bluuebunny/crossref_metadata_2025 huggingface dataset:
High-Risk Infants of Teenage Mothers: Later Candidates for Special Education Placements?
Authors: Landerholm Elizabeth
Published: December 2008

Almost 600,000 infants are bom to teenage mothers each year. These teenage mothers and their infants are at multiple risk to impaired birth and growth—physically, socially, and cognitively. This article reviews some of the more relevant research on the problem of teenage pregnancy, the special educational needs of the infants of these teenage mothers, and the current intervention programs for teenage mothers and infants. Recent research demonstrates that intervention programs for teenage mothers and infants can have an impact on infant mortality, morbidity, and prematurity as well as on the infant's social and cognitive development. In addition, these programs can have an impact on the mother's graduation from high school, employment, repeat pregnancies, and parenting skills. Enhancing parenting skills has been found to affect children's cognitive development. It would seem wise for society to invest more money and effort into preventing untoward pregnancies, preventing birth deficits, and enhancing and supporting parenting skills. Preventable special education placements could be avoided.
Motor Activities: A Context for Language/Communication Intervention
Authors: Kaczmarek Louise A.
Published: December 2008

Language/communication skills are often taught to language-delayed preschoolers as isolated skills in instructional environments that are unlike ihe natural environments in which they will ultimately be displayed. In order to reduce this disparity and Improve generalization, the use of gross and fine motor activities as a context for systematic language/communication intervention is explored. This article defines and examines three types of language skills: receptive, functional expressive, and descriptive expressive; it describes how each can be successfully Integrated Into typical preschool gross and fine motor activities. Modeling, which Is important in any language intervention program, is discussed with regard to its application In this new context. A specific strategy for generating vocabulary appropriate to specific motor skills and tasks is presented along with an example of how it can provide the basis for the development of a language curriculum specific to motor activities. Strategies for planning and managing language intervention within the context of motor activities are also delineated.
Transporting a Model Program for Young Handicapped Children: Issues, Problems, and Efficacy
Authors: Karnes Merle B. , Kokotovic Anna M. , Shwedel Allan M.
Published: December 2008

The long-term impact of the Children's Early Assistance Act (PL 90-538) was assessed with regard to the viability of transporting a model early childhood education program from a demonstration site at the University of Illinois to potential replication sites. Follow-up data on replication training efforts of the PEECH Program (Precise Early Education for Children with Handicaps), developed at the University of Illinois, were obtained from all sites (N = 43) that received technical assistance from 1976 to 1982. Data were collected to determine if replication sites could (1) achieve child progress comparable to the University of Illinois demonstration site and (2) continue to implement the PEECH model after a single year of technical assistance. The child progress data from the 1981-82 replication sites showed that similar gains in cognitive/language and social functioning were made in both the demonstration and the replication sites. Long-term follow-up data showed that the PEECH intensive training approach resulted In lasting impact at the replication sites. Seventy-two percent of the sites that received training are still implementing the model. Even after a 5-year interval, 50% of the sites continue to implement the model successfully. To date, 2,987 handicapped children, 827 nonhandicapped children, and 1,472 parents have been served at the replication sites. Impact at the local and state level is also documented. Finally, issues regarding successful approaches to technical assistance are discussed.
Prematurity, Illness, and Experience as Factors in Preterm Development
Authors: Fox Nathan , Lewis Michael
Published: December 2008

Increasing concern for the developmental outcome of infants born prematurely has motivated investigation of their cognitive cnd socioemotional development. Some scientists have viewed preterm infants as a homogeneous sample whose major deficit lies in their immaturity and have Included both small-for-dates and premature, appropriate-for-dates Infants as one sample, even though they are biologically distinct and have different developmental outcomes. In addition, recent evidence has highlighted the number of medical complications endured by prematures and their potential effect on development. Finally, the effect of early environmental experience on the premature needs careful examination. Prematures are capable of processing and profiting from auditory and visual information much earlier than previously thought. This article reviews these three issues-maturity, illness, and potential effect of early experience—as factors important in any research on preterm development.
The Early Childhood Research Institute: An Overview
Authors: Strain Phillip S. , Lyon Steven R. , Sainato Diane M.
Published: December 2008

The research to be conducted at the University of Pittsburgh will concentrate on the development of assessment instruments and accompanying instructional strategies for autisticlike preschool children and their families. Work with children will focus on social interaction, language development, independent work and play skills, and the elimination of disruptive behavior. To teach parents to use behavior modification techniques with their autisticlike children, training materials will be developed and tested. In the final years of the institute, further research will be conducted to determine the effect of the intervention on placement of children in less restrictive environments.
Pleasurable Aspects of Play in Enhancing Young Handicapped Children's Relationships with Parents and Peers
Authors: Li Anita K. F.
Published: December 2008

