bluuebunny/crossref_metadata_2025 huggingface dataset:
Development of Integrated Preschools: A Qualitative Inquiry into Sources of Resistance Among Parents, Administrators, and Teachers
Authors: Peck Charles A. , Hayden Laurie , Wandschneider Mary , Peterson Karen , Richarz Sherrill
Published: December 2008

This study investigated sources of resistance to the development of integrated preschool programs expressed in concerns raised during interviews and observations of parents, teachers, and administrators involved in system change. Findings suggest that perceived loss of political control over aspects of programs that have been informally negotiated between parents, teachers, and administrators may underlie concems about new programmatic arrangements. The study illustrates the application of qualitative research methods to questions that are of considerable importance to early childhood educators, but that have received relatively little empirical study to date.
A National Study of Mothers' Perceptions of Family-Focused Early Intervention
Authors: Mahoney Gerald , O'Sullivan Patricia , Dennebaum Joanne
Published: December 2008

The Family Focused Intervention Scale was completed by a sample of 503 mothers of birth to 6-year-old handicapped children who were enrolled in intervention programs throughout the United States. This study was conducted to identify the types of family intervention services mothers were currently receiving and the types of services that they would like to obtain. The results indicated that the most common services were providing parents information about their child and helping parents and families become involved in the early intervention system. Resource assistance and personal-family assistance were the least common services provided Family-focused services were reported more by mothers of children birth to 3 than 3- to 6-year-olds. In addition, programs with home-based components and programs with Individualized Family Service Plans tended to have a greater family-focused orientation. Generally, the need for family services was greater than that currently being received. However, the more family intervention services mothers received, the more they perceived their intervention programs as benefitting their families and their children.
The Contribution of Maternal Involvement to Mastery Performance in Infants with Cerebral Palsy
Authors: Blasco Patricia Mulhearn , Hrncir Elizabeth J. , Blasco Peter A.
Published: December 2008

The purpose of this study was to consider maternal contributions to the development of spontaneous mastery. Thirty infants with cerebral palsy and 31 normally developing infants were videotaped in solitary free play and developmentally assessed at 18 months of age. Mastery behavior was assessed using the spontaneous mastery measure (Hmcir, Speller, & West, 1985) an adaptation of the Belsky and Most (1981) play scale, and scores were calculated from the free play situation. Maternal involvement was observed using the Parent/Caregiver Involvement Scale (PCIS) (Farran, Kasari, Comfort, & Jay, 1986). Mothers' ability to adapt their interactions to the developmental needs of their children was assessed. The results showed that mothers in the two groups did not differ in the quality and appropriateness of interaction with their infants. Matemal involvement scores contributed significantly to both sponanteous mastery and developmental level regardless of risk status. Implications for service providers are to focus their intervention not only on risk factors but also on protective factors, including parental adaptability and competence, that may influence the infant's developmental outcomes.
The Charlotte Circle Project: A Program for Infants and Toddlers with Severe/Profound Disabilities
Authors: Rose Terry L. , Calhoun Mary Lynne
Published: December 2008

The Charlotte Circle Project was an early intervention Model Demonstration project providing center-based and home-based instruction to children (birth to 3 years) with severe/profound handicaps and their parents. The project adopted the social reciprocity model, in which the behavior of the child and the parent interact to either encourage or discourage interactive responses. This article describes the project's model, the participating children, the project's daily activities, and evaluative findings regarding its implementation and outcome.
Parents' Perspectives on a Written Survey of Family Needs
Authors: Bailey Donald B. , Blasco Patricia M.
Published: December 2008

The requirement for a statement of family needs and strengths on the Individualized Family Service Plan has stimulated the development of a number of written surveys. Although most follow similar formats and are designed to facilitate identification of family needs in order to insure individualized family services, little research has investigated their utility. This article reports the results of a study to determine parents' perceptions of one such instrument, the Family Needs Survey (Bailey & Simeonsson, 1988a). A total of 229 parents (primarily mothers) or other caregivers of young children with handicaps in 10 states evaluated the instrument. Overall, parents felt that (a) the survey would help them tell their needs to professionals, (b) professionals would find the information useful, and (c) they were comfortable sharing the information requested. Only two respondents felt that parents should not be asked to share the information requested; most endorsed choosing to complete the questionnaire rather than being required to do so. Separate analyses for minority and low-income parents indicated that the survey was equally acceptable and appropriate for these parents. Mothers and fathers felt similarly about the instrument; when asked whether they preferred sharing the information through a survey or through discussion, 60% of the fathers and 40% of the mothers preferred a written survey. A number of suggestions were made for changing or improving the survey.
Family Systems Correlates of the Behavior of Young Children with Handicaps
Authors: Dunst Carl J. , Trivette Carol M. , Hamby Deborah , Pollock Barbara
Published: December 2008

