bluuebunny/crossref_metadata_2025 huggingface dataset:
Genetic Disorders Underlying Facial Deformities
Authors: Abroms Kippy I.
Published: December 2008

Man is vulnerable to over 6,000 genetic disorders. One out of every twenty newborns will have an expression of a genetic disease during the first year of life (Shapira, 1986). This article provides a brief overview of basic types of genetic disorders and how they are manifested in children. Particular emphasis is given to facial deformities that early childhood special educators see in the classroom. Service delivery networks for genetic screening are presented as well as sources of family support groups. Basic knowledge of genetic disorders and available services is important for the educator of young children, because such knowledge helps the teacher make appropriate referrals.
Training Family Day Care Providers to Work with Special Needs Children
Authors: Jones Sylvia N. , Meisels Samuel J.
Published: December 2008

This paper describes short-term results from a program designed to train family day care providers to work with special needs children. Thirteen providers participated in training sessions and biweekly on-site consultations, and began to mainstream young handicapped children into their family day care homes. Six months after the start of training, the trainees' attitudes towards handicapped children, knowledge about programming for the disabled, and utilization of physical space for enhancing child growth and development were compared to pretraining levels on these measures. Results demonstrated overall significant positive change for the trainees from pre- to posttraining. The paper discusses these findings and their implications.
Integrated Day Care as Special Education
Authors: Bagnato Stephen J. , Kontos Susan , Neisworth John T.
Published: December 2008

Thirteen Handicapped Children's Early Education Program (HCEEP) day care programs that enrolled both handicapped and nonhandicapped youngsters collaborated in this descriptive research. Profiles of program characteristics were obtained through telephone surveys of day care administrators. Child profiles ( n = 45) were generated through the use of two clinical judgment scales that assess staff perceptions of child developmental and behavioral status. The program characteristics surveyed included information on agency sponsorship, special children enrolled, legally regulated characteristics, logistics, family involvement, inservice training, and administrative satisfaction. Clinical perceptions of child status revealed that a wide range of developmental competencies had to be accommodated. Overall, a difference of at least one clinical category distinguished the handicapped and nonhandicapped groups. Discussion and implications for day care as an option for exceptional preschoolers are presented.
The Carolina Approach to Responsive Education
Authors: Bryant Donna M. , Ramey Craig T. , Sparling Joseph J. , Wasik Barbara H.
Published: December 2008

This paper describes a comprehensive educational program for preschool children and their families. The model, named the Carolina Approach to Responsive Education, is a multidisciplinary approach to child and family services derived from a general systems theory of development. This educational approach is the result of a longitudinal research and development program designed to create a comprehensive system of family supports which, in turn, will have positive effects on the development of young children.
Political, Economic, and Practical Issues Affecting the Development of Universal Early Intervention for Handicapped Infants
Authors: Garwood S. Gray
Published: December 2008

This paper reviews several factors that will affect the degree to which efforts to create an infant intervention program for all handicapped infants are successful. The absence of leadership from the federal level, caused by changing political and economic conditions, is discussed, along with several practical programmatic issues (setting, staffing, identifying). A strategy for achieving universal infant intervention, building on the existing political culture, is proposed. Finally, the provisions of P.L. 99–457, enacted in October 1986, creating a discretionary infant intervention program, are outlined.
A Systemic Approach to Infant Intervention
Authors: Dunst Carl J. , Lesko James J. , Holbert Karen A. , Wilson Linda L. , Sharpe K. Lynne , Liles Ritchie F.
Published: December 2008

A systemic model for conceptualizing, designing, implementing, and evaluating intervention trials is described. The major intervention goal is the facilitation of conventionalized interactive competencies that reflect a shift in balance of power toward the developing child. The model includes seven components: a developmental progression of interactive competencies, a paradigmatic framework for specifying tht variables associated with developmental change, a framework for categorizing the targets of intervention, an assessment strategy for mapping a child's topography of interactive competencies, intervention procedures for fostering the acquisition of behavior targets, a framework for teaching targets that are both functional and taught within the context of daily routines, and a set of evaluation procedures for assessing the efficacy of the intervention procedures.
Microcomputer Applications in Early Childhood Special Education: Problems and Possibilities
Authors: Warren Steven F. , Horn Eva M.
Published: December 2008

The range of microcomputer based applications in early childhood special education is briefly characterized in terms of systems management, instructional management, and direct instruction applications. Six current issues relevant to microcomputer applications are then discussed: (1) the need for integrated applications, (2) instructional quality, (3) unreasonable expectations of users, (4) developmental appropriateness of some applications, (5) market limitations, and (6) computer literacy. A set of recommendations is presented at the conclusion of the paper.
Measurement Issues in Studies of Efficacy
Authors: Fewell Rebecca R. , Vadasy Patricia F.
Published: December 2008

