bluuebunny/crossref_metadata_2025 huggingface dataset:
The Resilience of Migrant Workers in Shanghai China: the Roles of Migration Stress and Meaning of Migration
Authors: Fu Keung Wong Daniel , He Xue Song
Published: February 2008

Background: In China, more than 10 million rural migrants move to cities every year. Because of the Household Registration System, migrant workers are not entitled to subsidised housing, education, social security or medical benefits.

Aims: Using a resilience perspective, this study attempted to explore not only the migration stress that is experienced by migrant workers, but also the protective function of meaning of migration in helping migrant workers withstand the stress of migration.

Method: A survey design with multistage cluster sampling was used and 475 migrant workers were recruited. The questionnaire contained demographic data, the Brief Symptom Inventory, a migration stress scale and meaning of migration scale.

Results: Financial and employment difficulties stood out as the most stressful issues for migrant workers. More financial and material gains and personal aspirations and achievement were the most common reasons for living in Shanghai. Regression analyses revealed that financial and employment difficulties and interpersonal tensions and conflicts significantly predicted the mental health of both male and female migrant workers. In addition, while marital status significantly predicted the mental health of male migrant workers, the subscale `more financial and material gains' in the meaning of migration scale predicted the mental health of female migrant workers. Finally, there was a moderating effect of meaning of migration on the mental health of female migrant workers.

Conclusion: There is a need to consolidate and develop policies to protect the rights of migrant workers in China. Mental health counselling for migrant workers who are experiencing difficulties living in Shanghai should be introduced.
Against the Tyranny of PowerPoint: Technology-in-Use and Technology Abuse
Authors: Gabriel Yiannis
Published: February 2008

Over the past five years, PowerPoint has emerged as a powerful piece of communication technology, having profound consequences on presentations (business and educational), classroom communication and, possibly, on the nature of lecturing itself. An analysis of the ways in which PowerPoint is used offers considerable insights into, first, the nature of educational technologies and their organizational implementations; second, the effect of these technologies on the construction and dissemination of organizational knowledge; and, third, the qualities and skills of a society of spectacle, where a great deal of organizational knowledge assumes the form of visual representations. Using illustrations from my personal experience, I examine some uses to which the software is put and some of its potential shortcomings. These include the parcelling of knowledge into bullet points, reliance on visual aids to support weak analysis, and the forced linearity of argumentation that limits improvisation, digression and inventiveness. I argue, however, that PowerPoint can be used more creatively, to build on our culture's emphasis on spectacle and image and related multi-tasking skills that lecturers and students develop. In this manner, PowerPoint can redefine the nature of a lecture, from the authoritative presentation of a text into a multimedia performance that elicits a critical, creative and active response from its audience.
Lords of the Dance: Professionals as Institutional Agents
Authors: Scott W. Richard
Published: February 2008

More so than other types of social actors, the professions in modern society have assumed leading roles in the creation and tending of institutions. They are the preeminent institutional agents of our time. Different professions work in various ways: some attempt to create general cultural-cognitive frameworks; others to devise normative prescriptions to guide behavior; and still others to exercise coercive authority. Also, individual professionals assume varying roles within their professional community: some concentrate on devising and testing general principles, others transport these ideas to varying communities; and still others work to apply the principles to individual cases. Professions themselves adhere to an institutional model, but this model has undergone important changes over time.
Rawls, equality, and democracy
Authors: Baker C. Edwin
Published: February 2008

Part I distinguishes epistemic and choice democracy, attributing the first to the Rawls of A Theory of Justice but arguing that the second is more justifiable. Part II argues that in comparison with the difference principle, three principles — equal participation in choice democracy, no subordinating purpose, and a just wants guarantee — constitute a more rational choice in the original position; and that they better provide all the benefits claimed for the difference principle in its comparison with either average utilitarianism or restricted average utilitarianism (the mixed conception). Part III, despite noting that my conclusions in Part II can all be reached within the Rawlsian framework, suggests that finding the basis of equality in the presuppositions of communicative action rather than in the existence of the two basic moral powers is more conducive to the affirmative conclusions of Parts I and II. It argues that Rawls' conclusions represented in part his not fully carrying out the break with Kant that he identified himself as making.
Marcuse, human nature, and the foundations of ethical norms
Authors: Noonan Jeff
Published: February 2008

The article is a critical examination of Marcuse's speculations about the possibility of determining a biological foundation for ethical norms. It considers three key objections to this project: that Marcuse fails to adequately define needs, that he misinterprets Freud, and that, details aside, he fundamentally misunderstands what a `biological' foundation for ethics would entail. The objections are accepted, to varying degrees, as regards the content of Marcuse's argument. The article concludes, however, with a different account of biological foundations designed to rescue the deeper aims of Marcuse's project.
Young adolescents' usage of narrative functions of media music by manipulation of musical expression
Authors: Wingstedt Johnny , Brändström Sture , Berg Jan
Published: February 2008

