bluuebunny/crossref_metadata_2025 huggingface dataset:
Early Intervention and the Assessment of Developmental Skills: Challenges and Directions
Authors: Barnett David W. , Macmann Gregg M. , Carey Karen T.
Published: December 2008

With the advent of recent legislation (P.L. 99–457, amended by P.L. 101–476), practitioners must apply what is known regarding the amelioration of children's educational and psychological problems through early intervention. Early intervention holds considerable promise, but the benefits are far from guaranteed. There are many questions about the identification of children, their needs, and the qualities of appropriate services. Although the new legislation has provided a framework for the attainment of early intervention goals, practitioners must deal with fallible assessment techniques, difficult intervention decisions, and unknown outcomes for children. For many reasons, early intervention decisions are not well served by traditional developmental assessments. Following a critique of conceptual and technical problems for developmental assessment, we review promising approaches to educational planning for young children. The basics are founded on ecobehavioral analysis and principles of intervention design.
Significance Testing
Authors: Suen Hoi K.
Published: December 2008

Sampling fluctuation is an inherent characteristic of data. We cannot pretend that it does not exist, nor can we abandon significance testing without a viable replacement. It remains a concern as long as we wish to draw research conclusions within a positivistic paradigm. It is there regardless of whether we conduct a large-group or a single-subject study. It is also there whether we conduct a simple norm-referenced assessment, a complex judgment-based assessment, or any other assessment. The widespread misuse of significance testing suggests that sampling fluctuation has been an overbearing guest who has become the inappropriate center of attention at the party. Instead of wishing this guest away, we should put sampling fluctuation in its proper place; namely, as but one of the numerous epistemological concerns in any positivistic research.
Somewhere, Out There: Preschool Children with Hearing Impairment and Learning Disabilities
Authors: Mauk Gary W. , Mauk Pamela P.
Published: December 2008

In recent years, there has been increasing concern about the identification of, and provision of appropriate services to, children with hearing impairment and learning disabilities (HILD). Although at present it is unclear just what percentage of children with HI also might have educationally significant learning problems, results from limited survey research within the sparse literature on students with multiple disabilities and HI (MDHI) provide evidence that such a group exists and that a significant portion of the school-age population with HI falls within the HILD subgroup. For children with hearing loss, the preschool period offers a prime opportunity for educationally significant problems in addition to impaired hearing, such as learning disabilities, to be identified and for an educational plan to be implemented. This article presents information on the characteristic etiologies, estimated prevalence, aspects of identification and educational programming, and an agenda for practice and research with this population.
Family Diversity: Implications for Policy and Practice
Authors: Hanson Marci J. , Lynch Eleanor W.
Published: December 2008

Families are as diverse as the individuals within them. This article explores the many facets of the contemporary family in the United States, including how families are defined and the variation among families on dimensions such as structure, size, and ethnic and linguistic characteristics. Further, the impact of sociohistorical factors, such as poverty, are discussed in terms of their influence on family functioning and life-style. The implications of models of child development also are examined and policy recommendations are considered in light of these diverse family characteristics and family needs.
Clarifying the Developmental Perspective in Response to Carta, Schwartz, Atwater, and McConnell
Authors: Johnson James E. , Johnson Karen McChesney
Published: December 2008

A reaction to Carta, Schwartz, Atwater, and McConnell (1991) is given to shed light on the meaning of developmentally appropriate practice (DAP) for early childhood education (ECE) and for early childhood special education (ECSE). Evidence is offered that nondirective instructional models are indeed beneficial in early childhood and that, moreover, they are effective and workable with special needs children. DAP is viewed as a working hypothesis and as a continuous variable, not as a dichotomous variable. Areas of needed work are suggested to further identify and articulate the relationships between the two sister disciplines of ECE and ECSE.
The Provision of Early Intervention and Early Childhood Special Education Within Community Early Childhood Programs
Authors: Bruder Mary Beth
Published: December 2008

This article presents a description of a demonstration project that utilized community early childhood programs as intervention placements for toddler and preschool-age children with disabilities. Thirty children, with a range of disabilities, participated in 28 community early childhood programs to receive early intervention or early childhood special education services. Results suggested significant developmental gains for all of the children. In addition, families and program staff (both specialized and community) reported positive outcomes on measures of attitude. During the model development process, a number of service delivery characteristics were identified as necessary for the effective implementation of intervention services within community programs. These characteristics guided the model implementation process across programs and are described in this article.
Factors Affecting the Impact of Social Interaction Skills Interventions in Early Childhood Special Education
Authors: Peterson Carla A. , McConnell Scott R.
Published: December 2008