As the goals of early intervention have broadened, it is appropriate that measures used to document efficacy be re-evaluated. This article reviews briefly trends in the use of outcome measures, beginning with IQ and other developmental tests that focus on the child. Two recent reports are reviewed which illustrate the problems of relying solely upon child outcomes as measures of program efficacy. Measurement approaches for researchers and practitioners are suggested that take into consideration the transactional nature and impact of early interventions upon the child and family system.
Comprehensive Evaluation of Intervention for Young Autistic Children
Authors: Strain Phillip S.
Published: December 2008

Evaluation of early intervention programs most often focuses on the assessment of client outcomes. However, the evaluation of the delivery of intervention itself is rarely addressed. Without a clear understanding of the exact intervention(s) that clients received, it is impossible to replicate program efforts with any accuracy. Also, if the delivery of program components (e.g., parent training, classroom intervention) is not measured carefully, it is impossible to establish the relative merits of any one component. This paper offers examples of both measurement procedures and experimental designs that can be employed to assess the delivery and effects of program components in a comprehensive service delivery system for young autistic children.
Issues Related to Developing State Certification Policies
Authors: Smith Barbara J. , Powers Colleen
Published: December 2008

Two trends in early childhood special education personnel development are reviewed, personnel shortages and personnel certification policies. The authors studied state certification policies governing early childhood special education (ECSE) personnel by reviewing the literature and by analyzing policies sent to them in response to a survey. The states reporting ECSE certification are compared across three studies. Two types of certification policies are reviewed, competency and experiential based. Finally, issues and recommendations related to state personnel certification policies are discussed.
Early Interventionists in Infant and Early Childhood Programs
Authors: McCollum Jeanette A.
Published: December 2008

Recent changes in early childhood special education have led professionals to take a hard look at personnel preparation. It is clear that personnel certification standards and personnel preparation programs currently do not reflect the training called for by expanding roles or by the growing knowledge base. One of the major issues addressed has been the delineation of similar and disparate roles of early interventionists who will be employed to work with particular populations of children within the age continuum between birth and 6. Currently, the best guidance as to these different roles comes from expert opinion. The purpose of this paper is to summarize results of two studies designed to describe the roles of personnel employed in special programs for two different age groups, infants/toddlers and 3- to 5-year-olds, as well as perceived preservice training needs of these personnel.
The Reality of Early Childhood
Authors: Peters Donald L. , Deiner Penny L.
Published: December 2008

Head Start programs are major providers of early childhood special education services serving over 61,000 3- and 4-year-old children with handicapping conditions each year. Yet many of the teachers within Head Start have little in the way of professional training as teachers in general or as educators of exceptional children in particular. The Child Development Associate (CDA) Credentialing and Training program was established to alleviate this problem. Although over 20,000 CDAs have been credentialed, there remains almost no data to support their effectiveness in the classroom. A major research and validation effort is needed for this method of preparing teachers of young handicapped children within Head Start.
The Developmental School Psychologist
Authors: Bagnato Stephen J. , Neisworth John T. , Paget Kathleen D. , Kovaleski Joseph
Published: December 2008

Roles of the contemporary school psychologist include assessment, program planning, family consultation, intervention, and program evaluation. These roles take on new meaning and imperatives when applied to infant, toddler, and preschool circumstances. New legislation, incentives, programs, and assessment-treatment potentialities make the subspecialty of developmental school psychology a keystone in the interdisciplinary team committed to the identification and treatment of special needs youngsters and their families. This article offers a rationale, tentative definition, attributes, and role functions of the emerging profession. Finally, issues and trends in practice are summarized.
Integrating Therapy Services in the School
Authors: McAfee James K.
Published: December 2008

The presence of therapists in early childhood special education programs has grown in recent years and will grow even more during the next few years. Research has shown that inclusion of therapists in an educational setting does not ensure integration of therapy technologies or integration of the therapists themselves into the social fabric of the education center. There are numerous sources of conflict between therapists and educators. Each of these sources is discussed in the ensuing article. Finally, a model for training is presented. This model is designed to improve the integration of therapy and therapists into early childhood special education environments.
Follow-Up Findings of a Program for Motor Skill Achievement
Authors: Fewell Rebecca R.
Published: December 2008