The relationship between social support, personal well-being, family well-being, and four dimensions of child behavior characteristics and child progress were examined in a study of 47 mothers and their young children with handicaps. The results showed that well-being, and to a lesser extent social support, were significantly related to child behavior characteristics, and that well-being and child behavior characteristics were significantly related to child progress. The implications of the findings for understanding the broader-based, social systems contexts of the development of young children are discussed.
Home Visiting Programs for Families with Children Birth to Three: Results of a National Survey
Authors: Roberts Richard N. , Wasik Barbara Hanna
Published: December 2008

This article presents the data from a national swvey of 643 home uisiting programs exclusively serving families with children ages birth to 3. Private and public programs affiliated with health, education, and social service domains are represented in the survey results. Information is presented on family characteristics, purpose of home visits, services provided, organizational structure, the conduct of home visits, home visitor employment and training, and program evaluation efforts.
A Study of Employee Stability and Turnover in Home-Based Early Intervention
Authors: Palsha Sharon A. , Bailey Donald B. , Vandiviere Pat , Munn Duncan
Published: December 2008

Unusually high turnover rates in early intervention programs will contribute significantly to the documented shortage of qualified personnel needed for the successful implementation of PL 99-457, forcing policy makers to consider options for maximizing the retention of personnel presently in the field. This study was conducted to provide an initial indication of the extent of turnover among early childhood interventionists working in a statewide network of home-based early intervention programs. Results indicated that the mean length of service of staff was increasing (2.5 years in 1985; 3.5 years in 1988) whereas the mean length of service of related therapists and specialists employed as consultants was decreasing (2.9 years, 1985; 2.2 years, 1988). The findings also revealed that 49% of staff and 38% of consultants remained employed over a 2.7 year period, while 68% of directors of programs remained during the same period. The results of the study are compared to turnover rates and length of service for various related settings described in the literature, and implications for further research are discussed.
A Consulting Model for Providing Integration Opportunities for Preschool Children with Disabilities
Authors: Hanline Mary Frances
Published: December 2008

Project STIP (Supported Transition to Integrated Preschools) implemented and evaluated a teacher consulting model to increase integration opportunities for preschool children with disabilities who were served in self-contained special education classrooms in a public school system. The model is appropriate for children with a variety of disabilities. Evaluation data on program curriculum change and consumer satisfaction are presented. These data show that parents and preschool regular educators evaluated the model positively and identified the opportunity to collaborate with special educators as essential for successful integration. In addition, these data demonstrate that integration opportunities increased during the 3 years of the project.
Implementing the Early Childhood Formula
Authors: THIELE JUDITH E. , HAMILTON JAMES L.
Published: December 2008

This article describes the progress states and U.S. territories have made in implementing the Part H program for handicapped infants and toddlers and the Section 619 preschool grants program authorized by the 1986 Amendments to the Education of the Handicapped Act, PL 99-457. Some of the major challenges facing the states in this, the third year of the phase-in period, are noted.
Defining the Eligible Population
Authors: HARBIN GLORIA L. , GALLAGHER JAMES J. , TERRY DELORES V.
Published: December 2008

Part H of PL 99-457 requires that each state develop a definition of “developmentally delayed infants and toddlers." This article describes the results of a Carolina Policy Studies Program content analysis of 39 state definitions. The content analysis addressed: (a) types of children to be included; (b) those conditions listed as established conditions; (c) criteria used to determine delay; and (d) criteria delineated for “at risk.” The content analysis revealed several problem areas and issues related to the various components of the states' definitions. A framework to be used in developing an adequate eligibility policy is included.
Defining Eligibility for Services Under PL 99-457
Authors: SHONKOFF JACK P. , MEISELS SAMUEL J.
Published: December 2008

The concepts of multivariate risk and mandated family focus are relevant considerations for states formulating eligibility criteria. This article examines categories of eligibility and their relation to these two factors. An alternative viewpoint on eligibility is presented that challenges professionals to rethink both the purposes of screening and evaluation, as well as the relation between primary health care and community-based early intervention programs.
A Family-Centered Process for the Individualized Family Service Plan
Authors: McGONIGEL MARY J. , KAUFMANN ROXANE K. , JOHNSON BEVERLEY H.
Published: December 2008

