bluuebunny/crossref_metadata_2025 huggingface dataset:
Effects of Listening Comprehension Training on Listening and Reading
Authors: J. Aarnoutse Cor A. , van den Bos Kees P. , Brand-Gruwel Saskia
Published: December 2008

In this study the effects of providing text strategy instruction in a listening mode on listening and reading comprehension of experimental and control groups of 9- to 11-year-old poor readers were examined. All students were very poor in decoding and poor in reading comprehension. In addition, half of the group were also poor listeners, whereas the other half consisted of students with normal listening test scores. The experimental program employed auditorily presented texts, and the students were trained in the strategies of clarifying, summarizing, predicting, and questioning. The program's teaching format consisted of a combination of reciprocal teaching and direct instruction. Measurements occurred according to a pretest-posttest-retention test design. The results indicated significant program effects on strategic listening and strategic reading posttests, and the results were maintained on retention tests that were administered 3 months after termination of the program. However, transfer in terms of an improved performance on more general and standardized listening and reading comprehension tests was not demonstrated.
Occupational therapy for people with psychotic conditions in community settings: a pilot randomized controlled trial
Authors: Cook Sarah , Chambers Eleni , Coleman Julie H
Published: December 2008

Objectives: To investigate the effectiveness of a long established intervention, occupational therapy for people with psychotic conditions, and to inform future research designs.

Design: A pilot randomized controlled trial.

Setting: Two community mental health teams in a UK city.

Participants: Forty-four adults with schizophrenia or other psychotic conditions, and functional problems.

Interventions: Twelve months of individualized occupational therapy in community settings, as an adjunct to usual care and compared to treatment as usual. A two to one randomization ratio was used in favour of occupational therapy.

Outcome measures: Social Functioning Scale, Scale for the Assessment of Negative Symptoms and employment.

Results: Both groups' scores on Social Functioning Scale and Scale for the Assessment of Negative Symptoms showed significant improvement over 12 months. The Social Functioning Scale overall mean difference for occupational therapy was 2.33, P=0.020 and for treatment as usual was 6.17, P=0.023. The Scale for the Assessment of Negative Symptoms total mean difference for occupational therapy was -16.25, P<0.001 and for treatment as usual was -17.36, P= 0.011. There were no differences between the two groups on any of the outcome measures. After 12 months the occupational therapy group showed clinically significant improvements that were not apparent in the control group. These were in four subscales of the Social Functioning Scale: relationships, independence performance, independence competence and recreation. Out of 30 people receiving occupational therapy those with a clinical level of negative symptoms reduced from 18 (64%) to 13 (46%), P=0.055.

Conclusion: This pilot study suggested that individualized occupational therapy may contribute to recovery but more focus is recommended on people's cognitive abilities and employment.
Diet and behavior in children: methodological considerations
Authors: Blouin Arthur G.
Published: December 2008

The present article examines several current methodological issues in the research on diet and behavior in children. When careful consideration is given to research design, administration of the independent variable, measurement of dependent variables, and statistical analysis, the most conclusive results are obtained from experimental studies. At this early stage in the study of diet and behavior in children, evidence from clinical reports and passive-observational (also called correlational) studies are useful for generating hypotheses. Even when experimental methods are used, there are several issues important for the interpretation of studies addressing the topic of diet and behavior in children.
Nutritional assessment of handicapped preschoolers
Authors: Hayman Laura
Published: December 2008

Nutritional assessment of the preschool child requires a variety of invasive and noninvasive techniques, for example, dietary history, physical examination, clinical observations, anthropometric data, and biochemical studies. The purpose of the assessment dictates the methods used, whereas the setting dictates the sequence in which they are used. This article examines these methods from an organismic-ecological perspective and emphasizes those methods of nutritional assessment that are most applicable in the preschool setting. Criteria for identifying children at nutritional risk, commonly encountered altered nutritional outcomes, and implications for interdisciplinary assessment and intervention are discussed.
Trace element concentrations and behavior: clinical utility in the assessment of developmental disabilities
Authors: Massaro Thomas F. , Raiten Daniel J. , Zuckerman Craig H.
Published: December 2008

Trace element and toxic metal concentrations were determined in blood and hair samples obtained from autistic, learning disabled, and control children between the ages of 6 and 12 years. The average hair and blood concentrations of copper, magnesium, zinc, and lead were within acceptable ranges. Serum copper and magnesium, plasma zinc, and whole blood lead concentrations were similar for all groups. Serum copper, plasma zinc, and whole blood lead were identified as predictors of group membership. The results of the present study provide support for inclusion of trace element profiles for diagnostic purposes with developmentally disabled children.
Teaching Written Language to Deaf Infants and Preschoolers
Authors: Suzuki Shigetada , Notoya Masako
Published: December 2008

