bluuebunny/crossref_metadata_2025 huggingface dataset:
A Comparative Study of the Effects of a Developmentally Based Instructional Model on Young Children with Autism and Young Children with Other Disorders of Behavior and Development
Authors: Rogers Sally J. , DiLalla David L.
Published: December 2008

The progress made by two different groups of preschool children, those with autism or related disorders and those with other emotional/behavioral and developmental disorders, in a particular instruction model was examined. The model was developmentally based and heavily influenced by Piaget's theory of cognitive development, pragmatics theory of language development, and Mahler's theory of development of interpersonal relationships. Both groups of children made greater progress than was predicted by their initial developmental rates in cognitive and language areas. An important and unexpected finding was the similar amount of progress made by the two groups: Specifically, the groups with autism did not make less progress than the comparison group, which ran contrary to our hypothesis.
Issues in Developing the IFSP
Authors: Beckman Paula J. , Bristol Marie M.
Published: December 2008

As professionals and families have worked toward full implementation of P.L. 99--457, a number of issues have emerged concerning the development of the Individualized Family Service Plan. In this paper, four key issues are identified and discussed. These include sensitivity to cultural diversity, family assessment, intrusiveness, and establishing family outcomes. This discussion is followed with a framework for identifying outcomes that takes these issues into consideration.
The Merging of Best Practices and State Policy in the IFSP Process in California
Authors: Lynch Eleanor W. , Jackson Julie A. , Mendoza Jeanne , English Kris
Published: December 2008

In this article we describe one state's approach to developing programmatic and administrative models for IFSP implementation and discuss the policy implications of those models. The micromodel provides a description of processes that can be used to develop and implement IFSPs based on best practices at the child-family-professional level. Three macromodels that address changes in state policy and administrative structure to enhance cross-agency collaboration are also described. The article concludes with a description of experts' opinions of the models and a series of policy questions that must be addressed prior to full implementation of P.L. 99--457.
Implementing IFSPs in Louisiana
Authors: Fewell Rebecca R. , Snyder Patricia , Sexton David , Bertrand Sophie , Hockless Mary F.
Published: December 2008

Individualized Family Service Plans (IFSPs) must be developed for each eligible child and family beginning in the fourth year of a state's participation in the Part H program. In this article we describe one state's approach to developing responsive, family-centered IFSP formats. Four model formats developed by early intervention service providers and families throughout the state of Louisiana are described. Each contains the seven elements specified in Section 677 of the Part H regulations. The formats differ in the ways that these elements are expressed, reflecting the unique characteristics of the communities in which the families and service providers engage in collaborative early intervention service delivery. Considerations for future research and practices in IFSP development and implementation are discussed.
Considerations in Using Written Surveys to Identify Family Strengths and Needs During the IFSP Process
Authors: Sexton David , Snyder Patricia , Rheams Theresa , Barron-Sharp Brenda , Perez Janelle
Published: December 2008

Early interventionists are often required to identify family strengths and needs during the IFSP process as part of the requirements of P.L. 99--457 Part H. However, there is little guidance contained in this legislation about how to collect such information beyond the requirement of a personal interview. The present study investigated the use of two written surveys, the Family Needs Survey and the Family Needs Scale, that purport to identify family needs and one written survey, the Family Functioning Style Scale, that purports to measure family strengths. Subjects were 48 mothers of children enrolled in early intervention programs and 25 providers of early intervention services. Results indicated that slightly over 50% of these mothers preferred to share information via the written survey as opposed to personal interviews. However, demographic variables could not significantly discriminate between the two groups. Overall, mothers tended to rate the three surveys higher than did interventionists when asked about usefulness, usability, and length. Results indicate that early interventionists should provide a variety of means for families to share information about their needs and strengths.
The IFSP and Parents with Special Needs/Mental Retardation
Authors: Espe-Sherwindt Marilyn
Published: December 2008

Families can present unique challenges to early interventionists seeking to become more comfortable with the development and implementation of the Individualized Family Service Plan (IFSP). This article examines a sample of IFSPs developed with parents with special needs/mental retardation in a model early intervention program. A majority of family outcomes could be categorized as basic needs, family enrichment, and support/ counseling. All family outcomes involved some degree of application of knowledge or problem solving on the part of the parents. The results suggest that parents with special needs/mental retardation can participate fully in the IFSP process, when that process promotes relationship building, empowerment, interagency collaboration, and program implementation and evaluation.
Early Childhood Intervention and Education
Authors: Burton Christine B. , Hains Ann Higgins , Hanline Mary Francis , McLean Mary , McCormick Katherine
Published: December 2008