The importance of the pleasurable aspects of play in enhancing interpersonal relationships for young handicapped children is argued. Handicapped young children need to be taught how to play. Social play is particularly important in integrated settings. While behavioral programs have been found effective in increasing social interaction in these children, it is argued that the pleasurable aspects of play must also be incorporated into the training programs. Activities for encouraging interaction between handicapped children and their parents and between handicapped children and their peers are suggested.
Grandparents of Children with Special Needs: Insights into Their Experiences and Concerns
Authors: Vadasy Patricia F. , Fewell Rebecca R. , Meyer Donald J.
Published: December 2008

Families with young handicapped children have special needs for instrumental and emotional support. Many of these can be met within the family system. The role of grandparents is often overlooked, yet not only are they affected by a grandchild's handicap, but they often have resources that can strengthen the family. This article reviews findings on grandparents and reports the responses of participants in a grandparent workshop.
Rural Outreach Training in Early Childhood Special Education: A Cooperative Model
Authors: Widerstrom Anne H. , Domyslawski Donna , McNulty Brian
Published: December 2008

In order to provide comprehensive services to young handicapped children (ages birth to five) in a state characterized by great geographic expanses and inaccessible mountain regions, with resulting difficulties in communication and service delivery, a cooperative effort was launched by the state university and the state education agency for the assessment of need and the provision of teacher training in remote areas. This model, which makes use of such cost-effective measures as telephone and mail surveys, on-site follow-up interviews, a micro-teaching module for practicum supervision, and short, intensive courses in remote areas of the state, is presented as having implications for other states with similar geographic problems. It is suggested that in order fully to implement the spirit of P.L. 94-142, training for certification must be made available on a state-wide basis to all specialists who work with young handicapped children.
Designing Instructional Programs to Facilitate Generalization of Object Categories by Young Handicapped Children
Authors: Hupp Susan C. , Conroy Maureen , Able Harriet
Published: December 2008

In recent years, the ability of young handicapped children to generalize learning has become a primary concern of preschool teachers. In particular, generalization from objects used In training to similar objects In the child's natural environment will Increase the child's functional skills. One successful technique for promoting the acquisition of generalized object categories by handicapped children Involves the use of only good, or representative, examples during initial instruction. The standard system used to identify good examples of a category (a 7-point rating scale) is time-consuming, Therefore, we tested a more efficient, descriptive procedure for use by teachers who wish to Identify good examples. Both the standard system and the descriptive procedure were used to determine good examples of a set of categories. A comparison of the results of both procedures indicated that the descriptive procedure is a viable alternative for teachers. Suggestions for instruction of generalized object categories are made.
A Comparison of Conversational Patterns Between Mothers and their Down Syndrome and Normal Infants
Authors: Mahoney Gerald , Robenalt Kathleen
Published: December 2008

The purpose of this study was to compare conversational patterns between mothers and Down syndrome children with those between mothers and normally developing children. Patterns of maternal interaction with 2- and 3-year-old Down syndrome children and a developmentally matched sample of nonretarded children were analyzed with the turn-taking paradigm developed by Kaye & Charney (1980, 1981). The results of this comparison indicated that mothers of Down syndrome children were more dominant and their children less active communication partners than their normal counterparts. Post hoc analyses suggested that mothers of Down syndrome children may be more directive as a result of their efforts to induce their children to increase their activity level. Implications of these findings for children's language development were discussed.
Designing Computer Intervention for Very Young Handicapped Children
Authors: Robinson Linda M.
Published: December 2008

Many early intervention programs are beginning to add or consider adding activities involving simple technological devices, such as switches and battery-operated toys, and microcomputer applications to their curriculum. This article describes some of the factors to consider In designing these activities for handicapped children, birth to 3 years of age, as demonstrated by Project ACTT. Individual child assessment of abilities, switch determination and placement, positioning, environmental design, and choice of equipment and materials are discussed, along with the importance of parent Involvement and data collection.
A Computer-Assisted Program for Underserved Families
Authors: Sandall Susan R. , Fewell Rebecca R. , Schlater Amy L. , Vadasy Patricia F.
Published: December 2008

The Computer-Assisted Program (CAP) Project addresses the needs of educationally underserved families who live in rural or remote areas or who otherwise lack regular access to early intervention programs. The following article describes the components of this model and the use of computer technology to generate individualized child programs and to compile assessment data.
Designing Picture-Based Software for the Cognitively Young
Authors: Porter Lisa K. , Lahm Elizabeth A. , Behrmann Michael M. , Collins Alisann A.
Published: December 2008