This study investigates usage and knowledge of musical narrative functions in contemporary multimedia. A group of young adolescents were given the task of adapting musical expression, using the non-verbal research tool REMUPP, to fit different visual scenes shown on a computer screen. This was accomplished by manipulating seven musical parameters: instrumentation, tempo, harmonic complexity, rhythmic complexity, register, articulation and reverb. They also answered a questionnaire giving information about their musical training and media habits. Numerical data from the manipulation of the musical parameters were analysed to search for tendencies within the group with regard to the musical expression in relation to the different visual scenes shown. The results showed a large degree of in-group consensus regarding narrative functions of music, indicating knowledge about musical narrative codes and conventions. Also, the results were clearly influenced by factors such as the participants' musical training, gender and habits of music listening, playing computer games and watching movies — highlighting the complexity of learning and pointing to the impact of the increasing availability of narrative media on our attitudes and knowledge.
Cerebral Palsy After Perinatal Arterial Ischemic Stroke
Authors: Golomb Meredith R. , Garg Bhuwan P. , Saha Chandan , Azzouz Faouzi , Williams Linda S.
Published: February 2008

The frequency of cerebral palsy, degree of disability, and predictors of disability were assessed in children in a perinatal arterial stroke database. Risk factors were assessed at the univariate level using the Pearson χ2 and Fisher exact test and at the multivariate level using logistic regression analysis. Seventy-six of 111 children with perinatal stroke (68%) had cerebral palsy, most commonly hemiplegic (66/76; 87%). Multivariate analysis of the entire cohort showed both delayed presentation (OR,9.96; 95% CI, 3.10-32.02) and male sex (OR, 2.55; 95% CI, 1.03-6.32) were associated with cerebral palsy. In subgroup multivariate analyses: in children with neonatal presentation, bilateral infarcts were associated with triplegia or quadriplegia (OR, 5.33; 95% CI, 1.28-22.27); in children with unilateral middle cerebral artery infarcts, delayed presentation (OR, 10.60; 95% CI, 2.28-72.92) and large-branch infarction (OR, 8.78; 95% CI, 2.18-43.67) were associated with cerebral palsy. These data will aid physicians in planning long-term rehabilitative care for children with perinatal stroke.
Demystifying Micro-Credit
Authors: Karim Lamia
Published: February 2008

This article is an ethnographic study of the effects of micro-credit on gender relations in rural Bangladesh. Focusing on the 2006 Nobel Peace Prize winner, the Grameen Bank of Bangladesh and three other leading non-governmental organizations (NGOs) in the country, I analyze the role of gender in the expansion of globalization and neoliberalism in Bangladesh. The Grameen Bank has become a global symbol of poor women's empowerment and is celebrated for its 98 percent loan recovery. In this article, I examine some of the NGO tactics behind the loan recovery programs. In particular, I examine how Bangladeshi rural women's honor and shame are instrumentally appropriated by micro-credit NGOs in the furtherance of their capitalist interests.
The Melodramas of Globalization
Authors: Sarkar Bhaskar
Published: February 2008

This article posits a homology between (1) the developmentalist logic endemic to hegemonic discourses of globalization and (2) the logic of the `too late' that drives the melodrama genre, to argue that the experience of globalization is, itself, highly melodramatic. Focusing on the far-reaching transformations of the Mumbai-based film industry and its global epiphenomenon `Bollywood', the article critically analyzes the hooplas and anxieties that structure contemporary Indian cultural nationalism. Countering overarching prognoses of global homogenization, it draws attention to the myriad ground-level transactions through which difference is capitalized and managed. This understanding of melodrama as the persistence of difference helps explain the continuing popularity of the genre in the global South.
Renegotiating Feminist Praxis in the Arabian Gulf
Authors: Devriese Leila
Published: February 2008

