bluuebunny/crossref_metadata_2025 huggingface dataset:
Personnel Preparation in Recommended Early Intervention Practices
Authors: Bruder Mary Beth , Dunst Carl J.
Published: June 2008

University faculty were surveyed to ascertain the degree to which students in early childhood special education, occupational therapy, physical therapy, speech—language pathology, and multidisciplinary personnel preparation programs received training in five early intervention practices (family-centered, individualized family service plans, natural environments, teaming, and service coordination). Findings indicated a primary emphasis on family-centered practices across disciplines, with minimal emphasis on service coordination and teaming practices. Findings also showed that physical therapy faculty provided the least amount of training in the majority of early intervention practices as compared to faculty in other disciplines. Implications for improving student training are described.
Interaction of Social and Play Behaviors in Preschoolers With and Without Pervasive Developmental Disorder
Authors: Pierce-Jordan Sandra , Lifter Karin
Published: June 2008

This study investigated the relationship between the social and play behaviors of young children with pervasive developmental disorder (PDD) and without PDD. Videotaped observations of 21 preschool children (12 with PDD and 9 without PDD) were examined independently for (a) social complexity and (b) play complexity that was assessed on an individualized basis for each child. The researchers used log-linear analyses to analyze the data. The results supported an inverse relationship between play and social interaction: The children's play within a social interaction tended to be less complex than their play outside of the interaction. All children, regardless of diagnosis, demonstrated similar behavioral patterns, although the children without PDD engaged in social interaction to a greater extent. These results suggest that social interventions should be implemented in the context of play activities that the child has mastered, as opposed to those activities the child is in the process of learning.
Relationship Between Parent Satisfaction Regarding Partnerships With Professionals and Age of Child
Authors: Summers Jean Ann , Hoffman Lesa , Marquis Janet , Turnbull Ann , Poston Denise
Published: June 2008

In the past, the assessment of families' satisfaction with the quality of their partnerships with the professionals who serve their children has been restricted to specific programs or age groups, precluding investigation of the relationship between parents' perspectives on satisfaction and the importance of partnership components for children at different ages. Differences in policies, service models, and family needs at different life-cycle stages suggest a need to understand how satisfaction might differ among parents of children of different ages. In this study, 147 parents completed the Beach Center Family—Professional Partnership Scale to describe the perceived importance of and satisfaction with 18 aspects of their child and family's relationships with their primary service provider. No differences in importance ratings among parents of children ages birth to 3 years, 3 to 5 years, and 6 to 12 years emerged, but there were differences among satisfaction ratings, with parents of older children reporting lower satisfaction. Exploratory analyses relating satisfaction levels across other demographic variables also took place. Implications of these findings for future research and application are discussed.
The Use of Responsive Interaction Strategies by Siblings
Authors: Trent J. Alacia , Kaiser Ann P. , Wolery Mark
Published: June 2008

The effects of an intervention designed to facilitate interactions between two older, typically developing children and their younger siblings with Down syndrome were investigated using a multiple-baseline design across behaviors and participants. The researchers used written materials, modeling, role play, and oral feedback to teach two responsive interaction strategies to the typically developing children. Following the intervention, the older children demonstrated the ability to use the responsive interaction strategies; modest changes also were observed in the communicative behaviors of their siblings with Down syndrome. The older children maintained their newly learned behaviors at a 1-month follow-up assessment. This study adds to the literature regarding the effects of teaching siblings to implement naturalistic communication strategies with children who have language delays.
Early Predictors of Attention-Deficit/ Hyperactivity Disorder and School Difficulties in Low-Birthweight, Premature Children
Authors: Deutscher Barbara , Fewell Rebecca R.
Published: June 2008

This study investigated whether specific behaviors observed in 30 month-old lowbirthweight children are predictive of diagnosis of attention-deficit/hyperactivity disorder (ADHD) and school difficulties at age 8. Videotapes of 571 participants were coded using the Attention-Deficit Hyperactivity Disorder Observational Rating Scale (ADHD-ORS). Logistic and discriminant analyses were conducted using the three scale factors. High scores on one factor, Inattentiveness, predicted physician diagnosis and/or school difficulties 51 2 years later. The Inattentiveness factor also discriminated a linear sequence of diagnostic groups, two of which were statistically significant. These findings suggest that certain behaviors can be identified before the age of 3 by trained observers and that this identification that make a future ADHD diagnosis and/or school difficulties more likely.
Effects of Complete Learning Trials on Child Engagement
Authors: VanDerHeyden Amanda M. , Snyder Patricia , Smith Alayna , Sevin Bart , Longwell Jennifer
Published: June 2008