Software designed for cognitively young individuals (12-30 months) relies on picture representations and contrived selection techniques such as scanning and stepping. Review of available software and accompanying documentation reveals that a number of assumptions appear to have been made regarding the cognitive/motor abilities of children. These assumptions fall into two general categories-cognitive development and specific cognitive skills required for picture recognition. This paper reviews the normal developmental literature related to these two areas and draws conclusions concerning appropriate presentation in designing software for a cognitively young population.
Characteristics of Preschool Handicapped Children's Microcomputer Use During Free-Choice Periods
Authors: Byrd Fazio Barbara , Rieth Herbert J.
Published: December 2008

Although many articles recommending procedures for evaluating microcomputer software can be found in the literature, few studies have described the software preferences of young handicapped students. This article describes and summarizes an exploratory study of preschool mildly-moderately handicapped children's computer use during free-cholce periods in a special education classroom. It examines the children's software selections, the average amount of time they spent using the computer, how often they chose the computer as an activity, and the amount of assistance they needed to operate the software. Implications for software development and evaluation are discussed.
A Directory of Resources Supporting Microcomputer Use in Early Childhood Special Education
Authors: Hurth Joicey L.
Published: December 2008

■ Resources in this directory were selected to support the use of microcomputer technology in early childhood special education. A few resources of general education and technology were selected when they offered information relevant or adaptable to the target audience. A resource directory cannot be exhaustive. Indeed, some projects are funded specifically to keep up to date in this rapidly expanding field (see listings in the Technical Assistance Projects Section). This directory provides a sampling of the types of currently available resources and offers a "place to start" in gathering information, technical assistance and products or materials.

Contact people from most of the listed resources were extremely cooperative and helpful in the development of this directory. Their readiness to provide information, coordinate efforts and share their work was evident. Readers are encouraged to contact these resource people for details on microcomputer applications, product availability and other questions.
Views of Health and Development: Six Mothers and. Their Infants
Authors: Shuster Susan K. , Guskin Samuel L. , Hawkins Barbara A. , Okolo Cynthia A.
Published: December 2008

This study investigated maternal perceptions of their infants' health and developmental problems. The purposes were to describe the range of ways in which mothers perceive problems, defects, abnormalities, and/or disabilities in their infants; to identify the variables which influence such maternal "diagnoses"; and to examine the potential usefulness of mothers' views and information in the diagnostic and treatment process utilized with health- or developmentally compromised infants. Six mothers of infants aged 3 to 24 months were intervlewed over 15 months. Four physicians were subsequently interviewed. All interviews were audiotaped, transcribed, and analyzed. The results underscore the importance of the mother's perspective in the total treatment/habilitation process.
Charting Different Types of Social Interaction Objectives in Parent-Infant Dyads
Authors: McCollum Jeanette A.
Published: December 2008

This research was supported by Special Education Programs, U.S. Office of Education, Grant #508001795. The opinions expressed do not necessarily reflect the policy position of the U.S. Department of Education, and no official endorsement by the U.S. Department of Education should be inferred.
Increasing Parental Decision-Making at the Individualized Educational Program Meeting
Authors: Brinckerhoff Joan L. , Vincent Lisbeth J.
Published: December 2008

The purpose of this study was to develop a training package for parents and school staff to increase parent participation at the Individualized Educational Program (IEP) meeting. Fourteen parents with young handicapped children participated. The seven parents in the experimental group completed a developmental assessment on their child's present performance, recorded their family profile, and had a meeting with a school/community liaison person prior to their child's IEP meeting. The seven parents In the control group received a letter stating the purpose of the IEP meeting prior to their child's IEP conference. School staff who attended experimental group IEP meetings received summaries of the parent-generated developmental assessment and family profile. At the IEP meeting experimental parents presented their goals and concerns first. Statistical analyses indicated a significantly greater frequency in contributions, goals generated, and programming decisions made at IEP meetings by parents In the experimental group. School staff provided more home programming suggestions to parents In the experimental group and made more decisions for parents In the control group. All parents reported a high level of satisfaction with their child's IEP meeting on a follow-up questionnaire.
The Educational Value of Microcomputers: Perceptions Among Parents of Young Gifted Children
Authors: Johnson Lawrence J. , Lewman Beverly S.
Published: December 2008