Issues of critical current concern in early intervention focus on the goals of expanding the quantity and enhancing the quality of existing services. Unification between the fields of early childhood special education (ECSE) and early childhood education (ECE) may be necessary to achieve these goals. As reported in this article, a comparison of the two fields in the areas of policy and practice documented greater commonalities than differences. Shared philosophical and theoretical perspectives that highlight the importance of providing flexible child- and family-centered services are moving the fields in converging directions. Why, then, do we continue to construct policy and design practice in ways that emphasize the separateness of ECSE and ECE, rather than join together as a unified profession dedicated to the single mission of providing appropriate services to support the development of all young children and their families?
Infant and Toddler Models of Service Delivery
Authors: LeLaurin Kathryn
Published: December 2008

The thesis of this article is that current models of intervention for infants and toddlers may be detrimental to some children and families. Theories of human development, recommended by leaders in the field, are described as the framework for analyzing current and future intervention methods. The clinical, research, social, and economic rationales for these service models will be discussed to illustrate the origins of several decades of practice and research. Conflicting research results and practical implementation problems will be described. This provides a context for illustrating how and why service models may fail to provide what currently accepted theories of development and research suggest is necessary for improved outcomes for children and families. Alternative approaches are discussed and include the necessity of comprehensive child and family needs assessment, the need for protocols for matching services with needs, interagency service system changes, and a range of service options that facilitate family choice and optimal developmental opportunity for children.
Focusing on Parent--Child Interaction
Authors: Mahoney Gerald , Robinson Cordelia , Powell Amy
Published: December 2008

This article contrasts the differences between the educational philosophy and procedures used in early childhood education (ECE) and early childhood special education (ECSE). ECE emphasizes child-directed instruction that is based on children's choices and interests and is embedded in children's play. ECSE emphasizes teacher-directed activities that promote the acquisition of specific developmental skills. We propose that there is insufficient evidence to claim that the ECSE model is essential to the developmental functioning of children with disabilities. In contrast, recent research on parent--child interaction points to the potential benefits of ECE procedures. Findings from this research provide a rationale for examining how the ECE model can be adapted to meet the needs of children with disabilities.
Behaviorism in Early Intervention
Authors: Strain Phillip S. , McConnell Scott R. , Carta Judith J. , Fowler Susan A. , Neisworth John T. , Wolery Mark
Published: December 2008

A consistent and persistent devaluation and misunderstanding of behaviorism, the behavioral approach, and its application to early childhood special education exists among many professionals in the field. In this article we explore common criticisms of behaviorism and present reactions. In addition, we identify and describe the critical features of the behavioral approach and their similarities to early childhood special education. Finally, we provide examples of the influence and application of the behavioral perspective in early childhood special education. In the conclusion of this discussion, we assert that the behavioral perspective has contributed substantially to improving the lives of young children with developmental delays and disabilities and their families. As such, behaviorism has utility in the design and implementation of early childhood special education services.
Early Identification of Children at Risk for Reading Disabilities
Authors: Felton Rebecca H.
Published: December 2008

A sample of 221 children (102 females, 119 males) were tested in kindergarten with a battery of tests that included measures of phonological awareness, phonological coding in lexical access, and coding in working memory. Reading skill was measured in third grade with a group-administered achievement test (vocabulary and comprehension), and children were classified as severely disabled, poor, average, or superior readers. Of the 19 possible kindergarten predictors, only rapid naming of letters, general ability, and discrimination of beginning sounds within words significantly contributed to the prediction of reading outcome. With general ability removed from the analysis, rapid letter naming, beginning sound discrimination, and auditory conceptualization predicted reading outcome. These three measures were very accurate in predicting reading outcome for the extremely poor and superior readers. The false negative rate was low but the false positive rate was quite high. These results suggest that the diagnosis of children as at risk for reading difficulties or as reading disabled in kindergarten is a complex process that must involve the evaluation of a broad range of skills, including, but not limited to, phonological processing.
Parental Attitudes Toward Integration
Authors: Miller Linda J. , Strain Phillip S. , Boyd Kimberly , Hunsicker Stacie , McKinley John , Wu Angel
Published: December 2008

