bluuebunny/crossref_metadata_2025 huggingface dataset:
Stability of Behavioral Characteristics in Preterm Infants
Authors: Beckman Paula J. , Thiele Judith E. , Pokorni Judith L. , Balzer-Martin Lynn
Published: December 2008

In recent years there has been a growing interest in the developmental and behavioral characteristics of infants at risk for developmental disorders due to prematurity or low birth weight. One question that has arisen is the extent to which such characteristics (e.g., activity level, irritability, social responsiveness) remain stable over time. This study was designed to investigate the question of behavioral stability in a sample of 39 high-risk infants over the first year of life. Behavioral characteristics were assessed using the Carolina Record of Infant Behavior (CRIB) at 3, 6, and 12 months of life. Two general patterns emerged from the data. First, the strongest associations were obtained when the time elapsed between observations was relatively small. Second, the most stability was observed on A scale items, which are described by the scale's authors as developmentally based. Results are discussed in terms of their implications for future research and intervention.
Evidence for the Need to Renorm the Bayley Scales of Infant Development Based on the Performance of a Population-based Sample of 12-month-old Infants
Authors: Campbell Suzann K. , Siegel Earl , Parr Carol A. , Ramey Craig T.
Published: December 2008

Assessment on the Bayley Scales of Infant Development of 305 twelve-month-old infants born at full term (>2,500 grams) in rural North Carolina resulted in mean Mental Developmental Indexes (MDI's) of 114 and 109 for whites and nonwhites, respectively, and a mean Psychomotor Developmental Index (PDI) of 110 for each group. Because the sample was systematically drawn from the entire population of an eight-county region, such high scores raised the suspicion that the 1969 Bayley norms are outdated. Exploration of alternative hypotheses suggested that home testing might have positively affected sample scores, but support for the hypothesis that the Bayley norms for 12-month-olds are outdated was derived from published means for other samples of infants born in the 1970s and from recent age placement revisions of items on the Gesell Developmental Examination. A renorming of the Bayley Scales is recommended.
Patterns of Very Insecure Attachment Found in Samples of High-Risk Infants and Toddlers
Authors: Spieker Susan J.
Published: December 2008

Recent studies in which the Ainsworth Strange Situation (Ainsworth, Blehar, Waters, & Wall, 1978) assessment of attachment security was used with high-social-risk infants and toddlers have reported observing patterns of response that do not fit the Ainsworth A-B-C classification system. These “D” or “A/C” infants came from very problematic childrearing environments. Data on 44 insecurely attached 13-month olds from a high-social-risk sample are presented; these data are in agreement with the general findings of these other studies. The families of the 13 A/C infants were experiencing significantly more difficult life circumstances, more illness symptoms, and less social support as compared to the families of the 33 infants who received other insecure classifications. Implications of attachment research for services provided to handicapped children and families are discussed.
The Facially Disfigured Child
Authors: Moncada Georgia A.
Published: December 2008

Surgical correction of many major facial deformities brings new hope to facially disfigured children. The early diagnosis and treatment of prematurely closed skulls in some syndromes allows the potential for normal brain growth, reducing risk of mental retardation. New procedures involving craniofacial reconstruction and microsurgical techniques are now available at selected centers for correction of many problems. The inclusion of secondary deformities, such as bony hypoplasia and hyperplasia, torticollis, and facial asymmetry, allows the educator to become familiar with other disease processes that affect the social and intellectual outcomes of the afflicted child. As an informed source, the educator is able to assess the possible needs of all these children and refer the family to selected centers where the multidisciplinary team is able to address all facets of care.
Staff Development
Authors: Klein Nancy , Sheehan Robert
Published: December 2008

The dramatic increase in the number of mothers of young children currently in the work force has resulted in an increased demand for child care outside the home, including care for handicapped children. To meet this need, we propose the integration of handicapped children into community child care centers as adjunct services to specialized early intervention programs.

The successful integration of handicapped children into day care settings requires a planned program of staff development. Several models of staff development are presented that have been found effective for teachers of school-age children in mainstreamed settings. Several features of these models are incorporated in the special education consultation model described here. This model provides on-site consultation to day care providers as they acquire the skills to adapt and modify activities to facilitate the social integration of handicapped children in all activities of the center. And, finally, case studies are presented that document the staff development process.
Stability and Change in Parents' Expectations about Mainstreaming
Authors: Bailey Donald B. , Winton Pamela J.
Published: December 2008

