Journal of Early Intervention最新文献_第9页

The Effects of Progressive Time Delay to Teach Social Problem-Solving to Preschoolers 渐进式时间延迟对学龄前儿童社会问题解决能力的影响

IF 1.4 4区医学

Journal of Early Intervention Pub Date : 2021-10-26 DOI: 10.1177/10538151211052004

Jarrah Korba, M. Hemmeter, Adrienne K. Golden, Kate Nuhring

引用次数: 1

Remote Delivery of Services for Young Children With Disabilities During the Early Stages of the COVID-19 Pandemic in the United States 在美国新冠肺炎大流行的早期阶段为残疾幼儿提供远程服务

IF 1.4 4区医学

Journal of Early Intervention Pub Date : 2021-08-03 DOI: 10.1177/10538151211037673

E. Steed, N. Phan, N. Leech, Renee Charlifue-Smith

{"title":"Remote Delivery of Services for Young Children With Disabilities During the Early Stages of the COVID-19 Pandemic in the United States","authors":"E. Steed, N. Phan, N. Leech, Renee Charlifue-Smith","doi":"10.1177/10538151211037673","DOIUrl":"https://doi.org/10.1177/10538151211037673","url":null,"abstract":"This study used a nationally distributed survey to explore how classroom-based early childhood personnel delivered remote services to young children with disabilities and their families during the early months of the U.S. response to the COVID-19 pandemic. A concurrent equal status fully mixed-method approach was used to analyze 221 participants’ responses to closed- and open-ended survey questions. Findings indicated that children with disabilities received modified special education services during school closures; most comments noted that early childhood personnel shifted to provide remote coaching to families. Other comments mentioned one-on-one services and accommodations for remote learning. Personnel described some benefits of remote services such as improved partnerships with families. Top reported challenges included children not receiving the same quality of services and high levels of educator stress. These and other study findings are discussed regarding the implications of COVID-19 for providing services to young children with disabilities and their families.","PeriodicalId":47360,"journal":{"name":"Journal of Early Intervention","volume":"44 1","pages":"110 - 129"},"PeriodicalIF":1.4,"publicationDate":"2021-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/10538151211037673","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47350823","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: 14

A Parent-Implemented Shared Reading Intervention via Telepractice 家长通过远程练习实施共享阅读干预

IF 1.4 4区医学

Journal of Early Intervention Pub Date : 2021-07-18 DOI: 10.1177/10538151211032211

Yusuf Akemoğlu, Vanessa M. Hinton, Dayna Laroue, Vanessa Jefferson

{"title":"A Parent-Implemented Shared Reading Intervention via Telepractice","authors":"Yusuf Akemoğlu, Vanessa M. Hinton, Dayna Laroue, Vanessa Jefferson","doi":"10.1177/10538151211032211","DOIUrl":"https://doi.org/10.1177/10538151211032211","url":null,"abstract":"We describe a study of the internet-based Parent-Implemented Communication Strategies–Storybook (i-PiCSS), an intervention designed to train and coach parents to use evidenced-based naturalistic communication teaching (NCT) strategies (i.e., modeling, mand-model, and time delay) and RTs while reading storybooks with their young children with disabilities. Three participating parents were trained and coached via telepractice technologies (videoconferences, video editing software). Zoom software was used for videoconferencing and Camtasia software was used to record the training and coaching sessions and to edit the recorded session for feedback delivery purposes. Using a single-case multiple-baseline design across NCT strategies within each family, we examined (a) parents’ fidelity use of the three NCT strategies, (b) parents’ use of book RTs, and (c) child language and communication outcomes. The entire intervention period lasted 8 weeks. After training and coaching, parents used the modeling, mand-model, and time delay strategies with higher rates and higher quality (accuracy). Children initiated more communicative acts upon parents’ use of time delay and increased their numbers of single- and multiple-word responses.","PeriodicalId":47360,"journal":{"name":"Journal of Early Intervention","volume":"44 1","pages":"190 - 210"},"PeriodicalIF":1.4,"publicationDate":"2021-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/10538151211032211","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43480730","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: 8

Relationship Between State-Level Developmental Screening and IDEA Part C Early Intervention Rates 国家级发育筛查与IDEA Part C早期干预率的关系

IF 1.4 4区医学

Journal of Early Intervention Pub Date : 2021-06-30 DOI: 10.1177/10538151211028232

