bluuebunny/crossref_metadata_2025 huggingface dataset:
The Effects of Trainer-Implemented Enhanced Milieu Teaching on the Social Communication of Children with Autism
Authors: Hancock Terry B. , Kaiser Ann P.
Published: June 2008

This study examined the effects of Enhanced Milieu Teaching on the social communication skills of preschool children with autism when delivered by trained interventionists. A modified single-subject design across four children was used to assess the children's acquisition, maintenance, and generalized use of language targets and social communication skills as a result of the intervention. Observational data indicated that all children showed positive increases for specific target language use at the end of 24 intervention sessions, and these results were maintained through the 6 month follow-up observations. There was also evidence of positive changes in the complexity and diversity of language for children on observational measures. Three of the four children also generalized these positive language effects to interactions with their mothers at home, with the greatest changes seen immediately after the intervention. Parent satisfaction with the intervention procedures and child outcomes were high.
The Effectiveness of the Parents as Teachers Program with Low-Income Parents and Children
Authors: Wagner Mary , Spiker Donna , Linn Margaret Inman
Published: June 2008

The association between poverty and compromised development, particularly in the early years, has been well documented. Many early childhood programs have been designed to promote positive parenting and more enriched home environments in order to nhance children's development. We describe findings from a multisite, randomized evaluation of the Parents as Teachers (PAT) program with 665 families, which was designed specifically to investigate the program's effectiveness with low-income families. The observed effects of the PAT program on parenting and child development outcomes were generally small, with few statistically significant effects. More consistent positive effects were noted for very low-income parents and their children relative to more moderate income parents. The discussion focuses on the policy implications of the findings for the design and implementation of early childhood parenting programs for low-income families and future research.
Implementing Inclusive Early Childhood Education
Authors: Soodak Leslie C. , Erwin Elizabeth J. , Winton Pam , Brotherson Mary Jane , Turnbull Ann P. , Hanson Marci J. , Brault Linda M. J.
Published: June 2008

We present two scenarios involving a family's experience in accessing a quality inclusive education for their young child to illustrate what it might look like if all stakeholders assumed responsibility for implementing the available research-based information to facilitate inclusive early childhood education. The influence and role of each stakeholder group (i.e., families, administrators, practitioners, college and university faculty, researchers) are discussed. We suggest that to move from mediocrity to excellence in providing inclusive early childhood education, professional empowerment must occur at the individual and program levels.
Cultural Competency as Skilled Dialogue
Authors: Barrera Isaura , Corso Robert M.
Published: June 2008

There is a continuing need to competently serve children and families from diverse cultural and linguistic backgrounds. This article describes Skilled Dialogue, an approach to cultural competency developed by the first author in response to the challenges posed by cultural linguistic diversity. Skilled Dialogue focuses on cultural competency as the ability to craft respectful, reciprocal, and responsive interactions across diverse cultural parameters. The authors discuss key beliefs about cultural diversity and culture that provide the foundation of this approach, as well as the characteristics, component skills, and related strategies of Skilled Dialogue. Concrete suggestions are offered for engaging in the process of Skilled Dialogue as an approach to cultural competency.
Convergent Validity of the Behavioral and Emotional Rating Scale with Primary Grade—Level Students
Authors: Epstein Michael H. , Nordness Philip D. , Ron Nelson J. , Hertzog Melody
Published: June 2008

Two convergent validity studies of the Behavioral and Emotional Rating Scale (BERS; Epstein & Sharma, 1998), a standardized, norm-referenced instrument for assessing the emotional and behavioral strengths of children, were conducted with primary school—age students. In the first study, the BERS was compared with three social adjustment scales from the Systematic Screening for Behavior Disorders (Walker & Severson, 1990), a multigate screening system for identifying children at risk of behavior problems. In the second study, the BERS was compared with the subscales of the Scale for Assessing Emotional Disturbance (Epstein & Cullinan, 1998), a standardized, norm-referenced scale that assists in the identification of children who qualify for the federal special education category of emotional disturbance. Results indicated that the BERS demonstrated adequate convergent validity. The BERS instrument is recommended for identifying students with special needs, developing strength-based goals and interventions for areas requiring improvement, and evaluating outcomes.
Ecological Congruence Assessment for Classroom Activities and Routines
Authors: Wolery Mark , Sigalove Brashers Margaret , Neitzel Jennifer C.
Published: June 2008

