bluuebunny/crossref_metadata_2025 huggingface dataset:
The Comparative Effects of Constructivist Versus Traditional Teaching Methods on the Environmental Literacy of Postsecondary Nonscience Majors
Authors: Wright J. Michael
Published: June 2008

Using a pretest-posttest quasi-experimental control group design, a learning environment study was conducted to evaluate the environmental literacy of postsecondary, nonscience majors. Data were collected from 183 students taking an introductory environmental science class—a 41-question Environmental Literacy Instrument (ELI) prompted students for responses across four subscales of environmental literacy: Knowledge, Beliefs, Opinions, and Self-Perceptions. Differences between presurvey and postsurvey scores were compared to determine whether a constructivist-based or traditional learning environment improved students' environmental literacy more. Results showed that the constructivist-based curriculum was not a significant factor of influence, suggesting that regardless of which learning environment they were exposed to, participants experienced similar improvements to their environmental literacy across a 16-week semester. Given that the findings were contrary to expectations, and counterindicated by several other learning environment studies as well, a broader investigation as to why the two learning environments produced similar results is warranted.
Rewriting My Autobiography
Authors: Aoki Cynthia R. A.
Published: June 2008

The formation and recall of memories are fundamental aspects of life and help preserve the complex collection of experiences that provide us with a sense of identity and autonomy. Scientists have recently started to investigate pharmacological agents that inhibit or “dampen” the strength of memory formation and recall. The development of these memory-dampening agents has been investigated for the treatment of posttraumatic stress disorder (PTSD). Currently, these agents are being tested in multicenter clinical trials and will likely soon be approved for the treatment of PTSD. With advancements in technology, more targeted memory-dampening techniques may be developed in the future. Accessibility to these agents will inevitably affect one's sense of identity and also one's sense of autonomy. Therefore, it is essential that the legal and ethical implications of using these agents be examined for governments and courts to appropriately address issues that may emerge.
The Beginnings of Federal Help for Young Children with Disabilities
Authors: Gallagher James J.
Published: June 2008

The beginning of federal help for young people with disabilities was stimulated by an earlier interest in economically disadvantaged children through HeadStart. Because of that interest a small demonstration program, the Handicapped Children's Early Education Program (HCEEP), a visible concern for young children with disabilities began in 1968. A major technical assistance project accompanied the HCEEP program, followed by personnel preparation and research initiatives in early childhood by OSEP and NICHD. State grants to aid in developing early childhood services were followed by the Education of the Handicapped Amendments of 1986 that mandated services in participating states. A total of 18 years was needed before these various components were in place, reminding us that public policy moves incrementally even in areas of substantial professional and public agreement.
The Federal Role in Early Childhood Special Education Policy in the Next Century
Authors: Smith Barbara J.
Published: June 2008

This article describes the relationship of federal, state, and local policy as it relates to early childhood special education (ECSE) policies. The article describes the balance of power among the three levels of government established by a system of federalism, such as the U.S. form of government. The author hypothesizes that efforts on behalf of young children with special needs and their families need to be increasingly focused on local action rather than federal. The role of the federal government in ECSE policy may diminish in the future, and the goals of policy, whether federal or local policies, are more likely to be met if individuals at the local level commit to local action. The author proposes that future federal, state, or local policy gains will be dependent on actions taken by individuals at the state and local level.
Inclusion
Authors: Bricker Diane
Published: June 2008

One of the first early intervention programs developed in the 1970s at Peabody College used an inclusive approach by combining infants, toddlers, and preschool-age children with and without disabilities. The first section of this article reviews three salient issues faced by the staff of this early program: recruitment of children, delivery of developmentally appropriate services, and relative lack of barriers to inclusion. In the second section, successes of this early program are juxtaposed with issues faced by contemporary early intervention approaches to inclusion. The final section suggests a refocusing of inclusion efforts in three areas: assuring that inclusion benefits all children and families, improving understanding of which strategies and procedures work and which do not, and improving the clarity of outcomes for individual children who participate in inclusion programs.
Preschool Inclusion
Authors: Odom Samuel L.
Published: June 2008

Inclusion of children with disabilities in early childhood classrooms with typically developing peers has become a primary service option in early childhood special education. In this paper, I briefly describe "what we know" from the literature about outcomes of inclusion, social integration patterns, placement, definition, quality, instruction, teacher attitudes, family attitudes, community participation, policy factors, and cultural influences. The concluding discussion addresses ongoing issues related to definition, quality, intensity and instruction, outcomes and goals, social integration, and costs and funding.
A Natural History of Early Language Experience
Authors: Hart Betty
Published: June 2008