As a group, preschool children with disabilities are at risk for problems in the development of social interaction skills and related behaviors. This article highlights the need for effective social skills interventions for these children and reviews available intervention procedures and packages. In addition, factors affecting the current impact of social skills interventions in early childhood special education are discussed, and research efforts to increase the impact of these interventions are reviewed. Specifically, research efforts aimed at documenting intervention integrity and confirming the link between intervention integrity and intervention effectiveness are addressed.
Free Effects of Integration on Levels of Autistic Behavior
Authors: McGee Gail G. , Paradis Trevor , Feldman Robert S.
Published: December 2008

The trend toward full inclusion of young children with autism raises questions as to whether there are any “free,” or unplanned, benefits of integration. This study explored whether differing levels of autistic behavior were associated with the presence of typical children or with the presence of other children with autism. Participants included 28 preschool-age children with autism. Videotaped observations of naturally occurring behavior were coded on measures of: (a) levels of autistic behavior, (b) the presence of typical peers, and (c) the presence of other children with autism. An ANOVA indicated that significantly decreased levels of autistic behavior corresponded to the close availability of typical peers. Because the database was obtained at the time of children's entry into treatment, it is unlikely that the results were directly related to treatment interventions. However, practices of full inclusion of children with autism may yield additional unplanned treatment benefits.
Functional Assessment and Treatment of Challenging Behavior
Authors: Arndorfer Richard E. , Miltenberger Raymond G.
Published: December 2008

Considerable research has focused on challenging behaviors (e.g., aggressive/disruptive, self-injurious) in children and adults with developmental disabilities over the past 25 years. Numerous behavioral interventions have been evaluated with results showing varied degrees of success. Recently, researchers have begun developing functional assessment methods to analyze contingencies maintaining challenging behaviors. This has led to the development and evaluation of functional interventions. In this article the literature on functional assessment and treatment of challenging behavior in children with developmental disabilities is reviewed. Following a review of the studies evaluating functional assessment and treatment approaches, we discuss the implications for early childhood and issues for future research in this area.
Parents with Mental Retardation
Authors: Espe-Sherwindt Marilyn , Crable Suzanne
Published: December 2008

As a society we are just beginning to address the logical outcome of community integration: People with mental retardation may marry and choose to have children. In this article, which is a review and synthesis of research from a variety of fields, possible answers to three questions are explored: (1) What are the myths surrounding parents with mental retardation? (2) In what ways can the life experiences of adults with mental retardation impact their parenting? and (3) What are the characteristics of an early intervention program that responds to the needs of parents with mental retardation? The answers to these questions are crucial in creating the context in which early interventionists can respect and build partnerships with parents with mental retardation.
A Preliminary Evaluation of Learning Within Developmentally Appropriate Early Childhood Settings
Authors: Fox Lise , Hanline Mary Frances
Published: December 2008

The use of naturalistic teaching procedures to teach a variety of skills in developmentally appropriate early childhood settings was evaluated. Two single subject studies show the acquisition and maintenance of skills taught to preschoolers with disabilities within developmentally appropriate play contexts. The results of the research indicate that the use of naturalistic teaching procedures within developmentally appropriate activities can result in the acquisition and maintenance of targeted skills. These data offer support for embedding the instruction of skills within the context of play activities as a viable and effective way to teach young children with disabilities in programs that use Developmentally Appropriate Practice as a curriculum framework.
The Impact of an Insult or Disability from Birth on Infants' Ability to Organize and Interpret Multiple Sources of Information
Authors: Urquhart Marilyn K.
Published: December 2008

Observing the behavior of at-risk infants as they interact with their environment may provide information about the way in which they organize and interpret multiple sources of information. This study was conducted at a regional neonatal intensive care unit (NICU) follow-up clinic to investigate the impact of a stressful birth on infants' performance during selected tasks. Infants between the adjusted ages of 91 days and 240 days were observed during three tasks that required integrating multiple stimuli: (a) a task of spatial perception, (b) a task of intermodal representation of speech, and (c) a contingency learning task. Seven birth-status variables (gestational age, birthweight, adjusted age, length of ventilation, 5-minute Apgar scores, parent education, and parent income levels) compiled from hospital records were compared to seven performance variables (reach, vision, smile, fuss, attention, speech, and contingency). Multiple regression analyses were applied to the data. Findings from the study indicate that (a) mechanically ventilated infants were more irritable than nonventilated infants, (b) infants from lower-income families were fussier than infants from higher-income families, (c) lower-birthweight infants were more successful on the visual task than higher-birthweight infants, (d) 5-minute Apgar scores were more predictive of infants' success than 1-minute scores on the visual task, (e) older infants were more accurate during the reaching task than younger infants.
Policy Issues for Integrating Parenting Interventions and Addiction Treatment for Women
Authors: VanBremen Jane R. , Chasnoff Ira J.
Published: December 2008