The acquisition of oral and written language in six deaf infants is compared from ages one and two years for periods of four and five years. The results indicate: (1) Acquisition of written language is not dependent on oral language; (2) Written language teaching can be initiated at about one year of age; and (3) Written language is easier to learn than oral language. These results suggest that written language instruction in early life helps deaf infants acquire language.
ASL and ESL?
Authors: Quigley Stephen P. , Paul Peter V.
Published: December 2008

This article examines research on various language and communication systems used with deaf children, and concludes that the two major approaches presently in use, oral English (OE) and manually coded English (MCE), have produced only limited results. A program of research to examine the effects of a third approach, American Sign Language (ASL), is proposed. The approach advocates the instructional use of ASL as a first language and the teaching of English as a second language to deaf children.
The National Special-Education Advocacy Community
Authors: Ross E. Clarke
Published: December 2008

Numerous nationally organized interest groups attempt to influence federal special-education policy. This article focuses on the predominant federal policy, the program authorized by P.L. 94–142, the Education for All Handicapped Children Act, and on the primary organized coalition lobbying federally on this issue, the Consortium for Citizens with Developmental Disabilities (CCDD). Common data bases for interest-group comparison are used, and the topic is approached from the political-interest-group theory first articulated by Arthur F. Bentley in 1908, in The Process of Government.
Nonverbal Communication in Young Children
Authors: Dil Nasim
Published: December 2008

Nonverbal communication is an essential and integral component of the communicative competence and contributes significantly to the affective aspect of human interaction. Researchers have only recently begun to emphasize nonverbal communication in young children. However, most of this research has focused on specific aspects rather than the overall system of nonverbal communication. In this paper, the broad scope of the field of nonverbal communication is discussed. Further, a variety of modes of nonverbal communication and their relation to language development are described.
Classroom-based Social Skills Instruction for Severely Handicapped Preschool Children
Authors: Odom Samuel L. , Strain Phillip S.
Published: December 2008

Social skills instruction has been a neglected aspect of educational programs for young severely handicapped children. This paper offers suggestions, drawn from a variety of research literatures, for building classroom-based social skills instructional programs. Important features of classroom programming included allotting a specific portion of the class schedule but also providing opportunities for generalization across the day. The differential effectiveness of play activities and materials for supporting social skill instruction are noted, and a post hoc analysis of a peer-mediated intervention that demonstrated treatment by activity effects is briefly described. A number of potential intructional target behaviors are identified and two forms of classroom instruction for promoting social skills are described. The advantages of using peers as instructional agents are highlighted and the importance of access to socially responsive, nonhandicapped peers for facilitating generalization of social skills for severely handicapped children is emphasized.
A Performance-based Conceptualization of Social Competence of Handicapped Preschool Children
Authors: Odom Samuel L. , McConnell Scott R.
Published: December 2008

Few educators would dispute the importance of social competence for young handicapped children, yet there is much disagreement over an appropriate definition. Attempts to define social competence have included specifying all competent skills or behaviors of children or relating social competence to adaptive behavior. Most recent approaches have examined the skills or knowledge required for interpersonal social interactions as a basis for defining social competence; these approaches have encompassed both cognitive and behavioral orientations. In this paper, we advocate a performance-based approach to the assessment of social competence. In this approach, multiple social agents in the child's social environment (e.g., teachers, parents, peers, independent observers)
Social Interaction in an Integrated Preschool
Authors: Pol Richard A. van den , Crow Robert E. , Rider David P. , Offner Richard B.
Published: December 2008

Four research studies are presented which (1) assess spontaneous, integrated social interaction; (2) compare observed levels to a normative sample; (3) attempt to build social interactions that are durable; and (4) investigate the use of classroom aides to arrange opportunities for integrated social interaction. The data indicate that durable social interactions can be facilitated for some children, but that more research is necessary. The data also indicate that when properly supported, teacher aides can effectively increase opportunity for social interaction without disrupting natural social processes.
Liability in Early Childhood Special Education
Authors: McAfee James K.
Published: December 2008

All educators face the possibility that they may be sued for negligence or malpractice. Courts have determined that special educators and early childhood educators must conduct their classes and supervise their children with special care, which means that these educators are more vulnerable. Basic definitions and concepts in educational liability are presented in this article, as well as descriptions of the conditions under which early childhood special educators may be held liable for physical, educational, or psychological injury of students. Litigation is discussed. Finally, preventive measures are enumerated and legal defenses are considered.
Project CARE
Authors: Ramey Craig T. , Bryant Donna M. , Sparling Joseph J. , Wasik Barbara H.
Published: December 2008