Families of children in mainstreamed environments have varying expectations associated with these integrated placements. Although previous studies have described some of these expectations in a retrospective fashion, no study has assessed expectations prior to the initiation of mainstreaming or documented the extent to which such expectations change during the course of a mainstreaming experience. This article describes the expectations of families of both handicapped and nonhandicapped children prior to the introduction of handicapped children into a day care center that had previously served only nonhandicapped youngsters. A follow-up assessment was conducted after 9 months of mainstreaming. Stability and change in parents' expectations are described and the implication of the findings for planning individualized family services are discussed.
Family Day Care as an Integrated Early Intervention Setting
Authors: Kontos Susan
Published: December 2008

This paper describes a comprehensive inservice training program for family day care providers that allows them to give early intervention services to preschool children with handicaps. The model, Project Neighborcare, is based on an ecological framework and a consultative approach to training, on the basis that early intervention services ought to meet the needs of families as well as children. The services are designed for working parents of handicapped preschool children who need early intervention services in a child care setting. In keeping with the ecological framework, the form of child care targeted is that most frequently selected by parents of nonhandicapped children. The model is evaluated in terms of improvement in family day care quality, caregiver early intervention skills, and social validity of program outcomes.
Family Structure and Young Children's Use of Medical Care
Authors: Worobey Jacqueline Lowe , Angel Ronald J. , Worobey John
Published: December 2008

This paper examines the impact of three distinct family structures (two-parent families, single-parent female-headed families, and female-headed subfamilies) on a mother's (or her proxy's) report of her child's health and medical care utilization. The results reveal that single mothers report poorer overall health of their preschool-aged children than do mothers in intact marriages. When controlling for demographic factors, however, single mothers in subfamilies report levels of health for their children that are comparable to those reported by married mothers. Not withstanding economic resources, the probability that a child will see a physician during the course of a year is similar for children in alternate caregiving arrangements, although the reasons for which medical attention is sought differ significantly. Our results suggest that both lack of social support and economic disadvantage affect a mother's report of her child's health and the type of care the child receives.
The Impact of Definitions of High Risk on Services to Infants and Toddlers
Authors: Graham Mimi A. , Scott Keith G.
Published: December 2008

Public Law 99-457 (Part H) makes possible the provision of services to three groups of infants and toddlers: handicapped, developmentally delayed, and high risk. States will have the discretion of defining the high-risk infant and toddler populations they will serve and which agency will be responsible. A national survey was conducted to compare definitions of high risk and to determine which agencies serve this population. In order to classify the responses, a Developmental Continuum of Risk model was developed. All 50 states were contacted; of the 26 states reported as serving the birth to 2 population, 24 responded with definitions of high risk. Of these, only 18 were inclusive of risk as defined by the model. Others were definitions of delays or handicaps. A majority of states reported housing services for high-risk infants and toddlers solely or collaboratively in departments of education. Only three states reported mandated entitlement legislation to serve the birth to 2 high-risk population. In general, definitions of high risk varied tremendously; further, many of the definitions lack conceptual clarity and indicate widespread misunderstanding of the concept.
Accessing Services
Authors: Zambone Alana M. , Allman Carol
Published: December 2008

The purpose of this article is to present state eligibility criteria for access to early intervention services by young children, ages birth to 5 years, with visual impairments. The article examines the data collected through a national survey, in relation to the current practice for assuring access to services that facilitate development of visual function and/or mitigate the impact of vision loss, and implications for future research and policy development addressing eligibility for services under P.L. 99–457.
The Assessment of Hyperactivity in Preschool Populations
Authors: Rosenberg Michael S. , Wilson Richard J. , Legenhausen Elizabeth
Published: December 2008

The variety of methods available for the assessment of hyperactivity in preschool populations is described. A multidisciplinary perspective, integrating biophysical, behavioral, cognitive, and ecological models of assessment, is used to structure and guide the review. This perspective reflects the need for a comprehensive and multidimensional approach when assessing the heterogeneity of behaviors associated with hyperactivity in young children. Issues related to the identification of hyperactivity among preschool children are also discussed.
Functional Assessment in Young Children with Neurological Impairments
Authors: Haley Stephen M. , Hallenborg Susan C. , Gans Bruce M.
Published: December 2008

The assessment of basic functional skills is an important domain in the comprehensive educational assessment of young children with neurological impairments. Most children with neurological impairments have significant limitations in physical function that can impede their educational progress. For young children with physical impairments, special educators are primarily concerned with the evaluation of basic functional skills such as mobility and self-care. Educational plans for children with neurological impairments often incorporate functional activity training; thus, functional assessment can serve as an effective means for program planning and documenting progress. The purposes of this paper are to: (a) review the status of functional assessment in young children, (b) examine the conceptual issues in the selection of functional assessment measures in special education, and (c) describe functional assessment approaches developed in the field of pediatric rehabilitation.
Recent Developments in Early Intervention Efficacy Research
Authors: Guralnick Michael J.
Published: December 2008