The effects on child engagement of adult use of systematic, naturalistic instructional strategies within an embedded instruction context were examined. Following baseline observations of two children with disabilities and same-age classmates without disabilities, three different instructional strategies were implemented with each child with a disability and one child without disabilities using an alternating treatments design. Results indicated that levels of engagement for the three target children during baseline (embedded instruction only) were low. Engagement was higher (and approximated levels of same-class peers without disabilities) for two of three systematic instructional conditions designed to increase the probability of responding by ensuring complete learning trials. Described are implications related to the need to use systematic, naturalistic instructional strategies in embedded instruction contexts and the potential use of engagement as an indicator of response opportunities.
Kindergarten Children's Understanding of and Attitudes Toward People With Disabilities
Authors: Dyson Lily L.
Published: June 2008

This study investigated the nature of kindergarten children's understanding about and attitudes toward disabilities. Interviews with 77 Canadian children enrolled in inclusive classrooms showed that kindergarten children (a) conceptualize disabilities chiefly according to physical appearances and (b) possess a fairly accurate understanding of some aspects of disabilities. Kindergarten children also hold generally positive attitudes toward persons with disabilities. These attitudes, however, do not reflect their reported friendships with persons with disabilities. Only half of the nondisabled children reported having friends who have disabilities. Possibilities for future research and the need to further enhance the social inclusion of children with disabilities are suggested.
Stigma and Discrimination
Authors: McHatton Patricia Alvarez , Correa Vivian
Published: June 2008

The purpose of this study was to investigate the experiences of stigma-related discrimination in 50 Puerto Rican and Mexican single mothers of young children with disabilities. Mothers were interviewed on issues related to raising a child with disabilities. This was a preliminary exploration of the stories mothers told specifically related to discrimination. A qualitative analysis of the transcripts revealed clear evidence of discrimination as a result of culture, disability, and a combination of culture and disability. Professionals and strangers were responsible for the majority of the discrimination. Experiences were related to the higher number of interactions with service providers, lack of English language proficiency, being the solitary caregiver for their child with a disability, their status of “other,” and the internalization of that status.
Language Impairment, Parent—Child Shared Reading, and Phonological Awareness
Authors: Justice Laura M. , Kaderavek Joan , Bowles Ryan , Grimm Kevin
Published: June 2008

This study evaluated the feasibility and outcomes of a parent-implemented phonological awareness (PA) intervention for young children with specific language impairment. The intervention was delivered within the context of 40 parent— child shared storybook reading sessions conducted over a 10-week period in the families' homes. Children in an experimental group ( n = 11) completed a rhyme and alliteration task at the end of each storybook reading session; children in a comparison group ( n = 11) completed an alternate vocabulary-building task. Evaluation of pre-and posttest PA performance showed differential group effects for rhyme but not alliteration. The magnitude of PA change during intervention was influenced by children's age and level of speech and language impairment. Parents provided favorable reports concerning their delivery of the intervention and demonstrated a high degree of fidelity to the task conditions. Future research directions are discussed.
A Descriptive Analysis of Positive Behavioral Intervention Research With Young Children With Challenging Behavior
Authors: Conroy Maureen A. , Dunlap Glen , Clarke Shelley , Alter Peter J.
Published: June 2008

The purpose of this study was to critically examine the positive approaches to behavioral intervention research and young children demonstrating challenging behavior. The authors conducted a comprehensive review of articles published between 1984 and 2003 across 23 peer-reviewed journals. Each article that met the criteria for inclusion in the study was scored on the following variables: disability type; age and gender of participants; availability of demographic data (e.g., race, socioeconomic status); intervention setting; dependent measures; intervention type; intervention agents; study design; and reporting of generalization data, treatment fidelity, and social validity measures. The results indicate an increasing trend of research using positive behavioral interventions with young children who demonstrate challenging behaviors. Most of the research has been conducted with children with disabilities between 3 and 6 years old. Primarily, teachers and family members have served as the intervention agents, implementing studies in special education classes and home settings, respectively. Most studies have employed single-subject design methodologies to examine multicomponent, instructional, or function-based interventions. The authors discuss areas for future research.
A Model of Clinical Supervision for Preservice Professionals in Early Intervention and Early Childhood Special Education
Authors: Clifford Jantina R. , Macy Marisa G. , Albi Linda D. , Bricker Diane D. , Rahn Naomi L.
Published: June 2008

The authors present a model of clinical supervision to guide preservice professionals embarking on a career in early intervention and early childhood special education. Established models of clinical supervision in the general education field are described, followed by a description of the clinical supervision model used by the University of Oregon Early Intervention Program. Priorities and methods for research are suggested.
Establishing Outcomes for Service Coordination
Authors: Bruder Mary Beth , Harbin Gloria L. , Whitbread Kathleen , Conn-Powers Michael , Roberts Richard , Dunst Carl J. , Van Buren Melissa , Mazzarella Cindy , Gabbard Glenn
Published: June 2008

