Early Intervention Classroom: A Pilot Study 学前语言环境与早期干预课堂中的社会互动:一项初步研究

4区医学

Journal of Early Intervention Pub Date : 2023-05-30 DOI: 10.1177/10538151231176176

Stephanie A. Custode, Jhonelle Bailey, Lei Sun, Lynne Katz, MaryAnne Ullery, Daniel Messinger, Rebecca J. Bulotsky-Shearer, Lynn K. Perry

{"title":"Preschool Language Environments and Social Interactions in an Early Intervention Classroom: A Pilot Study","authors":"Stephanie A. Custode, Jhonelle Bailey, Lei Sun, Lynne Katz, MaryAnne Ullery, Daniel Messinger, Rebecca J. Bulotsky-Shearer, Lynn K. Perry","doi":"10.1177/10538151231176176","DOIUrl":"https://doi.org/10.1177/10538151231176176","url":null,"abstract":"Preschoolers’ language abilities are associated with their social interactions in early childhood classrooms. Few studies, however, have examined associations between social interactions and objective measures of children’s real-time classroom language environments, information key to informing interventions to support preschool children at risk for language delays. In this pilot study, we examined associations between objective measures of real-time language environments (input and output) recorded via the Language ENvironment Analysis (LENA) system and observations of children’s positive and negative interactions with peers and teachers in an early intervention classroom for children with developmental delays ( n = 9, seven girls). Mixed effects regression models revealed associations between children’s language environments (input and output) and their social interactions with peers and teachers. More talkative children were more likely to have a high number of positive peer interactions. Children who received more language input from teachers were more likely to have a higher number of positive teacher–child interactions, an effect that was stronger for children with the lowest language output. The results of this pilot study build on prior research by using real-time objective measurement to examine how children’s language input from peers and teachers and children’s own language output supports positive interactions within early intervention classrooms.","PeriodicalId":47360,"journal":{"name":"Journal of Early Intervention","volume":"189 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135478155","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

“We’re All Pretty Welcoming”: Inclusion of Children With Disabilities in Library Storytime Programs “我们都很欢迎”：将残疾儿童纳入图书馆故事时间计划

IF 1.4 4区医学

Journal of Early Intervention Pub Date : 2023-05-25 DOI: 10.1177/10538151231176193

Derek T. M. Daskalakes, M. Cahill

{"title":"“We’re All Pretty Welcoming”: Inclusion of Children With Disabilities in Library Storytime Programs","authors":"Derek T. M. Daskalakes, M. Cahill","doi":"10.1177/10538151231176193","DOIUrl":"https://doi.org/10.1177/10538151231176193","url":null,"abstract":"Public library storytimes provide rich learning opportunities for young children and their caregivers, yet little is known about how inclusive they are for children with disabilities and developmental delays (CwD/DD). The purpose of this study was to identify and describe ways that librarians support the inclusion of CwD/DD and their caregivers in storytime programs. We conducted semi-structured interviews with 34 librarians who provide storytime programs in public libraries in three states and analyzed them using iterative and inductive coding processes. Findings indicate that librarians are aware of the acute need to support diverse populations within their service communities and are collectively using a wide range of accommodations and strategies to facilitate their inclusion. However, on an individual level, they feel under-equipped to do so. Findings from this study highlight the need for further training and raise important questions regarding the equity of storytime programs for children with invisible disabilities, the potential reduction of diversity within storytime programs, and the potential value of establishing formal avenues of knowledge sharing.","PeriodicalId":47360,"journal":{"name":"Journal of Early Intervention","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2023-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46620899","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

Virtual Mindfulness Workshops for Parents of Children on the Autism Spectrum 为自闭症儿童家长举办的虚拟正念讲习班

IF 1.4 4区医学

Journal of Early Intervention Pub Date : 2023-05-03 DOI: 10.1177/10538151231169950

Emily L. Curl, L. Hampton

{"title":"Virtual Mindfulness Workshops for Parents of Children on the Autism Spectrum","authors":"Emily L. Curl, L. Hampton","doi":"10.1177/10538151231169950","DOIUrl":"https://doi.org/10.1177/10538151231169950","url":null,"abstract":"Mindfulness strategies can have a large impact on emotional regulation, emotional intelligence, and interpersonal relationships. Parents of children on the autism spectrum may experience greater stress, depression, and strained interpersonal relationships than those with typically developing children or those with children experiencing other developmental delays. The purpose of the current study was to evaluate the feasibility, acceptability, and initial effects of a virtual Mindful Self-Compassion workshop for parents of children on the autism spectrum and the impact on stress, self-compassion, parenting self-efficacy, and mindfulness. This pilot study used a mixed-method approach to test this hypothesis. Participants completed surveys before and after the brief workshop and participated in a 1-hr focus group within 1 week of completing the surveys. The findings indicate that a short, 3-day virtual workshop may be effective toward improving parents’ mindfulness and self-compassion. Parents reported feeling more mindful in their day-to-day life, more self-compassionate during difficult times, and more patient with themselves and other people in their family. A brief, virtual workshop may be effective for short-term improvements in outcomes for parents of children on the autism spectrum.","PeriodicalId":47360,"journal":{"name":"Journal of Early Intervention","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2023-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44932037","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