Recent studies concerning parental attitudes toward preschool mainstreaming indicate a favorable disposition toward this arrangement by parents of typical children and those of children with disabilities in mainstreamed settings. This study seeks to replicate and extend these findings. Discussed are the first-year results of a 5-year longitudinal study of parental attitudes toward mainstreaming in school-age programs. Surveyed were 230 parents. Results indicated that the parents, regardless of their child's preschool placement in a mainstreamed or segregated program, held very favorable opinions toward mainstreaming. However, the parents of typical children and the parents of children with disabilities in the mainstream settings indicated greater satisfaction with their child's involvement in a mixed grouping of children, and stronger opinion that this involvement influenced their child's development, than did their counterparts in the segregated settings. Correlations of these results with length of time in preschool and level of child functioning are also discussed.
The Use of Simultaneous Prompting for Teaching Expressive Word Recognition to Preschool Children
Authors: Gibson Amy N. , Schuster John W.
Published: December 2008

This study investigated the effectiveness of a simultaneous prompting procedure in teaching expressive word recognition to preschool children. Four children, two typically developing, one with a physical disability, and one with mild developmental delays, served as subjects. The effectiveness of a simultaneous prompting procedure was evaluated through the use of a multiple probe design. Results indicate that the procedure was effective for three of the four students. These students acquired the behaviors in a near-errorless fashion, with a mean of 1.3% training errors. These students maintained the target behaviors at high rates up to 6 weeks after training and generalized the responses across stimulus materials, with an overall mean of 91% accuracy.
Family Involvement in Early Intervention: Accepting the Unchangeable, Changing the Changeable, and Knowing the Difference
Authors: Brinker Richard P.
Published: December 2008

This article provides a conceptual critique of the effort to define and judge early intervention in terms of the extent to which it is family centered. Transactional models of child development have demonstrated the extent to which family and other ecological characteristics can influence development of children beyond the influences of their biological characteristics. Although the transactional model leads interventionists to recruit wider aspects of the child's ecology to enhance the child's development, it does not necessarily lead to a family-centered model within which the child's concerns are expressed as part of the family's concerns. Three criticisms are raised that should be addressed before adopting a family-centered model of early intervention. First, the definition of family is indeterminate for individual American families, because individual family members have different and at times conflicting definitions of their family. Therefore, definition of a family's concerns is a process of negotiating a collective concern from individual family members' concerns. Second, early interventionists bring their own conceptions of the meaning of family to their work, which may reflect a disparity between interventionist and family being served. Third, empirical research about family processes and their relationship to individuals' development is inadequate at this time to guide family-centered interventions. The understanding of family dynamics may occur in some relationships with early interventionists, but only as a function of the intimacy the family is willing to allow. Insistance on family-centeredness requires a greater intrusion into family life unless one family members' concerns are accepted as a proxy for the family's concerns. Maintaining the boundaries of expertise available within early intervention programs can occur when an approach is child centered, acknowledging the transactional nature of the processes that support children's development. Extending the boundaries of expertise may require more extreme reorganization of services for children and families, integrating existing child welfare, health, and educational systems. Such integrations have not yet entered discussions of family-centered services except in the form of broad wishes about improved case management.
Family Coping Strategies and Strengths in Hispanic, African-American, and Caucasian Families of Young Children
Authors: Hanline Mary Frances , Daley Steven E.
Published: December 2008

The purpose of this study was to examine the relationship between maternal perceptions of family coping strategies and family strengths in Hispanic, African-American, and Caucasian families of young children with and without disabilities. The 206 participants, recruited from early intervention and childcare programs in Florida and California, completed the Family Crisis Oriented Personal Evaluation Scales (F-COPES) and the Family Strengths questionnaires. Within-culture analysis showed that the use of internal family coping strategies tended to be more predictive of family strengths than was the use of social supports outside the family within all three ethnic groups. Further analysis revealed no differences in family coping strategies and family strengths between Hispanic families of children with and without disabilities, one difference related to social support among African-American families, and multiple differences among Caucasian families. Implications of the findings for early interventionists were discussed.
Using a Pyramid Model to Teach Behavior Management Procedures to Childcare Providers
Authors: Demchak MaryAnn , Kontos Susan , Neisworth John T.
Published: December 2008