The Research and Training Center (RTC) in Service Coordination is a federally funded project charged with carrying out an advanced research program to analyze current, and recommend future, policies and practices for service coordination under Part C of the Individuals with Disabilities Education Act amendments of 1997. One RTC objective was to identify outcomes of service coordination that could be measured to provide evidence for effectiveness. To accomplish this objective, four national studies were implemented with multiple stakeholder groups. The outcomes generated from each of the four studies were then combined and reduced to a set of child and family outcomes that could be measured as evidence of effective service coordination. These outcomes were then embedded in a service coordination logic model to illustrate the complexity of variables contributing to achievement of positive outcomes for families and their children.
The Usage and Perceived Outcomes of Early Intervention and Early Childhood Programs for Young Children With Autism Spectrum Disorder
Authors: Hume Kara , Bellini Scott , Pratt Cathy
Published: June 2008

This study investigated families of children with autism spectrum disorders using early intervention and early childhood services, as well as the perceived efficacy and developmental outcomes related to the services and service delivery methods. Results indicated that a variety of recommended practices are not being used by families and interventionists and that intensity of engagement is less than suggested. Parents indicated that parent training was the most effective service in contributing to their child's growth. Significant, yet small, correlations were found between several intervention services/service delivery models and developmental outcomes across areas, including social, emotional, and cognitive development. The importance of assessing social validity related to outcomes is addressed, as are potential implications for service providers.
The Effects of Teacher Facilitation on the Social Interactions of Young Children During Computer Activities
Authors: Lau Cynthia , Higgins Kyle , Gelfer Jeff , Hong Eunsook , Miller Susan
Published: June 2008

This group study investigated the impact of teacher facilitation on the social interactions of young children during computer activities. The study compared 18 dyads comprised of children with and without disabilities who received teacher facilitation during computer activities to a group of children who did not receive teacher facilitation. The sessions were videotaped for the purpose of analyzing the social interactions and behaviors of the children. Pre-and postmeasures of the children's social skills with the Teacher Impression Scales and systematic observations of their social interactions using the Social Interaction Observation System were analyzed. Results indicated that children in the study exhibited few negative social interactions regardless of their age, disability status, or intervention group assignment. The children with and without disabilities in the teacher-facilitated computer group had more positive social interactions and demonstrated more effective social behaviors than the children in the computer-only group. This study shows that children with and without disabilities benefit from social skill instruction, and practitioners may use a structured computer activity as an alternative to free play for promoting social interactions among children.
Early Head Start and Access to Early Intervention Services
Authors: Wall Shavaun M. , Taylor Nancy E. , Liebow Harriet , Sabatino Christine A. , Mayer Lynn M. , Farber Michaela Z. , Timberlake Elizabeth M.
Published: June 2008

This qualitative study of 32 low-income families with infants or toddlers with developmental delays or disabilities (a) examines whether participation in one Early Head Start (EHS) program increased the likelihood that the families would pursue early intervention services, (b) identifies the phases through which the EHS families progressed in accessing such services, and (c) describes how EHS helped the families obtain access. The study analyzes data from interviews, program records, and research measures. The authors found that the EHS families obtained early intervention services at higher rates than the control families. Case studies illustrate how EHS staff developed individualized strategies to help the families obtain early intervention services.
Emerging Literacy Views and Practices
Authors: Hawken Leanne S. , Johnston Susan S. , McDonnell Andrea P.
Published: June 2008

The authors conducted a national survey of Head Start preschool teachers to assess their views and practices related to emerging literacy. Results indicated that Head Start teachers use a variety of strategies to promote emerging literacy, with a major focus on book knowledge/appreciation and print awareness skills. The teachers indicated that they least frequently used strategies to improve phonological awareness skills. Many of the strategies teachers reported using involved creating opportunities for children to engage in emerging literacy activities and arranging the environment to improve emerging literacy. Overall, Head Start teachers endorsed the idea that emerging literacy skill instruction should occur on a daily basis. The authors also provide implications for the current study as it relates to research and practice.
State Strategies to Contain Costs in the Early Intervention Program
Authors: Grant Roy
Published: June 2008

Part C of the Individuals with Disabilities Education Act allows states to create family-centered developmental services for infants and toddlers (birth—3 yrs) with delays. Part C Early Intervention (EI) programs have grown enormously in size and cost since becoming operational in 1994. In this article, the author describes strategies that states have taken to reduce EI costs, including creating eligibility restrictions, shifting costs to the health care system, charging parent fees, and enhancing insurance collection. A review of these strategies suggests that only enhanced insurance collection is free of unintended consequences, including loss of services to children in need, increased long-term expenditures, and a disproportionate impact on low-income families.
A Review of Evidence on Practices for Teaching Young Children to Use Assistive Technology Devices
Authors: Campbell Philippa H. , Milbourne Suzanne , Dugan Lauren M. , Wilcox M. Jeanne
Published: June 2008