This article is based on the assumption that childcare programs can be desirable intervention contexts for young children with disabilities. In such sites, however, two potential problems often occur: nonfunctional goals and contextually irrelevant recommendations by specialists (special educators and therapists) to childcare teachers. To address these issues, the ecological congruence assessment process was developed. This process involves three phases: The teacher collects information about child functioning in usual classroom activities, routines, and transitions; summarizes the collected information; and shares the summarized information with the team. Use of the ecological congruence assessment process may produce more functional goals and provide useful information for making practice recommendations that are specific to the classroom.
Developing a General Outcome Measure of Growth in Movement for Infants and Toddlers
Authors: Greenwood Charles R. , Luze Gayle J. , Cline Gabriel , Kuntz Susan , Leitschuh Carol
Published: June 2008

Proficiency in movement, an important outcome in early childhood, is necessary for physical, cognitive, and social—emotional development. The development of an experimental measure for assessing growth in movement in children ages birth to 3 years is described. Based on general outcome measurement (GOM) procedures (e.g., Deno, 1997), the measure was intended for the identification of children having difficulty acquiring movement skills and the evaluation of the effectiveness of interventions for these children. Results from its use with a sample of 29 infants and toddlers demonstrated the feasibility of the measure. The 6-minute GOM was found to be reliable in terms of interobserver agreement and odd—even and alternate forms indices. Adequate criterion validity was demonstrated through use of a standardized measure of motor abilities and caregiver ratings of children's movement skills. The GOM was sensitive to changes in key skill elements and growth in total movement rate with age. This Movement GOM holds great promise as a quick, inexpensive, and readily interpretable means of monitoring growth in movement for children from birth to 3 years.
Evaluation of Paraprofessional Home Visiting Services for Children with Special Needs and Their Families
Authors: Rosenberg Steven A. , Robinson Cordelia , Fryer G. Edward
Published: June 2008

This study evaluated the impact of supportive paraprofessional home visiting on mothers and their young children who had or were at risk for developmental disabilities and who were at risk for receiving inadequate parenting. Families were randomly assigned to intervention and comparison groups. Upon exit, mothers in the intervention group rated services as more helpful and demonstrated moderately better mental health than did mothers in the comparison group. Children in the intervention group were more likely to have received an Individualized Family Service Plan. The two groups did not differ in the quality of their home environments, service utilization, or child outcomes. The results of these findings are discussed in terms of the need for direct training of parents and the characteristics of families who can benefit most from the services that paraprofessionals provide.
Contributions of Receptive Vocabulary and Maternal Style
Authors: Fewell Rebecca R. , Deutscher Barbara
Published: June 2008

The contributions of three variables—children's receptive vocabulary scores, maternal responsiveness, and maternal directiveness—to the prediction of Verbal IQ and reading over a 5½-year period were investigated. The study sample consisted of 543 low-birthweight children who were participants in the larger Infant Health and Development Program. Three separate multiple regression analyses found that children's receptive vocabulary scores at 36 months of age accounted for the major portion of the variation in the outcomes. Maternal responsiveness added significantly to the variation in each of the three models. The results suggest that the responsiveness of the mother is an important variable to consider when an intervention target is enhancing the verbal ability of a child.
Teaching Parents of Preschoolers at High Risk
Authors: Hancock Terry B. , Kaiser Ann P. , Delaney Elizabeth M.
Published: June 2008

An AB single-subject design replicated across five participants was used to assess the effects of an intervention that taught parents to support their preschool children's communication skills and manage their behavior. Children with language delays and emergent behavior problems and their parents from low-SES backgrounds participated. Parents attended 30 individual sessions and were taught to be responsive to their children's communication and to provide contingent consequences for their children's behavior. Generalization to interactions at home and maintenance of intervention efforts were assessed. Parents learned the strategies, generalized these strategies to interactions at home, and maintained positive changes 6 months after the intervention. Children showed positive changes in language and behavior during the intervention, but maintenance and generalization of these effects were more variable.
Between Research and Practice
Authors: Campbell Philippa H. , Halbert Joan
Published: June 2008

Practitioners' personal perspectives may serve as a lens through which they reject practices that do not match their beliefs or filter the ways in which new practices are interpreted and implemented. The perspectives of 241 multiple-discipline early intervention practitioners were elicited by asking them to describe "three wishes" they would make to change early intervention so that children and families received quality services. Their statements were transcribed and categorized into six major themes: (a) work environment, (b) services, (c) teaming, (d) training, (e) center-based service models, and (f) parent participation. With few exceptions, practitioner perspectives conflicted with accepted early intervention best practices such as family-centered intervention or provision of services in natural environments.
Effects of Teaching Early Interventionists to Use Discrete Trials During Ongoing Classroom Activities
Authors: McBride Bonnie J. , Schwartz Ilene S.
Published: June 2008

