bluuebunny/crossref_metadata_2025 huggingface dataset:
Print quality and visual performance
Authors: Colombo E.M. , Kirschbaum C.F.
Published: December 2008

The print quality of reading and writing tasks affects the visual performance of observers. A set of 4760 results obtained with two kinds of task, word search and comparison of numerals, shows that the border definition of the marks is an important contributory parameter to high visual performance indices, while the influence of luminance is relatively weaker. At the same time assessment tests indicate that luminance is significant in defining the preferences of the observers. The tests were carried out with four levels of adaptation luminance: 15, 50, 110 and 250 cd m-2.
Ultraviolet radiation emissions from miniature (compact) fluorescent lamps
Authors: Whillock M.J. , McKinlay A.F. , Kemmler J. , Forsgren P.G.
Published: December 2008

The increased use of compact fluorescent lamps in the UK and Sweden (encouraged by Stockholm Energi) stimulated a programme of measurements to determine the ultraviolet irradiance to which users of these lamps could be exposed. Measurements were made, using a scanning spectroradiometer, on a selection of various types of lamps, available in the UK and Sweden. Comparison of the results with those for the more familiar and normally encountered tubular fluorescent lamps, published in an earlier report, indicated that ultraviolet emissions are similar. Using the limits promulgated by the American Conference of Governmental Industrial Hygienists the lamps were shown not to constitute a radiation hazard under normal use.
The effect on clinical judgements of new types of fluorescent lamp: I Experimental arrangements and clinical results
Authors: Lovett P.A. , Halstead M.B. , Hill A.R. , Palmer D.A. , Sonnex T.S. , Pointer M.R.
Published: December 2008

Clinical studies were undertaken in hospitals to investigate the effects of various fluorescent lamps currently available on the colour appearance of skin by determining their influence on clinical diagnoses and judgements of perceived confidence in those decisions. The Department of Health were interested in the suitability of high-efficacy, narrow-band emitting lamps which offered savings in power and hence savings in revenue costs. A range of pathologies having different skin colour appearances were seen in the Dermatology Department, John Radcliffe Hospital, Oxford, and pathologies having systemic colour effects in the Special Care Baby Unit, Guys Hospital, London. A lighting appraisal was also carried out in a continuing-care geriatric ward at Ashford General Hospital, Kent. The Oxford experiment lasted for seventeen weeks and involved twelve clinicians and 248 Caucasian patients. Forty-nine different pathologies were seen. The Guys experiment lasted seven and a half days during which time one clinician made forty observations involving seventeen babies, most of whom were Caucasian, having one or more of three different pathologies. The Ashford experiment lasted three weeks when fourteen senior nursing staff made general assessments of the lighting in the ward. Physical measurements of the colour of diseased and healthy skin were made during the Oxford and Guys experiments. This paper, the first of three, gives statistical analysis of the results indicating that clinicians and nursing staff are satisfied with lamps having a correlated colour temperature of around 4000 K and that certain narrow-band emitting fluorescent lamps can be used as alternatives to the lamp already approved and in service.
The effect on clinical judgements of new types of fluorescent lamp: II Colour measurements and statistical analysis
Authors: Lovett P.A. , Halstead M.B. , Hill A.R.
Published: December 2008

This paper (the second in a series of three) describes an investigation into the possibility of using colorimetric measures to quantify the differences between skin lesions and adjacent clinically normal skin as viewed under a variety of fluorescent lamps. The results show that it is possible to differentiate anaemia and cyanosis from clinically normal skin using various colour parameters. However, none of the colour parameters investigated could differentiate between all the dermatological pathologies observed.
New formulae for relative optical air mass determination in sky models
Authors: Piršel L.
Published: December 2008

The paper introduces a method which allows the consideration of the curvature and stratification of the atmosphere when determining relative optical air mass. Formulae for relative optical air mass determination for places at sea level, at higher altitudes and for cloud formations are presented. These formulae were derived to promote further sky model development.
Effective intensity behaviour of flashing lights at reduced level
Authors: Chander M. , Chandra K. , Joshi K.C.
Published: December 2008

The effective intensity of a flash of light from an incandescent lamp was determined at six different levels of illumination. This was compared with the intensity of the same lamp in a stationary state at the same six levels of illumination. The Ieff-Isteady relation was found to be logarithmic.
Illuminance from electric lighting installations: Methods of comparison of measured and calculated values
Authors: Bougdah H. , Carter D.J.
Published: December 2008

