bluuebunny/crossref_metadata_2025 huggingface dataset:
Social Adjustment of Preschool Children
Authors: Meadow Kathryn P.
Published: December 2008

Teachers' ratings of the social-emotional adjustment of four groups of preschool children were collected: deaf children with additional handicaps; deaf children without additional handicaps; hearing children with other handicaps; and hearing children without other handicaps. Additionally handicapped deaf children and hearing children with other handicaps were seen as significantly less adjusted than their less handicapped peers. Deaf-only children and hearing children without handicaps differed very little from each other. In terms of developmental skills, the most handicapped group of children scored significantly below the other three groups. Individual items are presented where differing patterns appear, and the implications of the findings are discussed.
Vision Care for the Preschool Child With Handicaps
Authors: Cress Pamela , Spellman Charles R. , Benson Holly
Published: December 2008

Although vision plays a major role in early childhood learning, many preschool children with handicaps do not receive adequate vision care. This article provides information about the number and diversity of preschool children with handicaps requiring vision services, and describes a vision care system designed to insure that these preschool children receive optimal vision care.
Early-Childhood Special Education
Authors: Beckman Paula J. , Burke Philip J.
Published: December 2008

Early-childhood special educators have witnessed dramatic changes during the past two decades. The general view of early experience in child development has changed greatly along with many specific aspects of service delivery including assessment, parent training, and the education of handicapped and nonhandicapped children. In this paper, an overview of educational services for young handicapped children is presented. Current trends in early childhood special education are described as well as the many issues that have evolved. Recommendations are made concerning directions for future policy.
Expanding the Federal Role in Serving Young Special-Needs Children
Authors: Smith Barbara J.
Published: December 2008

If all special-needs infants, young children, and their families are to receive appropriate early-intervention services, the federal role in supplying such services will have to be expanded. Handicapped infants and young children are not receiving the services that they need to reach their intellectual, physical, and emotional potential. The benefits of early intervention and the state of the art nationwide for services to special-needs children from birth to age six are described. An expanded federal role is recommended to encourage state programs including a phased-in mandate for services. Specific provisions of a federal mandate are recommended and discussed, including extension of P.L. 94–142 to birth, state education agency responsibility, expansion of the definition of “handicapped children” to encompass high-risk and at-risk children from birth to six years, and innovative fiscal and administrative arrangements for services.
Severely Handicapped? Multiply Handicapped? A Definitional Analysis
Authors: Tawney James W. , Demchak Mary Ann
Published: December 2008

This article addresses the issue of definitional problems in the area of severely handicapped. The historical evolution of definitions of the term is outlined. Introductory and specialized texts are analyzed and major definitional problems are identified. Recommendations for improving population descriptions are offered.
Educational Placement of Graduates of Preschool Programs for Handicapped Children
Authors: Edgar Eugene , McNulty Brian , Gaetz Joan , Maddox Mary
Published: December 2008

The purpose of this study was to determine the current educational placement of graduates of preschool programs for handicapped children. Data were collected for 2,752 students from 22 school districts in two states. In one state approximately 30% of the graduates were placed in regular classrooms while in the other state 16% were found in regular classrooms. An analysis of the data by severity of disability revealed that approximately 80% of severely handicapped preschool graduates in both states were placed in self-contained special education classrooms.
Effects of the Perry Preschool Program on Youths Through Age 19
Authors: Schweinhart Lawrence J. , Berrueta-Clement John R. , Barnett W. Steven , Epstein Ann S. , Weikart David P.
Published: December 2008

The Perry Preschool Project is a study of 123 black youths from families of low socioeconomic status, who were at risk of failing in school. The purpose of the study is to explore the long-term effects on these young people of participation versus nonparticipation in a program of high quality early childhood education. Results to age 19 indicate lasting beneficial effects of preschool education in improving scholastic placement and achievement during the school years; in decreasing delinquency and crime, the use of welfare assistance, and the incidence of teenage pregnancy; and in increasing the rates of high school graduation, enrollment in postsecondary programs, and employment. These findings, and findings from other studies of similar children, apply to children at risk of scholastic failure for sociocultural reasons.
Examining Descriptive and Empirically Based Typologies of Toys for Handicapped and Nonhandicapped Children
Authors: Yawkey Thomas D. , Toro-Lopez Juan A.
Published: December 2008