Talking is important for children, because the complexity of what children say influences the complexity of other people's responses. This article describes how years of focusing on the talk of 4-year-olds in early intervention led to years of observing 1- through 3-year-olds learning to talk during their everyday interactions with their parents at home. Analysis of the observational data revealed how crucial to development is the amount of children's language experience as partners in the social dances of conversation. The parent behaviors observed to support learning to talk have many implications for research and practice.
The Future of Early Communication and Language Intervention
Authors: Warren Steven F.
Published: June 2008

This article presents a vision of the future of early communication and language intervention efforts. In this vision, all young children experience highly responsive environments for as much of the time as possible from infancy onward, communication and language delays and disorders are routinely identified as close to their genesis as possible, and optimal intervention strategies are implemented as early as possible. To realize this vision, we must achieve the following on a broad scale: (a) increase support for responsive interaction styles among all parents, childcare workers, teachers, and early interventionists; (b) expand efforts to identify communication delays and disorders as early as possible; (c) move forward with the development of truly effective communication and language intervention approaches; and (d) transform research findings into day-to-day practice. The realization of this vision will necessitate a truly transdisciplinary approach to both research and practice.
Assessment of Young Children with Special Needs
Authors: Fewell Rebecca R.
Published: June 2008

This article begins with the state of assessment in the 1960s and traces changes through the end of the century. The birth of 20,000 children with rubella syndrome began the focus on the assessment of young children with disabilities. The author's personal challenge in this process led to an unanticipated career in the field of assessment. The strengths of multiple measures, including standardized, norm-referenced measures and informal, functional measures, were all touted as essential in the assessment process. The author recognizes the many events that contributed to her involvement in developing assessment measures and in broadening the assessment mission. The role of the past and its linkage and contributions to the future are conveyed throughout the article.
Assessment in Early Intervention and Early Childhood Special Education
Authors: McConnell Scott R.
Published: June 2008

Assessment practices have been, and are likely to continue to be, a well-integrated part of early intervention and early childhood special education. While our field has sometimes adopted approaches to assessment that seem at odds with best practices, most assessment practices used with young children and their families are intended to provide useful information and contribute directly to intervention design and evaluation. Current activities in research and practice suggest three themes or directions that will mark early childhood special education assessment into the 21st century. First, I expect continued—indeed, intensified—attention to assessment of progress and growth for individuals and groups. Second, methods typically associated with ecobehavioral research will continue to be adapted and refined for practitioners to directly assess a variety of environmental conditions and characteristics that affect young children's performance and development. Third, continued integration and linkage of assessment and intervention practices will yield more formal monitoring and decision making models that will reduce the uncertainty about when and how to intervene. Together, these future directions in assessment practice will contribute directly to improvements in the services and supports provided to children and families and to the outcomes these services and supports produce.
Classroom Research for Young Children with Disabilities
Authors: Wolery Mark , Gast David L.
Published: June 2008

During the past 30 years, substantial research activity generated a great deal of knowledge about teaching young children with disabilities in classrooms. This research was conducted by a large number of investigators interested in different topics and issues related to development, learning, and—importantly but less frequently—instruction. Retrospectively, our own research endeavors and experiences were guided implicitly and explicitly by five assumptions about how to approach important social issues and problems: (a) draw on findings from other areas of research, (b) use rigorous experimental methods, (c) rely on systematic replications to understand the applicability and limitations of findings, (d) be alert to serendipitous findings and the feedback from others, and (e) attend to trends and shifts in perspectives, but follow the data when drawing suggestions about practice.
Classroom-Based Interventions
Authors: Hemmeter Mary Louise
Published: June 2008

The inclusion of children with disabilities in programs with their typically developing peers is one of many changes that has occurred in the field of early childhood special education over the last 20 years. Inclusion was initially viewed as a placement issue, but it has become clear that for inclusion to be successful, children should not just be placed in an inclusive setting but should be involved with their peers in ongoing classroom activities and routines. They also should have opportunities for learning new skills within the context of those activities and routines. For this to occur, we need instructional approaches that promote children's learning in the context of activities and routines with their peers. This article examines the research on classroom-based interventions as they relate to promoting inclusion, addresses related challenges facing our field, and suggests appropriate strategies.
Pioneering Steps (and Fumbles) in Developing a Federal Preschool Intervention
Authors: Zigler Edward , Styfco Sally J.
Published: June 2008