This Note proposes two methods of comparison of measured and calculated illuminance data. The first is an improved version of the percentage difference method; the second uses statistical analysis of both sets of data from which a correlation coefficient is calculated. Data sets relate to a laboratory and an office with modem ceiling-mounted luminaires; both empty and obstructed cases are considered.
On the specification of colour-matching functions
Authors: Morren L.
Published: December 2008

The official documents of the Commission Internationale de l'Eclairage (CIE) referring to colorimetry do not provide the information required for determining the values of colour-matching functions, in spite of the fundamental role they play in computing the major characteristics of colour stimuli. This paper formulates the steps leading from the bases of a colorimetric system to expressions for the colour-matching functions. A quantity denoted 'characteristic luminance of chromaticity' or 'phatachramic coefficient' has been introduced; this is not presently officially recognised. To remove the present deficiencies in nomenclature, a few editorial suggestions are made.
Daylight measurement data: Methods of evaluation and representation
Authors: Kittler Richard , Hayman Simon , Ruck Nancy , Julian Warren
Published: December 2008

The International Daylight Measurement Programme will generate a large amount of data from distinct locations worldwide. To ensure comparability of results, data must be identified uniquely and standardisation of data analysis including the determination of derived quantities is necessary. A number of formulae are proposed for the normalisation and analysis of direct beam, global and diffuse irradiances and illuminances and sky luminance distributions. Graphical representation of results is discussed and a graphical approach, the P-G-D diagram, is put forward as a solution for irradiance and illuminance data presentation.
Lighting control: Feasibility demonstration of a new type of system
Authors: Glennie W.L. , Thukral I. , Rea M.S.
Published: December 2008

A new lighting control system was developed to improve the effective use of electrical energy, building space, and human effort. The prototype control system described in this report (ImCon) consists of a small charge-coupled device (CCD) camera, a personal computer, and peripheral lighting control gear. The computer is programmed with rules to adjust the lighting conditions to meet the demands imposed by multiple occupants and visual tasks in a single room while minimising wasted lighting energy. The purpose of this paper is to introduce the patented ImCon system and the philosophy behind it. Subsequent publications will contain performance data from a real space presently under construction.
Increasing Engagement of Preschoolers With Disabilities Through Correspondence Training and Picture Cues
Authors: BEVILL ALICIA R. , GAST DAVID L. , MAGUIRE AMY M. , VAIL CYNTHIA O.
Published: December 2008

This investigation evaluated the effects of a hierarchical intervention that consisted of picture cues and correspondence training procedures to increase engagement of 4 young children with significant developmental delays during classroom free play sessions. Up to three levels of intervention were introduced with each child, with more intrusive levels being used only when less intrusive levels had failed to impact behavior. A multiple-probe design across children was used to evaluate the effectiveness of the intervention. Results of the study were mixed, with 2 children requiring less intrusive levels of intervention and 2 children requiring the entire intervention package in order to reach criterion.
Toward a Definition of Quality Inclusion
Authors: BUYSSE VIRGINIA , SKINNER DEBRA , GRANT SHEILA
Published: December 2008

The quality of early care and education has been at the forefront of research in the early childhood field. In early intervention, the definition of quality inclusion is evolving. In this study we conducted 92 interviews to examine understandings of quality inclusive child care from the perspectives of parents and practitioners who had experienced these services. The findings confirm suggestions in the literature that quality inclusion be considered two-dimensional, encompassing general early childhood practices and principles as well as individualization, traditionally associated with early intervention and special education programs. In this study we extend this notion by delineating program features within each of these dimensions and identifying resources, strategies, and outcomes thought to be associated with high-quality inclusion. The results have implications for future efforts aimed at evaluating and improving the quality of early childhood inclusion.
Inservice Training for the 1980's
Authors: Evans Joyce
Published: December 2008

Inservice training must be improved and expanded in the years ahead to meet the needs of those who work with young handicapped children. Recognizing and avoiding the problems of general inservice and viewing inservice as adult education with a content focus on the child provides a background for improving training. Inservice must be individualized by matching teacher needs with inservice options, Selecting experienced consultants to meet specific local needs and incorporating a variety of instructional strategies into training sessions can provide a positive direction for inservice in the 1980's.
The Gifted Infant: Tantalizing Behaviors and Provocative Correlates
Authors: Abroms Kippy I
Published: December 2008

Molecular behaviors of auditory perception, crying activity, and visual attention among infants during the first few months reflect individual differences and suggest relationships with later measures of cognitive competence. The matrix of pre- and perinatal biological and sociocultural correlates are reviewed in relation to infants who ore subsequently identified as gifted.
An Early Demonstration of Educational Intervention Beginning at Birth
Authors: Badger Earladeen , Burns Donna , DeBoer Marty
Published: December 2008