This article describes the requirements for developing the IFSP under Part H. Components of the IFSP document are reviewed and process considerations are discussed. State and local level strategies for successfully implementing family-centered IFSP processes are highlighted.
A Review of Personnel Standards for Part H of PL 99-457
Authors: BRUDER MARY BETH , KLOSOWSKI SUSAN , DAGUIO CATHY
Published: December 2008

This article contains a national review of personnel standards in place for personnel serving infants, toddlers, and their families. The review covers all 10 disciplines addressed under Part H of PL 99-457. Implications for state practice and policy are discussed.
Procedural Safeguards Under Part H
Authors: TURNBULL H. RUTHERFORD , Turnbull ANN P.
Published: December 2008

The procedural safeguards of Part H of the Education of the Handicapped Act are compared with those of Part B. Potential problems under Part H are pointed out in light of the ways in which Part B has been interpreted. Suggestions are made for implementing Part H safeguards.
Creating a National Data Base on Early Intervention Services
Authors: HEBBELER KATHLEEN M.
Published: December 2008

One component of a comprehensive system of early intervention services is a data system on early intervention. This article describes the data requirements in PL 99-457 and discusses some of the issues confronting states as they set about to develop their data systems. The Congressional mandate for data collection is presented along with a description of the process by which the Department of Education requests data from states. Problems of comprehensiveness, incompatibility, and confidentiality are discussed as examples of three of the many challenges states face in data systems development. Based on the limited data currently available from states, approximately 128, 000 infants, toddlers, and their families were estimated to have received early intervention in December 1988. This estimate is very imprecise because of the many problems states are encountering in reporting data. The article concludes with a discussion of the potential usefulness of national data on early intervention for policy and program administration.
Primary, Secondary, and Tertiary Prevention in Early Intervention
Authors: SIMEONSSON RUNE J.
Published: December 2008

This article proposes a conceptual framework for the provision of early intervention services, applying the concept of primary, secondary, or tertiary levels of prevention. This prevention perspective is built on the premise that the manifestation, severity, or extended impact, respectively, of a specified condition, namely developmental delay, can be prevented. This premise has implications for direct intervention with children and linked intervention for families. Representative findings are used to illustrate the preventive and ameliorative functions of early intervention. The implications of this preventive framework for intervention with infants and their families are identified.
Effects of Toys on the Social Behavior of Preschool Children in Integrated and Nonintegrated Groups
Authors: MARTIN SYLVIA S. , BRADY MICHAEL P. , WILLIAMS ROBERT E.
Published: December 2008

This study investigated the influence of social and isolate toys on the social behavior of integrated and nonintegrated groups of preschool children during free play time. Eighteen handicapped and six nonhandicapped children participated. Using a time-sampling technique, data were obtained on the frequency of social behavior. Results showed that under social toy conditions, children engaged in social behavior more often than during any other condition. In addition, the incidence of social play was higher in integrated groups than in nonintegrated groups. Based on the results of this study, toys are conceptualized as a setting event for the social behavior of preschool children. Selection of toys is presented as a viable and nonintrusive method of promoting social interaction between handicapped and nonhandicapped preschool children.
A Follow-up Evaluation of the Houston Parent-Child Development Center
Authors: Johnson Dale L. , Walker Todd
Published: December 2008

The Houston Parent-Child Development Center is a 2-year parent-child education program for low-income Mexican-American families. Families enter the program in annual cohorts when their child is 1 year of age and complete the program when the child is 3. End-of-program comparisons of randomly assigned groups have demonstrated that it has had positive effects on mothers and children. This report is of a follow-up evaluation of the program's effect on child school performance in the second through the fifth grades. There were no program effects on school grades, but on the Iowa Tests of Basic Skills, program children achieved at a significantly higher level on the Reading, Language, and Vocabulary scales and also on the Composite score. On teacher ratings of classroom behavior, program children were less hostile. Groups did not differ in retention in grade or referral to special education classes. Fewer program children were in bilingual classes at the time of the survey.
Parental Needs
Authors: D'Amato Ellen , Yoshida Roland K.
Published: December 2008

A fundamental requirement at an IEP conference is individualization for the child; however, little consideration has been given to the individualization of the parents'need for information. Therefore, this study was designed to determine, prioritize, and compare the informational needs of parents at different stages in the educational life cycle of their son or daughter with a handicapping condition. Forty pairs of parents who had a child with mental retardation between 3 weeks and 12 years old were included in the study. A semistructured interview approach was used to collect the data. Results of the interviews suggested that parental need for information and service is ongoing. The concerns expressed by parents of children with handicaps also resembled the developmental tasks encountered by most parents.
Leadership for Local Interagency Coordinating Councils
Authors: Morgan Janet L. , Guetzloe Eleanor C. , Swan William W.
Published: December 2008