Unlike the planners of the federal Head Start program, those who design interventions today have a wealth of knowledge available about meeting the needs of young at-risk children. Experience has shown that goals must be clear and realistic, the program must be comprehensive and involve each child's family, and services must be of high quality and last long enough to be beneficial. Efforts must be expended on research and evaluation both to fill the need for accountability and to inform service improvements. Basic and applied research each have valuable contributions to make to the intervention field and to the construction of effective social policies.
The Federal Role in Early Intervention
Authors: Bailey Donald B.
Published: June 2008

Since 1968, the federal government has played an essential role in establishing and implementing early intervention and preschool services for young children with disabilities and their families. This has been accomplished through a series of laws, regulations, supports, and incentives that collectively have shaped the nature and extent of current practice. I predict that as we enter the new millennium, we will not see new major legislation comparable in impact to IDEA and ADA. There will be a continued shift from federal to state control over decision making about practice. However, pressing national issues will require ongoing federal leadership. This leadership will continue in the form of increased levels of directed research and cooperative agreements based on federal perceptions of national need. Large-scale studies using nationally representative samples of children will provide important information about services and outcomes but will limit field-initiated efforts. A successful federal role will require a continued balance of federal leadership and grass roots initiatives. Hopefully we will see increased collaboration across federal agencies to address issues of mutual national importance.
Taking the Past Along
Authors: McCollum Jeanette A.
Published: June 2008

This article traces a personal and professional journal that paralleled the growth and direction of personnel preparation in Early Childhood Special Education. Each decade since 1975 has been characterized by a particular theme, highlighted in legislation and policy. These themes are a way of understanding the activities that have been undertaken in the area of ECSE personnel preparation and as a way of setting directions for the future.
Early Childhood Intervention Personnel Preparation
Authors: Winton Pamela J.
Published: June 2008

The centerpiece of my vision for personnel preparation is a well paid, well-educated early childhood intervention workforce situated in "learning communities" whereby parents, practitioners, administrators, consultants, and university and community college faculty are mutually accountable for creating quality early environments for children. Personnel preparation is an ongoing part of the fabric of daily work. The driving force behind the content and specific personnel preparation activities is the basic question, "What do we need to know and do to improve the outcomes for all young children?" I suggest that currently we do not have the resources or the policies in place to support such a vision. I further suggest that grassroots public support for early childhood intervention could be achieved through the kind of "learning communities" envisioned in the opening vignette of this article. I suggest that there are three areas where changes are critical in order to create "learning communities": (1) increasing collaboration among multiple partners at multiple levels; (2) attending to diversity issues; and (3) promoting family involvement in personnel preparation. Without a shared vision and commitment to early childhood intervention at the community level, we will continue to operate with a massive gap between what we know from research and how we practice. We know what constitutes an effective personnel preparation system, just like we know what makes an effective early childhood intervention program. The question is can that information be shared in ways that make the need for changes in policies and practices undeniable? It will take a nation of informed "learning communities" to make my vision a reality.
Revisiting "Rethinking Early Intervention"
Authors: Dunst Carl J.
Published: June 2008

Asocial support and social systems approach to early intervention proposed some 15 years ago is revisited in light of changes and advances during the intervening years. Major components of the model are reviewed, reflections and revisions are presented, and the future use of the model are discussed. The contention that early intervention should include a rich array of child, parent, and family supports (experiences, opportunities, etc.) remains a central tenet of the model. The paper concludes with an overview of a "third generation" model integrating new evidence for studying and practicing family systems intervention.
Family-Centered Early Intervention
Authors: Bruder Mary Beth
Published: June 2008

The term family-centered early intervention refers to both a philosophy of care and a set of practices. Both have been used to guide research, training, and service delivery for well over a decade. Unfortunately, though, the universal adoption of family-centered values and practice in early intervention is problematic for a number of reasons. This article will discuss these reasons in the context of the current state of early intervention and provide recommendations for the new millennium.
The Need for Longitudinal, Intensive Social Skill Intervention
Authors: Strain Phillip S. , Hoyson Marilyn
Published: June 2008

In this article, we suggest the need to embed social skills intervention within the more general context of long-term early intervention efforts that promote all dimensions of developmental performance. Although the field has advanced on many fronts during the last 30 years, we believe that the limits of isolated social skills training over brief periods of time have been reached. To support the call for more comprehensive and intensive intervention efforts, we offer preliminary results from an 18-year study to address the social and related needs of young children with autism. Contrary to the usually gloomy picture of social skills intervention evaluated across time and contexts, the former clients of the LEAP program demonstrate evidence of sustained growth and development over nearly two decades.
Standing on the Shoulders of Giants
Authors: Schwartz Ilene S.
Published: June 2008