In an attempt to reverse the prognosis for premature, low birthweight infants born to low SES mothers, the Infant Stimulation/Mother Training (IS/MT) Project designed a comprehensive educational program to complement the extensive medical services already in place. Beginning at birth in a special care nursery and continuing throughout the infant's first 12 months of life, 86 low birthweight infants delivered at Cincinnati General Hospital (CGH) and their families were eligible for all or part of the service program. This article presents an overview of (a) description of population served, (b) variety of treatment events offered, and (c) evaluation of changes documented. Because of the many service options that were available for parents and infants, single treatment effects were difficult to evaluate. This then is a descriptive study that illuminates the conditions surrounding high-risk status, the variety of treatment events employed, and the changes in physical and social support systems that were introduced. It is intended to provide direction to those who may follow in designing similar intervention efforts.
An Early Intervention Training Model
Authors: Geik Iris , Gilkerson Linda , Bergen Sponseller Doris
Published: December 2008

The authors describe a professional training program in the field of Early Intervention for Master's level students, at Wheelock College, Boston, MA. Specific roles and competencies are discussed in the context of the rationale for their selection as a focus for training in Early Intervention. An overview of core-curriculum is provided along with a discussion of some critical training and direct service delivery issues.
Effects of Intervention on Careg iver- Infant Interaction When the Infant Is Handicapped
Authors: Kelly Jean F.
Published: December 2008

Fourteen handicapped infants and their caregivers were pretested using an observational schedule designed to assess caregiver-infant interaction. Observers coded the frequency and duration of initiating and responding behaviors of both the caregiver and the infant, and also rated those behaviors as either positive or negative. Observers also coded those caregiver behaviors that were "controlling." The infant-caregiver pairs were stratified by infant age (0-12 months and 13-18 months) and randomly assigned to either a treatment group or a control group. The treatment group received a home-based intervention program designed to improve the quality of interaction between the infant and the caregiver. The control group received no intervention. After the intervention phase, the two groups were post-tested using the same observational schedule. Data from the pretests and post-tests were compared using analysis of variance to determine the effectiveness of the intervention program. This comparison revealed that the frequency and duration of positive caregiver behaviors significantly increased as a result of treatment. Duration of controlling caregiver behaviors significantly decreased as a result of treatment.
Involving Fathers of Handicapped Infants: Translating Research into Program Goals
Authors: Meyer Donald J. , Vadasy Patricia F. , Fewell Rebecca R. , Schell Greg
Published: December 2008

While most early intervention programs for handicapped children that involve parents focus on the needs of the handicapped child's mother, the research indicates that fathers play an important role in their child's development and often need help learning how to adapt to the birth of a handicapped child and to foster the child's development. Our increasing understanding of the paternal role and the special needs of fathers enables us to suggest activities for programs to offer for fathers of handicapped young children.
Maternal Language in Teaching and Play Interactions With Handicapped Babies
Authors: Walker Jeanette A. , Levine Mark H. , Grasse Diane M.
Published: December 2008

The amazing match between the characteristics of the language that mothers use with their babies and the babies' developmental and leaming needs is highly dependent on the cues that the baby provides and the reciprocal roles that are made possible by these cues. A further factor that influences the characteristics of maternal language is the mother's intent in particular types of situations. Different characteristics of maternal language have been related to the rate of language acquisition in babies. Handicapped babies may differ from nonhandicapped in ways that influence the language the babies hear, with important consequences for development. The present study examined maternal language to handicapped babies in two situations-play and teaching—in relation to directiveness and to how related the mothers' language was to the baby's current focus of attention. Results indicated that the mothers' language was highly related to the babies' focus of attention in both situations. However, it was proportionately less related to the preceding vocalization than to the activity. In both situations, the use of commands was higher than has been found with nonhandicapped babies, and was even greater in the teaching situation. Implications of these results for development and for intervention are discussed.
Teaching Teachers to Teach: A Framework for Preservice Program Planning
Authors: Walker McCollum Jeanette A.
Published: December 2008

Professional training in any area is composed of three essential elements: (1) the content or objectives, representing what the individuals being trained are expected to know, do and feel at the completion of the program; (2) the sequence of training activities designed to teach this content; and (3) the evaluation of outcomes in relation to whether the activities used in the program result in the trainees' meeting the training objectives. Equally important, and often ignored, is the match between these three elements: activities serve to ensure that trainees acquire the content only If specifically planned with content-related objectives in mind. The purpose of this article is to outline a framework for designing a teacher training program that accomplishes this match both within and across courses and practica and to illustrate its use in structuring sequences of training activities in early childhood special education.
Assessment of Generalization and Maintenance in a Multicomponent Parent Training Program
Authors: Cordisco Linda K. , Strain Phillip S.
Published: December 2008