The leadership of local interagency coordinating councils was investigated by considering two questions-one concerning perceptions of leadership style on the part of coordinators and council members and a second focusing on appropriate leadership styles across school districts of varying sizes. The subjects were the coordinators and members of 33 councils in a southern state. Results indicated a distinct preference for leaders emphasizing both a high task/high relationship leadership style and a concurrent need for flexibility with multiple leadership styles for differing situations. Results also indicated consistent preference across districts, regardless of size, for leadership style. Implications and suggestions for forming councils with these leadership characteristics are provided.
Project Profile
Authors: Bruder Mary Beth , Anderson Rebecca , Schutz Grisel , Caldera Miguel
Published: December 2008

The Ninos Especiales Program was a 3-year H.C.E.E.P. model demonstration. The goal of the program was to provide culturally sensitive early intervention sewices to infants with severe disabilities and their families who were of Puerto Rican heritage and resided in Hartford, Connecticut. This project profile contains information on the program philosophy, services, evaluation, and families who participated.
Measuring Change in Children and Families
Authors: Hauser-Cram Penny , Krauss Marty Wyngaarden
Published: December 2008

The measurement and analysis of individual change is one of the most enduring statistical problems in research on the efficacy of early intervention programs. This article describes conceptual and statistical issues in three approaches to the measurement of change: change scores, indexes of change, and residual change scores. Advantages and limitations of each approach are reviewed. Problems with the reliability of change scores are highlighted. Criteria are presented that can be used in selecting among analysis strategies.
Linguistic Production Abilities of 3-Year-Old Children Born Premature with Low Birth Weight
Authors: CRAIG HOLLY K. , EVANS JULIA L. , MEISELS SAMUEL J. , PLUNKETT JAMES W.
Published: December 2008

Using norm-referenced and informal language sample analyses, this study describes the language production abilities of 30 children born premature with low birth weight. Only four of the subjects demonstrated clinically significant language problems at 3 years of age. The language problems of these four children did not appear to be related systematically to their birth weight, gestational age, length of neonatal hospitalization and severity of respiratory illness, socioeconomic status, family structure, or cognitive level and were best characterized by circumscribed expressive syntax difficulties.
Mothers' and Fathers' Ratings of the Benefits of Early Intervention Services
Authors: UPSHUR CAROLE CHRISTOFK
Published: December 2008

Ratings of early intervention services received by 91 mothers and fathers were analyzed one year after entry to programs in Massachusetts and New Hampshire. While a high level of helpfulness was indicated, service components directed specifically to parents instead of to parents and children together were rated less favorably. In addition, mothers and fathers differed in their ratings, and the weighting of perceived benefits varied by child and family characteristics. Implications for flexible and individualized program planning to meet differing family needs, and specifically to focus on the needs of fathers, are discussed, as well as the need for periodic solicitation of feedback from both mothers and fathers as part of program evaluation activities.
The Role of Values and Facts in Policy Development for Infants and Toddlers with Disabilities and Their Families
Authors: GALLAGHER JAMES J.
Published: December 2008

The purpose of the paper is to explore the relative roles played by facts and values in policymaking for infants and toddlers with disabilities and their families. A decision model is presented which illustrates the role of values in influencing choices between policy options. The value assumptions that lie behind P.L. 99–457 (Part H) are presented. The role of conflicting values in decision making, and the concept of an individual hierarchy of values influencing policy decisions is developed. Finally, some suggestions are made regarding the implications of values on our professional decision making.
Interacting With Infants With a Hearing Loss
Authors: SPENCER PATRICIA E. , BODNER-JOHNSON BARBARA A. , GUTFREUND MARY K.
Published: December 2008

Interactions between mothers who are hearing and infants or children with hearing loss, unlike the interactions of deaf mothers and infants with hearing loss, have been characterized as lacking mutual contingency and maternal responsiveness. In this study, we compared mothers' reactions to infant object-gazes in dyads in which both the mother and the infant are deaf, both are hearing, or the mother is hearing and the infant has hearing loss. Deaf mothers were highly responsive to infants but, unlike hearing mothers, waited to respond until infants spontaneously looked back at them. Findings are compared to other reports of interactive strategies of deaf mothers. We propose incorporating the strategies used by deaf mothers into a model of interaction to be shared with hearing parents whose infants have hearing loss.
State Interagency Coordination for Personnel Development Under Public Law 99–457
Authors: MILLER PATRICIA S.
Published: December 2008