In the past 35 years, professionals in the field of early childhood special education have demonstrated great advances in social skills interventions for young children with disabilities. We no longer question if social behavior is important or if we can teach children social behaviors. Despite what we have learned, much work remains. In this article I identify three areas in which work is still needed: (a) working with families to define social outcomes in a meaningful and culturally relevant manner; (b) expanding our definition of social behaviors and moving toward a framework based on social relationships rather than social skills; and (c) developing interventions that are socially valid, ecologically valid, and sustainable across settings.
Instructional Technology and Personnel Preparation
Authors: Hains Ann Higgins , Belland John , Conceição-Runlee Simone , Santos Rosa Milagros , Rothenberg Dianne
Published: June 2008

Advancements in instructional technology offer an array of unprecedented opportunities and challenges for persons engaged in personnel development. This article first defines instructional technology, identifies current issues in higher education, and then identifies specific instructional designs, strategies, and media applications for persons involved in early childhood special education personnel preparation.
Computer-Assisted Instruction of Early Academic Skills
Authors: Hitchcock Caryl H. , Noonan Mary Jo
Published: June 2008

Five preschool students with disabilities received direct instruction on three primary skills: matching shapes, colors, and numbers or letters. This was followed by guided practice using constant time delay under two conditions: computer-assisted instruction (CAI) with interactive software, and teacher-assisted instruction (TAI) with manipulatives. An adapted alternating treatments design was used. Both instructional strategies (CAI and TAI) produced significant gains. CAI was either equal or superior to TAI across skills and participants. The results suggest that CAI, using constant time delay, is an effective means of promoting attainment and maintenance of preacademic skills in young children with disabilities.
Implementing and Maintaining an Effective Early Childhood Comprehensive Technology System
Authors: Hutinger Patricia L. , Johanson Joyce
Published: June 2008

The Early Childhood Comprehensive Technology System (ECCTS) was a 3-year collaborative project designed to implement and maintain a comprehensive technology system based on combining four components of nationally recognized demonstration models and peer-reviewed outreach models funded by the Early Education Program for Children with Disabilities in the U.S. Department of Education. The models incorporated (a) on-going training, follow-up and technical support for teachers and an on-site technology support team (Tech Team); (b) team-based technology assessment for children with moderate to severe disabilities; (c) technology integration into the classroom curriculum; and (d) transition into public school kindergartens and other programs. ECCTS components were effective in establishing, maintaining, and institutionalizing computer technology in a large preschool program.
Training Personnel to Promote Quality Parent-Child Interaction in Families Who Are Homeless
Authors: Kelly Jean F. , Buehlman Kim , Caldwell Kathryn
Published: June 2008

This study was designed to, first, train parent-child advocates serving homeless parents and their children (birth-three) in providing one-on-one early intervention to facilitate healthy parent-child interactions and, second, evaluate the impact of training on the quality of parent-child interactions in the intervention setting. Four advocates were trained over a 20-week period. During the first 10-week training phase, advocates observed project staff members (trainers) interacting with clients in the advocate's caseload and received training on specific interaction components. During the second 10-week phase, trainers observed and gave feedback to the newly trained advocates who implemented the learned strategies with six referred clients. All parent-child advocates reported increases (from pre- to posttraining) in knowledge and competence level about ways to provide support to parents, knowledge of children's early interactive behaviors, and ability to provide feedback to parents to promote the parent-child relationship. Observations of parent-child advocate behavior with mothers during intervention sessions also revealed changes between pre- and posttraining: Advocates increased their use of positive, contingent, and instructive feedback to parents about their interactions with their young children. Finally, the mother's behavior changed from pre- to postintervention; mothers receiving intervention became more contingent, social-emotional growth fostering, and stimulating in their interactions with their children. The results and the need for further research are discussed.
A Framework for Describing Variations in State Early Intervention Systems
Authors: Spiker Donna , Hebbeler Kathleen , Wagner Mary , Cameto Renee , McKenna Patti
Published: June 2008