Addiction treatment programs for women and their children and early intervention programs for children of substance-abusing families are faced with many challenges, including the need to integrate treatment and parenting interventions. This article addresses the rationale for linking treatment and parenting and discusses critical issues for programs. The experiences found in several types of intervention and treatment programs are reviewed. Specific components of a parenting program for women in recovery, based on The Family Recovery Center, a research and demonstration grant funded by the National Institute on Drug Abuse (NIDA), are detailed. Program guidelines for parenting interventions with families affected by substance abuse are offered.
The Impact of Culture and Socioeconomic Status on Family-Professional Collaboration: Challenges and Solutions
Authors: DeGangi Georgia A. , Wietlisbach Shirley , Poisson Susan , Stein Elizabeth , Royeen Charlotte
Published: December 2008

In this study, challenges to family-professional collaboration related to cultural diversity and socioeconomic status (SES) were identified by 26 professionals from early intervention programs through the use of an interview guide and case vignettes. The guide included structured and open-ended questions, and two case vignettes were used to identify solutions to problem situations. Professionals reported that they spend more time with families from different cultural backgrounds in eliciting concerns, in attempting to understand their needs and customs, and in explaining the Individualized Family Service Plan (IFSP) process. They also reported that families from lower SES and educational backgrounds were often concerned with basic survival needs, such as housing, and, consequently, tended to (a) defer to professionals' judgments when setting IFSP goals, (b) have difficulty in identifying their child's needs, and (c) show reluctance in sharing information. Although this study needs replication with larger samples of professionals, the findings provide important insights into how professionals view the impact of cultural diversity and SES on family-professional collaboration.
Preservice Preparation of School Psychologists for Providing Related Services in Early Childhood Intervention: A University-Preschool Partnership
Authors: Miranda Antoinette Halsell , Andrews Ted J.
Published: December 2008

This article describes a model program for preparing school psychologists in the area of early childhood intervention. The implications of the Individuals with Disabilities Education Act of 1990 and the Education of the Handicapped Act Amendments of 1986 (P.L. 99–457, amendment to P.L. 94–142) for school psychologists are briefly discussed. The need for formalized training of school psychologists in the area of early childhood education and intervention is reviewed. A training model and preservice training grant to prepare school psychologists to work with culturally diverse preschool children are presented. Finally, challenges faced during the first 2 years of the program, as well as trainees' satisfaction, will be discussed.
A Behavior Analysis Approach Toward Chronic Food Refusal in Children with Gastrostomy-Tube Dependency
Authors: Luiselli James K. , Luiselli Tracy Evans
Published: December 2008

This report describes a behavior analysis treatment approach to establish oral feeding in children with multiple developmental disabilities and gastrostomy-tube dependency. Pretreatment screening, functional assessment, and treatment components are reported as implemented within a behavioral consultation model. Various aspects of intervention are presented, including strategies to teach children to accept food orally, reinforce consumption, and gradually eliminate tube feedings. A clinical case study is presented to illustrate the sequence and methodology of oral feeding treatment. Critical features of the treatment approach are discussed.
Asthma
Authors: Simeonsson Nancy , Lorimer Marcia , Shelley Brian , Sturtz Janey L.
Published: December 2008

Asthma is the most common chronic disease affecting young children and may co-occur with other disabilities. The increasing morbidity and mortality due to asthma have prompted the National Heart, Lung, and Blood Institute of the National Institutes of Health to develop a National Asthma Education Program to raise awareness of recent advances in the understanding and treatment of asthma. The purpose of this article is to highlight the most relevant portions of this program for early intervention professionals.
The Challenge of Pediatric AIDS
Authors: Bruder Mary Beth
Published: December 2008

Providing early childhood special education services to children with human immunodeficiency virus (HIV) or acquired immunodeficiency syndrome (AIDS) is a challenge. This challenge requires flexibility and an awareness of best-practice recommendations for children with disabilities and special health care needs. This article provides a framework for early childhood special educators as they develop and implement service systems for this growing population of children.
Teaching Social Communication to Young Children with Severe Disabilities
Authors: Drasgow Erik , Halle James W.
Published: December 2008