Providing a comprehensive service system for young children and their families requires the exchange of knowledge and skills among professionals in a variety of agencies and disciplines. This article describes the process of interagency coordination for personnel development in early intervention and relates stages of the process to evaluation of state planning teams. The literature on interagency coordination and on the process of group development is discussed in relation to one state case. Guidelines and recommendations for successful interagency coordination at the state level are provided.
Consumer Based Early Intervention Services
Authors: ABLE-BOONE HARRIET , GOODWIN LAURA D. , SANDALL SUSAN R. , GORDON NANCY , MARTIN DAVID G.
Published: December 2008

This research study investigated consumers' viewpoints of current early intervention services and how they should be changed Parents and professionals were surveyed regarding the family-centered provisions of Public Law 99–457. The survey focused on consumers' perceptions of (a) accessing infant services, (b) delivering infant sewices, (c) identifying family priorities and resources, (d) developing and implementing individual family service plans (IFSPs), and (e) coordinating services. The major concerns of parents and professionals related to accessing services, developing IFSPs, and coordinating sewices.
The Relationship of Attributions and Personal Well-Being in Parents of Preschool Children with Disabilities
Authors: SHAPP LUMINITZA C. , THURMAN S. KENNETH , DUCETTE JOSEPH P.
Published: December 2008

This study examined the relationship between the attributions held by mothers and fathers regarding their preschool child with disabilities. In addition, the study addressed parental well-being and the relationship between attributions and well-being. The subjects were 27 couples whose preschool children with disabilities attended the same educational program. We interviewed each parent independently in the home regarding his or her attributions. In addition, each parent completed the Personal Well-Being Index developed by Dunst and Trivette (1985). Results indicated that 85% of mothers and 74% of fathers asked themselves “Why me?” upon finding out that their child was disabled. At the time of the study (3-5 years later), these percentages had declined to 37% and 33% respectively. Mothers who were still asking “Why me?” tended to show lower levels of overall well-being. Fathers who did not blame fate, the obstetrician, or someone else had higher total personal well-being scores. We have discussed these results, in light of the differences between mothers and fathers and the need to focus future research on the adjustment and perception of individual family members.
Increasing Day Care Staff Members' Interactions During Caregiving Routines
Authors: VENN MARTHA L. , WOLERY MARK
Published: December 2008

This investigation was conducted to teach paraprofessional staff members working with infants in a mainstreamed day care program to engage in more positive interactive behaviors during caregiving routines. Staff members were taught through brief individual training sessions to engage in interactive games during diaper changing. We used a multiple probe design across staff members to evaluate the training. Data were collected from video tapes of diapering and feeding routines. The results indicated that the staff members increased their frequency of game playing and other interactive behaviors during diapering, but the increases were not evident in the generalization feeding routines. This paper describes implications for training staff in mainstreamed settings.
Strategies for Preparing Preschool Children with Special Needs for the Kindergarten Mainstream
Authors: HAINS ANN Higgins
Published: December 2008

This study examined the effects of reducing teacher support during reading activities on the on-task behavior of 11 young children with special needs in three cross-categorical early childhood special education classrooms. The results showed that on reduction of teacher attention, the children in two of the classrooms performed their reading tasks appropriately. The children in the third classroom did not maintain their on-task behavior with minimal teacher support; however, on implementation of a simple checksheet procedure, three of the four children's performance improved. A discussion follows of implications for arranging instructional environments to promote successful experiences for children with special needs in regular classrooms.
Quality Design of Focus Groups in Early Childhood Special Education Research
Authors: BROTHERSON MARY JANE , GOLDSTEIN BETH L.
Published: December 2008

Interest is growing in the contributions of qualitative research to the field of early childhood special education. One qualitative method, focus groups, is examined. This article discusses what types of early childhood special education questions might be addressed in focus groups and suggests guidelines by which to consider the quality of design of focus group use in early childhood special education research. Four key questions are explored that aid in designing and judging focus group research. These include: (a) Who should participate in the focus groups? (b) What checks on credibility should we include? (c) How shall we maintain research stability while allowing for an emergent design? and (d) How will the Information gained in the focus groups inform us about the general phenomenon?
Psychological Consultation and Head Start
Authors: MOWDER BARBARA A. , UNTERSPAN DIANE , KNUTER LYNNETTE , GOODE CECIL , PEDRO MARIANA N.
Published: December 2008