This study evaluated the effects of a multicomponent parent training program which emphasized the acquisition of general (as opposed to task-specific) techniques on parents' ability to generalize learned skills from an academic task school setting to a structured play home setting. Training in behavior modification skills was introduced in a multiple baseline design across subjects (parents). The results showed that the training procedures facilitated spontaneous generalization of parenting skills from the school to the home for one parent but not for a second parent. After in-home generalization training was conducted for the one parent, both parents demonstrated a maintenance of learned skills over a 12-month follow-up period. The results of the study support the need for vigorous assessment of generalization and maintenance and the identification of specific intervention procedures and parent/ family variables that may be associated with treatment outcome.
Translating Developmental Findings into Teaching Strategies for Young Handicapped Children
Authors: Beckman Paula J. , Robinson Cordelia C. , Jackson Barbara , Rosenberg Steven A.
Published: December 2008

The growth of intervention programs for young handicapped children has generated concern about competencies critical for professionals who work with this group. Current theory and research place developmental importance on features of children's Interactions with the environment that include (1) responsivity to child cues, (2) appropriate language input, (3) active involvement with the environment, and (4) achievement of an "optimal match" between the child's level of functioning and task demands. This article reviews the theoretical and empirical bases for the importance of these elements and offers illustrations of their application to teaching.
Special Education Technologies for Young Children: Present and Future Learning Scenarios with Related Research Literature
Authors: Watson J. Allen , Chadwick Sandra S. , Brinkley Vickie M.
Published: December 2008

The following article surveys the prospects for computer usage in special education by developing three instructional scenarios (present actual, present possible, and future), reviewing pertinent research, and noting important trends in hardware development.
A Model for Microcomputer Management (C.A.S.E.)
Authors: Toole Amy L. , Copel Harriet , Fogarty James
Published: December 2008

C.A.S.E., a managment model for introducing microcomputers into a service delivery system over a period of four years, provides a systematic method for approaching its four components—conceptualization, acquisition, staff development, and evaluation. Aspects of each component are described here, and practical applications are provided.
The Teacher's Role in the Use of Computers in Early Childhood Education
Authors: Edyburn Dave L. , Lartz Maribeth Nelson
Published: December 2008

The subject of computers places many parents in a quandary over what is best for their children while dealing with a subject they know very little about. One source of information about the educational uses of computers is their child's teacher. Eighty-four kindergarten and special education early childhood teachers in 31 districts of a two-county area in Illinois were surveyed to identify teachers' computer experiences, attitudes, and recommendations concerning the use of computers with kindergarten children and children ages 3-6 in special education. The findings are presented with attention to (1) the state of public school computer use with young children, (2) the training, experience, and unmet needs of teachers with respect to computers, and (3) the advice and guidance a parent could expect from an early childhood teacher about computers and educational software.
Methods of Microcomputer Research in Early Childhood Special Education
Authors: Fujiura Glenn , Johnson Lawrence J.
Published: December 2008

In this article, selected studies are reviewed to examine the current conceptualization of microcomputer research in early childhood special education. Strengths and weaknesses of research methods being used to study the impact of microcomputers in early childhood special education are discussed, and recommendations are made for future research.
Cost-Effectiveness Analysis for State and Local Decision Making: An Application to Half-Day and Full-Day Preschool Special Education Programs
Authors: Barnett W. Steven , Pezzino James
Published: December 2008

The following article presents the results of a cost-effectiveness analysis in which half-day and full-day intervention programs for handicapped preschoolers were compared. The research sample consisted of 39 matched pairs of handicapped 4-year-olds in nine half- and nine full-day classrooms. Program effectiveness was evaluated using cognitive and expressive language scores from a developmental inventory. Cost data were collected on personnel, facilities, equipment, transportation, and donations. The results indicated no differences in the educational outcomes associated with length of day and showed that half-day programs could serve 60% more children than full-day programs with the same budget. Of the two models examined, the half-day program appears to be the more efficient. Implications of findings for further research are considered.
The Effects of Preschool Integration on the Development of Nonhandicapped Children
Authors: Esposito Beverly G.
Published: December 2008

Nine research studies that reported child change data for nonhandicapped children participating in integrated preschool settings were analyzed in terms of methodology and specific program variables. The findings indicate that the methodological weaknesses in studies of the effectiveness of integration are the same that plague early intervention efficacy studies in general. Analysis of specific program variables indicates that studies of the outcomes of integration have typically viewed integration as a single treatment variable rather than as a process having many possible variations. The implications of the findings are discussed.
Making the Transition to Preschool: Identification of Parent Needs
Authors: Hanline Mary Frances
Published: December 2008