This article presents two typologies or classifications of play materials. One typology describes play materials by their characteristics and use. From this perspective, toys or play materials are divided into four broad categories: instructional materials, real objects, constructive or creative play objects, and toys. The second typology analyzes toys from an empirically-derived approach. McCune-Nicholich's (1977) and Yawkey's (1983a, 1983b) schemes for examining developmental pretend play are explained. Different play objects are included in each level of play development. Finally, some educational implications are discussed, and the importance of play materials in the development of cognitive, social, physical, and other skills is stressed.
Social and Cognitive Play Forms and Toy Use by Nonhandicapped and Handicapped Preschoolers
Authors: Johnson James E. , Ershler Joan L.
Published: December 2008

Social and cognitive values of different play materials for a sample of normal ( N = 21) and a sample of handicapped ( N = 21) preschool children were examined; toy selections by children in each sample were compared. Each child was observed 20 times over the course of one semester. Nonplay activity, cognitive play, and social play were measured, with symbolic play further scored for quality of pretense and for types of object transformations. Analyses showed that handicapped preschoolers exhibited comparable amounts of symbolic play but lower quality of symbolic play than that shown by nonhandicapped preschoolers. Symbolic play by handicapped children depended much more upon the use of dramatic play objects.
Books as Toys
Authors: Herb Steven , Willoughby-Herb Sara
Published: December 2008

This article examines the importance of early childhood experiences with books as toys and the relationship of book play to reading. Selected bibliographies for infants and toddlers as well as guidelines for introducing books to infants and enhancing infant and toddler development are presented. The infant bibliography is subdivided into books that have visual appeal, books that have listening appeal, books that have simple storylines, books that teach words/concepts, and books that are designed to be manipulated. The toddler bibliography is subdivided into books that teach or feature alphabet concepts, color concepts, number concepts, language development, identification of similarities and contrasts, taking another perspective, socialization concepts, rhymes and songs, storyhour, and books that are designed to be manipulated.
Issues in Research on the Young Chronically III Child
Authors: Hagen John W. , Anderson Barbara , Barclay Craig R.
Published: December 2008

A major goal of research on chronic illness in children is to determine how the illness interacts with developmental processes. The child must be studied within the context of the family, the school, and the health care system. Problems in research include the use of appropriate control groups and matching on control variables. The generic, or cross-categorical, approach has led to the identification of factors affecting children regardless of particular illness. Adjustment to school depends on coordination of the family and health professionals with personnel within the school.
The Influence of Educational Enrichment on Self-Efficacy and Interest Levels in Young Children
Authors: Stedtnitz Ulrike
Published: December 2008

This study examined how young children's school-related self-efficacy expectations related to their exposure to enrichment or Type I activities as defined by Renzulli (1977). School-related self-efficacy was defined as children's estimation of their ability to perform general learning-related tasks, and was measured by the Self-Efficacy Scale for Young Children (SESYC). Results of a hierarchical multiple regression analysis showed that self-efficacy pretest scores were significant predictors of self-efficacy posttest scores, but not treatment condition, sex, intelligence, or any of three interaction terms. Some qualitative data suggest that the enrichment activities increased the number and range of interests of children in the treatment group considerably.
Methods for Assessing Child and Family Outcomes in Early Childhood Special Education Programs
Authors: Mott Stacey E. , Fewell Rebecca R. , Lewis Michael , Meisels Samuel J. , Shonkoff Jack P. , Simeonsson Rune J.
Published: December 2008

Although many concerns have been raised about methods of assessing outcomes in early childhood special education programs, professionals in the field are nevertheless faced with the need to select appropriate instruments for evaluating child and family outcomes as the result of intervention. A conference to address the current assessment needs of professionals was convened. This paper summarizes this conference, in which five prominent individuals in the field of early childhood special education gave specific recommendations for one child and one family outcome measure which would be applicable to a range of handicapped children between birth and age 5 being served in typical early intervention programs.
Perceptuomotor Coordination in Sighted Infants
Authors: Lockman Jeffrey J.
Published: December 2008

The goals of this paper are to review recent work on the early development of perceptuomotor coordination in sighted children and to consider the implications of this work for understanding the development of such coordination in the visually impaired. Three areas of perceptuomotor development are examined—namely, the development of the ability to (1) reach to objects, (2) explore objects once they have been attained, and (3) use actions to transform spatial relationships. Theoretical and applied issues are discussed in relation to developments in these areas.
Assessing Social and Communication Skills in Infancy
Authors: Seibert Jeffrey M. , Hogan Anne E. , Mundy Peter C.
Published: December 2008