This study evaluated the effects of a teacher-training package that included sequential components (activity-based intervention [ABI] and ABI with discrete trials) on the rate of instructional opportunities presented to young children with disabilities. Three teachers and three children participated. A multiple-probe design was used with four conditions: classroom baseline, ABI, ABI with discrete trials, and generalization. Although the rate of instruction increased during the ABI condition, substantial increases were not seen until teachers received instruction on how to organize and conduct instructional trials using a discrete trials format. Concurrent observations revealed that the percentage of intervals in which teachers engaged in obligatory interactions (those that required a response) and nonobligatory interactions (those that did not require a response) increased as the rate of instruction increased and that the amount of time teachers engaged children in interactions that were nondirective remained unchanged following the introduction of the discrete trials format. As the rate of instruction increased, child engagement either increased or stayed the same, and all three children showed a higher rate of independent correct responses to target learning objectives in the ABI with discrete trials condition. These findings suggest that an important ingredient in the successful application of systematic instructional procedures in classroom settings may be related to how proficient early interventionists are at organizing and conducting an instructional trial.
Parents' Evaluation of the Usability of a Web Site on Recommended Practices
Authors: Cook Robert S. , Rule Sarah , Mariger Heather
Published: June 2008

This article describes parents' evaluation of a Web site intended to provide practical information about recommended practices such as activity-based or embedded instruction to families whose young children have disabilities or are at developmental risk. Twenty-one parents from 10 states conducted an online evaluation of the site, SPIES for Parents, judging its content and ease of use. The data were analyzed using quantitative and qualitative methods. Results indicated that the Internet can be an effective medium for disseminating information about recommended practices to families. The parent group found the Web site to be helpful, useful, and responsive to their needs and time constraints. Although they said that textual information was easy to access, some parents did note that they experienced technological problems in downloading video.
Assessing Relational and Physical Aggression Among Preschool Children
Authors: McEvoy Mary A. , Estrem Theresa L. , Rodriguez Michael C. , Olson Michelle L.
Published: June 2008

Researchers have assessed relational aggression (RA) and physical aggression (PA) primarily with teacher ratings and peer nominations. However, limited observational research exists in this area. This study compared three methods for assessing RA and PA: a teacher rating scale, a peer nomination measure, and a direct observation measure. Results supported previous research showing intermethod agreement between peer and teacher ratings of RA for girls and PA for boys. All three methods indicated that boys engaged in PA and RA more often than girls. However, teachers and peers agreed more often about incidences of RA and PA than did observers. Thus, a variety of evaluation tools may be necessary to assess preschoolers' types of aggression. Development of accurate, practical measures will provide educators with better identification, prevention, and intervention strategies for boys and girls.
Comprehensive Evidence-Based Social—Emotional Curricula for Young Children
Authors: Joseph Gail E. , Strain Phillip S.
Published: June 2008

This article reviews eight comprehensive social—emotional curricula for children under 6 years of age and describes two promising curricula currently under investigation. These programs have been successful in the promotion of interpersonal skills and the reduction or prevention of challenging behavior for a wide range of children. Particular attention is paid to the level of evidence or scientific believability associated with criteria that reflect efficacious adoption of curricula. Areas for future research are discussed.
Using Relationship-Focused Intervention to Enhance the Social—Emotional Functioning of Young Children with Autism Spectrum Disorders
Authors: Mahoney Gerald , Perales Frida
Published: June 2008

This study investigates the effectiveness of relationship-focused intervention on the social and emotional well-being of children with autism spectrum disorders. Relationship-focused intervention is a general approach to developmental intervention that encourages and supports parents to enhance their use of responsive interactive strategies during routine interactions with their children. The sample for this study consisted of 20 young children diagnosed with autism or pervasive developmental disorder and their parents. Parents and children received weekly intervention sessions for 8 to 14 months. These sessions focused on encouraging parents to use a Responsive Teaching curriculum to promote children's socioemotional development. Comparisons of pre- and postassessments indicated that the intervention was successful at encouraging mothers to engage in more responsive interactions with their children. Increases in mothers' responsiveness were associated with significant improvements in children's social interaction, as well as in standardized measures of their social— emotional functioning. These results indicate that relationship-focused intervention holds much promise for enhancing the social—emotional functioning of children with autism spectrum disorders.
Promising Interventions for Promoting Emergent Literacy Skills
Authors: Justice Laura M. , Pullen Paige C.
Published: June 2008