Head Start programs do not necessarily provide psychological consultation services, but Denver, Colorado, programs do offer such services. This study considered the nature and extent of the Denver Head Start preschool psychological services by examining 510 psychological service case records. Research questions focused on discerning the average age at which children in this population are referred for psychological services, the referral questions most frequently posed, the similarities and differences in the concerns of the family and Head Start staff, psychological service actions initiated, and the goals/progress of the consultation. The results reveal the nature and extent of psychological consultation with this population. Implications are drawn for school psychological service delivery and training school psychologists.
Comparison of Family Needs Assessed by Mothers, Individual Professionals, and Interdisciplinary Teams
Authors: GARSHELIS JUDITH A. , McCONNELL SCOTT R.
Published: December 2008

Assessments of family needs made by interagency early intervention teams and individual professionals on these teams were compared to the mothers' assessment of their own needs. Mothers (N = 43) identified an average of 5.5 needs; number of needs was not related to diagnoses or age of their child. Mothers' most frequently cited needs were for more information on present and future services available for their child, more reading material about how other parents cope, more time for themselves, and help locating a babysitter or respite care provider. Mothers who identified fewer than 5 needs felt they had more input into team decisions than mothers who identified greater than 5 needs. Individual professional assessments of family needs (N = 99) matched only 47% of mothers' responses. Professionals' ability to match mothers' responses was not related to length of time in their profession, length of time on the team, type of profession, or length of time the family had received services. Only 52% of professional and team responses (N = 51) matched, and team assessments matched mothers' responses significantly better (M = 57%) than did individual professionals. The best team matched 74% of mothers' responses; yet individual professionals on this team only matched 45%. Interdisciplinary teams are more accurate in assessing family needs than are individual professionals, but even teams do very poorly. A family needs survey with follow-up personal discussions with families would help ensure that services focus on those needs that are a direct concern to families and may ultimately lead to better outcomes for their children.
Using Simultaneous Prompting to Teach Expressive Object Identification to Preschoolers with Developmental Delays
Authors: MACFARLAND-SMITH JACQUELINE , SCHUSTER JOHN W. , STEVENS KAY B.
Published: December 2008

The present study evaluated whether or not the use of a simultaneous prompting procedure would result in an increase in the percentage of correct object naming behaviors when 3 preschool students with developmental delays were taught expressive object identification. Effectiveness of the procedure was assessed using a multiple probe design across behaviors and replicated across students. Results indicated that the procedure was effective in training expressive object identification to all subjects. Data indicated that, across all students, the acquired items maintained up to 3 weeks and generalized across persons and materials at high rates. No errors occurred during training sessions. An overall error percentage across all students and objects during daily probe sessions was approximately 4.0%. Future research issues are discussed.
Research Methods Using Content Analysis to Examine the Verbal or Written Communication of Stakeholders within Early Intervention
Authors: JOHNSON LAWRENCE J. , LAMONTAGNE M. J.
Published: December 2008

The purpose of this manuscript is to describe a data analysis technique, content analysis, used to examine written or verbal communication, and to discuss the potential of content analysis for application within early intervention. Special attention is directed at the use of referential or thematic recording units derived from data obtained in interview format. The article identifies specific procedural guidelines for the early interventionist researcher to utilize, and addresses issues of rigor, and validity. Discussion follows of the use of content analysis within the field of early intervention.
From Research to Practice
Authors: BERNHEIMER LUCINDA P. , KEOGH BARBARA K. , COOTS JENNIFER J.
Published: December 2008

The Individuals with Disabilities Education Act introduces a new discretionary category of preschool eligibility: “developmental delay.” A recent DEC position paper supports the use of this new category but raises concerns about the transition from the broad category of developmental delay instead of eligibility categories commonly used in elementary school. Investigators at UCLA have been following two cohorts of young children with developmental delays and their families since 1979. Findings from these longitudinal studies relate directly to the concerns raised in the DEC document and support the introduction of the new category of eligibility.
Immediate and Sustained Effects of Maternal Mediating Behaviors on Young Children
Authors: KLEIN PNINA S. , ALONY SARI
Published: December 2008

Sixty-eight low-SES Israeli women and their 4-year-old children participated in a follow-up study of the impact of training mothers to optimize their infants' development through theory-driven mediational strategies. Mother-and-infant pairs were randomly divided into two groups, an experimental group ( n = 48) and a control group ( n = 20). The experimental-group mothers had been instructed to improve the quality of their mediation through an increase in frequency of the following five basic variables assessed as criteria of quality of maternal mediation: (a) focusing (intentional focusing of attention), (b) affecting (expression of affect and excitement), (c) expanding (explaining or associating with experiences beyond the immediate context), (d) encouraging (praising or encouraging), and (e) regulating (controlling actions in form, time, and space or planning and sequencing). The control group was given information on milestones in early development and on the favorable conditions for it. The effects of these interventions on the mothers and children were assessed 1 and 3 years following the intervention. An increase in maternal mediation behaviors following the intervention was found in the experimental group and remained significant at the 3-year follow-up; children in the experimental group spontaneously named more things, expressed more excitement, asked more questions, and showed more rewarding behavior towards their mothers. These children had higher scores on the PPVT, and scored higher on verbal abstract reasoning tasks than did the control group children. Maternal mediation behaviors were found to be significantly related to specific children's behaviors and cognitive outcome measures.
Expanding the Utility of Behavioral Momentum with Young Children
Authors: Ann DAVIS CAROL , BRADY MICHAEL P.
Published: December 2008