A questionnaire distributed to sixty-two families whose children were enrolled in a private school for the bright/talented/gifted elicited qualitative and quantitative data on the computer skills parents want their children to have and yielded insight into how parents expect the acquisition of such skills to affect their children's development.
Potential Predictors of Child Progress as Measured by the Early Intervention Developmental Profile
Authors: Schafer D. Sue , Spalding J.B. , Bell A. Polly
Published: December 2008

The purpose of this study was to investigate the extent to which various factors (demographics, intervention, and test score derivatives) were associated with observed developmental gains in a sample of 83 developmentally delayed children. The Early Intervention Developmental Profile (Rogers et al.,1981) was used to measure child progress. The differences between the pre- and posttest ratio scores (developmental age divided by chronological age) on each scale were the dependent variables in six regression analyses, one for each developmental domain (perceptual/fine motor, cognition, language, social, feeding, and gross motor). Each developmental domain generated a unique set of significant predictors. Potential predictors of overall child progress Included the two test score derivatives, the number of assessments and home visits, the mother's age, and the child's age at initial testing and medical risk status.
Exit Criteria in Early Childhood Programs for Handicapped Children
Authors: Thurlow Martha L. , Lehr Camilla A. , Ysseldyke James E.
Published: December 2008

Information on the existence of written exit criteria, as well as descriptions of existing criteria, was obtained from 178 surveys completed by early childhood education programs for handicapped children across the United States. Approximately half of the programs had formal written exit criteria. The most commonly cited criterion was chronological age. Other factors, such as formal test results, team staffing decisions, and the child's developmental skill level, also played a role. Significant differences appeared between exit criteria listed by programs with formal written exit criteria and those of programs without. The basis for dismissing children from preschool special education programs varies widely across and within states.
Training Head Start Teachers to Use Incidental Teaching
Authors: Mudd James M. , Wolery Mark
Published: December 2008

The purpose of this study was to investigate the effects of group inservice training plus written and verbal feedback on four Head Start teachers' use of incidental teaching. Data were collected during daily free-play periods when target teachers supervised children identified as having language delays. A multiple baseline design across subjects (teachers) was used to assess the effects of the inservice training and feedback procedures. Baseline data indicated that teachers used some steps of the incidental teaching procedure but did not use the entire procedure. The inservice training plus written and verbal feedback resulted in frequent use of the entire procedure.
Methodological Caveats in the Assessment of Single-Parent Families of Handicapped Children
Authors: Brisfiol Marie M.
Published: December 2008

Negative stereotypes regarding mother-child, single-parent families of young handicapped children can affect the design of both research and intervention for these families. Drawing illustrations from a pilot study of single parents of handicapped children and from the limited research in this area, the following article challenges those negative assumptions and issues six methodological caveats that should be observed in designing research and intervention for single parents of handicapped children.
Effects of an Infant Stimulation Program on the Child and the Family
Authors: Widerstrom Anne H. , Goodwin Laura D.
Published: December 2008

A follow-up study of the graduates of an infant stimulation program was conducted in order to determine (1) the subsequent educational placements of the children, (2) the subsequent medical histories of the children, and (3) the parents' perceptions concerning the efficacy of the early intervention program. Forty-two primary caregivers of graduates of an infant stimulation program were intervlewed by means of an orally administered questionnaire. Question categories included medical and educational diagnoses and history, parents' perceptions of the child's effect on the family, the degree to which family members were involved in the program, and an open-ended question designed to explore the parents' feelings about their life with their handicapped child. Results indicated that children's medical diagnoses tended to be serious, ranging from Down syndrome to brain damage, and approximately two-thirds of the children remained in some kind of special education program full-time. About 20% were mainstreamed, and another 15% were placed in regular classrooms full-time. Parents generally were very positive about their infant's participation in the stimulation program. Mothers were involved in the program to a significantly greater extent than fathers.
An Effective Procedure for Training Early Special Education Teams to Implement a Model Program
Authors: Rogers Sally J. , Lewis Hal C. , Reis Kathy
Published: December 2008

A set of procedures was developed for training four early special education teams to use the Playschool model for young autistic or severely disturbed, developmentally delayed children in center-based special education preschool classes. Twenty team members serving 11 autistic young children and 10 other developmentally disabled children participated in the training. Evaluation of training effects revealed (1) positive subjective perception of the value and utility of the training, (2) significant positive increases in knowledge regarding child development, infantile autism, and the Playschool model, and (3) signficant positive changes in their use of Playschool techniques. Evaluation of the 11 autistic children revealed significant positive changes in five key developmental domains above and beyond what would have been expected had they continued to receive their regular preschool intervention program. Finally, earlier findings concerning the ability of the Playschool model program to enhance the development of young autistic children were replicated in this study.
Comparison of the Effects of a Microcomputer Activity and Toy Play on Social and Communication Behaviors of Young Children
Authors: McCormick Linda
Published: December 2008

