来自编辑

IF 1.1 4区 医学 Q3 EDUCATION, SPECIAL
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Although our field espouses service components such as interdisciplinary teams, accessible screening protocols, authentic assessments, individualized service delivery plans, inclusive classrooms and communities, and data-based instructional and intervention protocols, many families and their children have been excluded from ECI service delivery models that use these practices. In many cases, these are families who are marginalized in society because of their diverse backgrounds. There are many reasons for these exclusions from appropriate and individualized intervention services. They range from an undertrained workforce who is facing unprecedented shortages of personnel, to systems that are underfunded and uncoordinated, to practices that are not accessible, appropriate, nor available to families and children from diverse backgrounds. One can also blame the aftermath (we hope) of an unprecedented pandemic that shifted society in many ways and created disequilibrium across all service sectors, including ECI. No matter what the reason, it is time to address such challenges so that we can create and implement equitable ECI systems for all infants and young children and families eligible for ECI services. For too long, the system has been complacent about service delivery to marginalized populations who represent diverse backgrounds. We must move beyond a call for equity and instead implement actions to correct disparities across systems, programs, and families. We know what we need to do; Equity must be seen as an action verb rather than just a word we embed into our rhetoric. 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Our next article, written by Sema Büyüktaşkapu Soydan, presents a study from Turkey that examined the relationship between children's emotional regulation skills and the role of teaching practices on children's classroom adaptation. A random cluster sampling method was implemented with 250 preschool-age children and 50 preschool teachers. Data were collected through two instruments completed by a child's teacher on child behavior in the classroom and teacher classroom practices. Another assessment was completed by the parents about their child's emotional regulation. The results suggested that emotional regulation skills and intensive teaching practices have a direct effect on child classroom adaptation. Of most importance was the finding that children's emotional regulation skills increased when teachers used intensive social interaction interventions. Katherine Bateman, Ilene Schwartz, and Ryan Grimm implemented an intervention study to reduce children's challenging behavior. The study provided parent education to 17 parents of children with intellectual and developmental disabilities, age 3–7 years. The parent education program used the principles of applied behavior analysis and was delivered 1 hr a week, over 16 weeks. The program followed procedures established by the Project ECHO (Extension for Community Health Outcomes) model of service delivery. Each week, the parents received a one-page handout on the teaching content for the week, and each session contained 20 min of direct teaching delivered by content experts. Parents also reviewed teaching and behavioral strategies with the experts and discussed challenging behaviors demonstrated by their children. The results were measured using a pre/posttest design, and positive changes in parents' senses of competency and empowerment were demonstrated. Parents also felt that the intervention was acceptable, suggesting the social validity and feasibility of this intervention. Our next article, written by Sophia D'Agostino, Sarah Douglas, and Hedda Meadan, describes a study focused on early intervention providers' perceptions and reported use of compassionate care competencies when coaching caregivers. Although coaching with compassion is a highly valued and studied practice across other disciplines, it has not been prevalent within the field of early intervention. The practices and behaviors in this model prioritize interpersonal skills and relationships with families as a means of increasing child and family outcomes. Seventy-five early interventionists completed an online questionnaire to assess the importance, frequency of use, and confidence of compassionate care competencies within early intervention. The results indicated that most compassionate care competencies were ranked high in importance by the respondents, though some competencies were not implemented frequently, and providers reported less confidence to implement them. Recommendations were provided about the use of compassionate care competencies in early intervention. Our last article, written by Ya-Chih Chang, Nancy Hunt, and Robin Dodds, focuses on the challenge of transition from early intervention to early childhood special education for culturally diverse parents and service providers. Focus group methodology was used to gather information about the transition from eight families (two groups), five early interventionists (one group), and six early childhood special education teachers (one group), who were all culturally diverse. Through both broad and focused questions, several themes about transition were identified across the groups. These included the following: (1) Feeling lost in transition; (2) Having restricted choices that led to restrictive (noninclusive) placements; and (3) Discontinuity of services and models. These are discussed, and recommendations for improvements in the transition process for culturally diverse families and service providers are provided, including enhancements to teacher preparation programs. As always, I would like to thank the authors for submitting their work to IYC, and the reviewers who assisted the editorial process by offering suggestions to bring these manuscripts to publication. —Mary Beth Bruder, PhD Editor","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":null,"pages":null},"PeriodicalIF":1.1000,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"From the Editor\",\"authors\":\"\",\"doi\":\"10.1097/iyc.0000000000000240\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Actions speak louder than words. Another adage that challenges us to walk the walk, rather than just talk the talk. 