This paper describes a set of scales designed to assess social and communication skills that an infant typically acquires in the first 30 months of life. The advantages and disadvantages of alternative methods for gathering the assessment information, ranging from caregiver interview to structured testing, are considered. One of the most critical aspects of the structured test, the role of the tester as an interactive partner for the infant, is discussed at length. The paper presents reliability data suggesting that the child's communication performance is highly stable over time with the same partner, but that there are substantial differences with different partners. The implications of the findings for assessment and intervention practices are noted.
Prelinguistic Communication Intervention: Birth-to-2
Authors: Stremel-Campbell Kathleen , Rowland Charity
Published: December 2008

The discrepancy between the knowledge base of early communication development and the implementation of effective communication interventions for infants and young children with severe handicaps is discussed. Recent advances in our understanding of the process of caregiver-child interactions and the nature of prelinguistic communication provide a basis for more effective strategies for facilitating emerging language development. Adaptive strategies for increasing positive interactions with infants exhibiting severe cognitive, sensory, and motor impairments are proposed. An argument is made for the need for early education preservice and inservice training programs to better address translating the knowledge base to a skill base, and finally to the implementation of effective communication intervention programs.
The Role of Theory in the Preparation of Professionals in Early Childhood Special Education
Authors: Odom Samuel L.
Published: December 2008

The purpose of this paper is to examine the role that theory-based research plays in educational practices in early childhood special education. Knowledge generated through basic research must be translated for use by teachers; this translation is a responsibility that the research and development process in early childhood special education shares with basic and applied researchers from other disciplines. When research is translated, it becomes a part of teacher education programs and serves as one source of knowledge upon which teachers may base their actions with young children with handicaps or their families. A surface understanding of theory-based knowledge will have greatest relevance for teachers during the preservice and induction phase of their careers, with practical knowledge and a deeper understanding of theory-based knowledge playing a greater role later in their careers. It is proposed that the role of teacher education is to provide teachers with skills to (a) construct their “personalized theories” of educational practices that are effective in specific situations with specific children and families and (b) evaluate the accuracy of their theories. Implications for teacher education and educational reform are discussed.
Examiner Familiarity Effects on Test Performance
Authors: Fuchs Douglas
Published: December 2008

This paper describes how a program of research on examiner familiarity grew out of the author's own testing experience as a staff psychologist at a special education preschool program. These related investigations have spanned 7 years and involved hundreds of handicapped and nonhandicapped as well as preschool- and school-age children. Findings from the research program are presented and implications are discussed for practicing examiners, examiner-trainers, and the theory that firmly, albeit implicitly, guides most assessment and evaluation activity in schools, clinics, and educational research.
Teachers and Therapists: Evolution of a Partnership in Early Intervention
Authors: Mather June , Weinstein Eleanor
Published: December 2008

This article traces the background and history of occupational therapy and special education as they relate to the birth- to 3-year-old population. It discusses the meeting of the two professions, and how initial resentment and misunderstanding gave way to mutual respect and partnership.
Preparation of Physical Therapists and Occupational Therapists to Work in Early Childhood Special Education Settings
Authors: Effgen Susan K.
Published: December 2008

The academic and clinical preparation for a physical therapist or occupational therapist requires at least 4 years of college education resulting in a baccalaureate degree. Academic programs must teach the therapist to be able to screen, evaluate, program plan, and treat individuals across the entire span of ages, conditions, and settings. As a result of the vast scope of therapy practice, only limited time can be devoted to the problems of young children. In order to better prepare therapists to work in early childhood special education settings, a number of strategies are suggested. Early childhood special education settings should provide clinical practica or field sites for affiliating students. When inexperienced therapists are hired, a mentor or supervising therapist should be provided. Not only should continuing education courses be provided, but attendance should be mandatory. Physical therapists, occupational therapists, and special education teachers must work together to share their professional expertise in order to provide the best possible services to the young child with a handicapping condition.
Early Intervention: Does Developmental Therapy Make a Difference?
Authors: Harris Susan R.
Published: December 2008

