Journal of Early Intervention最新文献_第8页

“Would You Like to Hear a Story?”: Collaborating With Families Using Photo-Elicitation “你想听个故事吗?”:利用照片启发与家庭合作

IF 1.4 4区医学

Journal of Early Intervention Pub Date : 2022-02-10 DOI: 10.1177/10538151211009310

Kimberly A. Hile, R. Santos

引用次数: 0

CORRIGENDUM to “A Pilot Study of a Culturally Adapted Early Intervention for Young Children With Autism Spectrum Disorders in China” “中国儿童自闭症谱系障碍文化适应性早期干预试点研究”的勘误表

IF 1.4 4区医学

Journal of Early Intervention Pub Date : 2022-02-10 DOI: 10.1177/10538151211073191

引用次数: 0

Effects of BEST in CLASS–Web on Teacher Outcomes: A Preliminary Investigation 课堂最佳网络对教师成绩的影响：一项初步调查

IF 1.4 4区医学

Journal of Early Intervention Pub Date : 2022-01-24 DOI: 10.1177/10538151211067544

M. Conroy, K. Sutherland, K. Granger, Katerina M. Marcoulides, Edward G. Feil, J. Wright, Mayra Ramos, Alexandra Montesion

{"title":"Effects of BEST in CLASS–Web on Teacher Outcomes: A Preliminary Investigation","authors":"M. Conroy, K. Sutherland, K. Granger, Katerina M. Marcoulides, Edward G. Feil, J. Wright, Mayra Ramos, Alexandra Montesion","doi":"10.1177/10538151211067544","DOIUrl":"https://doi.org/10.1177/10538151211067544","url":null,"abstract":"This study examined the effects of the BEST in CLASS intervention professional development component when delivered online in comparison with in person and a control group. A total of 29 early childhood teachers serving young children demonstrating challenging behaviors were included as participants. Data were collected on teachers’ classroom quality, self-efficacy, implementation of the BEST in CLASS practices, acceptability of the intervention, and costs of delivery. Positive outcomes on several dimensions of classroom quality were found for the BEST in CLASS–Web condition when compared with the BEST in CLASS and control conditions. Alternatively, teachers’ sense of self-efficacy was greater when BEST in CLASS was delivered in person when compared with teachers who received online delivery or those in the control condition. Finally, teachers in both treatment conditions increased their use of the practices in comparison with control teachers. Teachers in both treatment conditions rated BEST in CLASS with high levels of acceptability. Implications and future research directions are discussed.","PeriodicalId":47360,"journal":{"name":"Journal of Early Intervention","volume":"44 1","pages":"130 - 150"},"PeriodicalIF":1.4,"publicationDate":"2022-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48152394","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

Family Routines Within Caregiver-Implemented Early Interventions: A Scoping Review 照护者实施的早期干预措施中的家庭惯例:范围审查

IF 1.4 4区医学

Journal of Early Intervention Pub Date : 2022-01-22 DOI: 10.1177/10538151211062206

M. Romano, Ciera M. Lorio, Abigail D. Delehanty, J. Eugenio, Diana L. Abarca, Bhairvi Trivedi, Jennifer A. Brown

{"title":"Family Routines Within Caregiver-Implemented Early Interventions: A Scoping Review","authors":"M. Romano, Ciera M. Lorio, Abigail D. Delehanty, J. Eugenio, Diana L. Abarca, Bhairvi Trivedi, Jennifer A. Brown","doi":"10.1177/10538151211062206","DOIUrl":"https://doi.org/10.1177/10538151211062206","url":null,"abstract":"Family routines provide young children with predictable, repeatable, and functional contexts for learning about the world. Participating in family routines is a critical pathway by which all children learn. While the use of family routines in caregiver-implemented interventions (CIIs) is supported by theories, research, and recommended practices, few investigations examine the degree to which interventions take place within routines across developmental domains in early childhood intervention research. We conducted a scoping review using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews checklist to examine an interdisciplinary body of CIIs. We coded 42 articles for the presence and types of routines, child and family demographics, developmental targets, and how routines were identified within CIIs. Autism spectrum disorder was the highest represented disability; many studies included play routines or a combination of play with another routine. In this article, we discuss the importance of family routines in CIIs, how to jointly identify a range of routines with caregivers, and we describe the need for research on family routines in CIIs across disabilities and diverse family backgrounds.","PeriodicalId":47360,"journal":{"name":"Journal of Early Intervention","volume":"44 1","pages":"371 - 392"},"PeriodicalIF":1.4,"publicationDate":"2022-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42430036","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