Published articles about assistive technology (AT) from 1980 through 2004 were reviewed to identify those that focused on infants and young children. A total of 104 articles about AT with infants and toddlers were identified, and of these, 23 reported practices for teaching switch activation (12), computer use (6), power mobility skills (4), or augmentative and alternative communication (1). A majority of the subjects were children with physical or multiple disabilities. Studies used group, single-subject, and case study reports. Only one study used random assignment to conditions. Across all devices, the primary teaching strategy was opportunity to access and use the device, either independently or with teacher or peer facilitation. For the most part, children learned to use the targeted device and gained competence in device use through practice.
Characteristics of Early Intervention Practitioners and Their Confidence in the Use of Assistive Technology
Authors: Weintraub Moore Heather , Wilcox M. Jeanne
Published: June 2008

To understand the role of early intervention (EI) practitioner confidence in the use and application of assistive technology (AT), a 24-item Assistive Technology Confidence Scale (ATCS) was developed and distributed to EI personnel. This article reports on the development and psychometric properties of the ATCS and the relation between scores on the ATCS, years of experience, education, and overall practitioner self-efficacy. Analyses revealed that the ATCS is a reliable measure of AT confidence in three service domains: application and use of AT, AT assessment, and accessing information about AT and AT resources. EI practitioners with more than 10 years of experience were more confident in AT service provision than EI practitioners with less experience. The ATCS was positively related to overall EI practitioner self-efficacy. Implications for the application of the ATCS for EI research and training are discussed.
Making Decisions About Assistive Technology With Infants and Toddlers
Authors: Dugan Lauren M. , Campbell Philippa H. , Wilcox M. Jeanne
Published: June 2008

The present study examined and contrasted beliefs and decision-making practices concerning the use of assistive technology (AT) with infants and toddlers. Participants were 424 multidisciplinary early intervention providers drawn from across the United States. A majority of professionals disagreed with proposed belief statements about AT with infants and toddlers. Decision-making practices, however, followed the reported trend of underutilization of AT in early intervention in that providers did not generally select AT options until children were older than 24 months. Reported beliefs were not associated with decision-making practices. Future research and training should focus on factors that are likely to influence the decisions that professionals make in practice.
Provider Perspectives on the Use of Assistive Technology for Infants and Toddlers With Disabilities
Authors: Wilcox M. Jeanne , Guimond Amy , Campbell Philippa H. , Weintraub Moore Heather
Published: June 2008

A random sample of 967 early intervention providers in 33 different states completed a telephone survey that was conducted with computer-assisted telephone interview technology. The survey solicited information about the service providers' views of assistive technology (AT) for infants and toddlers with disabilities. In particular, questions elicited information regarding the use of AT, factors important to making decisions about AT, access to resources (e.g., funding, lending libraries), and provider training about AT in early intervention. Data were analyzed for the group as a whole, for specific disciplines, and in terms of the amount of training providers reported they had about AT in early intervention. Results indicated similar response patterns across disciplines, but differences in terms of reported training.
Sibling-Mediated Social Interaction Intervention for Young Children With Autism
Authors: Tsao Ling-Ling , Odom Samuel L.
Published: June 2008

In the present study, the authors investigated the effectiveness of a sibling-mediated intervention in supporting the social behaviors of young children with autism. They used a multiple-baseline design across four sibling dyads to examine the effectiveness of the intervention. The researchers taught the typically developing siblings ways to socially engage their brothers with autism, which resulted in strong and positive changes in joint attention and modest changes in social behavior for the latter. Social validity ratings by observers who were naïve to the study parameters documented the social importance of the intervention effects for three of the four children; however, the results did not provide strong evidence for generalization of increased social interactions to different settings. The authors also discuss the practical implications of their findings.
Early Social Interaction Project for Children With Autism Spectrum Disorders Beginning in the Second Year of Life
Authors: Wetherby Amy M. , Woods Juliann J.
Published: June 2008