One purpose of this study was to compare toy play and a computer activity in terms of their ability to stimulate vocalization and social play in dyads composed of a preschooler with developmental delays and a nonhandicapped preschooler. A second purpose was to compare the effects of different peer combinations on vocalization and social play in the two activities. The results Indicated that the computer activity was as effective as toy play or slightly more so in stimulating vocalizations by the two preschoolers with social and language deficits. Similarly, the computer activity evoked higher levels of social play from most of the participants. Of particular interest are comparisons of the vocalizations and social play of the nonhandicapped preschoolers when interacting with one another and those of the nonhandicapped preschoolers when paired with peers categorized as handicapped. These comparisons indicate more frequent and complex exchanges for the nonhandicapped dyads than for the nonhandicapped-handicapped dyads.
The Effect of Social Skill Training on the Peer Interaction of Preschool Hearing-Impaired Children
Authors: Antia Shirin D. , Kreimeyer Kathryn H.
Published: December 2008

The following study evaluated the effectiveness of a social skills intervention program for preschool hearing-impaired children. A combined multiple baseline-reversal design was used across two groups of three children. Activities were designed that created opportunities for practicing social skills accompanied by instructor modeling and prompting and data on positive and negative interaction were obtained during instructor-directed activities and free play probes. Results showed that (a) positive peer interaction increased for both groups of children, (b) sharing increased more than conversation, (c) positive interaction generalized to the free play setting while the intervention was in effect, and (d) positive interaction decreased when the intervention ceased. The relationship between linguistic competence and social interactions is discussed, and suggestions are made for future research.
Practical Procedures for Increasing Spontaneous Language in Language-Delayed Preschoolers
Authors: Raver Sharon A.
Published: December 2008

Children with language delays often manifest low rates of spontaneous expressive language, particularly in school. This pattern appears to develop as a means of coping with situations in which children with mild to moderate language delays believe they are unable to perform or may perform poorly. Interactive language training procedures are now being used to increase syntactic complexity, develop morphology, and train transformational rules in language delayed/disordered children. This article discusses several linguistic and nonlinguistic strategies in interactive language training which not only foster language acquisition but increase spontaneous language as well. As rates of self-initiated speech increase, it is probable that improvements in the content, use, and form of language will follow.
Predicting School Problems from Preschool Developmental Screening: A Four-Year Follow-Up of the Revised Denver Developmental Screening Test and the Role of Parent Report
Authors: Diamond Karen E.
Published: December 2008

The following study compared the effectiveness of the Revised Denver Developmental Screening Test (RDDST) with parental reports of developmental concerns in predicting school problems 4 years following a preschool screening program. Results suggest that the RDDST accurately identified, in the preschool years, only those children who were later found to have severe learning problems in school. The majority of children who had subsequent school problems were not identified by this screening measure. The data also suggest that the concerns of parents about their child's cognitive/academic skills were at least as effective as the child's performance on the RDDST in predicting school problems. Implications of these findings for preschool screening are discussed.
Reporting Norm-Referenced Program Evaluation Data: Some Considerations
Authors: Lee Snyder-McLean
Published: December 2008

Most early intervention program evaluation plans today include some type of pre/posttest design using one or more norm-referenced instruments. A common objective is to document the beneficial impact of a program on the performance of participating children. This article reviews the ways in which norm-referenced DA and DQ evaluation data are currently reported and notes disadvantages associated with each. The concept of intervention DQ, in contrast with Pretest DQ, is proposed as a valid and meaningful way to report this type of evaluation data to broad audiences.
Increasing Academic Responding of Handicapped Preschool Children During Group Instruction
Authors: Sainato Diane M. , Strain Phillip S. , Lyon Steven R.
Published: December 2008

In an experimental assessment of a choral responding procedure for increasing children's response to teacher commands, decreased levels of off-task behavior, as well as increased levels of correct responding, resulted from the procedures for three handicapped preschool children during large group instruction.
Planning School Transitions: Family and Professional Collaboration
Authors: Higgins Hains Ann , Fowler Susan A. , Chandler Lynette K.
Published: December 2008

The following paper addresses some of the key issues involved in planning transitions for young handicapped children who are moving from special education preschool programs to mainstreamed kindergarten placements. The roles of the child, family, sending and receiving teachers, and educational agencies are discussed. Activities to encourage successful transitions and to support collaborative planning efforts are suggested.
A Collaborative Model for Providing Support to Parents During Their Child's Transition From Infant Intervention to Preschool Special Education Public School Programs
Authors: Hanline Mary Frances , Knowlton Andrea
Published: December 2008