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System maturity was identified as a contributing factor to successful collaborations. The authors provide recommendations to programs and communities on the use of the system framework. Our next article, written by Sema Büyüktaşkapu Soydan, presents a study from Turkey that examined the relationship between children's emotional regulation skills and the role of teaching practices on children's classroom adaptation. A random cluster sampling method was implemented with 250 preschool-age children and 50 preschool teachers. Data were collected through two instruments completed by a child's teacher on child behavior in the classroom and teacher classroom practices. Another assessment was completed by the parents about their child's emotional regulation. The results suggested that emotional regulation skills and intensive teaching practices have a direct effect on child classroom adaptation. Of most importance was the finding that children's emotional regulation skills increased when teachers used intensive social interaction interventions. Katherine Bateman, Ilene Schwartz, and Ryan Grimm implemented an intervention study to reduce children's challenging behavior. The study provided parent education to 17 parents of children with intellectual and developmental disabilities, age 3–7 years. The parent education program used the principles of applied behavior analysis and was delivered 1 hr a week, over 16 weeks. The program followed procedures established by the Project ECHO (Extension for Community Health Outcomes) model of service delivery. Each week, the parents received a one-page handout on the teaching content for the week, and each session contained 20 min of direct teaching delivered by content experts. Parents also reviewed teaching and behavioral strategies with the experts and discussed challenging behaviors demonstrated by their children. 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引用次数: 0

摘要

结果使用前/后测试设计进行测量,证明了父母的能力感和授权感的积极变化。家长也认为干预是可以接受的,表明干预的社会有效性和可行性。我们的下一篇文章由Sophia D' agostino, Sarah Douglas和Hedda Meadan撰写,描述了一项专注于早期干预提供者的感知和报告在指导护理人员时使用同情护理能力的研究。尽管在其他学科中,同情心指导是一种备受重视和研究的实践,但在早期干预领域并不普遍。这种模式中的实践和行为优先考虑人际交往能力和与家庭的关系,作为增加儿童和家庭成果的手段。75名早期干预者完成了一份在线问卷,以评估早期干预中同情护理能力的重要性、使用频率和信心。结果表明,大多数同情护理能力被受访者评为高重要性,尽管有些能力不经常实施,提供者报告缺乏信心来实施它们。提供了关于在早期干预中使用同情护理能力的建议。我们的上一篇文章是由张雅致、南希·亨特和罗宾·多兹撰写的,主要讨论了不同文化背景的父母和服务提供者从早期干预过渡到早期儿童特殊教育的挑战。采用焦点小组的方法,从8个不同文化背景的家庭(2组)、5名早期干预者(1组)和6名早期儿童特殊教育教师(1组)中收集有关过渡的信息。通过广泛而集中的问题,各小组确定了关于过渡的几个主题。其中包括:(1)在过渡时期感到迷失;(2)有限制性选择,导致限制性(非包容性)安置;(3)服务和模式的中断。本文讨论了这些问题,并提出了改善多元文化家庭和服务提供者过渡过程的建议,包括加强教师培训计划。与往常一样,我要感谢作者将他们的作品提交给IYC,以及协助编辑过程的审稿人,他们为这些手稿的出版提供了建议。——mary Beth Bruder,博士编辑
本文章由计算机程序翻译,如有差异,请以英文原文为准。
From the Editor
Actions speak louder than words. Another adage that challenges us to walk the walk, rather than just talk the talk. That is, we should do something rather than just talk about something. Most recently, the need for action has been illustrated through the focus on equity in early childhood service delivery. This is challenging because the word “equity” is contextual, sometimes misapplied, and many times not defined. For example, equity is illustrated differently across populations of young children and their families, service sectors, and targeted outcome. Early childhood intervention (ECI) for infants and young children with disabilities is one service delivery sector where inequity and disparities have been evident. Although our field espouses service components such as interdisciplinary teams, accessible screening protocols, authentic assessments, individualized service delivery plans, inclusive classrooms and communities, and data-based instructional and intervention protocols, many families and their children have been excluded from ECI service delivery models that use these practices. In many cases, these are families who are marginalized in society because of their diverse backgrounds. There are many reasons for these exclusions from appropriate and individualized intervention services. They range from an undertrained workforce who is facing unprecedented shortages of personnel, to systems that are underfunded and uncoordinated, to practices that are not accessible, appropriate, nor available to families and children from diverse backgrounds. One can also blame the aftermath (we hope) of an unprecedented pandemic that shifted society in many ways and created disequilibrium across all service sectors, including ECI. No matter what the reason, it is time to address such challenges so that we can create and implement equitable ECI systems for all infants and young children and families eligible for ECI services. For too long, the system has been complacent about service delivery to marginalized populations who represent diverse backgrounds. We must move beyond a call for equity and instead implement actions to correct disparities across systems, programs, and families. We know what we need to do; Equity must be seen as an action verb rather than just a word we embed into our rhetoric. CURRENT ISSUE Our first article by Loraine Swanson, Meera Menon, Amber Minogue, Rebecca Russell, and Scott Berns describes an early childhood