In countries where there is an absence of social activism and formal civil society, and where overt demands for women's citizenship rights are met with suspicion and resistance, what alternative strategies are available to mobilize women and induce social and legal reform toward gender equity? One strategy that has demonstrated effectiveness is to use legitimate, state-sanctioned institutions as vehicles for change. Due to the Gulf states' firm commitment and increasing investment in women's education, it would seem that integrating gender studies into research and pedagogy within academic institutions in the Gulf would be an obvious avenue for women's empowerment. Drawing on theories of the trans-formative potential of education for social change, weaving gender issues into popular education may offer an effective conduit for consciousness-raising among today's youth. Whether taught as separate, stand-alone programs or integrated into various (more traditional) disciplines, gendering curricula fosters liberatory pedagogy that empowers learners through active and responsive learning methodologies. This article will discuss best practices for women's empowerment through alternative channels, ranging from gendering of curricula in higher education to partnering with local academic institutions and women's groups to examine gender issues of specific contextual relevance. Given the dearth of local gender studies scholarship, academics and activists find themselves having to navigate uncharted territory as they appropriate culturally resonant symbols to reframe gender issues within a local context.
An Introduction to the Project
Authors: Garvin Charles , Bargal David
Published: February 2008

This introductory article begins with a presentation of the focus of this special issue: a participatory action research project titled “Enabling Adolescents in Culturally Diverse Environments to Peacefully Resolve Ethnic Group Conflicts.” The rationale for the project as well as its conceptual and theoretical foundations are indicated. After this, the authors note the steps taken to develop the project. The article concludes with a description of the other articles included in this issue.
Project Program Development and Implementation
Authors: Garvin Charles
Published: February 2008

This article presents the project's processes and activities by describing the steps that were taken in its development and implementation. The first step was the planning and conceptualization of the program. The second step was carrying out the planned program. This has been repeated four times. Thus, the third step was examining each trial, modifying the program based on this examination, and conducting subsequent trials.
Enhancing the Quality of Individualized Education Plan (IEP) Goals and Objectives
Authors: Pretti-Frontczak Kristie , Bricker Diane
Published: February 2008

Individualized service is a cornerstone of early childhood special education. A primary mechanism used to individualize services is the Individualized Education Plan (IEP). Unfortunately, many studies report that IEP goals and objectives tend to be poorly written and question the individualized nature of the IEP. The purpose of this study was to validate a strategy for improving the quality of written IEP goals and objectives. A diverse group of early childhood special educators was trained on writing quality IEP goals/objectives and using a curriculum-based measure called the Assessment, Evaluation, and Programming System (AEPS) for Three to Six Years. Results indicate the quality of written IEP goals and objectives improved following the IEP goal writing training and use of the AEPS Test.
Conceptual Issues and Analytic Strategies in Mixed-Method Studies of Preschool Inclusion
Authors: Li Shouming , Marquart Jules M. , Zercher Craig
Published: February 2008

Mixed-method designs increasingly are being used to investigate multi-faceted educational phenomena, but many conceptual and practical challenges remain in combining qualitative and quantitative methods. This paper addresses the conceptual issues by illustrating how 2 analytic approaches were used for different mixed-method purposes in the study of preschool inclusion. Using family and classroom studies as examples, the paper describes practical strategies for conducting mixed-method data analysis in terms of data reduction, transformation, comparison, and interpretation.
Taiwanese Mothers' Perceptions of Parent-Infant Interaction With Children With Down Syndrome
Authors: Chen Yu-Jun , McCollum Jeanette A.
Published: February 2008

Parent-child interaction is a cornerstone of early intervention. Caution is necessary, however, in transferring models of early intervention developed in one culture to parents from a different culture. It is essential that early intervention be grounded in an understanding of how parents from different cultures might perceive their interactions with their children. The current study analyzed interviews with 16 Taiwanese mothers of babies with Down syndrome. Interviews were analyzed using emergent themes related to perceived benefits of parent-child interaction for children's development and to parental roles that support these benefits. The perceptions captured in these interviews appear to reflect cultural views of parent-child interaction as well as parents' perceptions of and adaptations to the characteristics and needs of their babies with Down syndrome.
Benefits and Risks of Reverse Inclusion for Preschoolers With and Without Disabilities: Parents' Perspectives
Authors: Rafferty Yvonne , Boettcher Caroline , Griffin Kenneth W.
Published: February 2008

In this article, we compare the perceived benefits and risks of inclusion among 244 parents whose preschoolers with and without disabilities attended a community-based reverse inclusion program. Parents reported strong support for inclusion and differed on only one attitude dimension. Perceived risks for typically developing children were greater among parents of typically developing children than among parents of children with disabilities. Level of support was consistent for parents of children with mild, moderate, and severe disabilities. Parents reported greater support for including children with mild-moderate disabilities, as well as those with speech or orthopedic impairments. Rates of program satisfaction and parent involvement were high and 94% indicated they would place their child in a similar program again.
Initial Development of the Infant/Toddler Sensory Profile
Authors: Dunn Winnie , Daniels Debora B.
Published: February 2008