The ability to communicate in conventional ways is an essential component of any social endeavor. To convey strategies and considerations for establishing initial communication repertoires in young children with severe disabilities, we describe a case example of our work with Todd, a 4-year-old nonverbal child. The considerations include (a) that facilitating the development of conventional forms of communication in young nonverbal children begins with careful assessment and identification of existing unconventional forms, their associated functions, and the social and physical environmental factors that occasion communication; (b) that current forms can be used as behavioral indications for determining appropriate occasions for teaching new, conventional forms that serve the same function; (c) that teachable opportunities, signaled by the use of current forms, vary according to fluctuating learner motivation, which may be a function of social, biological, or environmental factors; (d) that unconventional forms may be displayed with greater generality than previously assumed. Finally, (e) to promote generalization of new forms, the application of general case instruction is recommended.
Literacy-Rich Environments and the Transition of Young Children with Special Needs
Authors: Katims David S. , Pierce Patsy L.
Published: December 2008

The present article focuses on achieving four critical competencies that are essential for children's successful transitions from preschool special education programs to the primary grades: readiness to maximize academic achievement, prosocial and age-appropriate social skills, appropriate responsiveness to various instructional styles, and appropriate responsiveness to new and different environmental structures. Children may obtain these four competencies within the context of natural, literacy-rich classroom environments, in which they participate in authentic and personally meaningful language activities. The development of such literacy-based intervention programs that can prepare young children with disabilities for successful transitions is addressed in this article.
Review of Rating Scales that Measure Parent-Infant Interaction
Authors: Munson Leslie J. , Odom Samuel L.
Published: December 2008

Social interaction between infants and parents serves as the foundation for later development. Infants with disabilities and their parents may, at times, experience difficulty in engaging in positive and sustained interactions. A task force representing the National Center for Clinical Infant Programs has recommended inclusion of direct observation of child-caregiver interactions in the assessment process (Greenspan & Meisels, 1994). However, researchers and practitioners may have difficulty obtaining appropriate instruments for assessing parent-infant interaction (Farran, Clark, & Ray, 1990). The purpose of this article is to review rating scales, recognized as one method of gathering information to assess parent-infant interaction. Identifying information, descriptive information, and psychometric qualities of these scales are presented. Discussion includes implications for practice and directions for future research.
Examining the Use of Recommended Language Intervention Practices in Early Childhood Special Education Classrooms
Authors: Schwartz Ilene S. , Carta Judith J. , Grant Suzanne
Published: December 2008

Two studies were conducted to describe the extent to which recommended language intervention practices were implemented in preschool classrooms serving young children with disabilities and to investigate the relationships between children's observed level of exposure to those practices and their language outcomes. Study 1 was a descriptive study of the amount and type of language training received by 59 children in 26 preschool classrooms. Repeated observations of these children over a 4-month period revealed that children exposed to higher levels of recommended practices had higher rates of engagement and verbalizations. Study 2 was a process-product study that examined the relationship between children's gain on language measures and their level of exposure to recommended practices. Results showed that children who made greater language gains were more likely to be in classrooms that provided more frequent exposure to recommended language intervention strategies. Implications for training and research are discussed.
How Responsive Is Early Intervention to the Priorities and Needs of Families?
Authors: Mahoney Gerald , Filer Janet
Published: December 2008

This study assessed the type and scope of services provided to families participating in early intervention programs and examined whether early intervention services were responsive to families' concerns. From 63 programs, 357 mothers responded to a printed questionnaire. Results indicated that (a) early intervention programs provided significantly higher levels of family services related to child information, family instructional activities, and systems engagement as compared to personal/family and resource assistance; (b) services were rated more favorably in home-based programs and center-based programs with home-based components than in programs with only center-based services; (c) the services families reported receiving were positively correlated with their ratings of the desirability of services; (d) families' needs for services were significantly higher than the level of services they reported currently receiving; and (e) the types of services families received depended in part on the location in which they resided. No significant relationships were found between characteristics of children and the types of services families received. However, the pattern of relationships between family characteristics and family services suggested that families with optimal patterns of family functioning were more likely to receive services than were families with indicators of risk or dysfunction.
Preschool Children's Conceptions of Disabilities
Authors: Diamond Karen E. , Hestenes Linda L.
Published: December 2008