The initial goal of this paper is to provide a review of recent articles which have examined the efficacy of early developmental therapy. Emphasis is placed on two relatively new research methodologies—quantitative reviewing or meta-analysis and single-subject research design. The second part of this paper focuses on future directions for efficacy research in physical therapy. These include the need to use criterion-referenced outcome measures as dependent variables as well as functional changes, such as improvements in independent mobility, alternative forms of communication, and self-help skills.
Early Childhood Special Education in the Next Decade
Authors: Smith Barbara J. , Strain Phillip S.
Published: December 2008

In this article, the authors propose several future challenges for the early childhood special education (ECSE) field. In the next decade, ECSE public policy developments will be related both to implementing current policy (e.g., P.L. 99–457), and to expanding policy in order to assure that quality services are available to all children and families who need early intervention and preschool services. In addition to discussing future policy issues, the article also describes possible roles and responsibilities of professionals and other advocates in shaping future policy.
Brothers and Sisters
Authors: Gallagher Peggy A. , Powell Thomas H.
Published: December 2008

This manuscript provides a comprehensive review of some of the major findings, and considers future issues, in the area of sibling relationships involving a child who is handicapped. The review includes an analysis of interaction patterns for nonhandicapped children, both preschool- and school-age, as well as an analysis of the impact of a sibling with a handicap. Factors that contribute to the sibling's adjustment, including family size, socioeconomic status, and characteristics of the child who is handicapped, are also explored. The interaction patterns and potential instructional roles of siblings are also evaluated. Finally, some suggestions for future research are presented, in particular, looking at the influences of siblings on another and at factors such as temperament and context.
Neurodevelopmental Outcomes of Early Brain Injury
Authors: Bagnato Stephen J. , Neisworth John T.
Published: December 2008

A previous study reported the results of a 3 1/2-month interdisciplinary early intervention effort with 17 preschoolers with either congenital ( n = 10) or acquired ( n = 7) brain injury. Findings for both groups were somewhat optimistic, though tentative. This report is a 2-year follow-up of 14 of the 17 original cases that examines and compares the developmental patterns and status of children with congenital versus acquired brain insult. Contrary to expectations, children with congenital impairments exhibit greater progress when compared with the acquired impairment group. Differences and similarities between groups are discussed, as well as program variables that might account for the progress of both groups and the differential progress of the congenitally impaired children. Number of days enrolled in early childhood education programming, frequency of therapy services, and parental involvement were related to progress; and insufficient program involvement was related to the two cases of developmental regression.
Research on the Consequences of Child Maltreatment and Its Application to Educational Settings
Authors: Cicchetti Dante , Toth Sheree L. , Hennessy Kevin
Published: December 2008

Child maltreatment is a phenomenon that poses significant difficulties for the individual, the family, and society as a whole. Research has revealed the deleterious effects of maltreatment on the organization of child development. Additionally, the long-term effects of maltreatment on adjustment have been documented. In this article, we present research on the effects of child maltreatment in various areas of functioning, including the development of secure attachment relationships, an autonomous self, peer relationships, and school adaptation. Implications of these results for educational settings and policy development are discussed.
The Effectiveness of Parental Screening of At-Risk Infants
Authors: Bricker Diane , Squires Jane
Published: December 2008

This study examined the validity, reliability, and cost of a parent-completed screening system called the Infant Monitoring Questionnaires. This system relies on parents to complete developmental questionnaires on their at-risk infants at specific time intervals. The present work replicated and extended a previous study of the questionnaires. The primary analyses included determining (a) the agreement between the infant's classification based on the parent-completed questionnaire and a criterion measure (e.g., Bayley Scales of Infant Development, Stanford-Binet Intelligence Test, Revised Gesell Developmental Schedules); (b) interobserver and test-retest reliability of the questionnaires; and (c) the cost of the questionnaire system. The results indicated that percentage agreement between classifications of infants made using the standardized tests and the questionnaires was high, ranging from 86% to 91%. Underscreening rates were low, ranging from zero to 6%; overscreening rates were also low, ranging from 3% to 11%. Interobserver and test-retest agreement were very high. At a cost of about $2.50 per questionnaire, the screening system provides an economical and flexible means of screening at-risk infants while at the same time involving parents in the assessment process.
Strategies for Infant Assessment
Authors: Katz Kathy S.
Published: December 2008