system framework developed through observations of system work in states and communities participating in the Early Childhood Comprehensive Systems Collaborative Improvement and Innovation Network (ECCS CoIIN). The Network focused on building systems that support increased developmental promotion and screening of young children who experience inequities related to race, place, and income. The proposed framework recognized the individual needs and operations of different service sectors and disciplines, as well as the complexity of the collaborations needed to build a system to meet children's needs. System maturity was identified as a contributing factor to successful collaborations. The authors provide recommendations to programs and communities on the use of the system framework. Our next article, written by Sema Büyüktaşkapu Soydan, presents a study from Turkey that examined the relationship between children's emotional regulation skills and the role of teaching practices on children's classroom adaptation. A random cluster sampling method was implemented with 250 preschool-age children and 50 preschool teachers. Data were collected through two instruments completed by a child's teacher on child behavior in the classroom and teacher classroom practices. Another assessment was completed by the parents about their child's emotional regulation. The results suggested that emotional regulation skills and intensive teaching practices have a direct effect on child classroom adaptation. Of most importance was the finding that children's emotional regulation skills increased when teachers used intensive social interaction interventions. Katherine Bateman, Ilene Schwartz, and Ryan Grimm implemented an intervention study to reduce children's challenging behavior. The study provided parent education to 17 parents of children with intellectual and developmental disabilities, age 3–7 years. The parent education program used the principles of applied behavior analysis and was delivered 1 hr a week, over 16 weeks. The program followed procedures established by the Project ECHO (Extension for Community Health Outcomes) model of service delivery. Each week, the parents received a one-page handout on the teaching content for the week, and each session contained 20 min of direct teaching delivered by content experts. Parents also reviewed teaching and behavioral strategies with the experts and discussed challenging behaviors demonstrated by their children. The results were measured using a pre/posttest design, and positive changes in parents' senses of competency and empowerment were demonstrated. Parents also felt that the intervention was acceptable, suggesting the social validity and feasibility of this intervention. Our next article, written by Sophia D'Agostino, Sarah Douglas, and Hedda Meadan, describes a study focused on early intervention providers' perceptions and reported use of compassionate care competencies when coaching caregivers. Although coaching with compassion is a highly valued and studied practice across other disciplines, it has not been prevalent within the field of early intervention. The practices and behaviors in this model prioritize interpersonal skills and relationships with families as a means of increasing child and family outcomes. Seventy-five early interventionists completed an online questionnaire to assess the importance, frequency of use, and confidence of compassionate care competencies within early intervention. The results indicated that most compassionate care competencies were ranked high in importance by the respondents, though some competencies were not implemented frequently, and providers reported less confidence to implement them. Recommendations were provided about the use of compassionate care competencies in early intervention. Our last article, written by Ya-Chih Chang, Nancy Hunt, and Robin Dodds, focuses on the challenge of transition from early intervention to early childhood special education for culturally diverse parents and service providers. Focus group methodology was used to gather information about the transition from eight families (two groups), five early interventionists (one group), and six early childhood special education teachers (one group), who were all culturally diverse. Through both broad and focused questions, several themes about transition were identified across the groups. These included the following: (1) Feeling lost in transition; (2) Having restricted choices that led to restrictive (noninclusive) placements; and (3) Discontinuity of services and models. These are discussed, and recommendations for improvements in the transition process for culturally diverse families and service providers are provided, including enhancements to teacher preparation programs. As always, I would like to thank the authors for submitting their work to IYC, and the reviewers who assisted the editorial process by offering suggestions to bring these manuscripts to publication. —Mary Beth Bruder, PhD Editor
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来源期刊
CiteScore
1.90
自引率
9.10%
发文量
24
期刊介绍: Infants & Young Children is an interdisciplinary journal focusing on vulnerable children from birth to five years of age and their families. Of special interest are articles involving innovative interventions, summaries of important research developments and their implications for practice, updates for high priority topic areas, balanced presentations of controversial issues, and articles that address issues involving policy, professional training, new conceptual models, and related matters. Although data are often presented primarily to illustrate points, some types of data-based articles may be appropriate.
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