This research investigates the ways in which preschool children conceptualize different disabilities. Subjects were 46 children, 3 to 6 years of age, enrolled in inclusive preschool programs. Children were interviewed to learn their ideas about physical and sensory disabilities and Down syndrome, and to assess the salience of disability in their responses to photographs of unfamiliar children. Results revealed that most children were aware of physical disability, half of the children were aware of sensory disabilities, and no children expressed an awareness of Down syndrome. Children were sensitive to the effects of a physical disability on a child's motor performance, but were less aware of the consequences of other disabilities. These results have important implications for understanding typically developing children's reactions to, and ideas about, their classmates with disabilities in inclusive settings.
Seeking a Comfortable Fit Between Family-Centered Philosophy and Infant-Parent Interaction in Early Intervention
Authors: Baird Samera , Peterson JoEllyn
Published: December 2008

This article identifies issues regarding the match between family-centered philosophy and strategies for addressing infant-parent interaction in the early intervention process. A model is proposed for introducing and including infant-parent interaction in family-centered early intervention. This model is based on the family's vision for their child's future and is designed to assist families to be active decision makers. New directions for practice and research are raised based on family, professional team, and methodological concerns.
Parent-Child Interaction—The Foundation for Family-Centered Early Intervention Practice
Authors: Mahoney Gerald , Wheeden C. Abigail
Published: December 2008

In their article, Baird and Peterson (this issue) propose that current practice in infant-parent interaction assessment and intervention may conflict with family-centered philosophy. Baird and Peterson suggest that if parents should decide against directly focusing on interactions with their child as a means of attaining desired developmental outcomes, the parents' preferences should be respected. In this article, we have attempted to respond to some of the major assumptions that underlie the early intervention model proposed by Baird and Peterson. We argue that their conceptualizations of both family-centered philosophy and intervention in parent—child interaction are inaccurate. We propose that the central purpose of family-centered philosophy is to support and enhance the effectiveness of parents as caregivers and primary influences on their children's development. Every intervention option, at some level, has the potential to affect parent-child relationships. Given that parents are the primary influences on their children's development, they can never have a real option not to focus on their interactions with their children. We argue that the information derived from the parent-child interaction literature is the foundation for developing intervention procedures that are truly effective at accomplishing the goals of family-centered philosophy.
Home-Based Early Intervention with Families of Children with Disabilities
Authors: McBride Susan L. , Peterson Carla
Published: December 2008

Home visits are one mechanism for providing comprehensive services to young children with disabilities and their families, as required by Part H of the Individuals with Disabilities Education Act of 1990. This study reports observational data describing the content addressed and the processes employed by early childhood special educators during home visits with children with disabilities, birth to 3 years of age, and their families. The extent to which home visits were individualized was examined in terms of available family resources and level of child's caretaking demands. Findings revealed that a model of child-focused intervention was most frequently implemented. Some evidence was found to indicate that the content of home visits was more likely to focus on the child when family resources were adequate, and that the role of the interventionist was more likely to be that of an observer when children had greater care-taking demands.
Parental Perceptions of Help-Giving Practices and Control Appraisals in Early Intervention Programs
Authors: Judge Sharon Lesar
Published: December 2008

Sources of variations in parents' assessment of help-giving practices and perceived control appraisals were investigated. Participants included 69 parents of children, birth to age 5, with disabilities or at risk for poor developmental outcomes. Results indicated that parent and family characteristics showed no relationship to either help-giving practices or perceptions of personal control and self-efficacy. In contrast, program characteristics and help-giving practices were highly associated with the degree to which parents indicated they had control over needed services, resources, and supports. Implications for improving helping relationships are discussed.
Family Rituals
Authors: Schuck Lisa A. , Bucy Jayne E
Published: December 2008

Family rituals are uniquely meaningful family interactions that transmit the family's beliefs and values and provide the family with a sense of stability, identity, and a means for socialization. Early interventionists may incorporate an exploration of family ritual behavior as part of a family assessment of resources, priorities, and concerns. By integrating and drawing upon existing theory and research, this article describes four dimensions of family rituals believed to be most relevant to early intervention practice. Strategies for assessing family rituals and designing interventions that support and facilitate ritual enactment are provided.
Relationships Between Enrollment in an Inclusive Class and Preschool Children's Ideas about People with Disabilities
Authors: Diamond Karen E. , Hestenes Linda L. , Carpenter Ellen S. , Innes Fiona K.
Published: December 2008