The purpose of this study was twofold: (a) to investigate whether gross motor gain scores achieved during intensive intervention were maintained once intervention was withdrawn, and (b) to investigate whether fine motor skills which were not a focus of intervention had been affected by the gross motor intervention. Pre- to posttest gross motor gains failed to continue once the intensive program was withdrawn. However, quotient scores were maintained without significant declines during the testing period. There were no significant differences between pre- and posttest scores for fine motor quotients for either year. These findings suggest the need for longitudinal studies of therapy and motor skill instruction.
A Developmental Visual Assessment for Children with Multiple Handicaps
Authors: Erhardt Rhoda P. , Beatty Patricia A. , Hertsgaard Doris M.
Published: December 2008

This paper describes the development of a visual-motor evaluation instrument, reports an interrater reliability study, and illustrates the instrument's use in a preschool handicapped program. During Phase 1 an extensive literature search led to a compiled set of developmental norm data for reflexive and voluntary visual-motor development. Phase 2 included clinical use and revision of the resultant Erhardt Developmental Vision Assessment (EDVA). Phase 3 involved testing the EDVA for interrater reliability, which resulted in highly significant interrater agreement with the test author. A sample application is illustrated by segments of an EDVA used to integrate visual-motor components into an Individualized Program Plan (IPP).
Public Law 94–142
Authors: Garwood S. Gray , Fewell Rebecca R. , Neisworth John T.
Published: December 2008

This article discusses the newly enacted P.L. 99–457 in the historical context of the implementation of P.L. 94–142. Provisions of the new law are summarized, and a variety of issues that the field needs to address are discussed.
Implementation of P.L. 99–457
Authors: Harbin Gloria L.
Published: December 2008

The implementation of P.L. 99–457 will require dramatic changes in policies and service provision in many states. The successful development of a comprehensive, coordinated, multidisciplinary service system will require a considerable amount of technical assistance to states. In order to understand more clearly the nature of these needs, this article presents a definition of technical assistance; a description of developmental levels in the provision of comprehensive, coordinated services; an approach to designing a system of comprehensive services; and a brief discussion of major needs that are likely to exist across states.
Should Parenting Education Be Mandatory?
Authors: Anastasiow Nicholas
Published: December 2008

Many strides have been made in understanding the genetic-environmental transactions that fulfill and facilitate development. Applying this knowledge, special educators have been successful in ameliorating or improving many impairments, particularly when working with the child's parents. However, poverty, adolescent pregnancies, child abuse, and nonfacilitating parenting are needlessly creating populations of special needs children. This paper argues for a national family policy to assist the families who reside in poverty and to provide parenting classes for all students in the late elementary and junior high school. It is proposed that these two efforts would do much to prevent needlessly impaired and handicapped children and would provide a new generation with the skills needed to facilitate their children's potential.
Early Intervention Efficacy Research
Authors: Shonkoff Jack P. , Krauss Marty Wyngaarden , Hauser-Cram Penny , Upshur Carole C.
Published: December 2008

This article describes a variety of conceptual and methodological limitations of existing research on the efficacy of early intervention programs. Problems related to the specification of both independent and dependent variables are noted, and recent studies using meta-analytic techniques to generate testable hypotheses are reviewed. Recommendations for greater precision in measurement and for improved research design are presented. Finally, some reasons for the persistence of common problems in program evaluation are offered in conjunction with suggestions for future research efforts.
Motivation and Characteristics of Families Who Adopt Children with Special Needs
Authors: Deiner Penny L. , Wilson Nancy J. , Unger Donald G.
Published: December 2008

In recent years, the field of adoption has begun to focus on the needs of the child rather than those of the parents through the advent of permanency planning and subsidized adoption of special needs children. Nontraditional parents (older, single, black, lower income) are adopting many of these children, often through the foster care system. The Special Needs Adoption Project, designed to provide a descriptive profile of adoptive families of special needs children, found that a majority of the adopted children were adopted by foster parents. These families were predominantly white, had a median annual income of about $19,000, and were frequently very active in their church. Additionally, there was a predominant family type: very adaptable, flexible, and having family members who were very close to one another.
Foster Family Care for Hard-to-Place Disabled Children
Authors: Roberts Margaret , Siegel Maxine
Published: December 2008

The four key components in successfully placing disabled children in foster care are: (a) the identification and recruitment of stable, motivated, and qualified foster parents: (b) the preparation and instruction of foster parents to provide specialized care; (c) the support of foster parents through resources and services that reduce the unusually heavy demands of caring for a child with disabilities; and (d) the development of creative alternative care arrangements that recognize the strength of both biological and foster families. These program components are discussed.
Parent to Parent
Authors: Brookman Barbara A.
Published: December 2008