The decade of the 1990s saw a tremendous increase in research studying the value of emergent literacy intervention, particularly for meeting the needs of children at risk. Such studies have documented the positive effects of adult—child shared storybook reading, literacy-enriched play settings, and structured phonological awareness curricula for enhancing the emergent literacy skills of young children. This article defines emergent literacy, discusses the meaning of evidence-based practice, and describes three promising evidence-based approaches for emergent literacy intervention.
Tracking Preschoolers' Language and Preliteracy Development Using a General Outcome Measurement System
Authors: Phaneuf Robin L. , Silberglitt Benjamin
Published: June 2008

A general outcome measurement system designed for use in early childhood represents an alternative to current assessment practices. This article describes an application of a general outcome measurement system, Individual Growth and Development Indicators (IGDIs), with 68 preschool children attending early childhood programs in east-central Minnesota. IGDIs were administered on three occasions from January to May at four early childhood sites, with one site implementing an intervention after the second administration. Results indicated that the measures were easy to use; were efficient in administration, scoring, and data interpretation; and provided valuable information for making decisions about early childhood education and special education. Obtained rates of growth over time were similar to those for other applications of IGDIs and demonstrated some sensitivity to intervention.
Early Parent—Child Interactions and Early Literacy Development
Authors: Dodici Beverly J. , Draper Dianne C. , Peterson Carla A.
Published: June 2008

The relationship between parent—child interactions and early literacy skills for 27 families living in low-income households was examined. Parent—child interactions in “simulated” daily experiences were videotaped when the children were 14, 24, and 36 months old. These tapes were coded with the Parent-Infant/Toddler Interaction Coding System (PICS; Dodici & Draper, 2001), a scale that rates child language, parent language, emotional tone, joint attention, parental guidance, and parental responsivity. These behaviors were related strongly to early literacy skills in the areas of receptive vocabulary, symbolic representation, and phonemic analysis, which were measured in the spring prior to kindergarten entry. In addition, observed parent—child interactions were better predictors of early literacy skills than was a parent report of home literacy experiences.
Topic Control During Shared Storybook Reading
Authors: Justice Laura M. , Kaderavek Joan N.
Published: June 2008

This study reports descriptive findings concerning the discourse patterns of shared reading interactions between mothers and their children with a language impairment. Specifically, control of discourse topic was studied for two book-reading interactions involving 11 dyads. Data were interpreted as showing that (a) mothers and their children shared the control of topic during book reading, (b) both mothers and children displayed balance in their control versus contingent topic contributions, (c) robust reciprocal associations were evident between maternal and child discourse control features, and (d) three observable patterns of topic control arrangements characterized individual dyads. Results of this work may contribute to the design of book-reading interventions for children at risk, and they suggest that it is important to consider the impact of such interventions upon topic control and contingency dynamics.
Improving the Sensitivity and Responsivity of Preservice Teachers Toward Young Children with Disabilities
Authors: Rimm-Kaufman Sara E. , Voorhees Mary D. , Snell Martha E. , La Paro Karen M.
Published: June 2008

Research in developmental and educational psychology points to the importance of sensitive interactions between adult and children in order to promote children's social, emotional, and academic learning. Despite this evidence, there are many conceptual and programmatic challenges that have prevented this emphasis in early childhood special education (ECSE). This article provides a definition of and theoretical framework for teacher sensitivity and responsiveness; describes the evidence that supports this focus; and delineates the research, interventions, and challenges that bear upon the enhancement of teacher—child sensitivity and responsivity in ECSE. This article also discusses and critiques a pilot program for facilitating the development of sensitive teacher—child interactions.
Dimensions of Parental Engagement in Home Visiting Programs
Authors: Wagner Mary , Spiker Donna , Inman Linn Margaret , Hernandez Frances
Published: June 2008

A randomized trial of the multisite evaluation of the Parents as Teachers home visiting program indicated significant attrition from program services and wide variation in participation and involvement of the families. This exploratory study of parental engagement reflects a growing emphasis in the field on research related to implementation issues. Based on qualitative data from site visits with program staff and parents, the authors developed a model of five proposed dimensions of engagement. They examined quantitative data that served as indicators of the dimensions and explored parent and family factors that related to each type of engagement. The results indicated that it is both appropriate and useful to characterize parental engagement in home visiting programs as a multidimensional concept that goes beyond simply enrolling or dropping out. The data suggest that some dimensions of engagement are independent of others and that different parent factors relate to different types of engagement. The implications for future program evaluation, as well as for training and supervision in home visiting programs, are discussed.
Behavior Problems of Preschool Children From Low-Income Families
Authors: Huaqing Qi Cathy , Kaiser Ann P.
Published: June 2008