This study sought to determine whether variations in intensity of early educational intervention are related to different patterns of mental development during the first three years of life. Sixty-four high risk children were randomly assigned at birth to a more intense treatment condition (Educational Daycare Plus Family Education) or a less intense treatment condition (Family Education Alone). Both groups were compared to similar high risk children who did not receive educational intervention from our project. Standardized tests of mental development were administered at regular intervals. Gains in IQ scores at 36 months were greater for the more intensely treated group than for the other two groups, which did not differ significantly from one another. The observed differences were due primarily to the decline of mental performance over time in the Control and Family Education Alone groups, suggesting that early education prevents intellectual decline in high risk children whereas less intense treatments may not. Developmental trends and policy implications of these results are noted.
An Analysis of the Effects of Early Intervention Services for Infants and Toddlers with Moderate and Severe Handicaps
Authors: Hanson Marci J.
Published: December 2008

The effectiveness of an early intervention program which featured combination home and center based, transdisciplinary team services for children with moderate to severe disabilities and their parents is discussed. Program evaluation was conducted utilizing multiple methods including pre-posttest comparisons of child change as measured by the Bayley Scales of Infant Development, the Uniform Performance Assessment System, a project curriculum objectives checklist, and pre-posttest comparisons of parent behavior change as measured on the Parent Behavior Progression Scale. Comparisons indicated statistically significant positive behavioral changes for both children and their parents. No relationship was found, however, between amount of child developmental progress and parenting behavior.
Toys and Play Behaviors: An Overview
Authors: Rubin Kenneth H. , Howe Nina
Published: December 2008

In the present paper we review the published literature concerning children's toys and the types of play activities associated with them. For example, we indicate that art materials tend to elicit solitary and constructive play forms, whereas dress-up clothes, vehicles, and dolls are associated with sociodramatic play. Realistic toys are more conducive to facilitating pretend play in young children than abstract toys; however, with increasing age, less structured, more abstract toys may encourage pretense activities. Other factors that affect children's play include play space, density, number of toys available, and the presence of familiar versus unfamiliar peers. Finally, sex differences in children's preference for and use of particular toys are examined.
More Than Play: Lekotek
Authors: Sinker Mary
Published: December 2008

A Lekotek is a play library that serves as a resource center for children with handicaps and their families. Lekotek uses toys and play to stimulate developmental progress and to promote positive interaction between parent and child. This article addresses the Lekotek philosophy, its origins, and its growth in Europe and the United States. It also describes the program at the Evanston center, the first Lekotek in the United States.
Chronically III Children in Early Childhood Education Programs
Authors: Walker Deborah Klein
Published: December 2008

Chronically ill children are currently being served in every state in a number of early childhood education programs, including special education programs, Head Start, early intervention programs, and a variety of other center-based day care and preschool education programs. Although there are some mandates for serving some chronically ill young children in early education programs—the Education for All Handicapped Children Act (P.L. 94–142) and Head Start—only a small percentage of all chronically ill children under 6 years of age are currently enrolled in these programs. Care of chronically ill children in educational settings often entails the delivery of a variety of related services, for example, transportation; education-based health services; speech, physical, and occupational therapies; child and family counseling; and building and schedule modifications. Who should provide and pay for these related services is the focus of heated policy debates at local, state, and federal levels of government.
Measures of Parent-Infant Interaction
Authors: Rosenberg Steven A. , Robinson Cordelia C. , Beckman Paula J.
Published: December 2008

Increasingly, programs for handicapped infants and toddlers are including in their intervention activities objectives related to the quality of parent-child interaction. As a consequence, it has become necessary for programs to assess the impact of these intervention efforts on parent behaviors. This article considers tools available for assessing parent-child interaction for program planning and evaluation. Lastly, recommendations are offered to guide the selection of a measure of parent-child interactions.
Naturalistic Inquiry and the Assessment of Young Handicapped Children and Their Families
Authors: Odom Samuel L. , Shuster Susan K.
Published: December 2008

Naturalistic inquiry is presented as an alternative to traditional assessment and experimental methodologies for measuring the effects of early intervention programs upon young handicapped children and their families. The use of naturalistic procedures, such as participant observation and interviews, is discussed and the inductive nature of the naturalistic method is highlighted. An illustrative study of the maternal perceptions of the diagnostic process involving handicapped and health-impaired infants is briefly described and the potential strengths and weaknesses of the naturalistic approach, as reflected by this study, are examined. Finally, suggestions are offered for uses of naturalistic procedures either alone or in combination with quantitative approaches in early intervention research with families.
Developmental Testing of Handicapped Infants
Authors: Fewell Rebecca R. , Sandall Susan R.
Published: December 2008