Contemporary developments concerning the effectiveness of family involvement in early intervention programs are described within the framework of P.L. 99-457 and illustrated with recent investigations focusing on children at biological risk, those with cerebral palsy, and children with general developmental delays. Studies emphasizing parental involvement are discussed in the context of the quality of research, the application of contemporary developmental principles, and the specificity of the experimental designs and approaches. The research and public policy implications of efficacy research following the implementation of P.L. 99–457 also are discussed.
Meeting the Challenge of Change
Authors: Olson Jennifer
Published: December 2008

Early interventionists are facing major changes in the manner in which they design and deliver services, due to the requirements set forth in Public Law 99-457. These changes may be poorly implemented or fail altogether unless strategies for promoting them are adopted. This article adapts change procedures designed by organizational theorists within the field of business and applies them to the challenge facing early intervention programs. A five-step plan for change is presented and discussed, including the factor of resistance to change.
An Update for Professionals Working with Neonates at Risk
Authors: Cooper Carolyn S. , Kennedy Regina D.
Published: December 2008

Advances in neonatal intensive care have dramatically increased the survival rate of infants born prematurely or with medical complications. To meet the needs of these at-risk neonates and their families, early interventionists must be well acquainted with the many aspects of neonatal intensive care. The purpose of this paper is to provide a resource for professionals involved with infant service delivery, to update their knowledge regarding neonatal intensive care. Treatment approaches found in the neonatal intensive care unit are discussed in terms of (a) organization and staffing patterns, (b) basic equipment, (c) routine care procedures, (d) family involvement, and (e) common infant diseases/problems and intervention techniques.
Premature Infants with Intraventricular Hemorrhage
Authors: Saylor Conway F. , Levkoff Abner H. , Elksnin Nick
Published: December 2008

As a consequence of advances in medical technology, increasing numbers of premature infants with intraventricular hemorrhage (IVH) are surviving. Successful intervention with these high-risk infants requires an understanding of IVH, along with implementing model services. The necessity for a service delivery model for multidisciplinary assessment and training is emphasized.
Transitions: Times of Change and Accommodation
Authors: Rice Mabel L. , O'Brien Marion
Published: December 2008

A model of transition as a change in ecocultural niche is described, in which transitions require accommodations in daily routines for a child, family, and service providers. A working definition of transition impact is the number of accommodations required, and the sustainability of daily routines. The research literature is reviewed for transitions across the age span of birth to 8 years.
The Transition Between Early Intervention Services and Preschool Services: Administrative and Policy Issues
Authors: Fowler Susan A. , Hains Ann H. , Rosenkoetter Sharon E.
Published: December 2008

By creating two programs to serve young children with handicaps, P.L. 99-457 divided early childhood services into two age groupings: birth through age 2, served by the Early Intervention Program for Handicapped Infants, Toddlers and Their Families; and age 3 through age 5, served by the Preschool Incentives Grant Program. This article will briefly discuss the issues related to the transition of children between the two new programs that may affect state administration of the program and local agency administration. Recommendations for facilitating the family and child's transition and ensuring continuity in services will be provided.
Transition of Young Children into the Elementary Education Mainstream
Authors: Conn-Powers Michael C. , Ross-Allen Jane , Holburn Susan
Published: December 2008

A major goal of early childhood special education (ECSE) programs is to promote the entry of young children with handicaps into kindergarten and the elementary school mainstream. The transition from ECSE to the kindergarten classroom and elementary school mainstream may present several challenges for the child, family, and professionals. A model for planning this transition and addressing the challenges is presented. The model, developed through Project TEEM, enables parents, ECSE, and elementary school program staff to collaboratively establish and implement procedures for planning transitions. The model insures that the procedures (a) address the strengths, needs, and characteristics of individual children, families, and school programs; (b) promote the implementation of best practices in transition planning; and (c) result in the successful transition of children and families into the elementary school mainstream.
Measurement Characteristics of the Inventory of Parent Experience Scales
Authors: Sexton David , Thompson Bruce , Scott Randall L. , Wood Thomas A.
Published: December 2008