Parent to Parent is a model program designed to provide support and information for parents of children with disabilities and/or health impairments. Parents are matched with other parents who also have a child with special needs. The program is designed to help both parents and professionals learn the importance of and need for parent support systems, how to access support networks, and the importance of providing this valuable contact to parents as early as possible in the lives of their children.
First-Year Implementation of the Federal Program for Infants and Toddlers with Handicaps
Authors: Walsh Sharon , Campbell Philippa H. , McKenna Patricia
Published: December 2008

All 50 states and appropriate territories were surveyed through questionnaire and follow-up phone interview to determine status in implementing various requirements of the new federal Program for Infants and Toddlers with Handicaps, established through P.L. 99-457. Questions focused on the state's interagency coordinating council, definition of developmental delay, and activities related to each of the required 14 minimal components of statewide early intervention systems. Results indicated variance among states in activities being emphasized during the first program year with positive commitments toward participation in this new program.
Who Should Be Served, Where and Why
Authors: McNulty Brian A. , Widerstrom Anne , Goodwin Laura , Campbell Shannon
Published: December 2008

While research and policy trends have been moving toward serving a broader range of younger handicapped children in public schools and integrated settings, little information has been available regarding the perceptions of local special education administrators regarding these issues. This study surveyed the views of local special education directors in terms of which populations and ages should be served, in what settings, and for what purposes. The findings indicate that administrators see an emerging role for the public schools, are willing to serve a broader range of young handicapped children, and see the need for far more integrated settings for such children.
Family Influences on Early Development
Authors: Silber Sharon
Published: December 2008

The goal of this article is to review the literature concerning family influences on child development during the first few years of life. Implications of this literature for intervention planning with high risk children and families are suggested.
Parental Adjustment and Changes in Child Outcome Among Families of Young Handicapped Children
Authors: Frey Karin S. , Fewell Rebecca R. , Vadasy Patricia F.
Published: December 2008

This study examined the relationship between parent and child characteristics and competencies, supports available to the family, and how these factors influence parent and child outcomes. The sample of 48 mother-father pairs of young children with handicaps was assessed on a group of questionnaires, an interview at pretest, and 2 years later. Parental adjustment was found to be related to the child's communication competence and to the sex of the child. Satisfaction with support was related to parents' adjustment to the child. Fathers' views of their child's characteristics at pretest predicted mothers' views at posttest. An increase in children's social skills over the 2-year period was also associated with fathers' positive views of their child at pretest. The findings support the value of examining family characteristics that mediate the impact of a child's handicap, and the importance of attending to how family members influence each other over time.
Children's Effects on Parenting Stress in a Low Income, Minority Population
Authors: Bendell K. Debra , Stone Wendy , Field Tiffany , Goldstein Sheri
Published: December 2008

Relationships between parenting stress as measured by the Parenting Stress Index and other maternal and child characteristics were investigated in a sample of 66 low income mothers and their 5- to 8-year-old children who are at risk for educational disabilities. The data provide concurrent and construct validity support for the Parenting Stress Index. In addition, child characteristics (self-esteem, behavior conduct, and spelling achievement) and maternal characteristics (self-esteem and crowding stress) related to parenting stress in this sample. That these variables combined to explain approximately half of the variance on the Parenting Stress Index suggests that they represent important sources of parenting stress, at least during the early grade school years. Because the children's behavior and academic achievement constituted significant sources of parent stress, supportive counseling services may be needed that are often required for children of low income, less well-educated parents.
Value-Based Approaches to Family Intervention
Authors: Kaiser Ann P. , Hemmeter Mary Louise
Published: December 2008

Value-based decision making is implicit in the delivery of family interventions. Ethical intervention planning not only must incorporate the assessment of family needs, but also must consider how alternatives for meeting those needs compare to the values held by the family. Professionals have an ethical responsibility to choose interventions that strengthen families as well as address specific family needs. This paper describes a strategy for evaluating alternatives in family interventions using the values framework forwarded by Hobbs et al. (1984). A practitioners' checklist for family interventions is presented as a guide for assessing the consistency of proposed interventions with the values framework.
An Enablement and Empowerment Perspective of Case Management
Authors: Dunst Carl J. , Trivette Carol M.
Published: December 2008

This article examines both the meaning of case management and several different approaches to case management practices. The information provided by this analysis is used for proposing an enabling model of case management as a framework for ensuring that early intervention practices optimally influence child, parent, and family functioning as part of development and implementation of Individualized Family Service Plans. The implications of the model for P.L. 99-457 (Part H) are discussed.
The Relationship Between Inadequate Oxygenation of the Brain at Birth and Developmental Outcome
Authors: Blackman James A.
Published: December 2008