Three frequently used procedures for analyzing developmental outcomes are compared using data from one early intervention program. Results vary with each analysis and would lead to different conclusions regarding program effectiveness. The problems with each analysis are discussed and cautions in the use of these methodologies are raised. Alternative measures of child progress are suggested.
Gulf Coast Early Intervention Conference: Overview
Authors: Siders Jane , Riall Ann , Campbell Robert , Crow Robert E.
Published: December 2008

This article provides an overview of this issue of TECSE and identifies key issues that emerged from the First Annual Gulf Coast Early Intervention Conference in May of 1986. Issues such as identification of the parameters of effective early intervention, the degree of attention to family and societal concerns, the impact of ecologically based models on the quality of intervention, and establishment of the social validity of interventions were among the critical topics presented. The concepts and ideas presented in this and other articles are intended to challenge current and future thinking regarding early intervention.
Collaborative Goal-Setting with Families: Resolving Differences in Values and Priorities for Services
Authors: Bailey Donald B.
Published: December 2008

Parents and professionals often differ in values and priorities for services. This article argues that interventionists should not attempt to force their values on families; rather they should engage in collaborative goal-setting in order to achieve a mutually acceptable plan. Issues related to value conflicts between parents and professionals are discussed and strategies for effective collaborative goal-setting are described.
Technology Competencies for Teachers of Young Children with Severe Handicaps
Authors: Kinney Patricia G. , Blackhurst A. Edward
Published: December 2008

A list of competencies that teachers of young children with severe handicaps should have in order to use technology effectively is presented. Competencies related to the use of technology for assessment and program planning, program implementation, family involvement, program administration, and personal productivity are proposed. Literature describing the use of technology with children who have severe handicaps is summarized to provide a rationale for a number of the competencies.
Functional Home Programs: A Model for Therapists
Authors: Rainforth Beverly , Salisbury Christine L.
Published: December 2008

A model is described which can assist occupational and physical therapists in developing functional home programs with families of children with significant physical disabilities. A case study was employed to illustrate the application of the Family Daily Routine model (Vincent, Salisbury, Laten, & Baumgart, 1979) and a method whereby specific therapy goals could be addressed by parents and siblings. By assessing the typical routine within a family and working collaboratively to identify naturally occurring teaching opportunities, parents can reinforce program plan objectives without significant disruption to family activities. The position of the model within the greater scope of home-school partnerships was also addressed.
Transient Neurologic Signs in Infancy and Motor Outcomes at 4 1/2 Years in Children Born Biologically At Risk
Authors: Stewart Katherine B. , Deitz Jean C. , Crowe Terry K. , Robinson Nancy , Bennett Forrest C.
Published: December 2008

This study was designed to investigate the effects of transient neurologic signs evident in infancy on motor outcomes in 41/2-year-old children born biologically at risk. Children who appeared neurologically normal at each of the 4-month, 12-month, and 24-month visits in the Neonatal Intensive Care Unit Follow-Up Clinic were assigned to the neurologically normal (NN) group ( n = 42). Children who appeared to have neuromotor abnormalities at either or both the 4-month and 12-month visits, and who were then rated as “normal” at the 24-month visit, were assigned to the transient neurological signs (TNS) group ( n = 19). The groups were compared on motor and cognitive measures at the 41/2-year clinic visit. No significant differences between groups were found except on the measure of pencil prehension, in which the TNS group scored significantly lower ( p < .01) than the NN group. A more thorough assessment of fine motor skills at the preschool level may be indicated when following the neurodevelopmental course of children born biologically at risk.
The Economics of Preschool Special Education Under Public Law 99–457
Authors: Barnett W. Steven
Published: December 2008

State policy makers face important choices in responding to P.L. 99–157 that will greatly affect the future course of preschool special education and have important educational and economic implications. This paper reviews the current situation in preschool special education: who is served, how they are served, and what it costs. It goes on to examine how alternative responses to P.L. 99–457 might alter who is served and what kinds of programs are provided. It is argued that large expansions in the population served and significant changes in the types of programs offered may be warranted. The available choices are shown to have different economic implications and a strategy is recommended for developing state preschool special education polices that take into account costs as well as benefits.
Changing Economic and Social Influences on Family Involvement
Authors: Vincent Lisbeth J. , Salisbury Christine L.
Published: December 2008