As part of the National Early Intervention Longitudinal Study, information about the early intervention service systems in the 20 participating states was gathered. This article organizes this information into dimensions of a framework for describing early intervention systems at the state and local levels. Information collected indicates that considerable variation exists on all dimensions of the framework. Descriptive information is presented about how local jurisdictions are defined, eligibility criteria, what agencies are involved in early intervention, and models of intake and of service coordination, including vignettes for selected states. Research on the significance of this variation for how families experience early intervention is needed if better systems are to be implemented. Frameworks for describing early intervention systems are a necessary first step to this line of research. Future analyses from this study will look at the relationship between early intervention systems, services provided, and outcomes achieved.
Supporting Young Children's IEP Goals in Inclusive Settings Through Embedded Learning Opportunities
Authors: Horn Eva , Lieber Joan , Shouming Li  , Sandall Susan , Schwartz Ilene
Published: June 2008

A set of multiple case studies was conducted to assess the feasibility for teachers in inclusive early education programs supporting young children's learning objectives through embedded learning opportunities (ELOs). The examination of the ELO procedure included assessment of the teachers' planning and implementation, the impact on child performance of specific learning objectives, and the teachers' perceptions of the ELO strategy. These case studies were conducted in three separate inclusive early childhood education programs located in three different states and included four children with disabilities and their classroom teachers. All teachers demonstrated increases in use of instructional behaviors toward targeted objectives. Children demonstrated concomitant increases in performance of targeted objectives. In follow-up interviews, teachers reported generally favorable perceptions of the ELO procedure. There were, however, some clear differences between teachers (with resulting impacts on child performance) in the consistency and frequency of implementation of the instructional support strategies. Teacher interview data are used to aid in hypothesizing on why these differences occurred.
A Comparison of Developmental Gains for Preschool Children with Disabilities in Inclusive and Self-Contained Classrooms
Authors: Holahan Annette , Costenbader Virginia
Published: June 2008

Two studies examined developmental outcomes associated with services in inclusive and self-contained preschool classrooms. In Study 1, the effects of classroom inclusion on the developmental and social growth of preschool children with disabilities were investigated on 15 pairs of children (N = 30) matched for chronological age, gender, initial level of functioning, related services received, and attendance schedules. Progress was measured with the Brigance Diagnostic Inventory of Early Development-Revised using a pre-post design. Results indicated that children functioning at a lower level of social and emotional functioning performed equally well in inclusive and specialized settings, while children functioning at a relatively higher level performed better in inclusive settings than in specialized settings. In Study 2, the relationships between developmental progress and the length of the school day and the amount of related services received per week were investigated on 66 participants. Children in full-day classrooms had greater developmental delays but achieved higher rates of progress than their half-day peers in the areas of social and emotional development and overall development.
Adaptation and Accommodation to Young Children with Disabilities: A Comparison of Korean and Korean American Parents
Authors: Cho Su-Je , Singer George H. S. , Brenner Mary
Published: June 2008

This article presents a comparative study of the adaptation of Korean and Korean American parents to their children with developmental disabilities. Repeated interviews with 16 mothers in each group were designed to elicit parental descriptions of the major chronological events concerning their child, process of adaptation and accommodation, sources of stress and support, and perceived benefits and contributions to their lives. The interviews were conducted in Korean, transcribed, translated, and analyzed in a structured procedure in keeping with one major tradition of qualitative research. Comparative cross-cultural research allows investigators to see taken-for-granted phenomena that might otherwise go unseen. The study revealed that both Korean and Korean American parents experienced a process of transformation in regard to their beliefs and feelings about their exceptional children. Religion played an important role in this process. Public policy, social services, and available resources were dramatically different in the two nations, and these differences suffused parental accounts of their individual experiences. The similarities and differences between the two groups are presented thematically. The findings are further discussed in relation to major theories about adaptation in families of young children with disabilities.
The Evolution of Transition Policy for Young Children with Special Needs and Their Families
Authors: Rosenkoetter Sharon E. , Whaley Kathy T. , Hains Ann H. , Pierce Luzanne
Published: June 2008

Early childhood transition policies provide an excellent case study of the types of events that can lead to policy change over time. This article describes the types of early childhood transitions that have received policy development and the types that remain unguided by federal or state policy. Some of the influences on the evolution of transition policy, including model demonstration and technical assistance projects, research data, and positions of professional organizations are examined. The authors suggest that bidirectional influences on transition policy have connected the decisions of policymakers at multiple levels with the actions and advocacy of family and practitioner stakeholders. New federal policies have stimulated state policy development. The article describes current challenges to effective transitions in early childhood and explores the characteristics of guidelines that may make a positive difference for young children and families in transition. Finally, the authors suggest areas in which additional research and policies might improve transitions for children, families, and service providers.
Policy and Management Supports for Effective Service Integration in Early Head Start and Part C Programs
Authors: Summers Jean Ann , Steeples Tammy , Peterson Carla , Naig Lisa , McBride Susan , Wall Shavaun , Liebow Harriet , Swanson Mark , Stowitschek Joseph
Published: June 2008