By utilizing collaboration between the sending and receiving programs, the model described in this article assures that parents do not experience an abrupt cessation of professional support but are supported throughout the transition period. A month-by-month timeline for providing services to parents through three phases of the transition is presented. A worksheet which parents can use to develop their child's IEP and a list of parent resources also are included. Parent's evaluations of the services provided by the model indicate that they were very satisfied with the support they received.
Developing Family Resources for Adaptive Coping
Authors: Zeitlin Shirley , Williamson G. Gordon
Published: December 2008

Families differ in how they cope with the demands and challenges of having a child with a handicap. In this article, two models are described that facilitate the collaborative development of Individual Family Service Plans. The theoretical model of the Coping Process and the decision-making model of Personalized Learning provide a structure for enhancing family resources for adaptive coping. Two case studies illustrate their use in practice.
Team Training for Young Children With Autism: A Regional Model for Service Delivery
Authors: Dunlap Glen , Robbins Frank R. , Morelli Marlene A. , Dollman Cynthia
Published: December 2008

Young children with autism and related developmental handicaps require early, intensive and comprehensive services if they are to progress rapidly and efficiently. Due to the relatively low incidence of autism and the lack of specially trained professionals, children who live in rural areas are typically unserved or are provided with limited services which fail to address adequately their extensive and ongoing needs. This article describes a recently developed regional model designed to provide thorough training services for preschool-aged children, their families, and community-based service providers who have an impact on the children's functioning and development. The team training approach is characterized by a focus on individualized intervention, ongoing assessments, and intensive training which seeks to produce a consistent, coordinated effort on behalf of the child-family-community interactions. The model is described in detail, and service implementation is illustrated by a representative case.
The Evaluation of Early Intervention Research: Separating the Winners From the Losers
Authors: Strain Phillip S.
Published: December 2008

The following article is adapted from a paper presented at the conference "Focusing on the Future: Linking Research, Policy, and Practice in Early Intervention," Washington, DC, May, 1987.
Individualizing Family Involvement in School Transitions: Gathering Information and Choosing the Next Program
Authors: Fowler Susan A. , Chandler Lynette K. , Johnson Thomas E. , Elizabeth Stella M.
Published: December 2008

Two Transition Planners, containing rating scales and open-ended questions, were developed to assist parents in planning their child's transition to elementary school. Parents of children beginning their final preschool year rated the importance of items to identify family and child transition-related needs, levels of family involvement in transition planning, and areas of both family and school responsibility. Rated very important were the parents' opportunities to participate in planning and selecting the next program and their receiving descriptions of potential programs. Parents also agreed on the importance of several teacher characteristics. Open-ended questions revealed individual differences among parents, such as specific skills that parents wanted children to work on prior to transition and ways in which schools could make the transition easier for the family.
Planning for School Transition: An Ecological-Developmental Approach
Authors: Diamond Karen E. , Spiegel-McGill Phyllis , Hanrahan Patricia
Published: December 2008

This paper describes an approach based on Bronfenbrenner's ecological-developmental model to planning a child's transition from a preschool special education program to a public school classroom. Of particular interest is the emphasis the model places on the interactions between the various environments in which the child is expected to function, including those of family, community, and school. The model is particularly appropriate for young children with handicapping conditions, with whom the question is often whether or not the child will continue to require special education services in the public school. The paper also includes a description of a preschool transition program based on Bronfenbrenner's model.
Early Childhood Special Education in the Year 2000
Authors: Odom Samuel L. , Warren Steven F.
Published: December 2008

The purpose of this paper is to examine factors that may influence the direction of Early Childhood Special Education by the year 2000. The authors Identified factors that are internal to early childhood special education and special education in general, as well as factors external to the field. On the basis of their analysis, they offer predictions about least restrictive environment options. transdisciplinary team models, empirical bases for family involvement "translative" research, the impact of technology, the number of children needing services, the availability of resources, and the relationship of early childhood special education to regular education. They also discuss ways in which early childhood special educators may influence their future.
Parent and Clinic Early Intervention for Children With Language Handicaps: A Cost-Effectiveness Analysis
Authors: Barnett W. Steven , Escobar Colette M. , Ravsten Mildred T.
Published: December 2008