Researchers and practitioners increasingly recognize the importance of ecologically valid family-focused assessment tools, especially given the mandates of P.L. 99--457. The present study investigated the measurement integrity of one possible tool, the Inventory of Parent Experiences (IPE) (Crnic & Greenberg, 1981). Subjects were both parents from 66 intact families, half of which included children with handicaps. The results were generally not supportive of an interpretation that subscale or subsubscale scores have requisite measurement characteristics. At best, these scales must be viewed as first-step efforts to begin the development of appropriate item pools and item classification systems. However, the results regarding the use of IPE total scores were more favorable and were also consistent with previous research.
Effective Early Intervention
Authors: Fewell Rebecca R. , Oelwein Patricia L.
Published: December 2008

The effectiveness of an intervention program for young children enrolled in outreach sites of the Model Preschool Program for Children with Down Syndrome and Other Developmental Delays was investigated. The rate of development during intervention was compared to the rate of development at pretest across six domains of development. Subjects were 194 children with special needs, 92 of whom had Down syndrome. Results for the total group of children and for the group of children with Down syndrome are reported on two tests, the Classroom Assessment of Developmental Skills (CADS) and the Battelle Developmental Inventory (BDI). For the total group, the rate of development during intervention was significantly greater than the rate of development at pretest across all developmental domains of the CADS. This finding was true for five of the six domains when analyses were limited to children with Down syndrome. On the BDI, results were available on 75 of the 194 children, 45 of whom had Down syndrome. Significant differences were found on six of the seven domains. When the rates of the 45 children with Down syndrome were analyzed, significantly higher rates were found on three of the seven domains. These results support the effectiveness of one of the original model programs of the Handicapped Children's Early Education Program.
Model for Assessing and Adapting Teachers' Roles in Mainstreamed Preschool Settings
Authors: Fleming Lucy A. , Wolery Mark , Weinzierl Cheryl , Venn Martha L. , Schroeder Carol
Published: December 2008

This study was designed to measure and describe the roles that teachers in early childhood programs for typical children assume while implementing ongoing activities. The intent was to determine ways that effective teaching strategies could be incorporated into teachers' existing behaviors. Twenty teachers were observed during their usual implementation of activities, and their roles, time spent in each role, and the number and type of changes were recorded. In addition, the activities in which each role was observed were noted. Based on these data, it appears that early childhood teachers engage in many roles and switch roles frequently. Further, the activities do not predict the roles performed. The data were used to propose a model for assessing teachers' roles when planning how to embed effective instructional strategies in their ongoing practices.
Curriculum-Based Behavioral Interventions for Preschool Children with Handicaps
Authors: McAllister Joseph R.
Published: December 2008

A model for developing system-wide interventions for behavioral and social skill deficits in preschool children with handicaps is discussed. The model incorporates a comprehensive, curriculum-based approach to assessment and program planning. The curriculum-based approach provides a structure for planning behavioral and social interventions. It requires a developmentally sound, competency-based, didactic approach to teaching behavioral and social skills in preschool classrooms. Limitations of the model and of the available curriculum-based assessment instruments for use in planning behavioral interventions are discussed.
Parents as Partners in Treating Behavior Problems in Early Childhood Settings
Authors: Guerney Louise F.
Published: December 2008

An intervention program of proven value in changing problematic child behaviors is described. It features two components---child-centered play therapy and employment of parents as primary change agents---that empower parents with the understanding and skills to facilitate their child's behavioral improvement at home and at school. Interested educators can learn the program principles to improve child or family functioning and/or communicate more effectively with parents about the emotional issue of their child's school adjustment.
Management of Preschool Children with Attention Deficit-Hyperactivity Disorder
Authors: Blackman James A. , Westervelt Van D. , Stevenson Richard , Welch Ann
Published: December 2008

Despite the difficulties in firmly diagnosing attention deficit-hyperactivity disorder (ADHD) among preschool children, there is a need for effective management strategies aimed at its symptoms. Multimodal intervention for a young child with ADHD should include supportive training for parents, a tolerant but structured preschool experience, and, in some cases, medication, if indicated after a carefully monitored trial.
Is It Always Appropriate to Be Developmental? Convergent Models for Early Intervention Practice
Authors: Mallory Bruce L.
Published: December 2008

Three theoretical models of early intervention practice are discussed in order to identify the common values that characterize each of them. Although the developmental, functional, and biological models were each developed by different sets of practitioners and for different purposes and populations of children, it is possible to infer convergent principles that can guide professional practice. Previous assumptions that these models are discrete are questioned, and two examples of convergent paradigms are analyzed in light of the common values identified here.
The Case Against Intelligence Testing in Early Intervention
Authors: Neisworth John T. , Bagnato Stephen J.
Published: December 2008