Early childhood educators are likely to encounter children who experienced oxygen deprivation during the birth process. An understanding of the early signs of this condition, sometimes referred to as asphyxia, and of the cognitive and motor deficits that may result can assist in the planning of appropriate services. This article is a review of causes, effects on the brain, clinical manifestations, and developmental consequences.
Language Abilities After Left Hemisphere Brain Injury
Authors: Feldman Heidi , Holland Audrey , Keefe Kristin
Published: December 2008

This paper describes the language abilities of two twin pairs in which one twin (the experimental subject) suffered brain injury to the left cerebral hemisphere around the time of birth and one (the control) did not. One pair of twins was initially assessed at age 23 months, the other at about 30 months, and they were subsequently evaluated in their homes three times at about 6-month intervals. The results showed that subjects scored at or above the normal range on all formal tests. Their scores were similar to the controls' on the Bayley Scales of Infant Development, the Peabody Picture Vocabulary Test, and the receptive scale of the Sequenced Inventory of Communicative Development (SICD) but lower than the controls' on the Expressive One Word Test and the expressive scale of the SICD. Analysis of language samples revealed that the subject in one pair used a smaller vocabulary and shorter, less complex sentences than his twin, but progressed at a similar rate. In these cases the subtle differences in language abilities following perinatal left hemisphere brain injury were detected only through comparisons of brain-injured children to extremely well-matched controls. The relative difficulties experienced by one subject in syntactic skills were compatible with other studies on the sequelae of left hemispheric damage, but the difficulties in this case appeared to be a developmental delay, not deficit.
Child Maltreatment, Infant-Parent Attachment Security, and Dysfunctional Peer Relationships in Toddlerhood
Authors: Youngblade Lise M. , Belsky Jay
Published: December 2008

The developmental consequences of child maltreatment deserve empirical inquiry. This article examines the link between etiology and developmental outcome, focusing on the infant-parent attachment bond. Studies reviewed point to a strong association between child maltreatment and attachment insecurity. As this review points out, the consequences do not stop here: Child-peer relations are likewise dysfunctional. Because abused children are at risk as adults for mistreating their own offspring, it is important that intervention efforts, which compensate for earlier dysfunctional interactions through enhancing the child's self-worth and providing a model of consideration and caring, be instituted at the earliest possible time.
Teaching Maltreated Children in the Preschool
Authors: Crittenden Patricia M.
Published: December 2008

This article applies the findings of previous research by the author and others to the management of preschool-aged maltreated children in the classroom. Such children are common in both regular and special education classrooms. Depending upon the type of maltreating home environment that they have experienced, they may be expected to display one of several patterns of atypical development and to need specialized intervention. The several types of home environments are described, as are the associated patterns of child development. Recommendations are offered regarding the social and academic needs of the children and the management of their problems in the classroom.
A Comparison of the Play Behaviors of Sexually Abused, Physically Abused, and Nonabused Preschool Children
Authors: Fagot Beverly I. , Hagan Richard , Youngblade Lise M. , Potter LaWanda
Published: December 2008

Behavioral observations were performed on three groups of preschool children: nonabused, physically abused and neglected, and sexually abused. Physically abused and neglected children were more antisocial, disruptive, and aggressive yet passive. Sexually abused children were relatively quiet and engaged in more female-type activities. Peer interaction in the two groups of clinically referred children was significantly less positive than in the control group.
Toward a Reconceptualization of the Developmental Model
Authors: Berkeley Terry R. , Ludlow Barbara L.
Published: December 2008

Although most early intervention program providers have relied on the developmental model for their theoretical underpinnings, there has been continued controversy over the applicability of this model to young children with disabilities. There has also been dissatisfaction with its implications for curriculum design, instructional programming, and program evaluation. The authors of this article discuss the problems inherent in the current use of the developmental model in the implementation of programs for young children with disabilities, and they propose a reconceptualization of this approach based upon Lewis and Starr's salient responses model. The primary components of this model are presented, along with their implications for early intervention programs.
Discharging the Premature Infant: Family Issues and Implications for Intervention
Authors: Hanline Mary Frances , Deppe Janet
Published: December 2008