Ninety-two parents of San Francisco infants and preschoolers with disabilities were surveyed to identify information and services which would be helpful as they and their children made the transition into public school preschool special education programs. Parent concerns during this period of transition were also identified. Results of the survey indicate that families were most interested in information and services which would allow them to obtain and manage the particular special education and related services appropriate for their child. Concerns centered around being away from their child for long periods, dealing with an unfamiliar agency, and being assured of receiving appropriate services, Implications for providing transition support services are discussed.
Inservice Training in Family Assessment and Goal-Setting For Early Interventionists: Outcomes and Issues
Authors: Bailey Donald B. , Simeonsson Rune J. , Isbell Patricia , Huntington Gail S. , Winton Pamela J. , Comfort Marilee , Helm James
Published: December 2008

Public Law 99-457 mandates that early interventionists working with handicapped infants write an Individualized Family Service Plan. Most early Interventionists, however, have insufficient preservice training in working with families. This article evaluates the effects of inservice training in family assessment and collaborative goal-setting based on the Family-Focused Intervention model. The training increased interventionists' use of family assessment tools and increased the proportion of family goals written as part of a comprehensive plan. The focused interview, a specific step in Family-Focused Intervention, significantly affected the goals ultimately specified. The study raises several important issues related to increasing a family focus in early intervention. These issues are discussed and directions for future research are suggested.
The Impact on Family Scale: An Adaptation for Families of Children With Handicaps
Authors: McLinden-Mott Stacey E. , Braeger Todd
Published: December 2008

An adapted version of the Impact on Family Scale (IFS), a 33-item rating scale for measuring the impact of the handicapped child on adult family members and siblings, was completed by 49 mothers of children between 36 and 64 months of age enrolled In early intervention programs. The internal consistency coefficient was found to be .86. Correlations of the Adapted IFS total score and IFS factor scores with relevant criterion measures supported the validity of the scores from the adapted scale for measuring the impact of the handicapped child on the family. The results of this study suggest the potential utility of the adapted IFS for assessing the effects of early intervention programs on families.
A Synthesis of "Best Practice" Guidelines for Early Childhood Services
Authors: McDonnell Andrea , Hardman Michael
Published: December 2008

"Best practice" guidelines drawn from recent advances within the field of disability are reviewed and synthesized for the purpose of defining exemplary early childhood special education services. With both empirical and ideological support, the paper identifies six major characteristics of exemplary programs. Such programs provide services that are (a) integrated, (b) comprehensive, (c) normalized, (d) adaptable. (e) peer and family-referenced, and (f) outcome-based. Programmatic guidelines are addressed for each characteristic.
An Examination of Two Prompt Fading Procedures and Opportunities to Observe in Teaching Handicapped Preschoolers Self-Help Skills
Authors: Schoen Sharon F. , Lentz Francis E. , Suppa Robert J.
Published: December 2008

Utilizing four pairs of preschoolers with Down's Syndrome, the efficacy of two prompt fading procedures was compared during instruction of two self-help skills. In addition, the efficacy of observational learning was examined. Within a modified multiple baseline and multi-element design, one member of each pair received direct instruction on two skills. One skill was taught using a decreasing assistance prompting procedure, the other using a graduated guidance procedure. The other child was prompted to observe instruction, but not taught directly. Procedure and task were counter-balanced, the reliability of scoring and the social validity of outcomes were estimated, and the integrity of procedural implementation was examined. Results indicate that both procedures were effective in increasing the target behaviors. Surprisingly, children who only observed also acquired both tasks. Results generalized across assessors and were maintained across time. Implications for instructional planning for individuals who are mentally retarded are discussed.
Concurrent Validity Data for the Uzgiris and Hunt Scales and the Bayley Mental Scale: Additional Evidence on the Dunst Age Norms
Authors: Sexton David , Miller James H. , Scott Randall L. , Rogers Cheryl
Published: December 2008

The purpose of this study was to examine the relationships between individual and overall Estimated Developmental Ages (EDAs) calculated for the Uzgiris and Hunt Scales, as outlined in a clinical manual developed by Dunst, and Bayley mental age scores. Thirty-four infants with handicaps enrolled in early intervention programs served as the subjects. The results indicated that (a) there was a significant difference between overall EDAs and Bayley metal age, with Bayley estimates being on the average some 2.1 months higher; (b) the overall EDA and each of the seven individual EDAs were significantly and positively related to Bayley mental age; (c) when all seven EDAs were used in a multiple regression procedure, schemes for relating to objects (sensorimotor play) emerged as the best single correlate when the effects of the other scales were controlled; and (d) a commonality analysis revealed that schemes for relating to objects also explained the largest percentage of unique variance of Bayley mental scores. Recommendations of a test battery reflecting several approaches to the assessment of infants with handicaps are presented.
Reducing Stereotypic Handmouthing of a Child with Severe/Profound Retardation
Authors: Case-Holden Vicki , Hupp Susan C.
Published: December 2008