A legal-like format is employed in this article to put intelligence testing in early intervention “on trial”. Six major presumptions that underlie the use of early intelligence tests are presented and disputed. The concerns center on the construct of early intelligence, reliability, prediction, standardized administration, professional acceptability, utility for decision making, and congruence with P.L. 99--457. Logic and evidence are marshaled to refute each presumption. In the summation and closing arguments, we urge professional solidarity in opposing the continued unwarranted use of intelligence testing in early intervention.
Large-Group Fantasies Versus Single-Subject Science
Authors: Da Prato Robert A.
Published: December 2008

Judgment-based assessment of data from multiply replicated single-subject or small- N studies should replace normative-based ( p<0.05) assessment of large- N research in the clinical sciences. Inferential statistics should be abandoned as a method of evaluating clinical research data.
Labeling Preschoolers as Learning Disabled: A Cautionary Position
Authors: Haring Kathryn A. , Lovett David L. , Haney Kay F. , Algozzine Bob , Smith Deborah D. , Clarke Jane
Published: December 2008

The purpose of this article is to explore the issues concerning the adaptation of school-based service delivery concepts for use in early childhood special education programs. The use of categorical labels for determining eligibility for preschool children is not required by law—and may be detrimental. The following concerns are discussed: (a) definitional issues in learning disabilities versus low achievement, (b) the dangers of labeling and low expectation sets, (c) repeated failure to demonstrate movement through a continuum of services (particularly to least restrictive environments), and (d) the efficacy of early intervention and school-based special services for those with mild or suspected developmental disabilities. Research is reviewed concerning definitional and assessment issues utilizing learning disabilities as a construct. Alternatives for describing the characteristics of young children who are significantly at risk or developmentally delayed are provided.
Developing Cultural Self-Awareness: The First Step in Values Clarification for Early Interventionists
Authors: Harry Beth
Published: December 2008

This article presents a discussion of the need for early interventionists to develop awareness of certain cultural assumptions underlying their practice. A wide range of literature on cultural differences is used to identify five areas of potential dissonance between professionals and families from culturally diverse backgrounds: interpretations of the meaning of disability; concepts of family structure and identity; goals of education; parent-child interaction, and communication style. It is argued that awareness of one's own cultural beliefs in these areas is an essential first step in developing effective collaboration with culturally different families.
Marital, Employment, and Childcare Status of Mothers with Infants and Toddlers with Disabilities
Authors: Landis Lydia J.
Published: December 2008

This is a descriptive pilot study of the marital, employment, and childcare status of a select sample of mothers of infants and toddlers participating in an early intervention program. As compared to the general population, this sample had a slightly greater proportion of one-parent families. Although these mothers entered the labor force at approximately the same rate as women with children under age 3 years in the general population, their labor intensity was less, as evidenced by the greater proportion who were employed part time. As in the general population, the majority used their own or another home as site of childcare. Spouses provided a large proportion of care. The relevance of these types of data on mothers of children with handicaps is briefly discussed in terms of program planning and decision making.
Spoiling an Infant
Authors: Solomon Rick , Martin Kim , Cottington Eric
Published: December 2008

The purpose of this study was to determine if there were important beliefs about “spoiling” an infant that might help early interventionists identify families at risk of misunderstanding their infant's basic developmental needs. A questionnaire about spoiling was completed by 303 parents. On the basis of two questions, three types of spoiling beliefs were defined. Subsequent questions assessed parents' definitions of spoiling and its impact on future development. Demographic information was also obtained. When the three spoiling types were compared, highly significant differences emerged in terms of demographics, definitions of spoiling, and belief about spoiling's impact on development, supporting “spoiling” as an emerging developmental construct.
Early Identification of Preschoolers with Special (Needs in Head Start
Authors: Sinclair Esther
Published: December 2008

The implementation of P.L. 99-457 represents a new phase in the evolution of service delivery to preschool-age children with special needs. Head Start has long been the largest program to integrate and mainstream preschool children with disabilities. In conjunction with this recent legislation, Head Start is certifying children with more-severe and multiple impairments into their special needs program. The present study describes the joint efforts of a UCLA/Head Start Diagnostic Team to provide individual assessment services to 159 Head Start children from 1989 to 1992. Prevalence rates within the various diagnostic areas were somewhat discrepant with earlier research. Using cluster analysis techniques, three clinical clusters emerged that described the profiles of children along demographic, developmental/medical, family/home, and academic dimensions. Chi-square tests evaluated the relationship between categorical diagnoses, cluster membership, and the need for special education kindergarten placement. Implications of early identification of children with special needs in Head Start on later school functioning were discussed.
Special Education Dissertation Research in Early Childhood
Authors: Davis Carol Ann , Brady Michael P. , Anderson Nella B.
Published: December 2008