Research on the prevalence of behavior problems in preschool children from low-income families, and the risk factors associated with these behaviors, was reviewed. A systematic search of studies conducted between 1991 and 2002 yielded a total of 30 research reports that met all of the preestablished criteria. These studies yielded several findings. Children from low socioeconomic status (SES) backgrounds were found to have a higher incidence of behavior problems as compared to the general population. Behavior problems were associated with multiple risk factors found in these children's lives related to child, parent, and socioeconomic characteristics. The results are discussed in terms of implications for early identification and intervention and directions for future research.
Administrative Support and Challenges in Nebraska Public School Early Childhood Programs
Authors: Marvin Christine , LaCost Barbara , Grady Marilyn , Mooney Paul
Published: June 2008

One hundred seventy-six teachers employed in prekindergarten programs in Nebraska's public schools were surveyed regarding their perceptions of the administrative supports and challenges associated with their programs. Both early childhood and early childhood special education teachers participated. Overall findings suggest that most administrators of early childhood programs advocate for quality programs and support teachers' unique budgetary requests and work-hour schedules. Consistent with the findings from reports by Brotherson et al. (2001) and Lieber et al. (1997), teachers indicated that their supervisor (principal or other type of administrator) relied on them for knowledge about recommended practices in early childhood programs. Teachers supervised by principals versus teachers supervised by other administrators reported some disparity regarding their supervisor's support; knowledge of the program; and advocacy for flexible schedules, home visits, and contacts with families and noneducation agencies. Implications for teachers and administrators are presented.
Parents as Professionals in Early Intervention
Authors: Gallagher Peggy A. , Rhodes Cheryl A. , Darling Sharon M.
Published: June 2008

One of the goals of a family-centered approach in early intervention is to equally involve family members as active partners with professionals. This article describes one state's model of family involvement using parents of young children with disabilities as parent educators in the Part C system. Qualitative focus group data were collected with the parent educators over 6 time periods and revealed their changing perceptions about their roles as parent educators, as well as their perceived challenges and successes. Parent educators ultimately came to see themselves as “professionals” working to bring a family perspective to the early intervention system.
Impact of Deafness on Family Life
Authors: Wood Jackson Carla , Turnbull Ann
Published: June 2008

The presence of deafness in a family has the potential to affect all areas of family life. An understanding of the impact on family life is critical to addressing all components of the family system in early intervention. This review synthesizes the literature on deafness as it relates to four domains of family quality of life, including family interaction, family resources, parenting, and support for the child who is deaf. Implications for future research are discussed.
The Effects of Mother's Style of Interaction on Children's Engagement
Authors: Kim Jeong-Mee , Mahoney Gerald
Published: June 2008

This study examined the effects of mothers' style of interaction on children's interactive engagement. The study consisted of a sample of 30 children from Korea, including chronologically age-matched groups of children with disabilities ( n = 13) and children without disabilities ( n = 17). Parents were videotaped while playing with their children with a standard set of developmentally appropriate toys. These observations were coded with the Child Behavior Rating Scale to assess children's engagement and the Maternal Behavior Rating Scale to assess mother's style interaction. Results are described in terms of (a) factors that contribute to children's developmental growth and (b) the kinds of intervention objectives that should be targeted with responsive teaching strategies.
Engaged Supervision to Support Recommended Practices for Young Children with Challenging Behavior
Authors: Strain Phil S. , Joseph Gail E.
Published: June 2008

Although in the last 20 years much progress has been made on understanding the challenging behaviors of young children and providing effective prevention and intervention, it is not at all certain that recommended practices have been widely adopted across early care and education programs. In this article, the authors argue that a major impediment to widespread use of recommended practices is a variety of supervisory issues, including the fact that direct service staff members often feel overwhelmed, overworked, and disrespected. To address these issues, the authors offer a set of strategies leading to what they call engaged supervision.
Revisiting a Comparison of Eligibility Policies for Infant/Toddler Programs and Preschool Special Education Programs
Authors: Danaher Joan , Shackelford Jo , Harbin Gloria
Published: June 2008

In this study, the authors repeated an earlier analysis and comparison of state eligibility policies under the Infants and Toddlers with Disabilities Program, Part C of the Individuals with Disabilities Education Act (IDEA), and the preschool special education program, Part B, Section 619, of IDEA. The impact of federal and state policy changes in the intervening years on the prospects for continuity of eligibility as children move from Part C to Part B was investigated. The analysis revealed fewer states in which discontinuity was a concern (21, down from 27). States in which continuity was either “very likely” or “somewhat likely” increased from 24 to 30. The authors discuss policy options affecting continuity of eligibility across the early childhood programs of IDEA and the relevance of their findings for realizing the purposes of IDEA.
State Policy as an Influence on the Participation of Young Children with Medical Needs in Childcare
Authors: Bruder Mary Beth , Borman Fink Dale
Published: June 2008