Dual Schooling for Low-Resource Families: An Exploratory Study From a Positive Deviance Perspective 低资源家庭的双重教育:积极偏差视角下的探索性研究

IF 1.4 4区医学

Journal of Early Intervention Pub Date : 2023-05-03 DOI: 10.1177/10538151231169948

W. Chong, Juliet Tanuwira, N. Nalawala, Shi Ning Wong

{"title":"Dual Schooling for Low-Resource Families: An Exploratory Study From a Positive Deviance Perspective","authors":"W. Chong, Juliet Tanuwira, N. Nalawala, Shi Ning Wong","doi":"10.1177/10538151231169948","DOIUrl":"https://doi.org/10.1177/10538151231169948","url":null,"abstract":"Parent education programs are important avenues through which parents of children with developmental delays can learn new skills to help them with child-rearing challenges. However, those in economic hardship often face problems with applying these skills at home where the child’s learning and/or behavioral problems commonly occur. In this exploratory qualitative study, we adopted a positive deviance (PD) lens to explore strategies six economically disadvantaged parents used to support their children who were attending special and mainstream preschools concurrently. The PD perspective was first used in public health research with low-resource communities where a few individuals have been observed to adopt uncommon practices and behaviors that enable them to find better ways to prevent social or health problems than their neighbors facing similar constraints and risks. We identified adaptive parental behaviors, thoughts and feelings that helped them navigate daily hassles faced with “dual schooling” their children in Singapore. The study highlights important implications in the development and refinement of future parent training programs.","PeriodicalId":47360,"journal":{"name":"Journal of Early Intervention","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2023-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47200936","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

Parent’s Use of Naturalistic Instruction Upon Receiving Technology-Enhanced Performance-Based Feedback 家长在收到技术增强的基于绩效的反馈后使用自然主义教学

IF 1.4 4区医学

Journal of Early Intervention Pub Date : 2023-05-03 DOI: 10.1177/10538151231169951

C. Coogle, Emil Majetich, Sloan O. Storie, C. B. Wade

引用次数: 0

Parents’ Experiences Navigating Early Intervention and Early Childhood Special Education Services: A Qualitative Metasynthesis 父母在早期干预与幼儿特殊教育服务中的经验:一个质的元合成

IF 1.4 4区医学

Journal of Early Intervention Pub Date : 2023-04-18 DOI: 10.1177/10538151231164902

Ruby Batz, A. Yadav

引用次数: 0

Trauma-Informed Care: The Professional Development Needs of Early Childhood Special Education Teachers 创伤知情护理：幼儿特殊教育教师的专业发展需求

IF 1.4 4区医学

Journal of Early Intervention Pub Date : 2023-04-17 DOI: 10.1177/10538151231164898

Mia Chudzik, Catherine Corr, Kim W. Fisher

引用次数: 1

SEE Me Therapeutic Playgroup: A Teaming Model to Promote Parent–Child Interactions 治疗性游戏小组:促进亲子互动的团队模式

IF 1.4 4区医学

Journal of Early Intervention Pub Date : 2023-04-08 DOI: 10.1177/10538151231166594

Sarah Fabrizi, Ann L. Tilman, E. Donald, N. Balsamo, A. Connor

{"title":"SEE Me Therapeutic Playgroup: A Teaming Model to Promote Parent–Child Interactions","authors":"Sarah Fabrizi, Ann L. Tilman, E. Donald, N. Balsamo, A. Connor","doi":"10.1177/10538151231166594","DOIUrl":"https://doi.org/10.1177/10538151231166594","url":null,"abstract":"Therapeutic playgroups have potential to benefit families and children enrolled in early intervention. A pretest–posttest, mixed methods, sequential explanatory design was utilized to explore the effectiveness and feasibility of an 8-week SEE Me (Social Emotional Education) therapeutic playgroup delivered by a collaborative team of providers using a convenience sample of 28 parent and child dyad participants and 19 early intervention providers. Results indicated statistically significant improvements in parent efficacy and parent–child interaction (affection and responsiveness) following participation. Parents and providers highlighted the role of the parent and reported improvements in child engagement, social interaction, and skill development in successful playgroups. Play activities and objects, facilitator support, and parent capacity were rated as supports for feasible delivery; challenges included child engagement and program implementation. These results provide preliminary evidence for both the effectiveness and feasibility of providing therapeutic playgroups as part of comprehensive early intervention services.","PeriodicalId":47360,"journal":{"name":"Journal of Early Intervention","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2023-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42435722","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