While it is difficult to determine the overall preparedness of professionals in Early Childhood Special Education (ECSE) to expand the field's research base, that clearly is a task necessary for those who prepare the next generation of leaders in ECSE. To determine the extent to which scholars and researchers are being prepared to address future challenges in ECSE, we examined the methods and products of research by persons who would soon be in the position to further research and practice in ECSE. A 34-item questionnaire was used to code ECSE dissertation abstracts found in Dissertation Abstracts international from 1981--90. Of the 395 ECSE dissertations, less than half included youngsters with disabilities or a combination of children with and without handicaps. A substantial proportion, however, (a) incorporated experimental designs, (b) employed qualitative procedures, and (c) targeted social/behavioral and communication topics. From the wide diversity of investigative methods, topics, and subjects, it appears that doctoral research training in ECSE is responding to the call for an emphasis on systematic investigations of practice in the field.
Home-based Descriptive and Experimental Analysis of Problem Behaviors in Children
Authors: Arndorfer Richard E. , Miltenberger Raymond G. , Woster Scott H. , Rortvedt Angela K. , Gaffaney Thomas
Published: December 2008

The authors conducted descriptive and experimental analysis of problem behaviors in the homes of 5 children. The children's parents were actively involved in the descriptive assessment and manipulated potential controlling variables during the experimental analysis. The information obtained from each functional assessment method (e.g., behavioral interview, direct observation assessment, experimental analysis) indicated the same function for each child's problem behavior. Based upon the results of the descriptive analysis, experimental analysis conditions were designed to test specific hypotheses regarding the function of the challenging behavior. Through the brief experimental analysis, we verified the function of the children's problem behaviors in four to six sessions. Interventions involving functional communication training (FCT) were implemented based upon the assessment results for 2 of the children. The effectiveness of FCT for these 2 children validated the functional assessment results. The study employed parents in their natural environment and suggested that functional assessment procedures may be useful and/or practical in natural settings.
Behavioral Outcomes of Young Children Prenatally Exposed to Illicit Drugs
Authors: Carta Judith J. , Sideridis George , Rinkel Phoebe , Guimarães Suely , Greenwood Charles , Baggett Kathleen , Peterson Pete , Atwater Jane , McEvoy Mary , McConnell Scott
Published: December 2008

The purpose of this article was to review the findings from existing peer-reviewed experimental studies describing the behavioral and developmental outcomes associated with prenatal exposure to illicit drugs. Forty-six such studies and 460 individual outcomes occurring from birth to 60 months were identified. Only half of these outcomes (49.8%) were statistically significant, indicating adverse effects of prenatal exposure. The greatest number of outcomes were identified for infants younger than 1 month of age and within the neurodevelopmental domain. The contrast between these outcomes derived from experimental studies and those reported in the popular press is discussed.
Characteristics of Children with Prenatal Drug Exposure Being Served in Preschool Special Education Programs in New York City
Authors: Cohen Shirley , Erwin Elizabeth J.
Published: December 2008

This study examined the behavioral characteristics of 49 children in preschool special education programs in New York City. Twenty-nine of these children had been prenatally exposed to drugs, whereas 20 had no record of such exposure. The study employed three methods of data collection: participant observation, time sampling, and interviews with teaching staff. The observations and interviews focused on seven behavioral categories frequently referred to in literature on young children with prenatal drug exposure: mood, attachment (relationships), aggression, attention, movement (activity) level, organization and level of play, and language usage. The study found that the two groups differed in the hypothesized direction on total number of stereotypic characteristics. The drug-exposed group also displayed more anger, aggression, and unoccupied behavior. The most striking finding was the great variability within the drug-exposed group, with about half that sample bearing little or no resemblance to the stereotypic image and about one quarter strongly resembling it. This study was not designed to directly address the effects of prenatal drug exposure per se; much more information and control over the conditions of early care would have been necessary for that purpose. It did show that a subgroup within this population exhibits behavioral characteristics presenting a serious challenge that needs to be addressed by educators.
The Development of Policy Recommendations to Address Individual and Family Needs of Infants and Young Children Affected by Family Substance Use
Authors: Poulsen Marie Kanne
Published: December 2008