Expansion of services for infants and toddlers, resulting from the enactment of P.L. 99–457, will necessitate new strategies for screening and identification of eligible infants. While traditional assessment tools will continue to play a role in determining eligibility, provisions of the law will introduce new aspects to the assessment process. New assessment measures may be needed to evaluate aspects of child and family functions that have not typically been a part of traditional assessment methods. Under P.L. 99–457, the family will play a new role in the assessment process. The family will participate collaboratively with early intervention staff in the assessment plan and in determining needs of the infant and family.
At Home with Mothers of Young Children with Hearing Impairment in Jamaica
Authors: Hall Winnifred M. , Andrews Sharon A.
Published: December 2008

This article is a case study that outlines some of the activities and outcome of a home-based project conducted on the island of Jamaica, with two mothers and their young hearing impaired children. The project was designed to help the parents learn how to communicate with their children. Based on the outcome, it is suggested that this home-based project is an example of a pragmatic approach that can be used to help Third World parents who are unable to benefit from structured sessions in the school environment.
Family Assessment
Authors: Whitehead Linda C. , Deiner Penny L. , Toccafondi Susanne
Published: December 2008

As states and individual programs strive to meet the mandates of P.L. 99--457, the experiences of those who have already been involved in the family assessment process are likely to be useful. This article draws on the experience of a model demonstration project, Delaware FIRST, which utilized family assessment for overall project evaluation and program planning for parents and professionals. The instrument selection process, description of tools selected, administration procedure, families' reactions to the process, and usefulness of these assessments in overall project evaluation are summarized. The article concludes with recommendations based on Delaware FIRST's transition from a model demonstration project to a service delivery system.
An Informed, Family-Centered Approach to Public Law 99-457
Authors: Able-Boone Harriet , Sandall Susan R. , Loughry Andrea , Frederick Linda L.
Published: December 2008

This article reports research findings of an interview study conducted with parents of young children with special needs. The research was conducted to assess parental perceptions of infant and family services as proposed in P.L. 99--457. Parents emphasized their need to become knowledgeable about their child and about available services. They also stressed the importance of professionals relaying information and empowering families to become their own decision makers. The focused interview approach used in the study also is discussed as a family assessment strategy.
Honoring the Cultural Diversity of Families When Gathering Data
Authors: Hanson Marci J. , Lynch Eleanor W. , Wayman Karen I.
Published: December 2008

The cultural histories, values, and beliefs of families who are among the growing and diverse, non-white, non-Anglo population must be recognized and valued by early intervention specialists who provide family services. This article describes these concerns and suggests strategies for gathering information from these families.
Public Television and Video Technology for Rural Families with Special Needs Young Children
Authors: Folio Rhonda , Richey Dean
Published: December 2008

The Educational Television Intervention Programs Project (ETIPS) model, useful in assisting families of special needs infants and toddlers and service providers primarily in rural communities, is described. The ETIPS model includes a broadcast quality video series called Stepping Stones: Pathways to Early Development, consisting of 30 15-minute videos designed to show parents, caregivers, and other family members working with special needs and typically developing young children in the skills they develop between birth and 3 years of age. Uses for the ETIPS model are discussed as generated by service providers and PBS-TV stations in nine states through a 1-year outreach effort.
Ethical Issues Involved in Home Visiting
Authors: Bryant Donna , Lyons Claudia , Wasik Barbara H.
Published: December 2008

This paper addresses several major ethical issues faced by home visitors in their helping relationships with clients: maintaining a client focus, client independence, honesty, confidentiality, limits of intervention, and termination. Examples of home visiting dilemmas from two early intervention programs are used in the discussion of these concerns. A framework for evaluating ethical dilemmas is summarized, and a professional code of ethics is recommended.
Preschoolers with Severe Disabilities
Authors: Demchak Mary Ann , Drinkwater Sarah
Published: December 2008

After several years, the integration of preschoolers with severe disabilities remains a controversial issue. Integration is a complex and active process involving more than merely placing the children together in the same room. Many early childhood special educators are open to the inclusion of preschoolers with mild to moderate disabilities, but are not as willing to include children with severe disabilities because of the perception of extensive modifications. In this article we discuss a rationale for and benefits of integration of preschoolers with severe disabilties. Possible strategies for effective integration and future issues are also highlighted. The relevant research question is no longer why, but how.
Risk Assessment in Preschool Children: Research Implications for the Early Detection of Educational Handicaps
Authors: Carran Deborah T. , Scott Keith G.
Published: December 2008