This study investigated the economic efficiency of alternative types of intervention with language-impaired preschool children. Forty children were randomly assigned to one of four groups: (a) home-based (parent-delivered) intervention, (b) center-based intervention, (c) both center- and home-based intervention, and (d) no treatment. The home intervention program taught parents to incorporate therapy techniques into ordinary parent-child interactions in the home and to create a language-stimulating home environment. Center-based treatment emphasized language development in individual, small group, and large group settings. The combined intervention group received both the home- and center-based programs. Program effectiveness was measured with two language scales (PLS-R, APPS). Cost analysis encompassed all resources consumed by the program, including the time contributed by parents and students. The results indicated that the home-based program was more efficient. The center-based intervention was more expensive and less effective. Combining the two types of intervention increased costs without significantly increasing effectiveness. Although the study was limited in size and duration, it suggests that future research should investigate the potential of parent-delivered services to be effective, low-cost alternatives to center-based early intervention.
Strategies for Managing and Comforting Infant Crying in Early Intervention Programs
Authors: Lynne Calhoun Mary , Rose Terry L.
Published: December 2008

Prolonged, frequent, or intense crying, particularly when soothing is ineffective, can be detrimental both to the baby and to the persons who provide care. Because handicapped babies may cry more frequently than their nonhandicapped age-peers and in different ways, there is a strong need to develop strategies for dealing with crying in early intervention settings. This paper reviews the literature on the crying of handicapped babies, describes environmental considerations, techniques for providing comfort, and observational and data-collection techniques, and makes suggestions for coping strategies for caregivers.
An Examination of the Effect of Tactile-Kinesthetic Stimulation on the Development of Preterm Infants
Authors: Kilgo Jennifer , Holder-Brown Loreta , Johnson Lawrence J. , Cook Martha J.
Published: December 2008

This study was designed to investigate the effects of factile-kinesthetic stimulation on the weight gain, the performance on the Neonatal Behavioral Assessment Scale (NBAS), and the length of hospital stay of preterm infants. Twenty preterm infants in a neonatal intensive care unit were divided equally into treatment and control groups. Tactile-kinesthetic stimulation was provided to the infants in the treatment group for three 15-minute periods per day for 10 days. At the end of the treatment period, the analyses revealed that the weight gains and the performance on the NBAS of the intervention group significantly increased in comparison with the weight gains and NBAS performance of the comparison group. No significant difference was found between the treatment and control groups on length of hospital stay.
An Examination of the Stability of the Bayley Scales of Infant Development with High-Risk Infants
Authors: Cook Martha J. , Holder-Brown Loreta , Johnson Lawrence J. , Kilgo Jennifer L.
Published: December 2008

The purpose of this investigation was to examine the test-retest reliability of the Bayley Scales of Infant Development (BSID) (Bayley, 1969) with infants in a high-risk follow-up clinic. Eighty at-risk infants participated in this investigation. These infants were given the Mental and Motor Scales of the BSID at 6 and 12 months of age. Test-retest reliability scores of. 71 on the Mental Scale and. 69 on the Motor Scale were obtained.
What a Difference a Day Makes: Age-Related Discontinuities and the Battelle Developmental Inventory
Authors: Boyd Richard D.
Published: December 2008

Actual and theoretical cases are presented in which marked age-related discontinuities are noted when using the Battelle Developmental Inventory in infant assessment. These discontinuities reveal that for children whose chronological age abuts one of the cut.off points between age categories, radically different summary scores can be obtained from one day to the next despite identical performance on the scale. Implications for early intervention practice and research are discussed.
Parents of Babies with Severe Handicaps: Concerns About Early Intervention
Authors: Calhoun Mary L. , Calhoun Lawrence G. , Rose Terryl.
Published: December 2008

Early intervention services offer benefits to babies with severe handicaps, to their parents, and to society; yet because of the special demands of adjusting to the birth of a handicapped baby, parents may have difficulty in recognizing these benefits. Using qualitative research methods, this study investigated the concerns of parents as they explored early intervention services for their young children. Interviews with 15 parents of babies with severe handicaps revealed these categories of concern: accepting a place in an early intervention program underscores the seriousness of a child's handicap; the decision to enroll a child in an early intervention program may seem at odds with the family's decision to care for the child at home; enrolling a baby in a structured educational and therapeutic program seems age-inappropriate, and the child's health and safety or the equilibrium of the family might be endangered. Once an enrollment decision is made, however, families perceive clear benefits, including the ability to lead a more normal life. Implications for professional practice include flexibility in programmatic offerings and the importance of an up-to-date referral network.
The Self-Concept of Siblings of Handicapped Children: A Comparison
Authors: Dyson Lily , Fewell Rebecca R.
Published: December 2008