We report on initial development of the Infant/Toddler Sensory Profile; a parent questionnaire assessing a child's sensory processing abilities. Parents of 401 typically developing infants and toddlers completed the 81-item questionnaire. Findings suggest that 48 of 81 items best characterized sensory processing for children 7 to 36 months of age, whereas 36 items appeared relevant for children birth to 6 months of age. Principal component analysis for 7 to 36 month olds produced an 8-component structure accounting for 47% of score variance. Reliability analyses were consistent with clusters previously identified in Dunn's model of sensory processing for older children (Dunn, 1997a). Implications for future work include replication with a large national sample and with specific disability groups.
Evidence-Based Practice in Early Intervention/Early Childhood Special Education: Single-Subject Design Research
Authors: Odom Samuel L. , Strain Phillip S.
Published: February 2008

The purpose of this study was to examine the strength of scientific evidence from single-subject research underlying the Division of Early Childhood (DEC) Recommended Practices. From the 1990 to 1998 research literature, 184 articles met the inclusionary criteria for this review. In general, the literature provided positive, and in some cases very strong, scientific evidence for the effectiveness of practices from the Child-Focused Strand of the DEC Recommended Practices. Researchers most frequently used multiple-baseline, multiple-probe, alternating treatment, and a combination of designs. Treatment effects were replicated an average of 5.5 times per study, and treatments appeared to be implemented with a high degree of fidelity. Researchers less often provided evidence for maintenance, generalization, and social validity of treatments.
Interdisciplinary Collaboration Among Early Intervention Faculty Members
Authors: Mellin Alison E. , Winton Pamela J.
Published: February 2008

Quantitative and qualitative methods were used to investigate interdisciplinary practices of 116 early intervention faculty. Results indicated that faculty engaged in a small amount of interdisciplinary teaching in their preservice programs. No significant differences were found in the amount of interdisciplinary teaching that faculty from four different discipline groups provided. Quantitative results indicated work environment variables were the strongest predictors of level of interdisciplinary collaboration. A content analysis revealed the most frequently reported hindrance to interdisciplinary collaboration was the work environment and the most frequently reported facilitator was the extent to which faculty value interdisciplinary collaboration. Findings suggest that policy supporting interdisciplinary service delivery has outstripped the field's capacity to prepare personnel using interdisciplinary practices.
Increasing Peer-Directed Social-Communication Skills of Children Enrolled in Head Start
Authors: Craig-Unkefer Lesley A. , Kaiser Ann P.
Published: February 2008

The current study assessed the effects of an intervention to improve the social-communicative interactions of six children at-risk for delays in language and social skills enrolled in Head Start. A multiple-baseline design across three mixed-gender dyads was used to determine the effects of a three-component intervention on children's verbal interactions and play. During the baseline, intervention, and generalization phases, children's social-communicative behaviors were videotaped, coded, and summarized. When the plan-play-report intervention was introduced in each dyad, children's social-communicative behaviors increased. Increases occurred in descriptive statements, requests, and language complexity and diversity. During the intervention, children also engaged in more complex play behaviors. Children generalized changes in social communication, interaction, and play to untrained peers from different classrooms.
A Computer-Assisted Instruction Phonological Sensitivity Program for Preschool Children At-Risk for Reading Problems
Authors: Lonigan Christopher J. , Driscoll Kimberly , Phillips Beth M. , Cantor Brenlee G. , Anthony Jason L. , Goldstein Howard
Published: February 2008

Previous research has demonstrated that phonological sensitivity is an important causal skill for decoding. This study evaluated the use of computer-assisted instruction (CAI) to provide training in phonological sensitivity skills to preschoolers at-risk for reading problems. Forty-five children ranging in age from 44 to 64 months (M = 55.1, SD = 6.07) were randomly assigned to a CAI group or a control group. Children exposed to CAI made significantly greater gains on rhyming and elision skills compared to the control group. Expressive vocabulary scores were predictive of pre- to posttest growth. Children in the CAI condition positively rated participation in the training program. Results provide preliminary support for CAI to improve the phonological sensitivity skills of preschoolers who are at-risk.
Teaching Functional Communication Skills Using Augmentative and Alternative Communication in Inclusive Settings
Authors: Johnston Susan S. , McDonnell Andrea P. , Nelson Catherine , Magnavito Angie
Published: February 2008

Three preschool-aged children with disabilities were taught functional communication behaviors using select augmentative and alternative communication (AAC) devices. Acquisition of AAC behaviors resulted from an intervention strategy that included creating communicative opportunities, providing a peer or teacher model of the behavior, prompting the behavior, and providing access to natural consequences for appropriate responses. Interventions occurred in inclusive preschool classrooms. The intervention strategy was effective in teaching functional communication behaviors using AAC for all three participants. Survey data on the acceptability of the intervention to preschool staff, and ecobehavioral data examining the impact of the intervention on child participation and use of symbolic communication are also discussed.
Perspectives of Early Intervention Professionals About Culturally-Appropriate Practices
Authors: Lee Hwa , Ostrosky Michaelene M. , Bennett Tess , Fowler Susan A.
Published: February 2008

