Journal of Early Intervention最新文献_第6页

Improving Attachment Security in Early Childhood Intervention: A Framework From Constructivist Grounded Theory 在幼儿干预中提高依恋安全：基于建构主义理论的框架

IF 1.4 4区医学

Journal of Early Intervention Pub Date : 2022-12-13 DOI: 10.1177/10538151221142794

S. L. Alexander, M. Frederico, Maureen Long

引用次数: 0

Autism Spectrum Disorder Screening Practices of Part C Early Intervention Providers: A Brief Report C部分早期干预提供者的自闭症谱系障碍筛查实践:简要报告

IF 1.4 4区医学

Journal of Early Intervention Pub Date : 2022-12-09 DOI: 10.1177/10538151221141639

Sarah D. Wiegand, Jennifer A. Brown, Rebecca G. Lieberman-Betz

{"title":"Autism Spectrum Disorder Screening Practices of Part C Early Intervention Providers: A Brief Report","authors":"Sarah D. Wiegand, Jennifer A. Brown, Rebecca G. Lieberman-Betz","doi":"10.1177/10538151221141639","DOIUrl":"https://doi.org/10.1177/10538151221141639","url":null,"abstract":"An early diagnosis of autism spectrum disorder (ASD) can improve outcomes for children and assist families in accessing services. Part C providers are often tasked with screening for ASD. The purpose of this study was to survey Part C providers nationwide to understand their ASD screening practices and training needs and extend a survey conducted by Tomlin and colleagues. A total of 327 providers participated. Results indicated a majority of respondents (75.8%) screen for ASD using a variety of different measures, while only 26.9% are required by their program to conduct universal screenings. Most participants reported feeling confident in screening for ASD, discussing a child’s red flags with a family, referring a child for further evaluation, and discussing recent evidence surrounding ASD. An area where providers were less confident was working with interpreters to screen for ASD or discuss screening results and ASD with families with cultural or linguistic diversity. Despite high confidence levels in screening for ASD, a vast majority of participants reported they would be interested in attending a training on screening for ASD. Professional development surrounding screening for ASD and discussing ASD with families from diverse backgrounds may assist in improving Part C provider screening practices.","PeriodicalId":47360,"journal":{"name":"Journal of Early Intervention","volume":"1 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2022-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41882993","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

Implementation of the Group-ESDM in a Childcare Setting Serving Under-Resourced Communities 在资源不足的社区服务的儿童保育环境中实施团体ESDM

IF 1.4 4区医学

Journal of Early Intervention Pub Date : 2022-11-24 DOI: 10.1177/10538151221137799

Ashley Zitter, Venus David, L. Vismara, Elisabeth Sheridan, Sherira J. Fernandes, G. Vivanti

{"title":"Implementation of the Group-ESDM in a Childcare Setting Serving Under-Resourced Communities","authors":"Ashley Zitter, Venus David, L. Vismara, Elisabeth Sheridan, Sherira J. Fernandes, G. Vivanti","doi":"10.1177/10538151221137799","DOIUrl":"https://doi.org/10.1177/10538151221137799","url":null,"abstract":"This pilot feasibility study applies the RE-AIM Implementation Science Framework to examine the implementation and preliminary signals of the effectiveness of integrating the Group–Early Start Denver Model (G-ESDM) in an early childhood education center serving under-resourced communities. Five preschoolers diagnosed with autism, their caregivers, and teachers participated for 6 months. Standardized assessments documented improvements in adaptive, cognitive, and communication functioning for most participants. The majority of parents reported reduced daily stress and a greater ability to maintain their employment. A staff survey indicated high perceived feasibility and acceptability of the intervention along with a strong intent to continue treatment after the study concluded. Fidelity improved over time with staff integrating G-ESDM techniques at an acceptable fidelity level (>70%) by the second half of the study. Findings across all RE-AIM Implementation Science Framework domains indicate that incorporating the G-ESDM into this setting was feasible, acceptable, and potentially beneficial for children and their families in underserved communities.","PeriodicalId":47360,"journal":{"name":"Journal of Early Intervention","volume":"45 1","pages":"343 - 355"},"PeriodicalIF":1.4,"publicationDate":"2022-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43516990","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

Finding the On Ramp: Accessing Early Intervention and Early Childhood Special Education in an Urban Setting 寻找出路：在城市环境中获得早期干预和幼儿特殊教育

IF 1.4 4区医学

Journal of Early Intervention Pub Date : 2022-11-24 DOI: 10.1177/10538151221137801

Kaitlin K. Moran, M. Sheppard

引用次数: 2

Does Adult-Directed Early Behavioral Intervention Improve Family Quality of Life? A Systematic Review and Meta-Analysis 成人指导的早期行为干预能提高家庭生活质量吗？系统综述与荟萃分析