D. Traube, M. R. Mamey

{"title":"Relationship Between State-Level Developmental Screening and IDEA Part C Early Intervention Rates","authors":"D. Traube, M. R. Mamey","doi":"10.1177/10538151211028232","DOIUrl":"https://doi.org/10.1177/10538151211028232","url":null,"abstract":"The purpose of this study was to explore whether a relationship exists between the rates of state-level developmental screening by a health care provider and state-level provision of Individuals with Disabilities Education Act, Part C (IDEA Part C) early intervention services. This is an important first step in determining whether states have the capacity to deal with a potential influx of newly identified children. This analysis compared screening rates from the 2016 National Survey of Children’s Health with service rates from the Department of Education’s 2016 IDEA Part C data. There was no significant relationship between rates of screening by a health care provider and receipt of IDEA Part C services (r = .13, p = .366). Those who identified as White were screened and provided with IDEA services at a higher percentage than non-White (r = .80, p < .001). There was a significant relationship between region and receipt of IDEA Part C services, F(3) = 8.14, p < .001, with the Northeast region (M = 4.95, SD = 1.85) having higher percent served via IDEA Part C services. Results indicate no relationship between state levels of screening by a health care provider and receipt of IDEA Part C services. Efforts to increase developmental screening may require strategies to ensure adequate service access.","PeriodicalId":47360,"journal":{"name":"Journal of Early Intervention","volume":"44 1","pages":"299 - 310"},"PeriodicalIF":1.4,"publicationDate":"2021-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/10538151211028232","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46373251","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: 2

The Individualization of the Little Talks Intervention: Implications for Modular Treatment Designs 闲聊干预的个性化：对模块化治疗设计的启示

IF 1.4 4区医学

Journal of Early Intervention Pub Date : 2021-06-18 DOI: 10.1177/10538151211024925

D. Carr, Patricia H. Manz

{"title":"The Individualization of the Little Talks Intervention: Implications for Modular Treatment Designs","authors":"D. Carr, Patricia H. Manz","doi":"10.1177/10538151211024925","DOIUrl":"https://doi.org/10.1177/10538151211024925","url":null,"abstract":"Modular treatment designs enable interventionists to adapt intervention content to individual clients, a process referred to as individualization. Little is known about individualization processes and its effects on outcomes in early childhood services. This exploratory study investigated individualization processes undertaken by Early Head Start home visitors as they provided Little Talks, a modularized book-sharing intervention for families. It also examined the effect of individualization on parent involvement in early learning activities. Two indicators of individualization were calculated in this study: (a) the proportion of change in the Little Talks’ lessons sequence and (b) the pace of delivery. Findings showed that most home visitors individualized Little Talks, with the most frequent change being the repetition of lessons. Exploratory regression analysis showed an inverse relationship between home visitors’ individualization behavior and parent involvement, highlighting the need to examine the quality of individualization. Implications for advancing the implementation and study of individualization processes in home visiting are discussed.","PeriodicalId":47360,"journal":{"name":"Journal of Early Intervention","volume":"44 1","pages":"252 - 267"},"PeriodicalIF":1.4,"publicationDate":"2021-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/10538151211024925","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45321449","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

Preliminary Study of the Effects of BEST in CLASS—Web on Young Children’s Social-Emotional and Behavioral Outcomes 课堂网络中BEST对幼儿社会情绪和行为结果影响的初步研究

IF 1.4 4区医学

Journal of Early Intervention Pub Date : 2021-06-04 DOI: 10.1177/10538151211018662

M. Conroy, K. Sutherland, K. Granger, Katerina M. Marcoulides, Ke Huang, Alexandra Montesion

{"title":"Preliminary Study of the Effects of BEST in CLASS—Web on Young Children’s Social-Emotional and Behavioral Outcomes","authors":"M. Conroy, K. Sutherland, K. Granger, Katerina M. Marcoulides, Ke Huang, Alexandra Montesion","doi":"10.1177/10538151211018662","DOIUrl":"https://doi.org/10.1177/10538151211018662","url":null,"abstract":"Many young children entering early childhood programs demonstrate challenging behaviors that place them at risk for emotional/behavioral disorders (EBDs), which impact their future success in school. The purpose of this study was to conduct a conceptual replication of BEST in CLASS by examining child outcomes from BEST in CLASS—Web, a web-based professional development intervention supporting teachers’ use of effective practices for ameliorating young children’s challenging behaviors. Participants included 29 early childhood teachers and 54 children (ages 3–5 years old) who were identified at-risk for EBD. Positive outcomes were found for both BEST in CLASS—Web and BEST in CLASS in reductions of children’s problem behaviors and conflictual relationships with their teachers as well as increases in social skills, engagement, and closeness with teachers in comparison to children who did not receive the intervention. In some cases, positive child outcomes were greater when teachers received professional development in the web-condition as compared to the onsite condition. Future research directions and implications are discussed.","PeriodicalId":47360,"journal":{"name":"Journal of Early Intervention","volume":"44 1","pages":"78 - 96"},"PeriodicalIF":1.4,"publicationDate":"2021-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/10538151211018662","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43420833","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: 8