In this study we describe and evaluate a pyramid model of staff training to teach behavior management strategies to the staff of an integrated childcare center. Using instructions, modeling, role playing, and verbal and video feedback, three co-workers were trained as specialists in the use of contingent ignoring, time-out, and verbal reprimands. Subsequently, these specialists trained other staff to implement the procedures. The results of a multiple baseline design across subjects demonstrated that the training of specialists caused improvements in performance for specialists as well as other staff, although the latter were affected to a lesser degree. Changes in child behavior also lend tentative support to the effectiveness of the pyramid model. Additionally, specialists and staff socially validated the results by indicating satisfaction with the training procedures and continuing to implement the behavior management strategies.
The Utility of Self-Monitoring for Preschool On-Task Behavior
Authors: Haas-Warner Sarah De
Published: December 2008

The purpose of this study was to determine if four preschoolers might be taught to use self-monitoring to increase on-task behavior during independent readiness tasks and to maintain that behavior when external controls were faded. Results of this multiple baseline across subjects study yielded two major conclusions. Preschoolers can be taught to use self-monitoring as a strategy to increase on-task behavior during readiness tasks and are able to maintain the targeted behavior upon removal of the prompts. It is proposed that self-monitoring be used with preschool-age children who display undeveloped on-task behavior and who are preparing to enter kindergarten.
Time as a Resource and Constraint for Parents of Young Children with Disabilities: Implications for Early Intervention Services
Authors: Brotherson Mary Jane , Goldstein Beth L.
Published: December 2008

Time is a fundamental resource and constraint for families. In this study we explored how parents and professionals understand time usage as a resource and constraint in the lives of families with young children with disabilities. This study draws from a qualitative research project that examined how parents and professionals worked together to develop and implement family-centered early intervention programs. Twenty-one family members and 19 professionals participated in eight focus groups to gather data on parent and professional partnerships in early intervention program implementation. Content analysis of data identified several issues associated with families' use of the resource of time. The findings discussed focus on the families' perceptions and are presented in issues generated by the families. The perspectives of professionals are discussed as they relate to the issues generated by families. Effective and efficient use of time by families is an important issue to examine in our efforts to provide family-centered services. The implications of these findings are discussed in relation to developing early intervention programs for young children with disabilities and their families.
International Diversity of Toy Libraries
Authors: Björck-Åkesson Eva M. , Brodin Jane M.
Published: December 2008

This survey describes the types of toy libraries found throughout the world. The descriptive study is based on a questionnaire and information material from 37 countries and on personal visits to some countries. The survey shows that there are more than 4,500 toy libraries in the world in 31 countries on all continents. Four major types of toy libraries emerge: (a) community-oriented toy libraries; (b) lekotek for children with special needs and their families; (c) toy libraries as a cultural, social, and recreational center; and (d) toy lending libraries. Twenty-one countries have adopted the ``lekotek'' concept. The lekotek provides services for young children with special needs and their families. The original lekotek concept assumes a model of early intervention where the needs of the child and the family are central. Assessment and intervention are carried out in collaboration with the parents. Individualized Family Service Plans (IFSPs) fit well into the frame of the lekotek concept. Examples of how programs at lekoteks service families of young children with disabilities are given.
Approaching an Objective System for Observation and Measurement: Infant-Parent Social Interaction Code
Authors: Baird Samera Major , Haas Laura , McCormick Katherine , Carruth Carol , Turner Keith D.
Published: December 2008

The purpose of the project was to develop an objective instrument for assessing infant-parent interaction. The Infant Parent Social Interaction Code (IPSIC) provides a means for measuring four parent variables (contingent responsivity, directiveness, intrusiveness, and facilitation), four infant variables (initiation, participation, signal clarity, and intentional communicative acts), and one dyadic variable (theme continuity). One hundred fifty-nine infants ranging from birth to 31 months of age adjusted for prematurity and their mothers served as subjects for the preliminary study. Infants were experiencing normal development, environmental risk, biological risk, and established risk. Seventy-three infants with developmental ages between 18 and 36 months participated in a replication study (Cielinski, 1992). Expert opinion was solicited and assisted in the development of operational definitions of infant, parent, and dyadic interactive @@@behaviors. Preliminary and replication reliability and validity data suggest the IPSIC has potential for providing a reliable and useful profile of the infant-parent interactive process. The richness of information revealed by the IPSIC lies not in the frequency of each individual interactional construct, but in the dynamic and dyadic display of interrelated and co-occuring interactive patterns revealed by the assessment process.
The Role of Parents' Observations and Concerns in Screening for Developmental Delays in Young Children
Authors: Diamond Karen E.
Published: December 2008