This research examines the relationships between participation in an inclusive preschool program, children's understanding of disabilities, and their acceptance of children with disabilities. Subjects were preschool children enrolled in regular ( n = 31) and inclusive ( n = 29) programs. Children's understanding of competencies associated with specific disabilities, and their general acceptance of others, were assessed using interview questions and dolls. Children were interviewed to learn their ideas about the immediate and long-term consequences of physical and sensory disabilities. In addition, children provided ratings of the social acceptance of hypothetical children with and without disabilities. Children in inclusive classes had more knowledge about long-term consequences of disabilities than did children in regular preschool classes. In addition, children in inclusive settings gave significantly higher acceptance ratings to children with and without disabilities than did children in regular preschool classes. Finally, it was found that children's knowledge of disabilities, their overall acceptance of individuals without disabilities, and their participation in an inclusive class contributed significantly and independently to their acceptance of children with disabilities.
The Relationship of Parent-Child Interaction to the Effectiveness of Early Intervention Services for at-Risk Children and Children with Disabilities
Authors: Mahoney Gerald , Boyce Glenna , Fewell Rebecca R. , Spiker Donna , Wheeden C. Abigail
Published: December 2008

The results from four early intervention evaluation studies are described in relationship to their impact on parent-child interaction as measured by the Maternal Behavior Rating Scale. Intervention studies included the Infant Health and Development Program, the Longitudinal Studies of the Effects and Costs of Alternative Types of Early Intervention, the Play and Learning Strategies Program, and the Family-Centered Outcome study. Results from these analyses indicated that intervention effects on child development were unlikely to occur unless mothers modified their style of interacting with their children. Although these studies indicated that mothers of children who participated in intervention modified several different parameters of interactional style, only their level of responsiveness was positively associated with their children's developmental outcomes. These results are discussed in relationship to child-focused and relationship-focused models of early intervention.
A Pilot Study of Intervention with Adolescent Mothers and their Children
Authors: Fewell Rebecca R. , Wheeden C. Abigail
Published: December 2008

The present pilot study examined the effects of an intervention program designed for adolescent mothers and their young children on selected developmental skills in children. The intervention aimed to enhance the development of the children through a curriculum that focused on improving mother-child interaction skills and the mothers' knowledge of child development. Participants were 62 mothers enrolled in an alternative education school and their children. The children's performances on the Developmental Activities Screening Inventory-II (DASI-II) and on the Play Assessment Scale (PAS) were videotaped pre- and postintervention. Child outcomes were scored on the DASI-II and the PAS. On both measures, children in the intervention group made significantly greater gains than those in the contrast group. The potential of short-term intervention programs are discussed, as are the limitations of this investigation.
An Analysis of the Perceptions and Characteristics of Childcare Personnel Regarding Inclusion of Young Children with Special needs in Community-Based Programs
Authors: Dinnebeil Laurie A. , Mclnerney William , Fox Christine , Juchartz-Pendry Kerry
Published: December 2008

Access to childcare is a challenge for families of young children with special needs. A survey of early childhood personnel in northwestern Ohio identified early childhood personnel characteristics associated with an interest or willingness to care for these children. Most respondents were interested in caring for young children with special needs. More than one half of the respondents reported experience in caring for such children and most were confident about their ability to do so. Lack of knowledge regarding care requirements of young children with special needs was cited most often as a barrier to inclusive childcare. Differences between home- and center-based providers were identified. Implications of these findings for childcare staff training are discussed.
Outcomes for Children with Autism
Authors: Schwartz Ilene S. , Sandall Susan R. , Garfinkle Ann N. , Bauer Janet
Published: December 2008

The purpose of this article is to present case studies of three children with autism who received educational services in a public-school-affiliated early childhood program during their preschool and kindergarten years and have had positive outcomes. We used a combination of documents and archival records (e.g., assessment results) as data sources. All children made substantial developmental and academic progress. The three children have entered elementary school in inclusive settings and continue to thrive; one child exited special education. Our purposes in presenting these findings are to suggest that there are multiple means to achieve promising outcomes for young children with autism and to expand the discussion of appropriate early childhood services for children with autism.
A Preliminary Study of Inclusive Special Education Services for Infants, Toddlers, and Preschool-Age Children in California
Authors: Cavallaro Claire C. , Ballard-Rosa Maurine , Lynch Eleanor W.
Published: December 2008