Epidemiological techniques were used to reanalyze selected published studies that had screened preschool or kindergarten children. Subjects had been longitudinally tracked to determine results of the screens through the identification of educationally at-risk children. Using published results, a reanalysis of the studies was performed to include sensitivity, specificity, positive predictive value, relative risk ratio, and odds ratio. A comparison of these values was used to discuss and compare the predictive validity and risk indices of the studies. Further interpretation suggested a paradigm shift away from longitudinal studies for screening instrument testing. Methodological considerations emphasizing risk analysis and design modifications are discussed.
Characteristics and Influences of Role Division and Social Support Among Mothers of Preschool Children with Disabilities
Authors: Trivette Carol M. , Dunst Carl J.
Published: December 2008

The characteristics and mediational influences of role division and social support were examined among 88 mothers of children with mental retardation, physical disabilities, or who were developmentally at risk. This cross-sectional study was conducted with mothers and their children who were participants in an early intervention program. Each respondent completed four questionnaires as part of their participation in the study. The findings showed that (a) neither role characteristics (accumulation and satisfaction) nor social support varied as a function of child age or developmental status; (b) role accumulation differed as a function of maternal marital and employment status; (c) role satisfaction did not differ as a function of either marital status or employment status; (d) social support differed as a function of marital status but not employment status; and (e) intrafamily and extrafamily support had mediational influences on parent and family functioning beyond that due to other explainer variables. The findings are discussed in terms of the implications for intervention.
Families of Children with Disabilities: Normative Data and Other Considerations on Parenting Stress
Authors: Innocenti Mark S. , Huh Kwisun , Boyce Glenna C.
Published: December 2008

The parenting stress of families who have a child with a disability is an area receiving considerable research. The present study used a family strengths or “normality” perspective to investigate three issues regarding parent-related and child-related parenting stress, as measured by the Parenting Stress Index (PSI) (Abidin, 1990). A large sample ( n = 725) of families who had a young child with disabilities participated. A comparison of parent-related and child-related parenting stress between the sample of families with a child with disabilities and the PSI normative sample was conducted. The distribution of PSI scores for the sample of families of children with disabilities was examined for statistical normality, and normative data for these families were presented. An item analysis was conducted on child-related parenting stress to examine issues regarding its construct validity for families of children with disabilities. Issues regarding the use of stress measures and to the construct of child-related stress as these impact on early intervention activities are discussed.
PEECH
Authors: Karnes Merle B. , Beauchamp Karen D.F. , Pfaus Diane B.
Published: December 2008

PEECH (Programming for Early Education of Children with Handicaps) is a center-based program combining child-initiated and teacher-directed activities for children with mild to moderate disabilities, ages 3 to 5. Its major goal is to enhance children's language development and social competency. An ongoing assessment instrument based on developmental guidelines is used to determine where a child is developmentally, to form Individual Educational Plans, to chart child progress, and to link assessment to the curriculum for center and home activities. Best practices in areas critical to exemplary early childhood education programs are covered in the model components. Data collected at replication sites in 1983 through 1991 were used to examine the impact of PEECH on child progress. Preschool children with mild to moderate disabilities showed improvement in receptive and expressive vocabulary and social competency. The PEECH model was revalidated by the Program Effectiveness Panel for national dissemination through the National Diffusion Network in March 1992.
Evaluating the Psychometric Integrity of Instruments Used in Early Intervention Research
Authors: Snyder Patricia , Lawson Stephen , Thompson Bruce , Stricklin Sarintha , Sexton David
Published: December 2008

Researchers in early intervention recognize that instruments used to measure child developmental status should yield reliable and valid data. Many test manuals, however, present little empirical evidence regarding psychometric integrity of test scores, especially as regards young children with exceptionalities. We use data on the Battelle Developmental Inventory (BDI) from a sample of young children with disabilities as a heuristic for demonstrating the importance of reliability and validity analyses and to illustrate some of the many plausible analyses that can be employed by researchers.
Book Reviews
Authors: Ezell Helen K. , Buysse Virginia
Published: December 2008

Warren, S.F. Reichle, J. (Eds.). (1992). Causes and effects in communication and language intervention. Baltimore, MD: Brookes, 375 pp., $42.00.