This article describes a process by which the state of California defined pertinent issues in the development of state policy regarding the individual and family needs of infants and young children affected by family substance use. The complex nature of the problem calls for a multifaceted approach to policy development. To this end, the California Child Development Programs Advisory Committee convened researchers and experienced practitioners in medicine, education, childcare, foster care, child development, psychology, teen counseling, chemical dependency, legislative offices, and government agencies for two scheduled “think tanks.” Twenty-one recommendations addressing 12 topics were generated and disseminated to the state administration, the legislature, state agencies, other state and local policymakers, and individuals in the private sector. These policy recommendations, as they apply to the delivery of early intervention services, are discussed.
Sequenced Transition to Education in the Public Schools
Authors: Rous Beth , Hemmeter Mary Louise , Schuster John
Published: December 2008

The passage of P.L. 99--457 and subsequent reauthorization (P.L. 102--119) resulted in significant changes in education and related services for young children with disabilities and their families. As a result of P.L. 99--457, transition of children and families from infant/toddler programs to preschool programs has become an area of primary concern for persons working with young children and their families. Facilitating smooth transitions depends on interagency collaboration at both state and local levels, as well as preparation of children, families, and staff. This article describes a model project for facilitating interagency collaboration at both state and local levels. Project Sequenced Transition to Education in the Public Schools (STEPS) was funded initially as a demonstration project and more recently as a national outreach project through the Early Education Program for Children with Disabilities. Four primary components of Project STEPS are (a) interagency and administrative issues, (b) staff involvement in the transition process, (c) family involvement in the transition process, and (d) child preparation for the next environment. Project STEPS incorporates a model for team training related to each of these four components, as well as overall transition system development.
Book Reviews
Authors: Gast David L. , Wall Maureen E.
Published: December 2008

Strategies for Teaching Students with Mild to Severe Mental Retardation. R. A. Gable & S. A. Warren (Eds.), Baltimore, MD: Paul H. Brookes, 1993, 291 pp., $32.00.
At-Risk Children and Otitis Media with Effusion
Authors: Medley Lynn P. , Roberts Joanne Erwick , Zeisel Susan A.
Published: December 2008

Otitis media with effusion (OME) is one of the most common illnesses of early childhood, with a higher prevalence among many children with disabilities. Accompanying OME is typically a mild to moderate conductive hearing loss, which, when recurrent or persistent in early childhood, has been linked to late delays in the development of speech, language, and learning. This link has particular importance for children with disabilities who are already at risk for speech, language, and learning difficulties. This article describes the implications of OME for management of children with disabilities. The results of a survey of early childhood special educators on management of young children with OME and the role of the early childhood special educator in intervening with children with disabilities who have OME are discussed.
Support Services for Families with Children Who Are Deaf
Authors: Meadow-Orlans Kathryn P. , Lee Kee Duk , Sass-Lehrer Marilyn
Published: December 2008

Public Law 99–457, reauthorized as Public Law 101–476, the Individuals with Disabilities Education Act of 1990 (IDEA), mandates the participation of families in educational planning for all young children with disabilities. Family support services have become an accepted part of educational planning for infants and toddlers who are deaf or hard of hearing (D/HH), but professionals continue to search for the most effective support models. In this article, we outline broad categories and principles of support that cut across group differences and that might be incorporated in effective intervention programs for families. We then describe selected characteristics of parents of children who are D/HH (gender, hearing status, socioeconomic status, cultural/linguistic status) as well as characteristics of their children (age at diagnosis, hearing level, additional disabilities) that help to shape and define the dimensions of individualized family plans.
Parent-Professional Relationships in Early Intervention
Authors: Minke Kathleen M. , Scott M. M.
Published: December 2008

Many early intervention programs are attempting to shift from traditional models in which decisions are made primarily by professional staff to family-centered models that emphasize collaboration with parents. This article presents data on parent-professional relationships that emerged from a naturalistic study of Individualized Family Service Plan (IFSP) development in three early intervention programs. Parents and staff emphasized the importance and benefits of personal relationships. However, staff also reported significant concerns, especially doubts about whether all parents have the necessary skills for full participation. These concerns appeared to make it difficult for staff to support parental decision making fully. Relationship quality and control issues emerged as significant factors in parent-staff interactions. A model is presented that outlines the interplay between these factors; it can be used to monitor program progress in implementing family-centered approaches.
An Examination of the Effectiveness of Videotaped Self-Modeling in Teaching Specific Linguistic Structures to Preschoolers
Authors: Buggey Tom
Published: December 2008