A sample of early childhood special education (ECSE) administrators in California was surveyed to gather information about the structure and organizational components of inclusive services for infants, toddlers and preschool-age children. The results indicate that the availability of inclusive services and type of service delivery models vary according to the child's age and disability. Programs for infants tend to be home based, and many infants have no opportunities for educational services in settings with typically developing peers. Services for preschoolers tend to fall into two configurations: children with mild disabilities who are frequently fully included and children with severe disabilities and low-incidence disabilities who are more often partially included or placed in special day classes only. The services provided most frequently in inclusive programs are related services and consultation to families, community preschools, and other agencies. In many programs, special education teachers do not work with children on-site in the inclusive setting. Family services other than consultation are offered much less often, especially by preschool programs. The results suggest that although inclusive services are available in many local education agencies (LEAs) service delivery models may not be conducive to the implementation of interventions needed to support optimal social and developmental outcomes for children.
Application of a Functional Perspective on Receptive Language Development to Early Intervention
Authors: Goldstein Howard , Wetherby Bruce
Published: December 2008

This paper reviews research on the early receptive language development of normal and language-handicapped children. A functional analysis perspective emphasizes how developmental changes are effected through the interactions of children with their environments. Lexical acquisition and early morphological/syntactic acquisition are addressed, functional processes that appear to be responsible for early lexical learning and for the application of syntactic rules during interpretation of early multiword utterances during normal receptive language development are isolated. Lexical training with language-handicapped children might be improved by (a) encouraging and making sure of children's action response strategy, (b) exploiting children's early reliance on extra-linguistic cues and then systematically shifting stimulus control, and (c) taking advantage of an elimination strategy. Morphological/syntactic training might be improved by selecting language input and training strategies that have been found to facilitate recombinative generalization.
Untangling the Correlational Relationship Between Language and Reading Acquisition
Authors: Miller-Jones Cynthia
Published: December 2008

One hundred eighteen children from 5 to 7 years of age were tested fall and spring on language comprehension, logico-perceptual development, and reading acquisition. Multiple regression, path analysis, and cross-lagged time panel analysis were used to determine the direction of causal influence on reading acquisition. While language was highly related to reading performance, logico-perceptual development was causally related to success in reading acquisition. Using tree diagrams for linguistic analysis, those language structures related to reading were studied and further correlated with the logico-perceptual subtest. At this level of analysis similarities between the problemsolving strategies required for the logico-perceptual tasks and comprehension of certain language structures emerged. I t was concluded that the strategies demonstrated in the logico-perceptual tasks may play a fundamental role in the correct interpretation of certain language structures. Mastery of these structures correlated with success in reading acquisition.
Special-Class Placement, Level of Intelligence, and the Self-Concepts of Gifted Children: A Social Comparison Perspective
Authors: Coleman J. Michael , Betty Ann Fults
Published: December 2008

Two hypotheses derived from social comparison tested the influence of instructional segregation on the self-concepts of elementary school gifted children. The self-concept scores of half the children were assessed prior to their participation in a one-day-per-week segregated enrichment program for the gifted. The remaining children were tested during program participation. The higher self-concept scores of students assessed prior to the program were interpreted as support for the contention that the reduced heterogeneity of ability in gifted classrooms forces some gifted children to see their abilities in a less favorable light. Each group was further divided by high and low IQ scores (a misnomer). The lowest self-concept scores accrued to low IQ children assessed during program participation. This was interpreted as support for the notion that transition to segregated classes for the gifted most dramatically affects the self-concepts of those children who are at the low end of the distribution of abilities within gifted classes. The self-concept scores of all groups of gifted children were generally robust, but the findings of this study underscore the important influence of children's social/instructional environments on self-concept.
Two Ships Passing in the Night
Authors: Gersten Russell , Carnine Douglas
Published: December 2008

The authors reassert their position that the correlations between auditory skills and reading achievement scores found by Kavale, while statistically significant, are of limited pragmatic value to the field. They are of little use for screening or placement decisions. As Kavale admits, they offer no guidelines for selecting appropriate instructional methods. It remains unclear exactly how these correlations enhance our understanding of reading ability or reading instruction.
Children's Stealing
Authors: Williams Ruth Lyn Meese
Published: December 2008

Stealing behavior is difficult to detect and resistant to traditional means of intervention. Children who steal at a high rate and at an early age are likely to become persistent offenders. Behavioral interventions have successfully eliminated theft. Guidelines are offered to parents and teachers for dealing with “normal” and aberrant theft while maintaining respect for the child's right to privacy.
Future Directions for Cognitive Behavior Modification Research
Authors: Rooney Karen J. , Hallahan Daniel P.
Published: December 2008