Self-concept of siblings of handicapped children was compared with that of children without handi. capped siblings. Results of a standardized children's self-concept scale showed that siblings of handicapped children did not differ from other children in self-concept. Extreme scores, however, suggested differential responses among the siblings. Some children in both groups had poor self-concept scores. Though statistically insignificant, females in both groups showed higher self-concept scores than males. Males with handicapped siblings had higher self-concepts than the males without handicapped siblings. Results are discussed in terms of theoretical models and research evidence. Suggestions are made for intervention and research.
Special Education Practices with Young Handicapped Children
Authors: Mahoney Gerald , O'Sullivan Patricia , Fors Sarah
Published: December 2008

A questionnaire was distributed to a representative sample of teachers of birth to six-year-old handicapped children from Connecticut. The questionnaire asked teachers to describe their current instructional practices, their attitudes related to these practices, and their perceptions of the factors that impeded their services. Teachers reported using a variety of curricula including test protocols, specially designed curricula for handicapped children, and traditional preschool curricula. Almost all teachers used IEPs, and the majority taught children in groups using structured didactic methods. Teachers felt that they were highly successful at achieving their instructional goals. They had very positive attitudes about their in. structional procedures which they felt did not impede their effectiveness as teachers. The implications of these findings for teacher training are discussed.
Programming for Mainstream Kindergarten Success in Preschool: Teachers' Perceptions of Necessary Prerequisite Skills
Authors: Beckoff Arline G. , Bender William N.
Published: December 2008

Kindergarten and preschool teachers' perceptions of the skills necessary for mainstreaming in kindergarten programs were compared using a survey methodology. The instructional strategies that these two groups of teachers use were also compared. The two groups were randomly selected from lists of kindergarten teachers and preschool programs in the state of New Jersey. The response rate was 70 % for each group. Results indicated that preschool teachers are more stringent in their perceptions of the skills necessary for mainstreaming in kindergarten than are the kindergarten teachers. Different instructional strategies are used by the groups of teachers. Results are discussed in terms of the interface between preschool programs for the handicapped and mainstream kindergarten programs.
Attitudes of Mothers and Fathers of Nonhandicapped Children
Authors: Green Andrea L. , Stoneman Zolinda
Published: December 2008

This study examines the attitudes of a group of parents of nonhandicapped children toward preschool mainstreaming, focusing on individual and demographic correlates of parent attitudes. Attitudes held by mothers and fathers were examined separately. Maternal attitudes were related to the positiveness (but not the overall amount) of their experiences with handicapped individuals, famiy income, education, age, and age of the nonhandicapped child. Only one significant correlation was found for fathers. Attitudes held by mothers and fathers were positively correlated. Preschoolers with severe mental retardation, emotional disturbance, or behavior problems elicited the most concern from parents relating to mainstreaming. Perceived benefits and drawbacks to mainstreaming are presented.
Promoting Successful Mainstreaming Transitions for Handicapped Preschool Children
Authors: Sainato Diane M. , Lyon Steven R.
Published: December 2008

Successful transitions of preschool children with handicaps to integrated preschools or kindergartens may be promoted by teachers who know the setting characteristics and behavioral demands of future mainstream environments. This article summarizes research findings on teachers' classroom organization, behavioral characteristics of most and least independent children in mainstream settings, and differences in the instructional environment between mainstream and special preschools.
Integration of Children with Moderate and Severe Handicaps into a Daycare Center
Authors: Piazza Templeman Torry , Bud Fredericks H.D. , Udell Tom
Published: December 2008

This article focuses on the integration of children with moderate to profound disabilities in a daycare center. The philosophy of the program will be described as well as details of staffing and programming. A sample of data will be shared together with discussions of the implications of this educational approach.
Activity Structure and Social Interactions with Peers in Developmentally Integrated Play Groups
Authors: DeKlyen Michelle , Odom Samuel L.
Published: December 2008

Previous attempts to determine the impact of activity structure on the frequency of social interaction among preschoolers have been inconclusive. Yet the teacher's structuring of play activities is a relatively low-cost manipulation that, if effective in increasing peer interactions, might be extremely useful to those concerned with mainstreaming preschool children with disabilities. In this study, 20 children with disabilities and 8 normally developing children were observed while they participated in activities from an experimental curriculum designed to foster social integration. We predicted that (1) more peer interaction would be observed in play activities that were more structured and (2) teacher interaction rates would not be related to activity structure ratings. Both hypotheses were supported. Rates of peer interaction for children with and without disabilities covaried with activity structure ratings. Among the children with disabilities, rate of peer interaction correlated positively with both mental age and social competence scores; no such relationship was found for the normally developing children. Teacher interaction rates correlated negatively with mental age and social competence scores for both groups.