An important issue in providing early intervention services is the identification of young children who are at risk or have developmental disabilities. The research reported here examines the role of parents' observations of, and concerns for, their child in screening for developmental delays in preschool children. In this study of 86 children (30 to 67 months) attending a community screening clinic, two factors---parents' concerns about speech, language, or cognitive skills, and parents' ratings of the child's activity on a temperament scale---accounted for 27% of the variance in the likelihood of screening failure and referral. Strategies for including systematic information from parents in the identification of infants, toddlers, and preschool children at risk for developmental delay are discussed.
The Hospital
Authors: Long Carole E. , Artis Nancy Ellen , Dobbins Norma J.
Published: December 2008

Advances in medical technology have increased the survival rate of infants with chronic health impairments and developmental disabilities. As a result, infants are often hospitalized for longer periods of time. Their families are faced with information from a myriad of health care professionals and a complex set of decisions regarding their child. This article describes a hospital-based education program that provides early intervention services to infants and their families during hospitalization. Emphasis is on family-centered care and transition to home/community services. It is suggested that an additional important benefit of the program is the education of other health care professionals regarding early intervention.
The Relationship Between Early Childhood Education and Early Childhood Special Education
Authors: Bredekamp Sue
Published: December 2008

This paper has three purposes: to describe (a) common misconceptions about developmentally appropriate practices, (b) areas in which convergence between general and special early childhood education can be achieved, and (c) current collaborative efforts between the two disciplines. Three frequent misconceptions about developmentally appropriate practices focus on the use of teacher-directed instruction, emphasis on emergent curriculum, and the application of the practices to all children. The areas of convergence focus on individually appropriate practices, emphasis on early intervention, family-centered services, advocacy, transition issues, and interdisciplinary approaches. Current collaborative efforts between the National Association for the Education of Young Children and the Division for Early Childhood are described.
Developmentally Appropriate Strategies for Promoting Full Participation in Early Childhood Settings
Authors: Cavallaro Claire C. , Haney Michele , Cabello Beverly
Published: December 2008

Integrating young children with disabilities into mainstream preschools with nondisabled children presents numerous challenges. One major stumbling block to integration is the seeming incompatibility of traditional didactic early intervention techniques with the developmentally appropriate practices common to quality mainstream preschool settings. We present strategies for intervention that are in harmony with developmentally appropriate practice and incorporate special educational principles that have enabled children with disabilities to participate more fully in integrated settings while achieving individualized goals and objectives. The strategies are grouped into four categories: attention and responsiveness to the child, environmental structuring, adult mediation, and peer mediation. The strategies are presented with examples to illustrate their use.
Naturalistic Intervention Design for Young Children
Authors: Barnett David W. , Carey Karen T. , Hall John D.
Published: December 2008

Naturalistic intervention design may lead to an expanded range of promising interventions for young children. Interventions described as naturalistic are (a) generalized from developmental studies of competent caregivers, (b) founded on the realities of settings, and (c) based on the predicted success of the least intrusive intervention likely to accomplish the desired goals. Naturalistic intervention design stresses the need for assessment and intervention to occur within significant settings and with caregivers (and peers) who have the greatest opportunity to interact with children experiencing learning or behavioral difficulties. Thus, the focus of the analysis is on (a) environments; (b) experiences provided to children; and, as critical features, (c) evident, emerging, and accessible skills of caregivers that facilitate learning or the development of alternative responses for maladaptive behaviors. Naturalistic intervention design may help achieve acceptability, generality of behavioral change, and ethnic validity.
Preschoolers with Complex Health-Care Needs
Authors: Lowman Dianne Koontz
Published: December 2008

A survey questionnaire was completed by 234 early childhood special education teachers in Virginia. The study sought to identify the current status of preschoolers with complex health-care needs in early childhood special education (ECSE) classes. First, the study sought to identify basic information about the size of the locality, which health maintenance procedures were currently being conducted in classrooms, who was responsible for implementing these procedures, how training was conducted, and what policies were in place in school systems. Second, the survey sought to determine if a relationship existed between the size of the locality and the existence of formal written policies, and between the size of the locality and the type of training conducted. Third, the study included open-ended questions to determine which aspects of receiving a child with complex healthcare needs were most frightening to teachers and what helped most in the transition of that child into their classrooms. ECSE teachers reported children receiving a variety of health maintenance procedures while in school. ECSE staff conducted gastrostomy feedings and/or catheterizations; nurses provided care for tracheostomies and mechanical ventilation. Of the school systems surveyed, 38% had written policies; urban and suburban localities tended to have formal written policies, whereas in rural localities, administrators tended to make the decision. These results seemed to have implications for preservice and inservice training. Recommendations for future research are suggested.
Effective and Appropriate Instruction for All Children
Authors: Barrera Isaura
Published: December 2008