Videotaped self-modeling (VSM) has been developed as a means to allow participants to view themselves in situations where they are performing at a more advanced level than they are presently functioning in their natural environment. VSM has been used effectively to train positive behaviors and to decrease negative behaviors across a wide range of ages and behaviors; however, studies of VSM use with preschoolers and in the training of language behaviors has been sparse. The present study was designed to analyze the effects of VSM on the acquisition, maintenance, and generalization of the contractible copula is with preschool children with delayed language. The results indicated that the three children included in the study made obvious gains in acquiring the target behavior and applied the behavior in normal conversational use. The gains made during intervention were maintained through a follow-up phase. The findings suggest that VSM may represent a new cost- and time-efficient technique for training language skills with preschoolers.
Examining the Generalization of Milieu Language Objectives in Situations Requiring Listener Preparatory Behaviors
Authors: Kaczmarek Louise A. , Hepting Nancy H. , Dzubak Maria
Published: December 2008

Children were taught target communication objectives using milieu language teaching. The construction of generalization probes and the categorization of spontaneous occurrences of the target objectives were guided by a 4 x 6 matrix with setting/communication partner (SCP) variables on one dimension and situations requiring gradually decreasing demands for listener preparatory behaviors (LPBs) on the other. Both dimensions also represented continua that progressed from situations that were most like those of intervention to situations that were less similar. The 2 children who acquired their objectives using milieu language teaching were observed to generalize their target objectives spontaneously and in probe situations that also required them to display listener preparatory behaviors. However, analyses of the generalization matrices revealed that their patterns of generalization differed in a variety of ways and that similarity to training offered only a partial explanation of the results.
The Effects of Directive Communications on Children's Interactive Engagement
Authors: Mahoney Gerald , Neville-Smith Amy
Published: December 2008

This study examined the impact of directive behavior requests on children's participation in communicative exchanges. Two parameters of maternal behavior requests were studied to determine their relationship to children's level of responsiveness. Subjects were 24 two- to three-year-old children with Down syndrome and their mothers. Behavior requests were coded according to their relationship to children's activities and level of developmental difficulty. Children's responses were rated according to how well they complied with their mothers' requests. Results from regression analyses indicated that the quality of children's responses was highly associated with the degree to which their mothers' requests related to their current activity. Further, children produced the highest levels of response when behavior requests were completely related to their current activity and at or below their current developmental level. These results are discussed in terms of their implications for language intervention procedures that are intended to merge communication and learning theories of language acquisition.
Community-Level Service Integration Within Home Visiting Programs
Authors: Roberts Richard N. , Behl Diane D. , Akers Adrienne L.
Published: December 2008

National surveys were obtained from 193 programs serving children eligible for Part H who were identified by state-level administrators as demonstrating successful efforts in integrating services for families. Descriptive analyses were conducted to determine the service system models in place, the strategies used to facilitate service integration, the perceived barriers, and the relationship between the state-level systems and the community-level systems. A variety of successful strategies to facilitate integrated services were reported as being implemented at the community level, although there was limited coordination with hospitals, medical specialists, and mental health services. Insufficient funding for lower caseloads and compensation for service coordination efforts were perceived as the greatest barriers to system integration efforts. States supported communities primarily through the provision of information concerning policies and regulations; the use of other support strategies (e.g., needs assessments for obtaining community input) was less prevalent.
The Effects of Teaching Parents to Use Responsive Interaction Strategies
Authors: Kaiser Ann P. , Hemmeter Mary Louise , Ostrosky Michaelene M. , Fischer Rebecca , Yoder Paul , Keefer Maureen
Published: December 2008

The purpose of this study was to evaluate the effectiveness of parent-implemented responsive interaction on the language and communication skills of preschool children with disabilities. Twelve parents participated in individual training sessions. A multiple baseline design across groups of families was used to evaluate the parents' use of the intervention strategies and the effects of the intervention on the children's language skills. Results indicated that all parents learned to use the procedures in the clinic setting and generalized their use of the procedures to interaction sessions conducted in the home. Although there was variability in child outcomes, positive effects were observed for all children. Maintenance sessions conducted 6 months after the end of training indicated that the parents had maintained their use of the procedures. In addition, changes in child language skills observed during intervention were maintained. All parents indicated that they were highly satisfied with their participation in the intervention and the effects of the intervention on the language and communication skills of their children.
Parent Versus Child Stress in Diverse Family Types
Authors: Duis Sandra S. , Summer Marcia , Summers Carl R.
Published: December 2008

Differences in level of overall stress and the proportion of child- versus parent-related stress among several different family types were investigated. An ecological framework was used to delineate the predictors of stress for the different family types. Participants were 29 single-parent families, 35 two-parent families, 17 families of children with Down syndrome, 16 families of children with hearing impairment, and 29 families of children with developmental delay. The results indicate that family stress and ecological variables predictive of family stress varied among these families. Intervention and therapy efforts may be improved by understanding the locus of stressors among these family types.