Effective service integration between Part C programs for infants and toddlers with disabilities and Early Head Start (EHS) offers opportunities to serve children with disabilities in natural environments and to provide a full range of comprehensive services for low income families. This study was a qualitative inquiry in five states and six local communities to learn how state and local administrators, direct care providers, and parents perceive the process of service integration in Part C and EHS. Through open-ended interviews, respondents shared perceptions of collaboration between the two programs at referral and intake, evaluation and individualized planning, service delivery, and transition out of the programs. Researchers sorted narrative material into categories through both thematic analysis and computerized software. Respondents perceive effective service integration to include administrative structures (e.g., interagency agreements, personnel policies), and interpersonal relationships among the direct providers and families involved. Parents emphasized structural factors such as a stable staff with minimal turnover, and interpersonal factors such as a comfortable and harmonious atmosphere among themselves and staff from the two programs. Staff stressed informal and open channels of communication, as well as clear and understandable procedures. Administrators highlighted joint trainings, policies coordinating schedules for evaluation and planning, and mutual respect for each other's programs. Research, policy, and practice implications of the identified factors are discussed.
Elementary School Principals and Their Needs and Issues for Inclusive Early Childhood Programs
Authors: Brotherson Mary Jane , Sheriff Georgia , Milburn Penny , Schertz Mary
Published: June 2008

This study examined the sociopolitical environment and issues confronting elementary school principals as they work with young children with disabilities and their families toward the elusive goal of inclusion. A participatory action research model was used to gather information with 61 elementary principals in 13 focus groups interviews across the state of Iowa. Interview data from principals were analyzed to determine what they perceive as challenges to inclusion and their needs to be effective leaders for change in early childhood programs. A gap continues to exist between recommended practices and the reality of early childhood inclusion in the schools. Principals did not tend to see themselves as part of the solution for early childhood education inclusion. Six themes are discussed, as well as implications and future directions for early interventionists working with public school personnel.
The Costs of Preschool Inclusion
Authors: Odom Samuel L. , Hanson Marci J. , Lieber Joan , Marquart Jules , Sandall Susan , Wolery Ruth , Horn Eva , Schwartz Ilene , Beckman Paula , Hikido Christine , Chambers Jay
Published: June 2008

The purpose of this study was to examine the instructional costs of inclusive and traditional noninclusive special education services for preschool children with disabilities. Cost information was collected from five local education agencies in different parts of the country that provided inclusive and traditional special education service options. Within-agency comparisons suggested that inclusive models were generally less expensive or comparable in cost to traditional forms of special education. Cost features, such as salaries, childcare tuition, equipment, materials, transportation, administration, and building costs were associated differently with different models. The difficulty in collecting cost information on noninstructional costs, the relatively mild degree of disabilities of children in the study, and potentially different groups of children enrolled in inclusive and traditional models were noted as limitations of this study.
Characteristics and Consequences of Everyday Natural Learning Opportunities
Authors: Dunst Carl J. , Bruder Mary Beth , Trivette Carol M. , Hamby Deborah , Raab Melinda , McLean Mary
Published: June 2008

The relationships between several different person and environment characteristics of everyday natural learning opportunities and changes in both child learning opportunities and child behavior and performance were examined in an intervention study lasting 19 to 26 weeks. Participants were 63 parents or other caregivers and their infants, toddlers, and preschoolers with disabilities or delays. Findings showed that learning opportunities that were interesting, engaging, competence-producing, and mastery-oriented were associated with optimal child behavioral change. Implications for early intervention practices are discussed.
Teaching Social Interaction Skills in the Integrated Preschool
Authors: Kohler Frank W. , Anthony Leslie J. , Steighner Stacie A. , Hoyson Marilyn
Published: June 2008