The authors collected data from 48 states and the District of Columbia regarding state policies that affect the participation of children with medical needs in licensed childcare. They began with a more narrowly focused agenda of identifying policies affecting children with medically complex needs, but because few regulations are directed to this population, broadened their inquiry. The authors propose a conceptual change in the way professionals think about children with medical complexity. They argue that individual children may enter (and leave) a “zone of medical complexity” rather than being part of a fixed population they term children with medical complexity. Additional findings are clustered into six thematic areas: restrictions on dispensing of medications, policies on other medical treatments, higher subsidies and other financial supports, childcare health consultants and other informational resources, policies regarding specialized centers, and issues related to boards of nursing or nurse practice acts. Within each thematic area, the authors identify specific states that have recently enacted important policy changes.
Early Head Start
Authors: Peterson Carla A. , Wall Shavaun , Raikes Helen A. , Kisker Ellen E. , Swanson Mark E. , Jerald Judith , Atwater Jane B. , Wei Qiao
Published: June 2008

Early Head Start (EHS) is a comprehensive, two-generation program that provides services to low-income families with children under the age of 3 years. As part of their mandate, staff members of EHS programs collaborate with other service providers in their local communities, including Part C and childcare providers. The incidence of disabilities among low-income children was tracked as part of the EHS Research and Evaluation Project. The incidence of indicators of disabilities (or potential disabilities) was extremely high (87%) among these very young children living in poverty; however, only 99 participating families (4.7% of the sample) received Part C services. Receipt of Part C services was related negatively to specific family characteristics (e.g., mother less well educated, being of color, not speaking English). Participation in EHS had a positive impact on receipt of Part C services.
Early Intervention Service Coordination Policies
Authors: Harbin Gloria L. , Bruder Mary Beth , Adams Candace , Mazzarella Cynthia , Whitbread Kathy , Gabbard Glenn , Staff Ilene
Published: June 2008

Effective implementation of service coordination in early intervention, as mandated by the Individuals with Disabilities Education Act, remains a challenge for most states. The present study provides a better understanding of the various aspects of the policy infrastructure that undergird service coordination across the United States. Data from a national survey of all state Part C coordinators contained critical variables that are used to describe three dimension of the policy infrastructure—responsibilities of the service coordinator, the document used to guide service coordination (Individualized Family Service Plan), and policies that facilitate a comprehensive and interagency coordinated service system. The results indicated that in general, most states do not have a sufficient policy infrastructure to support the implementation of effective service coordination.
Needs of and Supports for African American and European American Caregivers of Young Children with Special Needs in Urban and Rural Settings
Authors: Darling Sharon M. , Gallagher Peggy A.
Published: June 2008

In this study, the authors compared the self-reported needs of and sources of supports for African American and European American caregivers of young children with disabilities living in urban and rural areas. One hundred twenty caregivers of young children in one state's early intervention (EI) system responded to two instruments, the Family Needs Scale (Dunst, Cooper, Weeldreyer, Snyde, & Chase, 1987) and the Family Support Scale (Dunst, Jenkins, & Trivette, 1996). African American and European American caregivers differed significantly regarding family needs, whereas urban and rural caregivers differed significantly on the overall level of support they reported. Interactional effects were also found. EI systems must take into account such differing needs and sources of support when developing policies and services for young children with disabilities and their families.
The Asset-Based Context Matrix
Authors: Wilson Linda L. , Mott Donald W. , Batman Deb
Published: June 2008

This article provides a description of the Asset-Based Context Matrix (ABC Matrix). The ABC Matrix is an assessment tool for designing interventions for children in natural learning environments. The tool is based on research evidence indicating that children's learning is enhanced in contextually meaningful learning environments. The ABC Matrix focuses on three types of learning contexts (family activity settings, community activity settings, and early childhood activities) and five characteristics of child behavior (interests, assets, functionality, opportunity, and participation). Information is gathered through conversations with parents, as well as through interactions with and observations of the child in natural environments. The ABC Matrix yields a rich array of information about a child's everyday life that is useful for intervention planning. Sample questions, examples of information obtained, links to IFSP development, and a copy of the ABC Matrix are included.
Collaborative Teaming to Support Preschoolers With Severe Disabilities Who Are Placed in General Education Early Childhood Programs
Authors: Hunt Pam , Soto Gloria , Maier Julie , Liboiron Nicole , Bae Soung
Published: June 2008