The Early Social Interaction (ESI) Project (Woods & Wetherby, 2003) was designed to apply the recommendations of the National Research Council (2001) to toddlers with autism spectrum disorders (ASD) by using a parent-implemented intervention that (a) embeds naturalistic teaching strategies in everyday routines and (b) is compatible with the mandate of the Individuals with Disabilities Education Improvement Act (IDEIA) of 2004, Part C. This quasi-experimental study is a preliminary effort by the authors to evaluate the effects of ESI on the social communication outcomes for a group of 17 children with ASD who entered ESI at age 2 years. The results indicated significant improvement on 11 of 13 social communication measures. The researchers compared the ESI group with a contrast group of 18 children with ASD who entered early intervention at age 3 years. The contrast group's results were comparable to those of the ESI postintervention group on communicative means and play, but the contrast group as a whole demonstrated significantly poorer performance on all other social communication measures. These findings offer promise for the use of parent-implemented interventions in promoting social communication for toddlers with ASD.
Using Point-of-View Video Modeling to Teach Play to Preschoolers With Autism
Authors: Hine Jeffrey F. , Wolery Mark
Published: June 2008

This study evaluated the effectiveness of point-of-view video modeling in teaching selected toy-play skills to two preschoolers with autism. This type of modeling involved the experimenters carrying or holding the video camera at eye level (from the child's perspective) and without recording models (persons]) to show the environment as a child would see it when he or she was performing the targeted skills. The researchers used a multiple-probe design across two children and two behaviors to evaluate the effect of the point-of-view modeling on the children's acquisition and maintenance of play actions. They used generalization probes to assess the degree to which the participants used the new skills across novel toys and during classroom activities. The results indicated that point-of-view modeling was an effective tool for teaching toy-play actions to preschoolers with autism. The authors discuss the extension of current video modeling research and implications for home and school interventions.
Project DATA for Toddlers
Authors: Boulware Gusty-Lee , Schwartz Ilene S. , Sandall Susan R. , McBride Bonnie J.
Published: June 2008

Because more children under the age of 3 years are being diagnosed with autistic spectrum disorder (ASD), early interventionists face the challenge of identifying appropriate programs to meet the unique needs of very young children with ASD and their families. Project DATA (Developmentally Appropriate Treatment for Autism) for Toddlers is an inclusive early intervention program for children between 1 year and 3 years old who have been diagnosed with ASD and is based on an existing program for preschoolers with ASD at the University of Washington. Project DATA for Toddlers uses the effective preschool model and makes modifications to meet the unique developmental needs of toddlers. In this article, the authors describe the components of Project DATA for Toddlers and present preliminary findings, specifically, child outcome data from the areas of cognition, communication, self-regulation, functional skills, and elementary school placement. They also discuss the implications for early intervention service delivery programs.
Ethics and Evidence in Consultation
Authors: Wesley Patricia W. , Buysse Virginia
Published: June 2008

The evidence-based practice movement in the early childhood field has stimulated efforts to synthesize and disseminate research findings related to direct services, such as child interventions and classroom teaching practices. This article describes the need to use an evidence-based process to make decisions about indirect services, specifically consultation, that include not only the best available scientific research but also professional and family wisdom and values as sources of evidence. Three scenarios are presented that illustrate various ethical issues related to early childhood consultation. Among four concluding recommendations for the early childhood field is the need to amend codes of ethics in general and special early childhood education to reflect values and practices related to indirect service delivery models involving collaborative relationships with other adults.
Characteristics of Effective Mental Health Consultation in Early Childhood Settings
Authors: Green Beth L. , Everhart Maria , Gordon Lyn , Garcia Gettman Maria
Published: June 2008

In response to (a) an increasing need to support children with emotional and behavioral challenges in childcare settings and (b) the high rates of expulsion among preschool children, mental health consultation in early childhood settings is becoming an increasingly popular intervention strategy. At the same time, there is little agreement or empirical evidence to help early childhood program managers and other professionals make decisions about the most important characteristics and services that mental health consultants should provide. The current study presents findings from a nationally representative survey of 74 Head Start programs and 655 Head Start directors, staff members, and mental health consultants to use in addressing this gap. Using Hierarchical Linear Modeling (HLM), the authors present results suggesting that the single most important characteristic of mental health consultants is their ability to build positive collaborative relationships with program staff members. The frequency of consultant activities was important, primarily because consultants who provided more frequent services were reported to have more positive relationships with staff members. These results were significant even after controlling for program-level characteristics, such as program size, budget for mental health services, and ratio of consultant hours to number of children.
Understanding the Roles and Responsibilities of Itinerant ECSE Teachers Through Delphi Research
Authors: Dinnebeil Laurie , McInerney William , Hale Lynette
Published: June 2008

The itinerant service delivery model is used across the United States to provide services to young children (ages 3 years—6 years) with disabilities whose primary placement is a community-based early childhood program. Although this model is a common component of the least-restrictive-environment continuum of service delivery options, the roles and responsibilities of itinerant early childhood special education (ECSE) teachers are poorly understood. The purpose of the Delphi studies reported here was to examine the perceptions of diverse stakeholder groups (i.e., itinerant ECSE teachers, ECSE teachers who work with itinerants, parents of children served by itinerant ECSE teachers, and supervisors of itinerant ECSE teachers) regarding the key roles and responsibilities of itinerant ECSE teachers. Delphi methodology enabled the researchers to determine common and divergent perspectives among the four stakeholder groups. Results of this research indicate a wide disparity in the perceptions of the four stakeholder groups regarding the nature of itinerant ECSE teachers' roles and the associated responsibilities.
Least Restrictive and Natural Environments for Young Children With Disabilities
Authors: Etscheidt Susan
Published: June 2008