This survey study examined the extent to which early intervention professionals in a midwestern metropolitan area considered cultural factors important and the extent to which their practice reflected recommendations cited in the literature for providing culturally-appropriate services. Characteristics of these professionals and the barriers they have faced in providing services to children birth to age 3 and their families were also examined. Although professionals considered recommendations for providing culturally-appropriate services important, they reported that multiple barriers often hindered implementation. To provide high quality services for families who are culturally diverse, early intervention professionals need assistance such as professional development opportunities and administrative support. A challenge for the field in the next decade is to continue to diversify the population of early intervention professionals.
Young Children with Autism: Judicial Responses to the Lovaas and Discrete Trial Training Debates
Authors: Nelson Catherine , Huefner Dixie Snow
Published: February 2008

In the last decade, parents have filed an increasing number of due process hearings and court cases requesting the Lovaas method, an intensive discrete trial training based on select principles of applied behavior analysis, for their young children with autism. This article examines provisions of the Individuals with Disabilities Education Act (IDEA) that relate to these cases, the Lovaas method and research issues surrounding it, published federal cases decided since the revisions to IDEA in 1997, and public policy issues that have surfaced as a result of the controversial cases. Recommendations for addressing these issues are offered.
Preventing Summer Reading Declines in Children Who Are Disadvantaged
Authors: Schacter John
Published: February 2008

During summer vacation, children who are disadvantaged often experience declines in reading achievement, while children from middle- and high-income backgrounds improve. In this study, an experimental group of first-grade children who were disadvantaged were enrolled in a summer reading camp that included 2 hr of systematic reading instruction blended into an 8-week summer day camp experience. Parents or legal guardians of children assigned to the comparison group received training to implement effective reading strategies with their children over the summer. Results showed noteworthy differences in reading vocabulary, reading comprehension, phonics skills, and oral reading for children who attended the reading camp program. The results provide initial evidence that teaching young children to read in a summer camp context can be a successful intervention to help obviate summer reading loss.
Integrating Education and Human Service Plans: The Interagency Planning and Support Project
Authors: Salisbury Christine L. , Crawford Wayne , Marlowe Deborah , Husband Patricia
Published: February 2008

Individual service/support plans from several different agencies were integrated to improve coordination and service delivery, and address difficulties encountered by families whose children are served by multiple agencies. Components of the Interagency Planning and Support model are described, and data on the development, adoption, and utilization of the Collaborative Support Plan (CSP) are presented from a sample of 34 families and 49 providers. Analysis of project level, parent, provider, and administrative data revealed the approach was successful in producing an integrated service plan that was valued by participants and was determined by parents to be better than previous service planning experiences. Factors affecting the success of development, adoption, and utilization of this innovative approach are described.
Contributions of Early Language and Maternal Facilitation Variables to Later Language and Reading Abilities
Authors: Fewell Rebecca R. , Deutscher Barbara
Published: February 2008

This study investigated the contributions of four variables (children's expressive language scores at 30 months of age, mother's facilitation of child language, mother's education, and group assignment) to the prediction of IQ at age 3, verbal IQ at ages 5 and 8, and reading at age 8 for 571 children of low-birthweight. Four separate multiple regression analyses found children's expressive language scores at 30 months of age accounted for the major portion of the variation in each of the models. Maternal facilitation of children's language and maternal education added significantly to the variation in each of the four models. Results suggest children's early language and mother's facilitation of children's language are important intervention considerations to enhance children's readiness for school.
Interventionists' Perspectives about Data Collection in Integrated Early Childhood Classrooms
Authors: Sandall Susan R. , Schwartz Ilene S. , Lacroix Betsy
Published: February 2008

The collection and use of data are generally accepted as important educational practices. Nevertheless, evidence exists that interventionists' data collection practices tend to be infrequent and nonsystematic. This study investigated the perspectives of early childhood interventionists about the use of data in their classrooms. Perspectives about the use of data for monitoring children's progress, improving instruction, and communicating with families and other professionals also were studied. Participants were teachers, assistant teachers, and therapists in an integrated setting. Participants identified a number of perceived barriers, including the nature of the setting, management issues, lack of time and skill, and the nature of individualized education programs. Implications for improving the data collection practices of early childhood interventionists are discussed.
Effects of Embedding Caregiver-Implemented Teaching Strategies in Daily Routines on Children's Communication Outcomes
Authors: Woods Juliann , Kashinath Shubha , Goldstein Howard
Published: February 2008