When premature infants are discharged from a hospital's Neonatal Intensive Care Unit (NICU), parents are confronting the long-term implications of their child's prematurity, assuming the day-to-day caregiving responsibility for their child, regaining control over their lives, and locating appropriate community resources and services for their infant and family. Implications of these issues for providing support for families during this life cycle transition include capitalizing on family strengths and resources in order to empower parents to make informed decisions, creating opportunities for parent-to-parent contact, developing a range of service delivery and support options, and focusing intervention goals on parent-identified needs and on developing mutually satisfying parent-child interactions. A key to providing this comprehensive support is to begin providing services to families in the hospital before the infant's discharge from the NICU. In this way, families are supported throughout the transition and have uninterrupted access to professional services.
Major Accomplishments and Future Directions in Early Childhood Mainstreaming
Authors: Guralnick Michael J.
Published: December 2008

Major accomplishments and future directions in the concept and practice of early childhood mainstreaming are discussed. A convergence among the three major themes of influence of (a) public policy, (b) educational practice, and (c) developmental principles and research are noted in relation to the value of fully mainstreamed programs. Specific discussions focus on the topics of implementation, the perspectives of parents, and the development of friendships and peer relations in mainstreamed settings. The importance of establishing a developmental framework and collaborating with the early childhood community are emphasized.
Normalizing Early Intervention
Authors: Bailey Donald B. , McWilliam R. A.
Published: December 2008

Normalization as a principle underlying services for children with handicaps often is equated with mainstreaming. As originally construed, however, normalization is a much broader construct. This article describes three dimensions of normalization that extend beyond mainstreaming in the context of early intervention: (a) the physical environment, (b) teaching and therapeutic strategies, and (c) family-focused services. Examples of normalized practices within each dimension are described, and issues related to normalization are discussed.
Mainstreaming at the Preschool Level
Authors: Odom Samuel L. , McEvoy Mary A.
Published: December 2008

Mainstreaming is one of several options for providing early intervention services in the least restrictive environment. However, professional and bureaucratic barriers exist to the widespread implementation of mainstreaming at the preschool level. These barriers include the philosophical and theoretical differences between early childhood education and early childhood special education, differences in personnel preparation between the two fields, staff attitudes, issues related to current state regulations and monitoring, and provision of related services. In this paper, we discuss the nature of these barriers, their implications for mainstreamed programs, and tasks faced by the field if the barriers are to be overcome.
Providing Early Intervention Services in Integrated Environments
Authors: McLean Mary , Hanline Mary Frances
Published: December 2008

This paper briefly reviews accomplishments that have taken place during the past decade relative to integration of young children with disabilities and their nondisabled peers. Challenges for the future and the opportunities that accompany these challenges are discussed. It is suggested that the traditional concept of least restrictive environment as a continuum of placements be replaced by a concept of integration opportunities to be determined by individual child needs, family needs, and community resources. For infants and toddlers, it is suggested that a broad-based view of integration focus on integration of the child into the family and integration of the child and family into the community. Finally, the need to work toward the establishment of integrated service delivery systems through extensive personnel training and coordination of services is stressed.
Promoting a Normalizing Approach to Families
Authors: Winton Pamela J.
Published: December 2008

The issue of how to promote a normalizing approach to intervention with families is increasingly important as families become the central target for intervention services. The principles underlying P.L. 99–457 provide broad support for a normalized approach. However, the specifics of how to carry out these principles in designing intervention have not been fully defined in the models of family intervention described in the literature. The ABCX Model of Family Adaptation (Hill, 1958) has been put forth as an integrated framework for linking the steps of assessment, outcomes, and implementation in a way that emphasizes family strengths as the starting point for intervention. It is argued that conceptualizing intervention using this framework increases the likelihood that intervention will be planned and conducted in ways reflective of the normalizing approach underlying P.L. 99–457.
An Overview of Judgment-Based Assessment
Authors: Fleischer Karl H. , Belgredan Janice H. , Bagnato Stephen J. , Ogonosky Andrea B.
Published: December 2008

Judgment-based assessment (JBA) plays an important role in the comprehensive evaluation of young children. By using JBA measures, we are able to collect and quantify the perceptions and impressions of individuals who have contact with a child to appraise child status and environment. JBA measures have great utility for augmenting, enhancing, and corroborating the information from formal, standardized measures. While some JBA measures evaluate behaviors examined by traditional assessment instruments, others tap traits that are somewhat ambiguous and often overlooked by more formal measures. The purposes, features, and appropriate uses of judgment-based assessment are addressed. Current research relevant to the use of this assessment type is discussed.
Assessment of Treatment Acceptability
Authors: Miltenberger Raymond G.
Published: December 2008