Many severely/profoundly retarded and autistic children exhibit stereotypic behaviors that interfere significantly with learning. Some of these stereotypies appear to be maintained by the sensory (e.g., auditory, visual, tactile) consequences they provide the child. This article presents a case study of a young girl who exhibited excessive handmouthing. Contingent sensory reinforcement was used to reduce her handmouthing to substantially lower levels. The intervention provided her with an altemate means of obtaining the type of reinforcement that appeared to maintain her handmouthing. The results are discussed in reference to the benefits for the child and the feasability of using the procedures in the classroom.
Kindergartners' Preacademic Skills and Mainstreamed Teachers' Knowledge: Implications for Special Educators
Authors: Rule Sarah , Innocenti Mark S. , Coor Karen J. , Bonem Marilyn K. , Stowitschek Joseph J.
Published: December 2008

This article addresses the need to identify the academic skills displayed by normally developing children in order to successfully prepare and place handicapped preschoolers into mainstreamed kindergartens. In order to determine kindergartners' entry level skills, a sample of 25 children designated by their teacher as "average" was tested early in the school year using items from the Brigance Diagnostic Inventory of Basic Skills (1977) and the Brigance Inventory of Early Development (1978). The children's teachers (n = 18) were asked to indicate on a checklist those items (matched to the Brigance) that they believed the children could correctly perform. More than 80 % of children's answers were correct on 21 of the 34 items, despite the fact that the stated mastery levels on most of the 21 items indicated that they would not be mastered until the first or second grade. Only 7 items were missed by more than half of the children. There was a high positive correlation between children's skills and teachers' estimates of their skills, but teachers underestimated children's performance on 16 of the 21 items. Teachers overestimated children's performance on 14 of the 34 total items. Implications are discussed for preparing handicapped preschool. ers for integration into classrooms in which average children are highly skilled. It is suggested that information about the skills exhibited by normally developing children would be useful to both mainstream and early intervention teachers.
The School Psychologist's Role in the Early Childhood Special Education Program
Authors: Widerstrom Anne H. , Mowder Barbara A. , Willis W. Grant
Published: December 2008

As part of a study to determine what role school psychologists might best fill in infant and preschool programs, a survey was conducted of school psychologists currently working with elementary- and high school-age children and of early childhood special educators employed in preschool and infant programs. The survey endeavored to ascertain how each of these groups viewed the school psychologist's role, and what each group thought the school psychologist could best contribute to early childhood and infant programs. Two sets of questionnaires were analyzed representing 50 early childhood special educators and 82 school psychologists. The first examined the possible situations in which early childhood special educators might request assistance from a school psychologist. The second questionnaire asked participants to rank order their preference of consultation models. Results indicated that the two groups hold very different perceptions concerning the role of the school psychologist in early intervention programs. Implications of the survey are discussed in terms of service delivery and of school psychology training.
Effects of a Group Contingency on the Frequency of Social Interactions among Autistic and Nonhandicapped Preschool Children: Making LRE Efficacious
Authors: Lefebvre Daniel , Strain Phillip S.
Published: December 2008

This study was designed to evaluate the use of a group-oriented reinforcement contingency to (a) increase the frequency of verbal interaction between severely withdrawn, autistic preschool children and nonhandicapped peers, and (b) reduce the levels of teacher prompts needed to maintain interaction. After baseline, both handicapped and nonhandicapped children were taught initiation and response strategies and the frequency and types of teacher prompts were restricted. Initially, access to the group reinforcer depended upon all three play triads achieving an established criterion for appropriate interactions. The teacher awarded a token for each appropriate interaction, allowing children to monitor their progress. Marginal increases in appropriate interactions occurred under this condition. In a subsequent interdependent contingency system, differentially reinforcing each triad that met the established criterion produced reliable increases in appropriate social initiations and responses for both peers and handicapped children. Rates of teacher prompts remained low. Withdrawal of the group-oriented reinforcement contingency substantially reduced levels of appropriate initiations and responses by both peer confederates and handicapped children. Reinstatement of the group contingency resulted in immediate and significant increases in appropriate initiations and responses by both peers and handicapped children. The results suggest that (a) peers can be effectively taught strategies to increase the appropriate social behaviors of their withdrawn classmates, and (b) a group-oriented reinforcement contingency is an effective complement to teacher-prompted interventions and may be an effective means of systematically fading teacher prompts.
The Transition from Early Intervention to Kindergarten: Parental Satisfaction and Involvement
Authors: Hamblin-Wilson Conchita , Thurman S. Kenneth
Published: December 2008