IF 1.4 4区医学

Journal of Early Intervention Pub Date : 2022-11-24 DOI: 10.1177/10538151221137806

A. Duncan, Collin Shepley

引用次数: 1

Examining Family Process among Infants and Toddlers and Implications for Maternal–Child Intervention 研究婴幼儿的家庭过程及其对母婴干预的影响

IF 1.4 4区医学

Journal of Early Intervention Pub Date : 2022-11-23 DOI: 10.1177/10538151221131515

D. LaForett, R. Salomon, Julee B. Waldrop, M. Martínez, Marcia A. Mandel, A. Wheeler, K. Okoniewski, L. Beeber

{"title":"Examining Family Process among Infants and Toddlers and Implications for Maternal–Child Intervention","authors":"D. LaForett, R. Salomon, Julee B. Waldrop, M. Martínez, Marcia A. Mandel, A. Wheeler, K. Okoniewski, L. Beeber","doi":"10.1177/10538151221131515","DOIUrl":"https://doi.org/10.1177/10538151221131515","url":null,"abstract":"This article examined the associations between family processes and children’s development among mothers and their children participating in early intervention (EI) services. Data from mothers and their infants and toddlers (n = 100) participating in EI were analyzed using regression methods to test the predictive power of maternal depressive symptoms, self-efficacy, and quality of mother–child interactions on children’s behavior problems and social and emotional competence. Mother–child interactions were the most robust predictor of child behavior problems and competence. The presence of clinically elevated maternal depressive symptoms was high (30%) and associated with more child behavior problems. Stronger endorsement of self-efficacy also was related to higher levels of child social and emotional competence. We discuss our findings related to opportunities and challenges to support mothers experiencing depressive symptoms. EI services that strive toward an integrated approach could identify mothers with depressive symptoms and play an increased role in directly addressing their needs.","PeriodicalId":47360,"journal":{"name":"Journal of Early Intervention","volume":"45 1","pages":"306 - 323"},"PeriodicalIF":1.4,"publicationDate":"2022-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42104483","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

Effects of Lag Schedules of Reinforcement on Variable Manding in Preschoolers With Disabilities 延迟强化计划对残疾学龄前儿童可变下颌的影响

IF 1.4 4区医学

Journal of Early Intervention Pub Date : 2022-11-23 DOI: 10.1177/10538151221137796

Elizabeth A. Pokorski, Mollie J. Todt, Kelly C. Willard, E. Barton, Ana Paula Martinez, B. Lloyd

{"title":"Effects of Lag Schedules of Reinforcement on Variable Manding in Preschoolers With Disabilities","authors":"Elizabeth A. Pokorski, Mollie J. Todt, Kelly C. Willard, E. Barton, Ana Paula Martinez, B. Lloyd","doi":"10.1177/10538151221137796","DOIUrl":"https://doi.org/10.1177/10538151221137796","url":null,"abstract":"Functional communication training (FCT) is an evidence-based intervention that while often effective, can result in rote responding, reduced generalizability of target behavior, and resurgence of challenging behavior (CB) during treatment lapses. Lag schedules of reinforcement have been successfully used to address these concerns. We applied an increasing lag schedule within FCT to increase the variability and persistence of appropriate responding of four young children with disabilities while maintaining low levels of CB during treatment. Our results provide evidence regarding the effects of lag reinforcement on appropriate communication and CB during treatment and lapses in treatment with children with autism and Down syndrome. This research provides a new perspective to the field given, we assessed functional communication during baseline, assessed generalization to new contexts, and assessed social validity via both masked raters and participants’ mothers. We discuss the implications of this work and provide future directions for researcher and practice.","PeriodicalId":47360,"journal":{"name":"Journal of Early Intervention","volume":"45 1","pages":"370 - 390"},"PeriodicalIF":1.4,"publicationDate":"2022-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48031575","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

Voces de la Gente: Spanish-Speaking Families’ Perspectives on Early Childhood Special Education Voces de la Gente：西班牙语家庭对幼儿特殊教育的看法

IF 1.4 4区医学

Journal of Early Intervention Pub Date : 2022-11-07 DOI: 10.1177/10538151221131514