Summarized are the changes that have impacted on the American family in the past two decades. Incidences of single parenthood, divorce, out-of-home childcare, and their impact on family stability and resources are reviewed. The implications of these factors for achieving the family focus in early intervention services, which was outlined in P.L. 99–457, are addressed.
Levels of Respite Care as a Family Support System
Authors: Deiner Penny L. , Whitehead Linda C.
Published: December 2008

Respite care, which provides the primary caregiver with a break from caring for a disabled child, is an essential service for families with a handicapped member. A review of research shows that respite care can be provided directly (primary respite) or indirectly through early intervention or school programs (secondary respite). Recently the effectiveness of respite care in improving family functioning has been questioned. This paper proposes an expansion of primary respite care to include early intervention services and secondary respite care to include informal social supports for increasing the effectiveness of respite. The experiences of the Delaware FIRST Program, an HCEEP model demonstration project, are drawn upon in both descriptive and case study form, to illustrate one model for expanding respite care services.
Consequences of Categorical Labeling of Preschool Children
Authors: Mallory Bruce L. , Kerns Georgia M.
Published: December 2008

The use of categorical diagnostic labels prescribed in P.L. 94--142 with children below school age is examined in this article. National practices relative to categorical labeling are reviewed, and questions are posed concerning the consequences of categorical labeling for children from 3 to 6 years old. Data from the state of New Hampshire concerning the frequency of usage for specific categorical labels are presented and are found to be consistent with national trends. Data are presented on the number of children who transition from noncategorical early intervention programs serving children birth to 3 years into categorical preschool programs for children 3 through 5 years. Almost one-third of all children served in early intervention are found not to be eligible for preschool services because of the requirement for a categorical label. The roles of demographic factors related to place of residence, age, and local school policies in deciding who is eligible for services and what diagnostic category is assigned, were considered. Finally, the consequences of categorical labeling for children, parents, and programs are discussed.
Implications of P.L 99-457 for Assessment
Authors: Sheehan Robert , Sites Jane
Published: December 2008

With the passage of Public Law 99-457 come a number of challenges to early childhood educators throughout the country. One area of challenge, and the topic of this article, is assessment. Passage of this new federal law is having both quantitative and qualitative effects on assessment efforts. Quantitatively, far more educators are expected to be involved in early intervention and early assessment than have been in the past. This means that educators working with preschool and infant handicapped populations must become much more familiar with developmental assessment strategies. Educators (particularly those working with infants) must also become familiar with the limitations of those assessment strategies. Qualitatively, Public Law 99-457 will challenge educators to become involved in assessing complex and controversial family variables, including health and environmental risk factors and family strengths and needs. Such assessments must be truly useful, free of cultural stereotype, and psychometrically sound enough to be defended in litigation efforts that are likely to occur during the next several years.
Interaction Pattern and Developmental Outcome of Infants with Severe Asphyxia
Authors: Campbell Philippa H. , Leib Susan A. , Vollman John , Gibson Margo
Published: December 2008

Seven full-term infants with severe encephalopathy following perinatal asphyxia were followed longitudinally to 2 years of age to determine health and developmental outcome and to investigate mother-infant interaction patterns over time. Infants received either ongoing or follow-up intervention that differed in terms of intensity and focus of intervention procedures. Developmental assessment scores at 12 and 24 months of age indicated that all infants except one demonstrated varying degrees of delayed development. Five infants were diagnosed with cerebral palsy at or before their 12-month follow-up clinic visit. One was diagnosed with and one remained without evidence of cerebral palsy at the 24-month visit. Mother-infant interactions differentiated among degree of infant disability at outcome where medical signs alone were unreliable predictors of later developmental outcome. Interactions between mothers and their infants upon discharge from the hospital differentiated babies with severe disability from those with moderate, minimal, or no disability. At 6 months, interaction patterns were different for all levels of disability, and these differences remained at 12 months.
Psychopathology in Early Childhood Witnesses of Family Violence
Authors: Stagg Vaughan , Wills Georgia D. , Howell Mary
Published: December 2008

This study surveyed preschool children who accompanied their mothers to a battered women's shelter. Elevated rates of behavior problems and social competence difficulties were observed. White males appeared more impaired than any other gender/ethnic combination. In addition, a number of other risk factors for later educational and psychosocial difficulties were present. Survey results suggest that this is an underserved population that the field of early childhood special education should address.
Foreword
Authors: Neisworth John T. , Fewell Rebecca R.
Published: December 2008