Allen, K.E. (1992). The Exceptional Child: Mainstreaming in early childhood education (2nd ed.). Albany, NY: Delmar Publishers. 402 pp., $27.95.
The Relationship Between the Peer Interaction of Children with Disabilities in Integrated Preschools and Resource and Classroom Teacher Behaviors
Authors: Hundert Joel , Mahoney William J. , Hopkins Benita
Published: December 2008

Programming variables important for social integration of children with disabilities in regular early childhood settings may be identified by studying which teacher behaviors are associated with high rates of these children' peer interaction. The present study examined (a) differences between classroom teacher and resource teacher (early childhood special educator) behaviors during indoor play periods and (b) the relationship of teacher behaviors to the peer interaction of 35 children with disabilities in 19 preschool classes. Classroom and resource teachers differed in the type and groupings of children with whom they focused. A stepwise regression analysis indicated that the peer interaction of children with disabilities was associated with resource teacher focus on groups that included children with disabilities and/or resource teachers' no response, and inversely associated with classroom teachers' focus on children with disabilities individually. Implications for programming strategies to promote social interaction of children with disabilities and for the support role of resource teachers in early childhood settings are discussed.
Combining General and Special Early Childhood Education Standards in Personnel Preparation Programs
Authors: Stayton Vicki D. , Miller Patricia S.
Published: December 2008

The rapid increase in state efforts to provide services for children from birth through 5 years of age has the potential to foster growth in programs that serve children who have diverse needs and abilities. Early childhood professionals are beginning to recognize, however, that full inclusion of infants, toddlers, and preschoolers with disabilities in a range of early childhood service settings is more likely to occur if personnel preparation programs are also integrated. This article describes the development and implementation of two interdisciplinary preservice programs that have combined standards from early childhood and early childhood special education to prepare personnel for integrated settings. Implications of professional unification in higher education are discussed.
Activity-Based Intervention and Developmentally Appropriate Practice
Authors: Novick Rebecca
Published: December 2008

In the current controversy over the appropriateness of using developmentally appropriate practice (DAP) with young children with disabilities, the philosophies of early childhood special education (ECSE) and early childhood education (ECE) have frequently been characterized as incompatible. This article contrasts the differences between the two disciplines and discusses a service delivery approach, known as activity-based intervention (ABI). Combining strategies from both ECSE and ECE, this model utilizes behavior analytic techniques within child-directed activities. Although ABI and DAP appear to be compatible in many ways, DAP's emphasis on emotional development creates a dilemma. In part, because emotional development is difficult to evaluate, it has not been a focus of ECSE. This dilemma, as well as its implications for intervention, is discussed. It is argued that the continued comparison and integration of the philosophies of ECE and ECSE may enhance education for all young children.
The Identity Crisis in Early Childhood Special Education A Call for Professional Role Clarification
Authors: Buysse Virginia , Wesley Patricia W.
Published: December 2008

Professional roles and responsibilities in early childhood special education (ECSE) are rapidly expanding to encompass increasingly complex functions related to work with young children with disabilities and their families in a variety of community contexts. Traditional frameworks for conceptualizing the roles of professionals in ECSE and/or early intervention have focused almost exclusively on the direct service component of the early childhood special educator's job. Furthermore, existing conceptualizations have not addressed how professionals can balance multiple roles to avoid role conflict and role overload. Implications of expanding roles for personnel preparation and practice are discussed.
Evaluating Preschool Children's Sensitivity to Developmental Differences in Their Peers
Authors: Diamond Karen E.
Published: December 2008

Two studies were conducted using an adaptation of Harter and Pike's (1984) Pictorial Scale of Perceived Competence and Social Acceptance for Young Children. The scale was used to explore preschool children's sensitivity to disabilities in their peers. In the first study, children between 3.5 years and 5.5 years of age used this measure to rate their older and younger classmates' cognitive, language, and physical competence, and peer acceptance. Construct validity and test-retest reliability were psychometrically acceptable. In a second study, this measure was used to explore the ways in which preschool children without disabilities think about the skills of their classmates with disabilities. As a group, children with disabilities were viewed as less competent on developmental tasks than their classmates without disabilities. However, different patterns of competence ratings emerged for children with different disabilities. Although additional research is required to validate the utility of this measure, these data provide preliminary evidence that this instrument may prove useful in identifying the cues that young children use as they are developing an understanding of their peers' capabilities.
Planning for Successful Inservice Education for Local Early Childhood Programs
Authors: Trohanis Pascal Louis
Published: December 2008