Providing appropriate programs for young children with disabilities is a priority of the Individuals with Disabilities Education Act of 1990 (IDEA), recently reauthorized as the Individuals with Disabilities Education Improvement Act (IDEIA) of 2004. The IDEIA requires that programs be provided in natural or least restrictive environments, and issues concerning this area have been the focus of recent litigation. In this article, the author explores the issues surrounding this litigation and offers recommendations for developing Individualized Family Service Plans (IFSPs) and Individualized Education Programs (IEPs) for young children with disabilities. An analysis of administrative and judicial decisions revealed four themes: placement decisions were based on the potential for academic and nonacademic benefits, placement decisions were based on readiness for inclusion, placement decisions were based on instructional approaches, and placement decisions must be based on the considerations of a full continuum of options. Guidelines for promoting inclusive placement decisions include expanding professional development, improving the “readiness” of inclusive placements, and coordinating the exploration of natural and inclusive environments.
Including Parent Training in the Early Childhood Special Education Curriculum for Children With Autism Spectrum Disorders
Authors: Ingersoll Brooke , Dvortcsak Anna
Published: June 2008

Parent training has been shown to be a very effective method for promoting generalization and maintenance of skills in children with autism. However, despite its well-established benefits, few public school programs include parent training as part of the early childhood special education (ECSE) curriculum. Barriers to the provision of parent training include the need for parent education models that can be easily implemented in ECSE programs and the need for preparation of special educators in parent education strategies. This article describes a parent training model for children with autism developed for use in ECSE programs. The implementation of the program, teacher preparation, and preliminary outcomes and challenges will be discussed.
Enhancing the Interactions of Teenage Mothers and Their At-Risk Children
Authors: Deutscher Barbara , Fewell Rebecca R. , Gross Michelle
Published: June 2008

This study investigated the impact of a short-term interaction-focused parenting curriculum on maternal behaviors and child development outcomes. Participants were 94 teen-mother—child dyads; 48 in the intervention group received a relationship-focused curriculum offered in 24, 1-hour sessions. Maternal behaviors during play were videotaped and coded preintervention and postintervention. Children were assessed using a developmental screening inventory. When the groups were compared at posttest using analyses of variance, mothers in the intervention group were significantly more responsive, less directive, and more facilitative of child language development. Children of mothers in the intervention group had significantly higher developmental quotient scores than children of mothers in the contrast group. Findings corroborate previous research and offer support for interventions focusing on interaction variables to influence child outcomes.
Profiles of Children Served in Early Intervention Programs for Behavioral Disorders
Authors: Trout Alexandra Lynn , Epstein Michael H. , Nelson Ron , Synhorst Lori , Duppong Hurley Kristin
Published: June 2008

Special education legislation has placed an increased emphasis on early intervention programs for children at risk for early literacy delays and behavioral disorders. Given this trend, it is important to understand the characteristics of students identified and served in at-risk programs. This study presents the findings from a cluster analysis on the early literacy and behavioral characteristics of 195 children screened at risk for behavioral disorders served in an early intervention program. Clustered variables included behavioral measures from the Early Screening Project (ESP; Walker, Severson, & Feil, 1995), Systematic Screening for Behavior Disorders (SSBD; Walker & Severson, 1992), and measures of early reading development from the Woodcock Reading Mastery Tests—Revised (WRMT-R; Woodcock, 1998). Split-half procedures and external criteria were used to validate results. Five distinct subgroups were revealed: Broad Risks, Academic Achievers, Primarily Behavior, Primarily Academic, and Extreme Behaviors. Results indicate heterogeneous characteristics and clear areas of behavioral and early reading risk between subgroups within the greater sample. Implications, limitations, and future research are discussed.
Physical and Social Adaptations of Families to Promote Learning in Everyday Experiences
Authors: Keilty Bonnie , Galvin Kristin May
Published: June 2008

The purpose of this study was to inform early intervention practice by exploring the various adaptations families make to promote their child's learning, the supports they perceive as helpful in creating adaptations, and the supports they perceive as still needed. Holistic case studies were developed for 5 families of infants and toddlers with disabilities or developmental delays. Resulting conclusions were that families (a) created adaptations according to their goals, their child's developmental characteristics, and environmental factors; (b) relied primarily on their own knowledge of their child; (c) most frequently used responsive caregiving strategies and adaptations of the requirements of, or instruction for, participation; and (d) applied intervention guidance in various ways. Resulting recommendations for early intervention practices are described.
Measuring the Social Competence of Preschool Children With Specific Language Impairment
Authors: McCabe Paul C. , Marshall Debra J.
Published: June 2008