The article presents an overview of concerns related to intervention for children with disabilities from culturally and linguistically diverse populations and discusses the implications for early childhood special education (ECSE). Intervention guidelines for variables such as acculturation, preferred interactive and learning behaviors, sociocultural experiences and resources, and language usage and proficiency are suggested based on literature and the author's experience directing a demonstration project that served diverse populations. The discussion of the variables is followed by a description of four intervention approaches developed within the project to meet the needs of early childhood service providers in a variety of settings.
Early Intervention for Children with Developmental Delays and Children with Disabilities
Authors: Opp Gü Unther , Thurmair Martin
Published: December 2008

A system of statewide early intervention for children with developmental delays and those with disabilities was established in Bavaria in the 1970s. The concept, development, and experiences of the Bavarian early intervention system are traced through a historical perspective. Current discussions, pros and cons of proximal (homebound) and centralized (center-based) services, the call for a changing paradigm of early intervention, and perspectives concerning Bavarian early intervention are covered.
Measuring Parent Satisfaction with Early Childhood Intervention Programs
Authors: McNaughton David
Published: December 2008

This article reviews current practices in the measurement of parent satisfaction with early intervention services and discusses methodological issues related to these measurement activities. A literature search identified 14 research articles in early intervention that included a measure of parent satisfaction. All of the reviewed studies reported high levels of parent satisfaction. Analysis of the reported findings was hampered, however, by incomplete descriptions of the measurement tools used and the findings obtained. In addition, information on the reliability and validity of the measurement instruments was often unavailable. Suggestions are provided for the development of more effective measures of parent satisfaction and for the identification of future research directions.
Interactive Focus Group Interviewing
Authors: Brotherson Mary Jane
Published: December 2008

Focus group interviewing is an interactive method of conducting qualitative research that has several potential applications in early intervention. This article discusses qualitative inquiry and suggests a six-component process to guide focus group research. The six components are (a) formulate research questions, (b) select participants, (c) develop protocol, (d) conduct focus groups, (e) analyze data, and (f) report the findings. This article presents practical suggestions for researchers who use a qualitative paradigm to address research questions in early intervention.
The Effects of Prenatal Cocaine Exposure on Mother--Infant Interaction and Infant Arousal in the Newborn Period
Authors: Gottwald Sheryl Ridener , Thurman S. Kenneth
Published: December 2008

This study compared the interactive behavior of cocaine-using mothers and their neonates with a control group of drug-free mothers and their newborns. Infant arousal levels and infant--maternal interaction behaviors were measured during play and attention-getting tasks. The effects of three different social stimulation conditions, provided by the mothers to maintain infant states more conducive to interaction, were also investigated. The cocaine-exposed infants were asleep or distressed for significantly longer periods than their drug-free counterparts. Mothers who used cocaine spent significantly more time disengaged from, and passively looking at, their infants than did the drug-free group.
Transition Policy and Issues
Authors: Shotts Cynthia K. , Rosenkoetter Sharon E. , Streufert Carolyn A. , Rosenkoetter Lawrence I.
Published: December 2008

In order to discover the levels of concern about 13 issues related to three early childhood transitions, as well as to determine states' progress in developing transition policies and local interagency transition agreements, state-level early childhood leaders from each of the 50 states were surveyed by mail. Transitions considered included movement from hospital to community, from early intervention to preschool, and from preschool to primary school services. Respondents indicated considerable concern about transition issues, with directors of state parent training centers demonstrating significantly greater concern than state program coordinators or service providers. Concerns were reduced when respondents perceived their state to have developed state transition policies and widespread use of local interagency agreements related to transition. States varied considerably in their progress in transition planning, with more lagging behind on the hospital to community services transition. Implications of the findings are drawn for service providers, state policymakers, and family members of young children with disabilities.
The Relationship Between Child Characteristics and Placement in Specialized Versus Inclusive Early Childhood Programs
Authors: Buysse Virginia , Bailey Donald B. , Smith Tina M. , Simeonsson Rune J.
Published: December 2008