This paper reviews the treatment acceptability literature starting with Kazdin's (1977) and Wolfs (1978) earlier discussion of social validity. Treatment acceptability is defined, and the instruments used in its assessment are reviewed. The paper then discusses the research methodology (analogue or clinical) and reviews the individuals who have rated acceptability, as well as the treatments and problem behaviors that have been evaluated in the literature. Factors that may influence acceptability or produce changes in acceptability are discussed. Finally, the paper suggests how research in treatment acceptability may be extended to the field of early childhood special education.
Selecting and Using Early Childhood Rating Scales
Authors: McCloskey George
Published: December 2008

The purpose of this article is to help rating scale users organize their thinking about why and how rating scales are to be used and to provide them with information that will be useful in evaluating the adequacy of available rating scales. The first part of the article discusses issues related to establishing a rationale for the use of rating scales, pointing out questions that should be asked regarding purposes for and means of implementing scale use. The second part discusses issues related to selecting a rating scale to meet user needs, such as user friendliness, scale format, score interpretation, reliability, and validity. The section on reliability contains an expanded discussion of how to evaluate the reliability of a scale and the factors that can affect reliability. The validity section focuses discussion on two questions: Does the scale measure the trait validly? Can the scale be validly used to serve its intended purposes? Various methods for establishing the validity of a rating scale are discussed in relation to these two questions. Special attention is given to discussing the effects that rating scale score distributions can have on a scale's validity for specific purposes.
Judgment-Based Assessment
Authors: LeLaurin Kathryn
Published: December 2008

Clinical judgment is an important part of the professional repertoire of any diagnostician or treatment specialist. Collection of multisource data should be an essential feature of clinical work in order to substantiate judgments, prevent diagnostic or treatment errors, and protect clients. This is particularly important in the field of early intervention where many professionals work with the same child and family. Because these professionals represent various disciplines in the field and bring with them diverse skills and points of view, it is essential that these be examined and integrated to provide consistency. This article will (a) define areas in infant and preschool evaluation where clinical judgment is typically used, (b) argue that judgment-based assessment is only as good as the objectivity, reliability, and validity of its collection and use, (c) illustrate the necessity of operationalizing all aspects of clinical functioning, and (d) offer examples of procedures and clinical methods that have been designed to increase the probability of diagnostic accuracy. Examples of sources of error in individual and team judgments are provided to highlight the importance of protecting children and families by preventing clinical errors.
Stereotypical Behaviors and Handicapping Conditions in Infants and Children
Authors: Short Rick Jay , Simeonsson Rune J.
Published: December 2008

Although the origin and function of stereotypical behaviors remain poorly understood, they appear to be common characteristics of both normal infants and infants with handicaps. However, there is limited information about the relative prevalence of stereotypical behaviors as a function of handicapping condition in infants and young children. This study documented the occurrence of stereotypical behaviors in young children with various handicapping conditions. The occurrence of stereotypical behaviors in young children with handicaps was rated by caregivers in early intervention programs. Most of the children in the study exhibited at least one stereotypical behavior, and some stereotypical behaviors were differentially associated with particular handicapping conditions. Children with more severe handicapping conditions exhibited stereotypical behaviors that may be indicative of central nervous system impairment.
A 3-Year Early Home Intervention Follow-up Study with Low Birthweight Infants and Their Parents
Authors: Barrera Maria E. , Kitching Kathleen J. , Cunningham C.C. , Doucet D. , Rosenbaum P.L.
Published: December 2008

The long-term effects of early home intervention with very low birthweight (VLBW, less than 1,500 g) and high birthweight (HBW, 1,501 to 2,000 g) preterm infants were investigated at 5 years of age. Outcome measures were obtained on the children's development and the caretaking environment. On the Minnesota Child Development Inventory, an inventory completed by the mother, the VLBW control children scored lower than children in the other groups in expressive language, comprehension, and personal-social skills. A similar pattern was observed in visual-motor skills. In addition, the home environment scores of the treatment children were significantly higher than those of the control children. Because the sample of VLBW children was small, replication of the birthweight by treatment interaction is suggested for further research. Despite study limitations, the results provide evidence of the long-term benefits of early home intervention with biologically at-risk children.
Supporting New Parents Through Home Visits
Authors: Dawson Peter M. , Robinson JoAnn L. , Butterfield Perry M. , van Doorninck William J. , Gaensbauer Theodore J. , Harmon Robert J.
Published: December 2008