The correspondence between direct observation and informant ratings of preschool children with specific language impairment (SLI) was investigated. Preschoolers with and without SLI were observed during free play using the Social Interactive Coding System (SICS; Rice, Sell, & Hadley, 1990). In addition, teachers and parents completed the Social Competence Behavior Evaluation Scale (La Freniere & Dumas, 1995), Teacher—Child Rating Scale (Perkins & Hightower, 2002), and Parent—Child Rating Scale (Primary Mental Health Project, 1999) . SICS observations were compared with the results of each rating scale. Results indicated low to moderate correlations between the SICS and teacher ratings and between the SICS and the parent ratings. Differences between children with and without SLI were observed, including differences in communication style and preferred audience (adults versus peers), responsiveness to social initiations, and play style. Problems of task orientation, peer social skills, assertiveness, isolation, and behavioral control were also noted. A multi-method, multisource assessment was recommended.
Progress Developing the Kansas Early Childhood Special Education Accountability System
Authors: Greenwood Charles R. , Walker Dale , Hornbeck Marguerite , Hebbeler Kathleen , Spiker Donna
Published: June 2008

Policy decision makers, early educators, and early interventionists face numerous challenges as they develop and implement statewide accountability systems to evaluate and improve children's early intervention and early childhood special education outcomes. Kansas was an early adopter of the Child Outcomes Summary Form (COSF) developed by the Early Childhood Outcomes Center as a means of integrating multiple sources of information on children's performance and to meet policy requirements of the state and the Office of Special Education Programs (OSEP). The purpose of this article is to describe the Kansas experience and to report preliminary findings for entry-level COSF data. Implications are discussed.
Kentucky's Early Childhood Continuous Assessment and Accountability System
Authors: Rous Beth , McCormick Katherine , Gooden Caroline , Townley Kim F.
Published: June 2008

Kentucky has developed an assessment and accountability system that provides outcome data for a set of state early childhood standards for children birth to 5 years of age that are aligned with early childhood outcomes designated by the Office of Special Education Programs (OSEP). Within this flexible and comprehensive state assessment system, early intervention and care providers, district preschool personnel, and childcare program staff select a criterion-referenced, curriculum-based assessment (CBA) tool to monitor children's progress. The system is designed so that data from these CBA tools can be used for three purposes: (a) to demonstrate child progress and inform instruction at the individualized intervention or classroom level; (b) to promote program improvement and plan program, district, and state supports through the aggregation of assessment data at the program, district, and state level; and (c) to report on child progress to evaluate the success of federal, state, or district programs and initiatives.
Suggestions for Statewide Measurement Systems
Authors: Campbell Philippa H. , Anketell Mary
Published: June 2008

State agencies have been exploring a variety of options for addressing the Office of Special Education Program's (OSEP) requirements for measuring outcomes for children in early intervention (Part C) or preschool (Section 619) programs. OSEP requires the measurement of children's performance in three outcome areas: (a) acquisition and use of knowledge and skills (including language and early literacy); (b) positive social—emotional skills including social relationships; and (c) use of appropriate behaviors to meet needs. Children's progress in each of these areas will be assigned a category reflecting the type of progress made using a standard of similar-age peers.
A Protocol for Assessing Early Communication of Young Children With Autism and Other Developmental Disabilities
Authors: Halle Jim , Meadan Hedda
Published: June 2008

The purposes of this article are (a) to describe a structured protocol for assessing request, reject, and repair behavior of young children with autism spectrum disorders and other developmental disabilities and (b) to highlight the importance of assessing these communicative behaviors. These three communicative functions are basic building blocks for social encounters, permitting the “speaker” to influence others in desired ways. Concepts of operant psychology, such as response class, functional equivalence, response competition, and response efficiency, are invoked to provide a conceptual framework for the assessment. To illustrate how the structured protocol can be implemented and the types of findings resulting from the assessment, an actual case study is presented with the data on requesting and rejecting for five young children with autism.
Measuring Expressive Language Growth in Young Children With Autism Spectrum Disorders
Authors: Cadigan Karen , Missall Kristen N.
Published: June 2008