This study surveyed 91 parents of children who made the transition from early intervention programs into special education kindergartens. Parents were asked to complete a questionnaire about their involvement in, preparation for, and satisfaction with the transition process. Results indicate that most parents felt involved in the transition process and that they received more support from early intervention providers than from public schools. More educated parents felt the most satisfied; parents who were best prepared also tended to feel most satisfied. Suggestions for further research and implications for practice are given.
Facilitating Early Language Development with Milieu Intervention Procedures
Authors: Warren Steven F. , Gazdag Gail
Published: December 2008

The lexical, semantic, and pragmatic effects of milieu language intervention procedures implemented to teach basic lexicon and early relational semantic forms was investigated. The subjects were two young children with mild mental retardation in the early stages of productive language development. After a baseline period, the subjects received four training sessions weekly in a small group interactive play situation. Experimental control was demonstrated by within-subject multiple baseline designs across training targets. Generalization was measured along a variety of dimensions. Results indicated that one subject expanded his basic lexicon and began to generatively produce both action-object and agent-action combinations in nonobligatory conversational situations as requests for objects/actions and as declaratives with different adults. The other subject began to generatively produce both agent-action-object and adjective-noun combinations in nonobligatory conversational situations as requests and declaratives with different adults and in different settings. Both subjects began to respond correctly to probe questions for each target form. The results further support the use of milieu language training procedures to enhance the acquisition and generative use of basic lexicon and relational semantic forms. The results also suggest that systematic adult commenting and the child's spontaneous imitation may further facilitate the effects of milieu language teaching.
Influences on Maternal Responsiveness to Developmentally Delayed Preschoolers
Authors: Lojkasek Mirek , Goldberg Susan , Marcovich Sharon , MacGregor Daune
Published: December 2008

Forty preschoolers with Down syndrome, 29 with a neurological impairment, and 40 with delays of unknown etiology were videotaped in a free play situation with their mothers. A composite rating of maternal behavior, indexing maternal responsiveness, was treated as the outcome measure in a series of regression analyses to assess the effects of maternal and paternal well-being and psychosocial support, and child characteristics and behavior, on maternal responsiveness. Parental age, mother's support, and child responsiveness contributed to maternal responsiveness. Families with older parents, better maternal support, and more responsive children had more responsive mothers.
Developing Comprehensive Personnel Systems
Authors: McCOLLUM JEANETTE A. , BAILEY DONALD B.
Published: December 2008

The long-term success of PL 9—457 ultimately depends on the extent to which states can ensure that professionals working in early intervention are adequately prepared. Two broad issues must be addressed in developing comprehensive personnel systems: the development of personnel standards and the development of a system that will enable personnel to achieve these standards. This article provides an overview of the many issues states must address in developing their personnel systems. Selected examples from various states are provided to demonstrate alternatives and approaches currently being considered and implemented.
Family Characteristics, Family Training, and the Progress of Young Children with Autism
Authors: ROBBINS FRANK R. , DUNLAP GLEN , PLIENIS ANTHONY J.
Published: December 2008

Although the efficacy of parent training has been demonstrated for many young children with autism, it is clear that not all participants derive similar benefits from this type of service. Pursuant to suggestions in the parent training literature, this study was conducted to explore aspects of family functioning as they relate to the progress of young children in a family-oriented training program. A number of child and family variables, including mother-reported stress, were assessed at intake, and child progress was measured over a year-long period. Correlational analyses were conducted to determine which variables were related to child outcome. The clearest finding to emerge from the analyses was a strong relationship between mother-reported stress on the Parenting Stress Index and child progress on the Learning Accomplishment Profile (LAP) or the Early-LAP. The results are related to findings with other child populations and implications for individualized support for young children with autism and their families are discussed.
Linking Theory to Intervention Practices with Preschoolers and Their Families
Authors: MILLER PATRICIA S.
Published: December 2008

This article reviews the literature on the application of developmental and learning theories to program development and outcome evaluation in early childhood special education (ECSE). The relationship between theoretically derived intervention efforts and efficacy research is discussed. A study exploring ECSE professionals' knowledge of theory was conducted. Results suggest that teachers and administrators may know little about theoretical underpinnings of curriculum implementation in early childhood programs.
PPT
Authors: NOONAN MARY JO , RATOKALAU NANCY B.
Published: December 2008