Researchers in 2 studies investigated the effectiveness of a general education/special education collaborative teaming process in increasing the engagement, development, and learning of preschoolers with severe disabilities who were placed in general education early childhood programs that operated under a team-teaching model. The process included monthly team meetings to develop educational and social supports for targeted preschoolers, which were then collaboratively implemented by the educational team members. Study 1 focused on 3 teams composed of early childhood and special education teachers, instructional assistants, speech—language therapists, and parents who supported a child with significant disabilities attending one of the 3 participating preschools. Study 2 extended the collaborative teaming model to include all preschoolers with disabilities attending one of the preschool programs from the first study who required intensive levels of support (4 children). The effectiveness of the collaborative development and implementation of support plans—and the extent to which the collaborative teaming process was judged to be natural to the existing classroom culture and useful in producing positive child outcomes—was evaluated in both studies.
An Experimental Evaluation of Positive Behavior Support in a Community Preschool Program
Authors: Duda Michelle A. , Dunlap Glen , Fox Lise , Lentini Rochelle , Clarke Shelley
Published: June 2008

Although positive behavior support (PBS) has been established as an effective approach for resolving the challenging behaviors of many populations, little research has evaluated PBS with children under the age of 4 years. In addition, few studies have considered the effectiveness of PBS delivered via consultation in typical childcare and preschool settings. This study was conducted to examine the effects of PBS implemented by typical classroom staff for two 3-year-old girls in a community-based preschool accredited by the National Association for the Education of Young Children. Within the context of A-B-A-B designs, the data indicated reductions in challenging behaviors and increases in engagement for both girls in two separate group contexts. Fidelity data indicated that some components of the PBS plans were implemented but others were not. The findings support the efficacy of PBS with young children in natural settings while raising questions for future research regarding the utilization and efficiency of PBS support plans.
Project DATA (Developmentally Appropriate Treatment for Autism)
Authors: Schwartz Ilene S. , Sandall Susan R. , McBride Bonnie J. , Boulware Gusty-Lee
Published: June 2008

Providing appropriate educational services to young children with autism may be one of the defining challenges of the 1990s and early 2000s for early childhood special education. The number of children with autism is increasing dramatically, the research literature is rich with evidence-based instructional strategies, and the Internet is even more full of information and advice of unknown quality. Parents and school district personnel, often working together but sometimes at odds, need to develop programs to meet the needs of these children. Project DATA (Development Appropriate Treatment for Autism) started as a federally funded model demonstration project for developing a school-based program for young children with autism that would be effective and acceptable to consumers (e.g., parents, school personnel). Project DATA consists of five components: a high-quality early childhood environment, extended instructional time, social and technical support for families, collaboration and cooperation across services, and transition support. In this article, we provide data demonstrating the effectiveness of this model and discuss the implications of this type of inclusive programming for young children with autism.
Elements of Successful Inclusion for Children with Significant Disabilities
Authors: Frazeur Cross Alice , Traub Elizabeth K. , Hutter-Pishgahi Lois , Shelton Gen
Published: June 2008

This study focused on the practices used by specialists and early childhood education personnel that contributed to the successful inclusion of 7 young children with significant disabilities who were served in typical community settings, such as preschools and childcare centers. Analysis identified 4 elements common to each of the research sites: attitudes, parent—provider relationships, therapeutic interventions, and adaptations. These were examined in depth to identify essential practices that contributed to the children's successful inclusion in the community childcare or preschool programs.
Siblings, Peers, and Adults
Authors: Jones Christopher D. , Schwartz Ilene S.
Published: June 2008

Employing typically developing children and adults as models of appropriate behavior for children with autism and other developmental disabilities has been a common practice for more than four decades, and peer modeling serves as one of the theoretical cornerstones of inclusion and related innovations. In addition to examining adult and peer modeling, this study extends previous modeling research by including a subset of peers—siblings. The authors employed a parallel-treatments single-subject design counterbalanced across stimulus sets and replicated across three participants to extend previous research on the effectiveness of peers, siblings, and adults as models for teaching novel language skills to children with autism spectrum disorder. Participants learned the target skills under all three modeling conditions.
Equity and Disparity in Access to Services
Authors: Shapiro Beppie J. , Derrington Taletha M.
Published: June 2008