The purpose of this study was to increase the social interaction skills of four preschool children with autism. Four teachers in integrated preschool classrooms participated. Experimental sessions occurred during daily 10-minute activities in which all children in the class were free to select from six to eight different activities. Prior to beginning the study, all four teachers were introduced to a variety of naturalistic teaching tactics designed to stimulate children's play and interaction with others. A multiple baseline design was employed to examine three different conditions. In baseline, teachers used these tactics with no assistance from research staff. In a second phase, teachers received daily feedback and technical assistance. Assistance was provided on only one occasion and then withdrawn during a maintenance phase. Results indicated that all four children increased their social interactions during the technical assistance phase. Each boy exhibited his skills in a range of different play activities, and two continued to display high levels of interaction during a maintenance phase.
Relationships Among Young Children's Ideas, Emotional Understanding, and Social Contact with Classmates with Disabilities
Authors: Diamond Karen E.
Published: June 2008

This study examined relationships among children's ideas about helping others, their understanding of emotions, their acceptance of individuals with disabilities, and their social contact with classmates with disabilities. Participants were 45 children enrolled in preschool classes that included classmates with disabilities. Children's ideas about helping, understanding of emotions, and acceptance of individuals with disabilities were elicited in interviews. Classroom observations were used to record the frequency of children's social contacts with classmates with disabilities. Results revealed that children who had social contact with classmates with disabilities had significantly higher scores on measures of emotion understanding and acceptance of individuals with disabilities than did children who had contact only with typically developing classmates.
Communities of Practice
Authors: Wesley Patricia W. , Buysse Virginia
Published: June 2008

The field of early intervention continues to experience challenges in connecting theory and practice, reducing professional isolation, and translating principles into action. An examination of the way we perceive and enact professional roles reveals their limited scope in addressing these challenges. This article introduces the concept of expanding roles to include collaborative reflective inquiry within communities of practice as one way to reform professional practices. We suggest that reflection within communities of practice not only extends our own understanding, insight, and command of the situations in which we work, but also holds the potential to advance the field as a whole.
Mentoring the New Professional in Interdisciplinary Early Childhood Education
Authors: McCormick Katherine M. , Brennan Sharon
Published: June 2008

By statutory mandate, all of Kentucky's first-year interdisciplinary early childhood educators receive support and assistance from a team of resource teachers, principals, and teacher educators through a year-long supervised internship. This program supports new teachers as they form their professional identities and allows mentors to sharpen their analytical skills as they examine specific curricular and professional issues with their new colleagues. Programs like Kentucky's internship program have the potential to reduce the current rate of attrition for early childhood special educators during the critical first years of their professional careers and to support their competence and confidence throughout their professional lives. This article describes Kentucky's program and identifies challenges in its implementation and empirical validation as a case example.
Strengths-Based Child Portfolios
Authors: Campbell Philippa H. , Milbourne Suzanne A. , Silverman Christine
Published: June 2008

Attitudes and perspectives have been identified as potential barriers to successful inclusion of young children with disabilities in community-based settings. Professional development activities are frequently suggested as a strategy for influencing caregivers' attitudes and perspectives, but few studies have identified successful ways to positively affect perspectives about children with disabilities. A total of 48 child portfolio projects were completed by 65 urban, infant-toddler childcare staff members who participated in a professional development program designed to increase the quality of infant and toddler childcare, including care for children with special needs, developmental delays, or identified disabilities. Training program participants wrote a one-page story about a child they selected to participate with them in an out-of-class portfolio project. A second story was written following completion of the project. These pre- and postproject stories were rated to determine the extent to which strengths-based statements for each of eight identified themes were included. Results indicated a significantly higher number of strengths-based themes in the stories written after completion of the portfolio project, indicating that participants were more likely to view children in terms of their strengths following completion of the portfolio projects.
An Intervention Hierarchy for Promoting Young Children's Peer Interactions in Natural Environments
Authors: Brown William H. , Odom Samuel L. , Conroy Maureen A.
Published: June 2008

Young children's peer-related social competence has been viewed as a critical developmental competency during early childhood. Nevertheless, a number of young children, particularly young children who have disabilities or who are at risk for disabilities, have peer interaction difficulties. During the last several decades, various intervention strategies for improving young children's peer interactions have been developed, refined, and evaluated in early childhood programs. This article presents a conceptual framework based on an intervention hierarchy for assisting interventionists in deciding how to promote the peer interactions of young children with peer-related social competence difficulties in natural environments. We discuss making developmentally appropriate and inclusive early childhood programs the foundation for improved peer interactions. Several illustrative and empirically validated intervention strategies for these children are presented and recommendations are made regarding flexible employment of the hierarchy to individualize peer interaction interventions.
Promoting Involvement Between Low-Income Single Caregivers and Urban Early Intervention Programs
Authors: Unger Donald G. , Jones C. Wayne , Park Elizabeth , Tressell Patricia A.
Published: June 2008