This study explored the use of the Picture Naming Individual Growth and Development Indicator (Picture Naming IGDI; Early Childhood Research Institute on Measuring Growth and Development [ECRI-MGD], 1998) with 11 preschoolers who have autism spectrum disorders (ASD). Children completed the Picture Naming IGDI on 7 occasions in 12 weeks. Results indicated Picture Naming was both a valid and reliable measure of language skills for young children with ASD. Hierarchical linear modeling revealed Picture Naming was sensitive to growth for children with ASD between 39 and 69 months old. A discussion of future research and application of the Picture Naming IGDI, as well as implications for practice, concludes the article.
Effects of a Supplemental Early Reading Intervention With At-Risk Urban Learners
Authors: Musti-Rao Shobana , Cartledge Gwendolyn
Published: June 2008

This study investigated the effects of a supplemental early reading intervention program on the phonemic awareness and alphabetic principle skills of students identified as at risk for reading failure. Seven kindergarten students and one firstgrade student received 20 min of supplemental reading instruction 3 days a week for 16, 12, and 8 weeks. The researcher and a paraprofessional implemented the intervention in a coteaching format. A multiple-baseline-across-subjects design was used to analyze the effects of the instruction on Phoneme-Segmentation Fluency (PSF; Good & Kaminski, 2002) and Nonsense Word Fluency (NWF; Good & Kaminski, 2002) skills of target students. The results indicated that students made moderate to substantial increases in PSF and NWF as a result of the intervention. Supplemental reading intervention with systematic and explicit instruction in phonemic awareness and the alphabetic principle may be used to improve important literacy skills in kindergarten students identified as at risk for reading failure. The results also indicate that paraprofessionals can be taught to provide effective early reading intervention.
Teacher and Parent Expectations of Preschoolers' Behavior
Authors: Lynne Lane Kathleen , Stanton-Chapman Tina , Roorbach Jamison Kristen , Phillips Andrea
Published: June 2008

This study examined teachers' and parents' expectations of preschool age students' behavior to determine how teacher and parent views of “importance” converge and diverge. Teachers ( n = 35) and parents ( n = 124) rated the extent to which social skills were critical for school success. Results suggest that while teachers and parents share similar expectations in the value paced on cooperation skills, they diverge in the importance placed on self-control and assertion skills. Implications for early intervention and strengthening home—school partnerships are discussed.
Social and Behavioral Characteristics of Preschoolers With Specific Language Impairment
Authors: Stanton-Chapman Tina L. , Justice Laura M. , Skibbe Lori E. , Grant Staci L.
Published: June 2008

This study examined the social and behavioral characteristics of children with specific language impairment (SLI) as compared with a group of children with typically developing language skills (TL). The participants were 45 children (17 girls and 28 boys) with SLI and 53 children (27 girls and 26 boys) with TL. Maternal ratings of participants' social and behavioral characteristics were obtained using the Social Skills Rating System (Gresham & Elliott, 1990) and the Child Behavior Checklist (Achenbach, 1995). Analyses of variance revealed differences between the two groups of children in all areas of social skills as well as in specific indices of internalizing behaviors, although no differences were observed for externalizing behavior. The prevalence of clinically significant difficulties was significantly high in the area of social skills but not for behavioral problems. Implications of the results are discussed.
Promoting Inclusion and Peer Participation Through Assessment-Based Intervention
Authors: Cho Blair Kwang-Sun , Umbreit John , Dunlap Glen , Jung Gilsoon
Published: June 2008

In the current investigation, the processes of functional assessment and functionbased intervention were used to resolve the severe challenging behaviors of a boy with autism and mental retardation in an inclusive kindergarten in South Korea. A multicomponent intervention was developed in collaboration with classroom personnel and was implemented entirely by the teacher and an aide in the context of a multiple-baseline-across-activities experimental design. Results were empirical validation of hypotheses derived from the functional assessment, as well as lower levels of challenging behaviors and increased rates of appropriate behaviors associated with the intervention. Positive interactions with a designated classroom peer and with the teacher also increased. The findings are discussed as contributions to the growing literature on functional assessment and function-based supports and the importance of promoting successful inclusive experiences for young children with disabilities.
Factor Structure, Internal Consistency, and Interrater Reliability of the Early Childhood Behavior Problem Screening Scale
Authors: Nelson Ron , Epstein Michael , Griffith Annette , Hopper John
Published: June 2008

The current study examined the initial psychometrics of the Early Childhood Behavior Problem Screening Scale (ECBPSS; Epstein & Nelson, 2006), namely the factor structure and associated internal consistency of factor items of parent and teacher versions as well as interrater reliability. Data came from samples of preschool- and kindergarten-age children from 2 medium-size cities in the U.S. midwest. Separate analyses of the parent and teacher data revealed internalizing and externalizing factors, with Cronbach's alphas ranging from .83 to .95. Parent and teacher interrater reliability coefficients ranged from .32 to .37. Overall, the results suggest that the 12-item ECBPSS Parent and Teacher forms may be useful for screening young children who may be at risk for emotional and behavioral disorders.