To provide for young children and their individual needs it is necessary for researchers to continue to develop and expand new strategies for practitioners in the field. Influenced by an extensive research base and evolving values and commitment toward integration, researchers have begun to expand on the various antecedent-based, nonaversive procedures already prevalent in the literature. One such intervention, behavioral momentum or interspersed requesting, has been quite effective; however, the outcomes of this research are limited to increases in compliance and decreases in excess behaviors. This paper proposes expanding the utility of behavioral momentum to incorporate a variety of outcomes that better fit the overall needs of young children, including young children with disabilities. Traditional procedures and instructional strategies used with young children with behavioral disorders are reviewed, and the emerging technology of behavioral momentum is presented. A research agenda expanding momentum to a variety of other behavioral outcomes is proposed.
Clinical Child Assessment in a Family Context
Authors: BERNHEIMER LUCINDA P. , GALLIMORE RONALD , KAUFMAN SANDRA Z.
Published: December 2008

Part H of The Individuals with Disabilities Education Act of 1991 (IDEA), formerly the Education for the Handicapped Act, urges professionals to involve families as true collaborators in the assessment process. The challenge contains implications for child as well as family assessment. In this study, semi-structured interviews were conducted with 102 families of preschool-age children with developmental delays to supplement traditional child assessment data. Four types, or subgroups emerged, reflecting variations in parents' views of the impact of their child on the family's daily routine. These subgroups, in turn, were related to different domains of family adaptation or accommodation. Child impact was not related to developmental test scores, and there was no relationship between total family income or socioeconomic status and accommodation. Utility of the typology for early interventionists is discussed.
Preparation in Preschool Mainstreaming as Reported by General Early Education Faculty
Authors: WOLERY MARK , BROOKFIELD JEFFRI , HUFFMAN KAY , SCHROEDER CAROL , MARTIN CATHERINE G. , VENN MARTHA L. , HOLCOMBE ARIANE
Published: December 2008

This report describes a mail survey of faculty members in general early childhood education designed to secure training program information as it relates to preschool mainstreaming. A 22-item questionnaire was mailed to 204 randomly selected general early education faculty members from nine geographic regions of the United States. A total of 114 (55.9%) questionnaires were returned in usable form. The respondents were from a full range of institutions of higher education including 2-year colleges, 4-year colleges without graduate programs, and 4-year colleges with graduate programs. A majority of the respondents at each degree level reported that their programs required a course in normal child/human development, and that at the undergraduate level, their training programs required at least one course in special education; however, fewer programs required courses in preschool mainstreaming. Field experiences in mainstreamed programs were possible in the majority of programs; however, less than a quarter of the programs at any degree level required field experiences in mainstreamed settings. About 30% of the programs plan to increase the amount of special education or mainstreamed training, but they list a variety of barriers to providing training in preschool mainstreaming. The implications of these findings are described.
Innovative Practices
Authors: BENNETT TESS , WATSON ALMA L.
Published: December 2008

The dynamic nature of the field of early childhood special education with the implementation of P.L. 99-457 demands that personnel-preparation trainers rethink approaches to training. This paper will describe a flexible graduate training program that builds competence for professionals to work with young children, aged birth to five, with special needs and their families. This competence-based training program is flexibly responsive to the needs and interests of professionals from a number of disciplines while preserving essential core content identified by leaders in the field (McCollum, McLean, McCartan, & Kaiser, 1989). Students use course content and field experiences to build upon existing skills and knowledge. In this way, students develop new competencies for performing the multiple roles needed by professionals working in early intervention. Adult learning theory guides the delivery of the content and promotes a self-directed, competence-building process. In viewing teaching and learning as an interactive process, the assumption is that students will naturally pursue self-growth activities when given appropriate guidance and opportunities to direct their own learning. The role of the instructor as a facilitator in this process is explored in this paper. Student progress in competence-building is evaluated as students learn new roles and assume responsibility for their learning. The competence-building process is discussed as it relates to role preparation, content, practicum, and self-directed learning.
New Methods for Studying Event Occurrence
Authors: SINGER JUDITH D. , WILLETT JOHN B.
Published: December 2008