Parents' Part C Experiences in Rural Areas: Alignment With Recommended Practices. 家长在农村地区的C部分经验:与推荐做法的一致性。

IF 1.4 4区医学

Journal of Early Intervention Pub Date : 2021-06-01 Epub Date: 2020-09-04 DOI: 10.1177/1053815120953484

Kalli B Decker, Jacie Meldrum, J Mitchell Vaterlaus, Tricia D Foster

引用次数: 6

Cross-System Communication in Early Childhood Settings in the United States: An Exploratory Study Using the National Survey of Children’s Health 美国儿童早期环境中的跨系统交流:一项使用全国儿童健康调查的探索性研究

IF 1.4 4区医学

Journal of Early Intervention Pub Date : 2021-05-20 DOI: 10.1177/10538151211012779

Shreya Roy, Olivia J. Lindly, M. Berardinelli, Alison J. Martin

{"title":"Cross-System Communication in Early Childhood Settings in the United States: An Exploratory Study Using the National Survey of Children’s Health","authors":"Shreya Roy, Olivia J. Lindly, M. Berardinelli, Alison J. Martin","doi":"10.1177/10538151211012779","DOIUrl":"https://doi.org/10.1177/10538151211012779","url":null,"abstract":"Communication between a child’s health care provider, child care and other community providers (cross-system communication) may facilitate access and referral to early intervention (EI). This study examined (a) factors associated with cross-system communication and (b) whether cross-system communication was associated with receiving EI among U.S. toddlers ages 1 to 2 years. This study used data from the National Survey of Children’s Health 2016 and included 1,184 children of ages 1 to 2 years, whose parents indicated a need for cross-system communication. Dependent variable was having an EI plan. Primary independent variable was cross-system communication. Children who had cross-system communication had almost three times (2.9) higher odds of receiving EI services as compared to those who did not have cross-system communication (odds ratio [OR] = 2.9, 95% confidence interval [CI] = 1.2, 6.9, p = .014). This study found that cross-system communication was associated with receiving EI services for U.S. children of ages 1 to 2 years.","PeriodicalId":47360,"journal":{"name":"Journal of Early Intervention","volume":"44 1","pages":"289 - 298"},"PeriodicalIF":1.4,"publicationDate":"2021-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/10538151211012779","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48172695","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 Retrospective Review of Communication Evaluation Practices of Young Latinx Children 拉丁裔儿童沟通评估实践回顾

IF 1.4 4区医学

Journal of Early Intervention Pub Date : 2021-05-11 DOI: 10.1177/10538151211012703

Lidia Huerta, Lauren M. Cycyk, Hannah Sanford-Keller, A. Busch, Jill K. Dolata, Heather W. Moore, Stephanie De Anda, K. Zuckerman

{"title":"A Retrospective Review of Communication Evaluation Practices of Young Latinx Children","authors":"Lidia Huerta, Lauren M. Cycyk, Hannah Sanford-Keller, A. Busch, Jill K. Dolata, Heather W. Moore, Stephanie De Anda, K. Zuckerman","doi":"10.1177/10538151211012703","DOIUrl":"https://doi.org/10.1177/10538151211012703","url":null,"abstract":"A retrospective review of initial early intervention and early childhood special education (EI/ECSE) evaluation reports was completed to identify practices specific to the evaluation of Latinx children’s communication development. A records abstraction approach employed entailed a random selection of 294 EI/ECSE evaluation reports completed in Oregon with Latinx children with communication concerns. The reports were coded for documentation of background information, evaluation procedures, and eligibility decisions. Quantitative and qualitative analyses were completed to identify common evaluation practices. Adequate evaluation practices documented included the use of a multidisciplinary evaluation team, administration of multiple evaluation measures, and provision of basic information on children’s language background. EI/ECSE providers did not consistently specify children’s language exposure/use, denote the language of the evaluation, prioritize appropriate assessment measures, and indicate attention to cultural and linguistic differences when determining eligibility. Recommendations for decreasing bias in the evaluation of Latinx children and culturally and linguistically diverse (CLD) populations more broadly are offered.","PeriodicalId":47360,"journal":{"name":"Journal of Early Intervention","volume":"43 1","pages":"295 - 313"},"PeriodicalIF":1.4,"publicationDate":"2021-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/10538151211012703","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49219653","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

Examining the Feasibility and Fit of Family Implemented TEACCH for Toddlers in Rural Settings 考察家庭为农村幼儿实施TEACCH的可行性和适宜性

IF 1.4 4区医学

Journal of Early Intervention Pub Date : 2021-04-21 DOI: 10.1177/10538151211009306

Heather Coleman, K. Hume, L. Fanning, Samantha Scott

引用次数: 0