Transitions are turning points for the child, the family, and their service providers. Educators and other professionals who work with children and families have long recognized that change often means trouble. Counselors, corrections officers, and mental health experts, for example, emphasize the hazards related to sudden changes in life circumstances of adolescents and adults. Indeed, we expect problems even when typical or routine changes occur: the arrival of a new baby, a move to a new neighborhood, a new job, and so forth. Change may be positive yet cause stress, regression, sharply increased or decreased variability in behavior, and various psychophysiological effects. Despite the ubiquitousness of change and its associated difficulties, however, there has not been enough research to provide a unified theory or model that might help guide interventions to ease transitions. (Both behavior and gestalt perspectives would seem to offer general frameworks for generating explanations and treatments to facilitate change.
Preparation for Transition to Mainstreamed Post-Preschool Environments: Development of a Survival Skills Curriculum
Authors: Rule Sarah , Fiechtl Barbara J. , Innocenti Mark S.
Published: December 2008

Children with handicaps need preparation to successfully negotiate the transition from preschool to kindergarten or elementary school. Different classroom demands are placed on preschoolers and kindergartners. Without specific instruction during preschool, children with handicaps may not acquire the survival skills necessary to learn in kindergarten or first grade. However, reports of curricula to teach survival skills are rare or nonexistent. This paper describes the development of such a curriculum. After conducting extensive observations of kindergarten and first-grade classrooms, the authors identified nine commonly occurring mainstreamed activities, analyzed the skills necessary to participate in these activities, and developed a curriculum to teach them. To teach children to respond independently to their environment rather than to engage in set routines, the curriculum used planned variations for directions following and locating materials as well as fading of teacher assistance. Most children mastered the survival skills. Limited follow-up information suggested that they used them in subsequent placements.
Maternal Perceptions of Early Intervention Services
Authors: Mahoney Gerald , O'Sullivan Patricia , Dennebaum Joanne
Published: December 2008

A questionnaire was constructed, consisting of 45 items, that assessed the degree to which mothers received a number of family intervention services. The questionnaire was completed by a national sample of 503 mothers who had children with handicaps in early intervention programs. A factor analysis of questionnaire responses indicated that the items assessed five independent components of family-focused intervention, including systems engagement, child information, family instructional activities, personal-family assistance, and resource assistance. Results from the factor analysis were used to construct the Family-Focused Intervention Scale (FFIS), consisting of 40 items and five subscales. Cronbach's alpha indicated that each of the subscales was reliable. Comparisons among groups of mothers suggested that the FFIS was sensitive to variations in the level of family intervention services.
Early Intervention Training Related to Family Interviewing
Authors: Winton Pamela J. , Bailey Donald B.
Published: December 2008

As states and local communities begin the process of implementing Public Law 99--457, a fundamental shift in the roles of early childhood interventionists will become evident. Requirements regarding a family focus, as indicated by the need for an Individualized Family Service Plan, have led to changes in how and why professionals communicate with families. The purposes of this article are to (1) provide a rationale for developing communication and interviewing skills, (2) present information on training in family interviewing and communication skills, (3) describe the perspectives of interventionists who have attended a workshop on, and have tried using, a family-focused interview, and (4) suggest strategies that encourage interventionists to take an active role in the further development of their interviewing skills within the context of their workplaces.
Examining the Individualized Family Service Plan Process
Authors: Summers Jean Ann , Dell'Oliver Carol , Turnbull Ann P. , Benson Holly A. , Santelli Elizabeth , Campbell Marnie , Siegel-Causey Ellin
Published: December 2008

Early childhood intervention specialists need information on practices and procedures that are both helpful and positively perceived by both families and practitioners. This study used nine consumer focus groups to determine preferences for practices. The researchers share principles for early intervention services, preferences for identification of family strengths and needs, and the outcomes that are most desired from program services. These findings suggest a need to rethink how we deliver services and interact with family members.
Criterion of the Next Environment and Best Practices
Authors: Salisbury Christine L. , Vincent Lisbeth J.
Published: December 2008

Origins of the criterion of the next environment (CNE) are examined as a basis for reevaluating its continued applicability to the field of early childhood special education, particularly as it relates to mainstreaming and integration of young children with disabilities. Particular attention is given to changes in public kindergarten classrooms and the relationship of these changes to CNE. Current positions are made explicit, particularly the commitment to integrated education for all students with disabilities, collaborative partnerships, and the need for instructional supports. Implications of CNE for the 1990s are discussed.
The Context and Future of Judgment-Based Assessment
Authors: Hayes Alan
Published: December 2008