From 1986 to 1989 the University of Hawaii Department of Special Education conducted the Preschool Preparation and Transition Project (PPT), a model demonstration program funded by the U.S. Department of Education Handicapped Children's Early Education Program. The major goal of PPT was to support families and their young children with special needs in the transition from infant programs to least restrictive preschool placements. The PPT model addressed this goal through three components: (a) child change to prepare the young child with special needs to be successful in least restrictive preschool settings, (b) program change to realign the intervention and service delivery efforts of early intervention programs towards the goal of smooth and efficient transitions to least restrictive preschool placements, and (c) societal change to prepare the community to accept and support effective transition processes and the placement of young children with special needs in integrated preschool placements when appropriate. This project profile describes the background and rationale for PPT, the PPT model and its components, the populations served, project implementation procedures, and a brief summary of PPT evaluation data.
Training Parents as Milieu Language Teachers
Authors: ALPERT CATHY L. , KAISER ANN P.
Published: December 2008

Six mothers of preschoolers with language impairments were taught individually to use four milieu language training procedures: model, mand-model, time delay, and incidental teaching. A multiple-baseline design across pairs of mother-child dyads and within each dyad across milieu techniques was used to evaluate the effects of training. All mothers learned the milieu procedures and applied them during home observation sessions. Mothers' use of the procedures generalized to two non-training situations and they showed acceptable levels of maintenance across three monthly maintenance probes. Comparison of child behaviors at baseline and maintenance showed improvements in two areas for the majority of child subjects: (a) Average monthly gains in mean length of utterance exceeded or were approximately equal to the increase predicted for normally developing children (Miller & Chapman, 1981), and (b) the number of total words produced and number of novel words produced more than doubled. In addition, an increase in frequency of requests was observed for four of the children when the incidental teaching procedure was trained. The findings suggest that mothers can be taught to correctly apply milieu language teaching procedures and that use of the procedures is associated with positive effects on various aspects of child language.
Private and Public Health Insurance for Early Intervention Services
Authors: FOX ARRIETTE B. , WICKS LORIB , McMANUS MARGARET A. , NEWACHECK PAUL W.
Published: December 2008

Published information is scarce regarding the extent to which public and private health insurance will reimburse health-related services needed by infants and toddlers with developmental delays. To learn about financing opportunities for services to young children with disabilities, two national surveys were conducted: one of state Medicaid programs and one of firms offering health insurance to employees. Data were collected concerning coverage of various services needed by children with disabilities including ancillary therapies, mental health services, and case management Overall, the survey results reveal that while both private plans and Medicaid offer significant opportunities for the financing of health-related early intervention services, Medicaid offers the greatest potential for extensive coverage of needed services.
Personnel Preparation for Early Interventionists
Authors: HANSON MARCIJ , LOVETT DAVID
Published: December 2008

Participation by states in Public Law 99–457, Education of the Handicapped Amendments of 1986, Part H, requires the development of systems of coordinated, comprehensive, interagency, and multidisciplinary services for infants and toddlers with disabilities from birth through 2 years. One of the required components of a statewide system under the law is a comprehensive system of personnel preparation. To address California's planning needs related to early intervention personnel, the California Early Intervention Personnel (CEIP) Study Project was established. One of the goals of this project was to conduct a comprehensive study of the existing personnel preparation programs within California for the major disciplines providing early intervention services. These professional disciplines included audlology, early childhood education, special education, medicine, nursing, nutrition/dietetics, occupational therapy, physical therapy, psychology, social work, and speech pathology. This article presents the results of this survey of California's personnel preparation programs and describes the current training content and practices for these disciplines. Coursework and practica experiences varied greatly across personnel preparation programs both within and across disciplines. The survey results also indicated that programs provide relatively little training that is specific to early intervention and the birth to 3 population.
Research Standards in Early Intervention
Authors: LeLAURIN KATHRYN , WOLERY MARK
Published: December 2008

The purpose of this paper is to describe methodological issues related to the independent variable in early intervention research. Research in early intervention should be grounded in sound scientific principles which includes deriving the independent variable from relevant theories, defining the independent variable clearly and precisely, and measuring the implementation of the independent variable. Three standards related to the independent variable are proposed: (a) investigators should use theory to guide their research, including the selection of methods and the independent variable, and should describe those relationships in reports of their studies; (b) investigators should provide operational definitions of their independent variables, quantify these variables, and describe how they relate to theory; and (c) investigators should measure treatment fidelity (i.e., the extent to which the independent variable is implemented as planned). For each standard, three levels of documentation are proposed.