This study examined early childhood placement as a function of child characteristics in terms of chronological age, severity of disability, developmental status, functional abilities, and behavioral characteristics. The study sample consisted of 162 children (69 in specialized programs and 93 in inclusive settings) ranging in age from 11 to 102 months ( M = 47.5 months). Children were assessed on the Battelle Developmental Inventory (BDI), the ABILITIES Index, and the Carolina Record of Individual Behavior (CRIB). In general, children enrolled in inclusive programs were found to be more mildly disabled and functioning at higher levels than their counterparts enrolled in programs designed exclusively for children with disabilities. A discriminant function analysis revealed that overall agreement between actual and predicted placement based on child characteristics was 75%, suggesting that other factors may have affected placement decisions for some children. The interaction between chronological age and type of placement was statistically significant for the BDI and approached significance for the CRIB. Implications of these findings for future research are discussed.
Home Literacy Experiences of Preschool Children with Single and Multiple Disabilities
Authors: Marvin Christine
Published: December 2008

The purpose of the present study was to compare the home-based literacy experiences of children with single disabilities with those of children who have multiple disabilities. Written surveys were completed by the parent or primary guardian of 168 preschool children enrolled in early childhood special education programs. The completed surveys were sorted into two groups: one representing children with a single disability and one representing children with two or more disabilities. Respondents also provided information about the materials, activities, and interactions in the home that engaged their children with print, reading, writing, or drawing. Overall, less than half of the children in either group were read to daily or engaged in writing or drawing activities on a weekly basis. Fewer respondents for children with multiple disabilities reported sitting beside their child while reading, encouraging their child during attempts to write or draw, or exposing their child to a full range of printed materials in the home. In addition, the relative priorities given to learning to read and write and the expectations for potential reading and writing abilities were lower for the children with multiple disabilities. Implications for early childhood special education personnel are discussed relative to the promotion of literacy skills in children with multiple disabilities.
Fathers' Childcare Involvement With Children With and Without Disabilities
Authors: Young Daniel M. , Roopnarine Jaipaul L.
Published: December 2008

The present study examined fathers' involvement in childcare and their marital stress levels, functioning styles, and support for childcare in 23 two-parent families that had a preschool-age child with a disability and 24 two-parent families with a nondisabled preschool-age child. No significant differences existed between the two groups of fathers on measures of paternal involvement, marital stress, and functioning styles within the family. Likewise, there were no significant differences in paternal involvement as a function of the child's disability. The data are discussed in terms of the socioeconomic resources of the parents, appropriate early education programs for young children with disabilities, and the ability of fathers to care for children with disabilities.
Congenital TORCH Infections in Infants and Young Children
Authors: Hutchinson M. Katherine , Sandall Susan R.
Published: December 2008

This article describes a group of congenital infections called TORCH infections. TORCH infections, including toxoplasmosis, syphilis, rubella, cytomegalovirus, and herpes, may result in significant developmental disability in children who are congenitally infected. These children and their families are often in need of early intervention services, yet program staff may have concerns over including them in group programs and activities. This article describes methods of transmission, incidence, and developmental outcomes for some of the most common congenital TORCH infections. Medical terminology that early interventionists may encounter in these children's developmental histories is incorporated and defined throughout the text, and program implications for early intervention are drawn.
Diversity & Developmentally Appropriate Practices
Authors: Salisbury Christine L.
Published: December 2008

Diversity & Developmentally Appropriate Practices. B. L. Mallory & R. S. New (Eds.), New York: Teachers College Press, 1994, 295 pp., softcover.
Part H Early Intervention Program
Authors: Florian Lani
Published: December 2008

This article reviews the legislative history of P.L. 99–457, the Education of the Handicapped Act Amendments of 1986, which created a new program of early intervention services for infants and toddlers with disabilities. Legislative history research was undertaken to document the intent of Part H of P.L. 99–457. The concerns of policymakers are identified and provide a framework for considering the achievements of the law. The unique features of Part H and its status are discussed in the context of current uncertainty about its future.
Family-Professional Partnerships in Early Intervention Personnel Preparation
Authors: Winton Pamela J. , DiVenere Nancy
Published: December 2008