This paper places the present focus on judgment-based assessment (JBA) in early childhood special education in theoretical context and explores some of the directions that future research and practice might take. Three directions are emphasized: (a) the need to widen the content of JBA to include not only judgments of abilities but also emotional characteristics and developmental processes; (b) the value of moving beyond adult perceptions to include judgments by other informants, such as peers and, most importantly, persons with disabilities; and (c) the possibilities for developing new methods for eliciting judgments, such as response to videotaped segments of the child's behavior and content analyses of spontaneous vocalizations collected longitudinally.
Clinical Sampling in the Assessment of Young Children with Handicaps
Authors: LeVan Richard R.
Published: December 2008

Preschool children display patterns of development and behavior that frequently limit the use of formal and standardized evaluation procedures. Sensory and motoric impairments and speech/language disorders further compromise the utility of such measures. Based on direct experience, an alternative strategy for the assessment of young children with handicaps is proposed. Brief clinical sampling is used to document developmental skills. This information may be used as the basis for making structured judgments regarding development. In the context of skill hierarchies, this information is useful in designing programs for intervention. Principles and techniques of brief clinical sampling are described. Examples of the applications of brief clinical sampling with a young child with handicaps are given.
Home-Based Early Childhood Services
Authors: Wayman Karen I. , Lynch Eleanor W. , Hanson Marci J.
Published: December 2008

Home-based models of early childhood services have been utilized as a major type of service delivery for infants and toddlers who are developmentally disabled or at risk for developmental disabilities. Critical to the effectiveness of home-based services is a positive family-professional relationship. Successful family-professional partnerships are characterized by mutual respect, trust, and open communication. Home visitors' effectiveness in establishing such relationships is influenced by their sensitivity to the cultural background of the families with whom they interact. This article discusses the family systems framework and its implications for understanding families from diverse cultures. Further, it presents guidelines to assist the home visitor in becoming more sensitive to the effect of culture on family values, beliefs, and practices; it also describes the phases of a home visit and the ways in which each phase may be tailored to be more culturally appropriate.
The Special Needs of Homeless Children
Authors: Grant Roy
Published: December 2008

Homelessness is the most obvious manifestation of the unavailability of affordable housing for low income families. This study describes the demographic characteristics of 72 homeless families, and 87 homeless preschool children, in day care at a large welfare hotel. Economic conditions most frequently led to loss of housing. Asthma and other chronic illnesses were prevalent. Three-fourths of the children initially presented with developmental delays and deviations, primarily impulsivity and speech delay. Early intervention restored age level functioning for most children. Disruptions in service for relocated families jeopardizes gains. Recidivism is an emerging problem.
Early Intervention and Treatment Acceptability
Authors: Paget Kathleen D.
Published: December 2008

Family members who interact with early interventionists do so within a context of particular social, cultural, systemic, and developmental variables. To serve families optimally, early interventionists need to grasp the breadth and depth of these variables, because they may influence the receptivity of family members to our professional recommendations. The aim of the present article is to illuminate issues related to the topic of treatment acceptability by applying concepts pertaining to collaboration, cultural difference, compliance and freedom of choice, family life cycles, and systems theory. The heuristic value of research procedures for obtaining informed consent from parents and children also is recognized. A paradigm is presented for designing home-based intervention plans with families of preschoolers with behavior disorders, and an illustrative case is presented.
Effects of Self-Monitoring on Preschoolers' On-Task Behavior
Authors: De Haas-Warner Sarah Jane
Published: December 2008

On-task behavior has been determined to be a prerequisite to most learning. Children entering kindergarten are more likely to have difficulty learning important preacademic and social readiness skills when their on-task behavior is underdeveloped. Self-management techniques used with school-age children have proven to be successful in teaching them how to control their own behavior. The purpose of this pilot study was to determine if preschoolers could learn to use a self-management strategy (consisting of self-talk, self-appraisal, and self-recording) to increase on-task behavior during independent prereadiness tasks. A multiple baseline design across subjects was used. The setting for the experiment was an integrated Easter Seals preschool program in which 50% of the children are handicapped or at risk. Results revealed that preschoolers could respond to self-monitoring training and that on-task behavior increased when they used the strategy. Additionally, the researcher attempted to measure social validity by interviewing the teacher and subjects. Considerations for future research with preschoolers using this learning strategy are presented.
IFSP Implementation in the Fourth Year of P.L. 99--457
Authors: Brown Carole Williams
Published: December 2008

After 4 years of planning under Part H, data reveal that the phase-in of the early intervention program is behind schedule. When we ask, How are IFSPs working? we find that IFSPs are not universally in place. However, many states have established pilot projects in which IFSPs are implemented. Further, 5 of the first 10 states to officially begin the fourth year of participation under Part H are able to assure the full implementation of IFSPs, in spite of the lack of a requirement to do so in the fourth year.
Family-Focused Intervention Model
Authors: Caro Patricia , Derevensky Jeffrey L.
Published: December 2008