Cognitive behavior modification (CBM) techniques have been successful in changing the behavior of learning disabled children in specific situations. Little success, however, has been achieved in changing the cognitions of learning disabled children. Reasons for lack of evidence that CBM brings about cognitive change are explored. It is suggested that CBM researchers now need to assess CBM programs that are designed to have broader cognitive impact. Some conceptual and programmatic guidelines for what constitutes a greater cognitive emphasis are presented.
Grading Handicapped Pupils: Review and Position Statement
Authors: Carpenter Dale
Published: December 2008

A review of grading issues, philosophies, and recommendations is provided with implications and specific suggestions for grading mainstreamed handicapped pupils at the secondary level. A synthesis of available literature examines the wide range of viewpoints regarding optimal grading practices for general students and for remedial and handicapped pupils. A position statement related directly to grading secondary mainstreamed handicapped pupils concludes the paper.
Effectiveness of Computer Application to Instruction with Mildly Handicapped Learners
Authors: Lieber Joan , Semmel Melvyn I.
Published: December 2008

This review examines empirical evidence on the relationship between computer use and achievement in elementary aged mildly handicapped students. The studies reviewed consider the effectiveness of the computer as a supplement to, or as a replacement for, traditional instruction. Evidence indicates that the computer effectively augments teacher instruction, but that its effectiveness as a teacher substitute is less evident. The conclusion is that a new research paradigm is needed that focuses on the interaction between the characteristics of the computer and the nature of the environment, both around the computer itself and within the school.
The Historical Foundation of Learning Disabilities
Authors: Kavale Kenneth A. , Forness Steven R.
Published: December 2008

This paper reviews the research of Alfred Strauss and Heinz Werner on the behavioral differences between exogenous (brain injured) and endogenous (familial-cultural) mental retardation using quantitative methods of research synthesis. The concept of exogenous mental retardation evolved into present-day conceptions of learning disabilities. The findings, however, offer little empirical support for the presumed behavioral differences and reveal considerable overlap among the exogenous and endogenous samples studied by Strauss and Werner. Because the behavioral differences were not of sufficient magnitude for presumptive inference about the consequences of brain damage, it is concluded that much of the foundation of the learning disabilities field has been based on overgeneralized assumptions regarding the nature of brain injury.

The great tragedy of science—the slaying of a beautiful hypothesis by an ugly fact.

—T. H. Huxley
Analysis of the Self-Concepts of Handicapped Students
Authors: Jones Carroll J.
Published: December 2008

The phenomenal and nonphenomenal self-concepts of 120 handicapped students (emotionally disturbed, educable mentally retarded, learning disabled, speech/language impaired) were compared to those of 30 nonhandicapped students. The Piers-Harris Children's Self-Concept Scale, a self-reporting instrument, was used to assess phenomenal (conscious) attitudes toward the self. The Human Figure Drawing Test, a projective measure, was administered to assess nonphenomenal (unconscious) attitudes regarding the self. The results indicated that handicapped students had significantly more negative phenomenal and nonphenomenal self-concepts; higher anxiety levels; more negative perceptions of their intellectual abilities, school status, and popularity; and more emotional feelings of insecurity, inadequacy, guilt, impulsivity, and immaturity than nonhandicapped students.
Phonology and the Problems of Learning to Read and Write
Authors: Liberman Isabelle Y. , Shankweiler Donald
Published: December 2008

Learning to read and write depends on abilities that are language related but that go beyond the ordinary abilities required for speaking and listening. Research has shown that the success of learners, whether they are children or adults, is related to the degree to which they are aware of the underlying phonological structure of words. Poor readers are often unable to segment words into their phonological constituents and may have other phonological deficiencies as well. Their difficulties in naming objects and in comprehending sentences, for example, may also stem from a basic problem in the phonological domain.
The Role of Eye Movements in Learning to Read and Reading Disability
Authors: Rayner Keith
Published: December 2008

The role of eye movements in learning to read and reading disability is reviewed. Characteristics of eye movements during reading for skilled, beginning, and disabled readers are discussed. It is argued that eye movements are not a cause of reading problems and that training children with reading problems to make smooth, efficient eye movements will not increase their reading ability. Rather, eye movement characteristics during reading reflect the difficulty that children have understanding written text.
The Efficacy of Group Versus One-to-One Instruction: A Review
Authors: Polloway Edward A. , Cronin Mary E. , Patton James R.
Published: December 2008

The issue of pup versus one-to-one instruction and training is explored through a review of relevant reseanh in this area. Distinctions between the concept of individualized instruction and one-to-one instruction are presented Discussion of the research focuses on the concerns of effectiveness, eficiency, and social benfits. Implications for educational programming and fiture research are presented.