Effects of instructing caregivers to implement teaching strategies within daily routines were investigated using a multiple baseline design across caregiver strategies and participants. Four toddlers with developmental delays participated in intervention conducted by their primary caregiver within the family's preferred play routines. To assess generalization, caregiver teaching strategy use was observed during other caregiving and outdoor play routines. Caregiver strategy use increased subsequent to instruction within indoor play routines. Generalization to other routines, however, was limited in three of the four dyads. All four children demonstrated gains in communication objectives and test scores across multiple developmental domains improved. This study demonstrates the viability of teaching caregivers to embed effective teaching strategies within daily routines to improve the communication skills of toddlers.
Acceptability of Language Interventions: A Comparison of Preschool and Elementary Teachers' Responses
Authors: Turan Yasemin , Ostrosky Michaelene M. , Halle James W. , Destefano Lizanne
Published: February 2008

This study used structured analogue situations to examine factors that might influence teachers' preferences and opinions about language interventions. These factors included respondent groups (preschool vs. elementary school teachers), type of treatment approach (naturalistic vs. therapeutic), person delivering the intervention (classroom teacher vs. speech and language pathologist [SLP]), and severity of language delay (mild vs. severe). Sixty-six teachers (28 elementary and 38 preschool teachers) participated in this survey study. Results showed that preschool teachers found naturalistic approaches slightly more acceptable than the therapeutic approach, whereas elementary school teachers viewed the therapeutic approach as somewhat more acceptable than naturalistic approaches. Teachers rated three intervention approaches differently when they were applied to children with mild versus severe language delays. Implications for research and practice of these findings are discussed.
Perspectives of Teachers About Instructional Supervision and Behaviors that Influence Preschool Instruction
Authors: Rous Beth
Published: February 2008

Preschool programs for children with and without disabilities housed in public school settings have increased dramatically over the last decade. This study examined the perspectives of preschool teachers about who provides instructional supervision for their preschool programs and the behaviors these individuals use to influence their instructional practices. A questionnaire employing Critical Incident Technique was distributed to all preschool teachers housed in public school buildings in one state. Results from this investigation suggest that preschool coordinators and principals are identified most often as instructional supervisors. Five themes were identified that facilitated classroom instruction: support for the preschool classroom and staff, professional development opportunities and strategies, presence in the classroom and program, offering praise to teachers and staff, and overall knowledge of early childhood development. Teachers indicated that instructional leaders influenced their instructional practices through both verbal and nonverbal interactions.
Teachers' Use of Naturalistic Communication Intervention Practices
Authors: Smith Janediane , Warren Steven F. , Yoder Paul J. , Feurer Irene
Published: February 2008

The purpose of this study was to determine the extent to which naturalistic practices were being implemented across a representative sample of 17 early intervention programs and classroom activities. Measures of teacher-child communicative interactions, program quality, specialized training, and ongoing support were administered. Results indicated that teachers use descriptive talk more frequently than direct teaching strategies, particularly during freeplay activities. Implementation of direct teaching strategies was positively related to program quality, and specialized training might influence teacher's perspectives about use of freeplay as an opportunity to facilitate communication development. Data obtained in separate geographic regions of the country were remarkably similar, providing modest support for the external validity of these findings. Implications for practice and research are discussed.
Early Intervention Practitioner Approaches to Natural Environment Interventions
Authors: Raab Melinda , Dunst Carl J.
Published: February 2008

Practitioner beliefs about and understanding of natural environment interventions were examined. Sixteen early intervention practitioners from two programs in a southeastern state were interviewed about their understanding and use of natural environments as sources of learning opportunities for young children. Practitioners in one program had considerable experience with natural environment interventions, whereas those in the other program had little or no experience with natural environment interventions. Results indicated considerable variability and understanding between experienced and novice practitioners about the sources and characteristics of natural environment practices. Implications for promoting practitioners' understanding and adoption of natural learning environment practices are described.
Appropriate and Inappropriate Interpretation and Use of Test Scores in Early Intervention
Authors: Andersson Luanne L.
Published: February 2008

Two types of test scores are often used for determining eligibility for early intervention services: standard scores and developmental-age scores. Because they are derived using different methods, these two types of scores do not provide equivalent information. Characteristics of norm-referenced and criterion-referenced tests and the scores available on these tests are reviewed. Valid use of test scores is discussed and cautions regarding the interpretation and use of developmental-age scores are presented. Suggestions for early intervention practitioners are offered.
Early Childhood Teacher Preparation in Special Education at 2- and 4-Year Institutions of Higher Education
Authors: Chang Florence , Early Diane M. , Winton Pamela J.
Published: February 2008