The family-focused intervention model, as conceptualized by Bailey et al. (1986), was implemented with 16 families having infants (birth to 3 years) with moderate or severe disabilities. Each step of the model was performed, resulting in assessment and intervention being applied to each family. Individualized Family Service Plans were formulated through the collaborative efforts of parents and the interventionist. Multiple baselines across targeted, individualized, familial behaviors resulted in progressive skill attainment by each family member. As a result of intervention, positive interactions were noted. Qualitative analyses of familial behaviors confirmed enhancement of their skill repertoire. Evaluation of the effectiveness of the family-focused intervention model resulted in high levels of parental satisfaction, accelerated rates of progress by children with moderate or severe disabilities, and acquisition of functional skills by families. Implications for clinical intervention programs and future research are discussed.
Developmental Domains
Authors: Berkeley Terry R. , Ludlow Barbara L.
Published: December 2008

Traditional conceptualizations of developmental domains have served as the foundation for developing assessment instruments, constructing curriculum guides, and designing instructional materials in early intervention. But, such measurement procedures and learning activities fail to provide an integrated understanding of the development of children, especially young children with disabilities. In this paper, the authors discuss a need for more extensive discussion about child development among early interventionists and argue for the adoption of an integrated theory of child development to inform professional practice. They assert that integrated perspectives of development will advance the history of early intervention by promoting the best possible programming for children with disabilities and their families.
Segregated Programs of Teacher Education in Early Childhood
Authors: Miller Patricia S.
Published: December 2008

This paper presents philosophical, legal, moral, economic, and empirical bases to support educating teachers who are qualified to teach both typically and atypically developing infants, toddlers, and preschoolers and to work with their families. Content for appropriately integrated teacher education curricula is proposed and certification standards are recommended. Efforts by three states to develop early childhood teacher education guidelines and certification plans that integrate the fields of general early childhood and early childhood special education are discussed.
Conjuring a New Category of Disability from Prenatal Cocaine Exposure
Authors: Schutter Linda S. , Brinker Richard P.
Published: December 2008

The paper reviews the available literature on the biological mechanisms and effects of cocaine exposure impacting pregnant women, the fetus, the neonate, and the infant. The potential causal mechanisms for neural damage to the fetus are quite robust; however, the empirical literature does not support an inevitable developmental consequence for infants exposed in utero to cocaine. The most impaired of the cocaine-exposed infants do not seem to differ, behaviorally, from other groups of neurologically impaired infants. However, the infant exposed to cocaine in utero may have the added disadvantage of a dysfunctional caregiving environment focused more on drug habit maintenance than on caretaking. This combination of biological vulnerability and caretaking inadequacy increases the odds that a child will be a “caretaking casualty.” Classifications of children are useful only if they organize and name individuals with the same biological or behavioral characteristics. The classification of infants and young children as prenatally cocaine-exposed does not constitute a coherent cluster of either biological or behavioral characteristics. Hence, the construct of “cocaine babies” that has received considerable attention in the popular and professional press is neither descriptive nor predictive of behavior. Recommendations are offered for classification of behavior rather than labeling of the child. In addition, an overview of types of early intervention appropriate for various kinds of behavior exhibited by some children exposed to cocaine is presented. Finally, the development of empowerment strategies and professional partnerships with families of infants exposed to cocaine in utero is discussed.
Enhancing Parent Participation in the Individualized Family Service Plan
Authors: Campbell Philippa H. , Strickland Bonnie , Forme Catherine La
Published: December 2008

Twenty parents whose children were receiving early intervention services were provided with opportunities to participate in formal education and training in individualized family service planning. All parents received written information about the Individualized Family Service Plan (IFSP) and personally selected whether to participate in workshops or small discussion groups led by other parents of children with disabilities. The extent of participation in training activities varied dependent on parents' preferences. Parents who viewed parent support and education as beneficial and whose children had definitive diagnoses were more likely to select participation in a variety of formal training than were parents of children with developmental delays; however, no significant differences between the groups were found in comparisons of child characteristics. IFSPs of the 20 families and children were reviewed and analyzed to determine differences in the use of parent language in written statements of children's present levels of development and in desired outcomes. A significantly greater number of present level of development statements were written on the IFSP documents of children whose parents had participated in formal training. No significant differences were found in the numbers of outcome statements written in parent language. Both groups showed an increase in the number of outcomes written in parent language with a trend that favored the children whose parents had received training.