Lillian Durán, Lauren M. Cycyk, Ruby Batz

{"title":"Voces de la Gente: Spanish-Speaking Families’ Perspectives on Early Childhood Special Education","authors":"Lillian Durán, Lauren M. Cycyk, Ruby Batz","doi":"10.1177/10538151221131514","DOIUrl":"https://doi.org/10.1177/10538151221131514","url":null,"abstract":"The Individual with Disabilities Education Act specifies that families should be include in the special education process and they must provide informed consent. However, families from Spanish-speaking backgrounds, often report barriers to participation. In this study, we provided a forum for Spanish-speaking families to tell their stories using multiple methods to uncover the experiences of 39 Latine caregivers of young children with disabilities. Family experiences reported on a survey and during focus groups are summarized in three areas: evaluation, eligibility determination, and service provision. While most families agreed on surveys that they were satisfied with EI/ECSE practices in their child’s case, during focus groups families frequently described reduced access to information about EI/ECSE, lack of support for the home language, feeling excluded from their child’s educational planning, and, in some cases, delays in services. Families also shared the importance of self-advocacy in EI/ECSE and the value of support from community advocates, including EI/ECSE professionals. Implications for policy and practice are presented.","PeriodicalId":47360,"journal":{"name":"Journal of Early Intervention","volume":"45 1","pages":"285 - 305"},"PeriodicalIF":1.4,"publicationDate":"2022-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49489243","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

Initial Evaluation Practices to Identify Young Children With Delays and Disabilities During the COVID-19 Pandemic 2019冠状病毒病大流行期间识别发育迟缓和残疾幼儿的初步评估做法

IF 1.4 4区医学

Journal of Early Intervention Pub Date : 2022-11-02 DOI: 10.1177/10538151221127909

E. Steed, Rachel Stein, Renee Charlifue-Smith

{"title":"Initial Evaluation Practices to Identify Young Children With Delays and Disabilities During the COVID-19 Pandemic","authors":"E. Steed, Rachel Stein, Renee Charlifue-Smith","doi":"10.1177/10538151221127909","DOIUrl":"https://doi.org/10.1177/10538151221127909","url":null,"abstract":"This study utilized a mixed methods design to analyze responses from a nationally distributed survey of professionals’ (N = 1,000) experiences conducting initial evaluations for early intervention and preschool special education during the COVID-19 pandemic. Most personnel reported pausing their initial evaluations at some point during the pandemic. Professionals conducting initial evaluations reported various changes to their prepandemic initial evaluation process, including moving the evaluation to a remote format and asking about the impact of the pandemic on the family. Changes to the initial evaluation process were more often reported by personnel conducting initial evaluations for early intervention when compared with personnel conducting initial evaluations for preschool special education. Responses to open-ended questions yielded several challenges and positive aspects of conducting initial evaluations in person or remotely during the pandemic. Professionals in both modalities grappled with the need to ensure health and safety objectives while maintaining recommended evaluation practices. The implications of study findings for research, practice, and policy enhancements are presented.","PeriodicalId":47360,"journal":{"name":"Journal of Early Intervention","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2022-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44887660","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

Mealtime Developmental Skills: Surveying the Knowledge of Early Interventionists 进餐时间发展技能:早期干预者的知识调查

IF 1.4 4区医学

Journal of Early Intervention Pub Date : 2022-09-09 DOI: 10.1177/10538151221121533

Catherine A. Smyth, K. Ferrell, A. Clark, Jamie Erskine, C. Spicer, Zoe L. Morgese, Carol Benson Puchalski, Hasan Y. Zaghlawan, Hong Phangia Dewald, Aaron Dewald, Laura L. Pickler

{"title":"Mealtime Developmental Skills: Surveying the Knowledge of Early Interventionists","authors":"Catherine A. Smyth, K. Ferrell, A. Clark, Jamie Erskine, C. Spicer, Zoe L. Morgese, Carol Benson Puchalski, Hasan Y. Zaghlawan, Hong Phangia Dewald, Aaron Dewald, Laura L. Pickler","doi":"10.1177/10538151221121533","DOIUrl":"https://doi.org/10.1177/10538151221121533","url":null,"abstract":"Young children with visual impairment and their families often require specialized assistance through early intervention to develop adaptive routines, cues, and environmental settings during mealtimes and other daily tasks. There is little empirical data in the area of mealtime routines available to support families of young children with visual impairment, and the need for research-based interventions is great. The purpose of this initial needs assessment survey was to gather information as little is already known about what teachers of students with visual impairment trained in early intervention (TSVI-EIs) and other early interventionists who work with infants and toddlers with visual impairment already know about the development of independent mealtime skills. The results of this survey indicate that early intervention professionals would like additional opportunities to learn about mealtime routine strategies for young children with visual impairment, confirm their current experiences and knowledge, and identify additional training and resources.","PeriodicalId":47360,"journal":{"name":"Journal of Early Intervention","volume":"45 1","pages":"250 - 263"},"PeriodicalIF":1.4,"publicationDate":"2022-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44737549","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