The movement toward inclusion has made educating and caring for children with disabilities an increasingly critical part of the early education teacher's role. The goal of this paper is to describe the extent to which early childhood teacher preparation programs are including early childhood special educationlearly intervention content and experiences as part of their core course and practicum requirements. A nationally representative survey of 438 chairs and directors of early childhood teacher preparation programs revealed that while a large proportion of programs consider early childhood special educationlearly intervention to be a part of the mission of their program, the amount of coursework and practicum experience vary considerably by content area and level of degree offered by the program. Implications are offered for policy and future research.
Validity and Reliability of a Curriculum-Based Assessment Approach to Determine Eligibility for Part C Services
Authors: Macy Marisa G. , Bricker Diane D. , Squires Jane K.
Published: February 2008

Traditional standardized, norm-referenced assessments are used most often to determine children's eligibility for specialized services. These traditional tests have at least two drawbacks: (a) test items and activities often do not reflect children's functional repertoires; and (b) outcomes are difficult to link directly to goal development, intervention, and evaluation. A promising alternative is the use of an assessment approach that reflects children's functional repertoires in familiar environments (i.e., authentic), and directly connects outcomes to programmatic efforts (i.e., linked). This study investigated the validity and reliability of an authentic and linked alternative assessment. Sixty-eight toddlers, with and without disabilities, were given traditional and alternative eligibility assessments. Results suggest the potential for using alternative assessment for determining eligibility for early intervention services.
The Authentic Alternative for Assessment in Early Intervention: An Emerging Evidence-Based Practice
Authors: Bagnato Stephen J.
Published: February 2008

Early childhood intervention requires assessment procedures that are designed and field-validated specifically for young children with disabilities, capture real-life competencies in everyday routines, help plan individual programs, and document incremental improvements in developmental competencies. Conventional tests and testing, which have dominated measurement in the field, fail to meet early intervention purposes and published professional recommended practice standards. Fundamental changes in assessment for early intervention are needed to produce practices that are authentic, universal, and useful. Due to the advocacy of parents and professionals working together, early childhood measurement is morphing into authentic assessment, the optimal alternative to conventional testing in early intervention. The research reported by Macy, Bricker, and Squires (2005) in "An Examination of the Validity and Reliability of a Curriculum-Based Assessment Approach Used to Determine Eligibility for Part C Early Intervention Services" is a welcome addition to the evidence-base for authentic and curriculum-based assessment in early childhood intervention that has quietly emerged over the past decade.
Promoting Inclusion by Improving Child Care Quality in Inner-City Programs
Authors: Campbell Philippa , Milbourne Suzanne , Silverman Christine , Feller Natalie
Published: February 2008

An innovative training program to improve the quality of child care for all children including those with disabilities was developed, implemented, and evaluated over a 5-year time span with child caregivers working primarily in inner city child care programs. A total of 283 directors and child caregivers participated in 1 of 15 courses that used the infant-toddler (n = 8) or preschool (n = 7) curricula of the training program. Each training curricula presented age-specific content in didactic class sessions scheduled across a 3- to 4-month time period. These class sessions were combined with three on-site consultation visits and an out-of-class assignment. Following participation in the training program, quality of care increased in infant-toddler and preschool classrooms. Before and after training, caregivers' interactions with children were characterized as neither punitive nor detached but with only moderate levels of positive interaction and permissiveness.
On-the-Job Practices of Early Childhood Special Education Providers Trained in Family-Centered Practices
Authors: Murray Mary M. , Mandell Colleen J.
Published: February 2008

This qualitative study investigated the use of family-centered practices by graduates of two early childhood special education personnel preparation programs that embedded family-centered pedagogy and involvement in all coursework. Three cohorts, involving 19 graduates employed in 19 different programs located in six states, participated in individually administered interviews to identify their perspectives about and use of family-centered practices in their work environments. All graduates were committed to and described using family-centered practices, but the large majority of graduates also identified significant barriers to using family-centered practices, including lack of support from colleagues and administrators and lack of policies related to working with families. Implications for preservice preparation, policy makers, and service programs are discussed.
Building Social Communication Skills in Head Start Children Using Storybooks: The Effects of Prompting on Social Interactions
Authors: Stanton-Chapman Tina L. , Kaiser Ann P. , Wolery Mark
Published: February 2008