Comparing Coding Viewing and Recording Methods to Quantify Embedded Instruction Learning Trials 比较编码观察和记录方法量化嵌入式教学试验

IF 1.4 4区医学

Journal of Early Intervention Pub Date : 2022-01-16 DOI: 10.1177/10538151211069528

Mackenzie K. Martin, Patricia A. Snyder, B. Reichow, Crystal D. Bishop

{"title":"Comparing Coding Viewing and Recording Methods to Quantify Embedded Instruction Learning Trials","authors":"Mackenzie K. Martin, Patricia A. Snyder, B. Reichow, Crystal D. Bishop","doi":"10.1177/10538151211069528","DOIUrl":"https://doi.org/10.1177/10538151211069528","url":null,"abstract":"The purpose of this study was to examine the comparability of counts of embedded instruction learning trials when different methods of viewing and recording direct behavioral observations were used. In 13 classrooms, while videotaping embedded instruction implementation for a larger randomized controlled efficacy trial was occurring, teachers’ implementation of trials was coded in situ using pencil-and-paper methods. Videos were later coded using computer-assisted methods. Dependent-samples t tests, Pearson product-moment correlation coefficients, and additional score agreement calculations were conducted. Statistically significant differences were found in the estimates of trial frequency. Correlational analyses showed positive and strong relationships between the coding methods. Coding agreement was higher across the entire observation versus during 10-min continuous event blocks. In situ coding took significantly less time than video coding. Results provide empirical evidence for the advantages and disadvantages of common viewing and recording methods for quantifying behavior as part of systematic observation systems.","PeriodicalId":47360,"journal":{"name":"Journal of Early Intervention","volume":"44 1","pages":"353 - 370"},"PeriodicalIF":1.4,"publicationDate":"2022-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47933481","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 Coaching Behaviors Used Within an Adapted Responsive Teaching Intervention 适应性反应性教学干预中使用的家长辅导行为

IF 1.4 4区医学

Journal of Early Intervention Pub Date : 2021-12-06 DOI: 10.1177/10538151211059775

Jonet Artis, L. Watson, E. Crais

{"title":"Parent Coaching Behaviors Used Within an Adapted Responsive Teaching Intervention","authors":"Jonet Artis, L. Watson, E. Crais","doi":"10.1177/10538151211059775","DOIUrl":"https://doi.org/10.1177/10538151211059775","url":null,"abstract":"The coaching service delivery model is often implemented within parent-mediated interventions for infants at an elevated likelihood of autism spectrum disorder. However, less is known about the exact coaching behaviors used within intervention sessions. Therefore, we examined the coaching behaviors implemented within the Adapted Responsive Teaching intervention. We also investigated the associations between coaching behaviors and parent education levels and the associations between the coaching behaviors and a parent outcome, that is, parent responsiveness. Results indicated that the interventionists demonstrated joint interaction and child-focused behaviors the most frequently. The interventionists much less frequently demonstrated guided practice, caregiver practice, and problem-solving behaviors. The use of joint interaction behaviors was positively associated with parent education levels, whereas the use of child-focused behaviors was negatively associated with parent education level. More information sharing by the interventionists predicted a greater change in parent responsiveness, whereas more child-focused behaviors predicted less change in parent responsiveness.","PeriodicalId":47360,"journal":{"name":"Journal of Early Intervention","volume":"44 1","pages":"331 - 352"},"PeriodicalIF":1.4,"publicationDate":"2021-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45713998","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

Predictors of Parent Engagement in Community-Based Parent–Child Interaction Therapy: A Brief Report 父母参与社区亲子互动治疗的预测因素：一份简短报告

IF 1.4 4区医学

Journal of Early Intervention Pub Date : 2021-12-01 DOI: 10.1177/10538151211057553