In a study of family support through home visiting, paraprofessionals provided informal social support to low income parents during pregnancy and for 1 year afterward. Most infants were normal, but cases involving neurologic disorders are described as examples of the helping role of paraprofessional home visitors. Mother-infant interaction was better at 4 months in home-visited families than in controls, especially with teen and Hispanic mothers and other subgroups. Paraprofessionals can help families with developmentally disabled children in a variety of ways.
Developmentally Appropriate Practice
Authors: Carta Judith J. , Schwartz Ilene S. , Atwater Jane B. , McConnell Scott R.
Published: December 2008

Recently, many educators have advocated the use of the Developmentally Appropriate Practice approach in preschool programs for young children who are developing normally, as well as for young children with special needs. This article reviews the rationales and basic premises of both the Developmentally Appropriate Practice approach and early childhood special education. We highlight areas in which developmentally appropriate practice guidelines overlap those of early childhood special education. We also point out the insufficiencies of these guidelines for planning, carrying out, and evaluating early childhood special education programs. We provide a selective literature review to clarify issues that still separate the two areas and discuss the implications of these divisions for future integration efforts. Finally, we offer suggestions for standards that should guide the evaluation of all programs that serve young children with disabilities.
Partners
Authors: Sparling Joseph , Lewis Isabelle , Ramey Craig T. , Wasik Barbara H. , Bryant Donna M. , LaVange Lisa M.
Published: December 2008

Partners, a curriculum emphasizing adult-child interactions, or partnering, was developed in the mid-1980s at the Frank Porter Graham Child Development Center and was first used in the Infant Health and Development Program, a 3-year longitudinal intervention study in eight cities that involved premature, low birthweight (LBW) infants. The first part of the curriculum, called Early Partners, emphasizes factors that are of particular salience in the development of LBW children. Early Partners and the second part of the curriculum, called Partners for Learning, include 23 developmental skills organized into four broad themes. A multiple regression analysis showed that measures of the rate at which the curriculum was delivered, both in the child development center and in the home, added significantly to the prediction of 36-month Stanford Binet IQ. A descriptive analysis revealed an IQ advantage (13 IQ points for “lighter'' LBW children and 6 IQ points for “heavier'' LBW children) associated with receiving an average rather than a low quantity of curriculum activities in the child development center.
Emergent Literacy in Early Childhood Special Education
Authors: Katims David S.
Published: December 2008

The purpose of Project I.E.P. (Intervention for Early Progress) was to discover whether young children with handicaps who were exposed to structured, print-rich environments with opportunities to engage in a variety of preliteracy and literacy experiences would develop behaviors indicative of early “reading'' and “writing.'' Thus, Project I.E.P. sought to replicate emergent literacy studies previously conducted with youngsters with and without handicaps.

The results of a year-long study confirm the findings of an exploratory investigation in emergent literacy conducted with very young children with handicaps. Emergent literacy behaviors were developed in a group of children ( n = 14; mean CA = 5.4) identified as having special needs who were exposed to numerous structured literacy activities every day. A statistically significant difference in concepts of print from pre- to posttest between experimental and control groups was found. The children's independent book interactions were found to progress in complexity and sustained attention, and they demonstrated a marked preference for certain types of books in the classroom library over the period of study. Finally, the “writing'' behaviors of participants also increased in complexity, variety, and structure over the period of the study. Theoretical and practical implications for how we view literacy development in general, as well as how and when special education literacy programs are implemented, are considered.
Individual Differences in Language Delayed Children's Responses to Direct and Interactive Preschool Instruction
Authors: Cole Kevin N. , Dale Philip S. , Mills Paulette E.
Published: December 2008

This study examined the relative effects of two highly contrasting preschool curricula on language development for children with delayed language. Direct Instruction (DI) and Mediated Learning (ML) were compared in a randomized design. Systematic observations documented implementation of the programs and differences between the programs. No main effect differences were found between programs. Aptitude by treatment interaction analyses indicated that children with relatively higher scores on the pretest McCarthy General Cognitive Index and pretest Preschool Language Assessment Inventory benefited to a greater degree in language development from Direct Instruction, whereas relatively lower performing students on the two pretest variables gained more language skills from the Mediated Learning curriculum.
Organizing Preschool Environments
Authors: McEvoy Mary A. , Fox James J. , Rosenberg Michael S.
Published: December 2008

Appropriate skill development is one of the basic functions of preschool programs. In many instances, behavior problems in classrooms can be managed by appropriately organizing caregiving environments. For example, researchers have demonstrated that organized environments may promote increases in appropriate social interaction and decreases in disruptive behavior. The purpose of this article is to suggest ways that preschool environments can be organized to avoid behavior problems, and the implications of these arrangements for moving children from preschool to elementary school settings are discussed. In addition, the relationship between environmental arrangement and direct contingency management interventions is discussed.