The purpose of this study was to evaluate the effects of a prompt versus no prompt condition in combination with a peer-directed intervention package that targeted children with low language or behavior problems. The current study (a) tested two conditions of a multi-component intervention package to increase social interaction between peers, and (b) evaluated which condition of the intervention increased the use of positive verbalizations, social pragmatic strategies, and specific language forms. An alternating treatments design was used to compare the two variations of the intervention. Results of the study indicated no differential effects between the prompt and no prompt conditions. While the study does not add to the literature supporting the use of prompts in social interaction, results comparing baseline to intervention performance show promise for improving preschoolers' social communication skills.
Recommended Outcomes for Families of Young Children with Disabilities
Authors: Bailey Donald B. , Bruder Mary Beth , Hebbeler Kathy , Carta Judith , Defosset Michelle , Greenwood Charles , Kahn Lynne , Mallik Sangeeta , Markowitz Joy , Spiker Donna , Walker Dale , Barton Lauren
Published: February 2008

The Early Childhood Outcomes (ECO) Center was funded by the Office of Special Education Programs to promote the development and implementation of child and family outcome measures for infants, toddlers, and preschoolers with disabilities. An evidence-based process with extensive stakeholder input led to the identification of five outcomes by which the effectiveness of services for families could be assessed: (a) families understand their child's strengths, abilities, and special needs; (b) families know their rights and advocate effectively for their child; (c) families help their child develop and learn; (d) families have support systems; and (e) families are able to gain access to desired services and activities in their community. These outcomes provide a framework by which states and the federal government could document whether early intervention and preschool programs are providing demonstrable benefits for families, and provide the basis for developing measurement systems to determine the extent to which such benefits have been attained.
'You Don't Know Me Like That': Patterns of Disconnect Between Adolescent Mothers of Children With Disabilities and Their Early Interventionists
Authors: Lea Davenia
Published: February 2008

Interest in the concept of collaboration in early intervention has focused primarily on collaboration among professionals or between professionals and families. Few studies have examined patterns of collaboration between early interventionists and families headed by adolescent mothers. This study examined the perspectives and experiences of 6 adolescent mothers and their service providers. Interviews, observations of interactions between service providers and adolescent mothers, and documents such as the Individualized Family Service Plan were analyzed to identify factors that facilitated or hindered effective collaboration. Results are interpreted with respect to a cultural variant perspective and are discussed in terms of their implications for building relationships and providing intervention.
Child Care for Low-Income Children with Disabilities: Access, Quality, and Parental Satisfaction
Authors: Wall Shavaun , Kisker Ellen E. , Peterson Carla A. , Carta Judith J. , Jeon Hyun-Joo
Published: February 2008

Using data from the Early Head Start Research and Evaluation Project, this study analyzed the similarities and differences of variables associated with child care services for low-income families with young children with disabilities and low-income families with typically developing children. Four major variables were analyzed: access to child care; maternal participation in self-sufficiency activities, such as work or education; quality of care; and parental satisfaction with care. Rates of child care utilization and maternal self sufficiency activities were similar for both groups. At age 3, however, children with disabilities received care of lower quality than their typically developing peers, and their parents were less satisfied with the child care arrangements. Policy and research implications, stressing the importance of improving child care quality for low-income children with disabilities across all types of settings, are presented.
Commonality Analysis: Partitioning Variance to Facilitate Better Understanding of Data
Authors: Reichwein Zientek Linda , Thompson Bruce
Published: February 2008

In early intervention, researchers often are interested in interpretation aids that can help determine the relative importance of variables when multiple regression models are used, and that facilitate deeper insight into prediction dynamics. Commonality analysis is one approach for helping researchers understand the contributions independent or predictor variables make in a given regression model. The purposes of the present paper are to (a) provide a general overview of multiple regression analysis and its application in early intervention research, (b) explain how to conduct a commonality analysis, and (c) illustrate how commonality analysis might be used as an interpretation aid in an early intervention research context.
Use of Presumptive Eligibility for Enrolling Children in Part C Early Intervention
Authors: Mott Donald W. , Dunst Carl J.
Published: February 2008

The extent to which presumptive eligibility was used to enroll children in early intervention was the focus of this study. Participants were 180 children enrolled in early intervention in western NC during a 2-year period. Presumptive eligibility was defined as the process of determining a child's eligibility for IDEA Part C early intervention based on information about the child and family available at the time of referral. Results showed that presumptive eligibility was used for only 18% of the children, but could have been used for an additional 66% of the children. Eligibility determination took more than 45 days for over 40% of the children; developmental evaluations were needed to determine eligibility for 24% of the children, but an additional 31% of the children received developmental evaluations not needed to determine eligibility; and 83% of delayed eligibility decisions were due to bureaucratic procedures or developmental evaluations not needed for eligibility determination. Findings are discussed in light of IDEA's emphasis on expediting early identification and enrollment of infants and toddlers in Part C programs.