Young children with developmental delays can benefit from early intervention under Part C of the Individuals with Disabilities Education Act (IDEA) only if they are identified and served before the age of 3 years. IDEA mandates Child Find activities to promote access to Part C services, that is, to promote identification of children and referral for and enrollment in services. An evaluation of Hawai`i's early intervention Child Find examined the equity of access to referral and enrollment across various subpopulations. Reassuring results were obtained for low-income and immigrant households, but access for children from military families appeared to be less equitable. The study provided conflicting evidence with respect to access for children whose parents spoke little English. Uninsured children experienced the greatest disparity in access. Recommendations to improve Child Find services include expanded outreach among military families and families whose children lack health insurance. Future evaluations of equity would be facilitated by more complete statewide data systems and by qualitative studies of the perceptions of referred families and referring professionals. Other states are encouraged to undertake similar evaluations.
Supporting Families
Authors: Kaczmarek Louise A. , Goldstein Howard , Florey John Douglas , Carter Aurelia , Cannon Sheila
Published: June 2008

The Family-Centered Preschool Model is a family support model for center-based preschool programs. The model utilizes family consultants—parents of children with disabilities—to augment the support provided by classroom professionals. Family consultants coordinate and facilitate formal and informal family supports, maintain a close liaison with classroom program staff, and represent parents on district/ agency and community boards, councils, task forces, and advisory committees. Family supports include linking families to community resources, providing requested information through a variety of formats, assisting families in various aspects of the special education process (e.g., Individualized Education Program meetings), and helping families in the transition to school-age programs. The model includes a curriculum for the initial training of family consultants, staff training, and materials to support the functions of the family consultants. The model was implemented for 5 years in an urban school district, and evaluation data from family and staff interviews identified some of the benefits. The authors also provide recommendations for adoption of the model.
Cumulative Risk and Low-Income Children's Language Development
Authors: Stanton-Chapman Tina L. , Chapman Derek A. , Kaiser Ann P. , Hancock Terry B.
Published: June 2008

This study utilized an electronic data linkage method to examine the effects of risk factors present at birth on language development in preschool. The Preschool Language Scale-3 (PLS-3) was administered to 853 low-income children, and cumulative risk data were abstracted from linked birth records. At least one risk factor was present in 94% of this sample, while 39% were exposed to three or more risk factors. On average, a girl's PLS-3 Total Score decreased by 2.3 points with each risk factor; the average decrease for boys was 1.1 point per risk factor. The accumulation of multiple risk factors thus appears to increase the negative effects of poverty. Researchers are encouraged to use historical administrative data sets to support prevention and early identification efforts.
Evaluation of a Family-Centered Early Childhood Special Education Preservice Model by Program Graduates
Authors: Murray Mary M. , Mandell Colleen J.
Published: June 2008

This qualitative study evaluated the impact on program graduates of two personnel preparation projects founded on a family-centered preservice model and funded by the Office of Special Education Programs. Three cohorts totaling 22 participants were interviewed to (a) determine their attitudes and skill level in working with a diverse group of families and (b) identify pedagogical practices that reinforced the use of family-centered practices on the job. Results revealed that participants' perceptions were similar, indicating that confidence in utilizing family-centered practices was the result of the multiple opportunities their preservice program provided them to interact with families. Family involvement in content-based and field-based coursework, as well as parent-members in the cohorts, positively affected utilization of family-centered practices in their careers.
Improving the Quality Of Infant—Toddler Care Through Professional Development
Authors: Campbell Philippa H. , Milbourne Suzanne A.
Published: June 2008

The effect of a professional development program on the quality of care provided for infants and toddlers was assessed with a sample of 160 caregivers in 96 infant—toddler rooms in 48 childcare programs. Caregivers participated in a 3-month training course with a standardized curriculum of five 3-hour group classes and an out-of-class project. A total of 123 participants in 70 classrooms also received onsite consultation. Consultation was not provided for 37 participants in 26 classrooms. The effect of training program participation was judged using pre- and posttraining comparisons between mean total scale scores on the Infant/Toddler Environment Rating Scale (Harms, Clifford, & Cryer, 1990) . Comparisons also were made between classrooms where score differences were rated as observable change. Observable change was evident in 15 (21.4%) infant—toddler rooms in the consultation group, in comparison to 2 (7.7%) infant—toddler rooms in the no-consultation group.
Transformation to a Web-Based Preservice Training Program
Authors: Lifter Karin , Kruger Louis , Okun Barbara , Tabol Charity , Poklop Laurie , Shishmanian Eunice
Published: June 2008

In this article, the authors describe how they transformed their interdisciplinary personnel preparation program in early intervention from a traditional classroom format to a primarily Web-based format. The authors used force field analysis, informed by survey results of faculty and practitioners, to examine the external and internal factors that served as driving and restraining forces and found that internal forces, such as idea champions and the university's organization, were crucial components in driving change. In addition, data-based decision making was central to informing the direction of change.