By focusing on the roles of family characteristics, stress, and a program's organizational climate, this study investigated why some low-income single caregivers with children with disabilities tend to be more involved in early intervention services than others. The participants in this research were low-income single caregivers whose young children were enrolled for the first time in early intervention programs with opportunities for caregiver involvement. The results indicated direct effects for family characteristics in predicting caregiver/program involvement. Relationships between family characteristics and caregiver/program involvement were also moderated by parenting stress and perceptions of a supportive program climate. Implications for family-centered practice are discussed.
The Effects of Embedded Skill Instruction on the Acquisition of Target and Nontarget Skills in Preschoolers with Developmental Delays
Authors: Daugherty Stefanie , Grisham-Brown Jennifer , Hemmeter Mary Louise
Published: June 2008

Previous research on the constant time delay (CTD) procedure has demonstrated the effectiveness of the procedure with students with a range of disabilities. Most research on CTD has been implemented using a didactic format. In the current study, CTD was embedded in classroom activities and routines to teach counting to young children. In addition, nontarget information (the color of the object) was included in the task direction. A multiple-probe design across numbers replicated across children was used. The results indicated that CTD was effective in teaching numbers to all three children. The acquisition of nontarget information by two of the three children was also tracked; one of these two children acquired the nontarget information.
Father Participation in Early Education Programs
Authors: Turbiville Vicki P. , Marquis Janet G.
Published: June 2008

This article reports the results of a national survey of 318 fathers participating in programs accredited by the National Association for the Education of Young Children, Head Start, and Part B and Part C programs in six states. Fathers reported their participation in the activities offered to them by these early childhood education programs. Fathers of children with and without disabilities preferred activities in which all family members could be involved. Fathers were also asked to identify the program characteristics that facilitated their participation. This article discusses implications of this information for service providers.
Improving the Social Communication Skills of At-Risk Preschool Children in a Play Context
Authors: Craig-Unkefer Lesley A. , Kaiser Ann P.
Published: June 2008

This study was designed to examine the effects of a three-component intervention on the social-communicative interactions of six preschool children at risk for language delays and behavior problems. In a multiple baseline design across three dyads, children were taught to (a) plan their play, (b) use conversational social interaction strategies, and (c) self-evaluate their play interactions. The number of social-communicative behaviors by each child increased following introduction of the intervention condition, as did their use of descriptive and request utterances during play sessions. Increases in linguistic complexity and diversity and play complexity also were associated with the intervention. This intervention holds promise for improving social, linguistic, and play behaviors in preschoolers at risk for language delays and behavior problems.
Embedding and Distributing Constant Time Delay in Circle Time and Transitions
Authors: Wolery Mark , Anthony Leslie , Caldwell Nicola K. , Snyder Erin D. , Morgante James D.
Published: June 2008

The purpose of this study was to evaluate embedding and distributing constant time delay instructional trials into circle time activities and transitions between activities. Three boys in a summer day camp participated, and their teachers implemented the instruction. A multiple probe design across behaviors and replicated across participants was used. The data indicated (a) the teachers embedded and distributed the instruction accurately; (b) the children acquired the behaviors they were taught; (c) the trials to criterion and percentage of errors were similar, in large part, with what occurs when constant time delay is used in structured instructional sessions; and (d) the children generalized the learned behaviors across adults and materials. The findings are discussed in terms of our existing knowledge about embedding instruction in inclusive activities.
Peer Imitation
Authors: Garfinkle Ann N. , Schwartz Ilene S.
Published: June 2008

A single subject research design was conducted across four participants to evaluate the effectiveness of a peer imitation intervention. Three of the participants were preschool children with autism, and one of the participants was a preschooler with developmental delays. The intervention was implemented as part of the integrated classroom regular small-group activity. Data were collected at small-group time to assess the implementation and effectiveness of the intervention. Data were collected at free play, the generalization setting, to assess any changes in peer imitation behaviors, nonimitative social behavior, and nonsocial engagement. Results of the intervention indicate that the participants increased peer imitation behaviors in small-group and in free-play settings. Increases were also seen in social behavior (both in proximity to peers and in number of interactions) as well as in levels of nonsocial engagement. The results are discussed in terms of the importance of how interventions are planned, the importance of measuring the effects of interventions broadly, and the importance of developing interventions that teachers are likely to use.