Early intervention researchers often want to know whether and when critical events occur. Questions about event occurrence can be difficult to answer because of censoring; not everyone in the sample experiences the target event during the period of data collection. Yet for findings to be unbiased and representative, statistical analyses must include both censored and uncensored cases. In this paper, we show how methods of survival analysis are ideally suited for studying event occurrence. Using data describing entry into preschool among children with special needs, we introduce the fundamental statistical quantities—the hazard and survivor function—-and we show how to construct formal statistical models of event occurrence over time. We then identify the different types of predictors that can be included in hazard models and comment on the importance of these models for early intervention research. Finally, we describe how researchers who fail to adopt a survival analysis perspective can be led astray, producing erroneous conclusions about the predictors of event occurrence.
Nonverbal Affective Decoding Ability in Children with Autism and in Typical Preschoolers
Authors: FELDMAN ROBERTS S. , McGEE GAIL G. , MANN LEESA , STRAIN PHILLIP
Published: December 2008

Twelve male children with autism and twelve male typical children viewed a series of videotaped vignettes in which two interacting children displayed differing facial expressions of happiness, sadness, or anger. To test their skills in decoding nonverbal facial expressions, participants were asked which of the two children was displaying a particular expression. Results showed that the typical children were more accurate in their decoding of expressions than were the children with autism for each of the three emotions studied. However, the children with autism did show certain decoding ability: they were able to identify happiness vignettes at above-chance levels. The results have implications for assessing and ultimately remediating nonverbal skill deficits in children with autism.
Friendships of Preschoolers with Disabilities in Community-Based Child Care Settings
Authors: BUYSSE VIRGINIA
Published: December 2008

This study explored issues related to friendship among 58 preschoolers with disabilities in inclusive settings. The children were placed in 27 community programs consisting of typical child care centers in North Carolina, rather than in university-based centers or model integration programs. Friendship status was determined through a written questionnaire, by asking parents and teachers to identify and describe children's peer relationships. Peer relationships were categorized into three types: mutual friendships, unilateral relationships, and no friendships or unilateral relationships. The majority of children were found to have at least one mutual friend. Aspects of the child including diagnosis, developmental level, and specific behavioral characteristics (e.g., goal directedness, responsiveness, activity level) were found to be associated with friendship status in these children. Additional factors reported to influence the ability to establish meaningful relationships included characteristics of the friend, similarities between the child and the friend, the opportunity to spend time together, and features of the inclusive environment.
Implementation of Family-Centered Services
Authors: McBRIDE SUSAN L. , BROTHERSON MARY JANE , JOANNING HARVEY , WHIDDON DORIS , DEMMITT ALAN
Published: December 2008

This study investigated the meaning of family-centered intervention and the extent to which it is being implemented from the perspectives of both professionals and families who participated in developing IFSPs. Practice indicators reflecting three principles of family-centered intervention were developed to evaluate current practices. Findings from semi-structured interviews indicated that professionals have an understanding of the change in focus from child to family; however, there is some incongruence between family-centered attitudes and actual practice. Although families expressed overall satisfaction with services they were receiving, some professionals were clearly more family-centered than others in their practice. Implications for the development of practices to support the family-centered intent of IDEA, Part H, are discussed.
Cost Analysis in Early Intervention
Authors: ESCOBAR COLETTE M. , BARNETT W. STEVEN , GOETZE LINDA D.
Published: December 2008

This study investigated the use of a resource cost methodology to obtain reliable and current estimates of the cost of early intervention services for children, aged birth through five, with disabilities. In addition to providing cost estimates for 11 different early intervention programs, the study investigated the sources of variation in cost across programs. The factors that had the greatest influence on cost were program duration and frequency of service, staff-child ratio, geographic location, and volunteer resources. Results are discussed in light of the impact of those variables on cost and in light of the contribution of cost analysis to policy making.
Personnel Preparation in Early Intervention
Authors: BRUDER MARY BETH , LIPPMAN CAROL , BOLOGNA THERESA M.
Published: December 2008

An inservice model demonstration project was funded to increase the capacity of institutions of higher education to offer coursework, practicum, and specialty-course sequences across personnel preparation programs for disciplines involved in early intervention. Over two years of implementation, 38 faculty representing 12 professional disciplines at 15 universities and colleges participated in the project This article describes the content, methodology, and participants in this project, as well as the outcomes across participants.