Emma W. Nathanson, Kristin M. Rispoli, Rachel Piper, Suzi Naguib

{"title":"Predictors of Parent Engagement in Community-Based Parent–Child Interaction Therapy: A Brief Report","authors":"Emma W. Nathanson, Kristin M. Rispoli, Rachel Piper, Suzi Naguib","doi":"10.1177/10538151211057553","DOIUrl":"https://doi.org/10.1177/10538151211057553","url":null,"abstract":"Despite substantial empirical support, correlates of retention and success in community-based parent–child interaction therapy (PCIT) implementation are not well defined. Widespread application of PCIT necessitates improved understanding of intervention components relating to family outcomes beyond highly controlled research trials. Using data collected as part of routine care, this study examined homework completion, time in intervention, and parent perceptions of pre-intervention behavioral issues as predictors of PCIT completion in a community-based sample. Subjects included 78 parents (49 women and 29 men) of 45 children (20 girls, 25 boys; mean age = 5.53 years) participating in PCIT in an outpatient behavioral health clinic in a small Midwestern U.S. city. Unlike previous controlled trials, homework completion did not predict child behavior growth or intervention completion. Reasons for early termination were examined thematically, and parent stress emerged as a possible avenue for future intervention in helping parents successfully complete PCIT. The issue of intervention dosage was also explored to see if families who prematurely terminated from PCIT still evidenced gains in child behavior.","PeriodicalId":47360,"journal":{"name":"Journal of Early Intervention","volume":"45 1","pages":"83 - 97"},"PeriodicalIF":1.4,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47733999","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

Remote Use of Individual Growth and Development Indicators (IGDIs) for Infants and Toddlers 婴幼儿个体生长发育指标(IGDIs)的远程使用

IF 1.4 4区医学

Journal of Early Intervention Pub Date : 2021-11-28 DOI: 10.1177/10538151211057552

C. Greenwood, Susan Higgins, M. McKenna, J. Buzhardt, D. Walker, Jun Ai, Dwight W. Irvin, Nikki Grasley-Boy

{"title":"Remote Use of Individual Growth and Development Indicators (IGDIs) for Infants and Toddlers","authors":"C. Greenwood, Susan Higgins, M. McKenna, J. Buzhardt, D. Walker, Jun Ai, Dwight W. Irvin, Nikki Grasley-Boy","doi":"10.1177/10538151211057552","DOIUrl":"https://doi.org/10.1177/10538151211057552","url":null,"abstract":"Universal screening and progress monitoring are evidence-based practices in early intervention/early childhood special education (EI/ECSE). Individual Growth and Development Indicators (IGDIs) for infants/toddlers are measures that programs can use for universal screening, progress monitoring, intervention decision-making, and accountability. Prior to the COVID-19 pandemic, IGDIs were administered and scored exclusively in person by certified early educators. Because of COVID-19, EI/ECSE practitioners could no longer conduct in-person assessments. We report how two early intervention programs implemented IGDIs using remote protocols that included (a) preparation of parents for IGDI administration at home, (b) session observation by program staff using videoconferencing, and (c) remote coding of the child’s performance by program staff when interacting with a parent/caregiver play partner using the standard toy set. The remote protocols are described, and uptake by the programs is compared before and during the pandemic. Equivalence of children’s scores from in-person versus remote protocols is reported, as well as caregivers’ and program staff’s preferences. Implications for remote early childhood services are discussed.","PeriodicalId":47360,"journal":{"name":"Journal of Early Intervention","volume":"44 1","pages":"168 - 189"},"PeriodicalIF":1.4,"publicationDate":"2021-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46392226","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

Teaching and Promoting Generalization of Peer Imitation With Preschoolers With Disabilities 残疾学龄前儿童同伴模仿的教学与推广

IF 1.4 4区医学

Journal of Early Intervention Pub Date : 2021-10-31 DOI: 10.1177/10538151211055085

Mollie J. Todt, E. Barton, Jennifer R. Ledford, Gabriela Robinson, Emma B. Skiba

引用次数: 1

Caregiver Intervention Implementation Fidelity: An Empirical Investigation of a Multidimensional Model 照顾者干预实施保真度:一个多维模型的实证研究

IF 1.4 4区医学

Journal of Early Intervention Pub Date : 2021-10-26 DOI: 10.1177/10538151211052271

J. Dynia, Ying Guo, Jessica A. R. Logan, L. Justice, J. Kaderavek

引用次数: 0