One strategy that is increasingly being used for helping early intervention professionals become more family centered is to involve family members in personnel preparation efforts. The purpose of this article is twofold: (a) to describe the types of and rationale for some of the roles family members have begun to play in personnel preparation efforts and (b) to offer guidelines and strategies for facilitating family participation in ways that model collaborative family-professional partnerships. The strategies provided have application across a variety of personnel preparation contexts (e.g., inservice, preservice, policymaking).
Methodological Issues in Studying the Toy Play of Young Children with Mental Retardation
Authors: Malone D. Michael , Stoneman Zolinda
Published: December 2008

The methods of 27 studies that focused on the toy play of young children with mental retardation were reviewed with respect to sample characteristics, contextual parameters, and type of measurement. Considerable variability was evident across and within studies with respect to these methodological considerations. It should be noted that researchers frequently neglect to include potentially valuable methodological information. Given the variability and lack of specificity in reporting important information, care therefore is needed in the interpretation and generalization of research outcomes. Differences across studies, combined with the small number of studies examined in this article, highlight the need for continued research into issues surrounding the play of young children with mental retardation. Suggestions for future research are described.
Using Ecological Assessment in Daily Program Planning for Children with Disabilities in Typical Preschool Settings
Authors: Haney Michele , Cavallaro Claire C.
Published: December 2008

A practical model for systematic ecological assessment for daily planning purposes is described. The results of initial testing of this model are presented in a supported training and work experience program for special education inclusion assistants placed in inclusive preschools. In conjunction with traditional child-focused assessment results, the model provides a means for identifying and developing opportunities for facilitating child-to-child social interactions and the attainment of individualized goals and objectives in the routines and typical activities of inclusive preschool settings. Preliminary evaluation data suggest that, overall, the model produces more integrated developmental activities, more use of peer mediation, and a more play-based approach to discrete skill development. These results are compatible with the philosophy and methodology of developmentally appropriate early childhood education.
Transdisciplinary, Play-Based Assessment in Early Childhood Special Education
Authors: Myers Carl L. , McBride Susan L. , Peterson Carla A.
Published: December 2008

Although standardized assessments for young children have been criticized, little empirical evidence exists to support alternative assessment methods. Forty children under 3 years of age referred for an early childhood special education evaluation were randomly assigned to either a multidisciplinary, standardized assessment or a transdisciplinary, playbased assessment. Data on parent perceptions, staff perceptions, time factors, functional utility of reports, and parent and staff congruence in judgment-based ratings were evaluated. The play-based assessments took 3 weeks less time to complete than standardized assessments, resulted in favorable parent and staff perceptions, provided useful reports, and had high congruence in developmental ratings. This study provides empirical evidence supporting the social validity of transdisciplinary, play-based assessment methods.
Natural Literacy
Authors: Watkins Ruth V. , Bunce Betty H.
Published: December 2008

This article suggests that preschool intervention classrooms are ideal settings for providing young children with rich early literacy experiences. Because contemporary research indicates that children acquire fundamental literacy knowledge during the preschool years, it is imperative that all young learners be provided opportunities to engage in print and literacy-related activities. A natural literacy perspective is offered, wherein literacy experiences are embedded in the context of natural, meaningful classroom events. Natural literacy blends aspects of existing approaches to early literacy facilitation, emphasizes the role of adults and peers in promoting learning, and offers children an active role in interactions designed to enhance their emerging literacy competencies. This article provides both rationale and method for the implementation of the natural literacy perspective with preschoolers with language disabilities.
Parent-Child Book Reading as an Intervention Technique for Young Children with Language Delays
Authors: Dale Philip S. , Crain-Thoreson Catherine , Notari-Syverson Angela , Cole Kevin
Published: December 2008

The effect of instructing parents of children with language delays in effective joint book-reading techniques was compared with language facilitation through more general conversational instruction. Thirty-three children, 3 to 6 years of age, and their mothers participated. Parents receiving a version of Whitehurst's Dialogic Reading Training Program (Whitehurst et al., 1988) increased their use of what/who questions, open-ended questions, imitation, and expansions more than did parents receiving conversational language training. More modest effects were also found for the children, primarily in an increased rate of verbal responses to questions, increased number of different words, and increased Mean Length of Utterance. Parents whose behavior changed following the instruction were more likely to have had children whose language changed, a finding suggesting that the program affects children's development. In addition, correlations between children's pretest level and their change as a result of the treatment suggested that children learn different things from joint book reading at different points in development. On the whole, the results of this investigation of book-reading training suggest that it has considerable potential for facilitating language development with children with language delays, but that stronger interventions, monitored over a longer period of time, are needed.