This article is for leadership personnel who design inservice education for people serving the needs of young children (birth to 6 years of age) with disabilities and their families. Following a definition and description of assumptions and guidelines, an approach for developing an inservice plan is detailed. In the final section, attention is given to special circumstances planners may face as they design meaningful learning opportunities for their local early childhood program personnel.
Comparison of Eligibility Policies for Infant/Toddler Programs and Preschool Special Education Programs
Authors: Harbin Gloria , Danaher Joan , Derrick Teresa
Published: December 2008

The purpose of this study was to address three concerns expressed by parents, professionals, and policymakers about eligibility continuity for children moving from early intervention programs for infants and toddlers (Part H of the Individuals with Disabilities Education Act [IDEA]) to preschool special education programs (Part B of IDEA). Three questions were used to guide the analysis: (a) Does discontinuity exist between the two policies? (b) What is the nature of the discontinuity? (c) What types of children are most likely to be affected by the discontinuity? Each of these questions was applied to the PartH and Part B eligibility policies of all the 50 states and the District of Columbia. Analysis revealed that the policies fell into three groups: States in which all children eligible under Part H would remain eligible under Part B ( n = 14); states in which Part H eligible children would probably continue to be eligible for services under Part B ( n = 10); and states in which the differences in Part H and Part B eligibility criteria caused some concern and doubt that all children eligible under Part H would be eligible under Part B ( n = 27). The study also revealed that the eligibility policy variables have interactive effects and cannot be examined independently of one another.
Developmental Outcome of Childhood Leukemia
Authors: Coniglio Susan J. , Blackman James A.
Published: December 2008

Children treated for acute lymphoblastic leukemia, the most common cancer in childhood, are at risk for learning problems, including decreased IQ scores and deficits in mathematics, attention, and memory, both during their treatment phase and after cure. Psychosocial problems, particularly behavioral problems and social skills deficits, are reported as well. These problems occur across all age ranges but are most frequent in children who are less than 4 years old at the time of diagnosis. Up to two thirds of these children may have educational difficulties. To examine these issues more closely, the literature on developmental and psychosocial outcomes of childhood leukemia is reviewed, with particular attention to studies reporting on preschool-age children. Studies are categorized according to outcome measures used: (a) IQ or scholastic achievement tests, (b) neuropsychological performance tests, (c) memory or attention tests, and (d) psychosocial evaluation measurements. In each of these categories, evidence exists that preschool children treated for leukemia are at high risk for developmental difficulties. Suggestions are offered for developmental surveillance and educational interventions.
Effects of Classroom Social Structure and Disability on Engagement
Authors: McWilliam R. A. , Bailey Donald B.
Published: December 2008

Children with disabilities have been found to be engaged for less time and at lower levels than children without disabilities. The purpose of this study was to examine further the effects of disability as well as age grouping and adult involvement on engagement, with developmental age serving as a covariate. Thirty-two children without disabilities and 16 children with disabilities were observed in four free-play sessions and four sessions with adult involvement. All observations occurred during regularly scheduled classroom activities. Children with disabilities were found to spend less time interactively engaged with adults, attentionally engaged with peers, and in mastery-level engagement with materials than did children without disabilities; they spent more time passively nonengaged. One finding supported mixed-age groups for less attentional engagement with peers among all children when adults were involved, whereas another finding supported same-age groups for less attentional engagement with adults among children with disabilities. Two phenomena previously not reported were discovered. First, there were differences in engagement between children with and children without disabilities, even when controlling for developmental age. Second, at different developmental ages, the qualitative difference between the two groups of children changed. The complex nature of engagement is discussed as it identifies differences associated with disability when controlling for developmental age.
Bridging Early Services for Children with Special Needs and Their Families — A Practical Guide for Transition Planning
Authors: Kilgo Jennifer L.
Published: December 2008

Bridging Early Services for Children with Special Needs and Their Families: A Practical Guide for Transition Planning. S. E. Rosenkoetter, A. H. Hains, & S. A. Fowler, Baltimore: Paul H. Brookes, 1994, 318 pp., softcover, $22.00.
Local Interagency Coordinating Councils as Infrastructure for Early Intervention
Authors: Rosenkoetter Sharon E. , Shotts Cynthia K. , Streufert Carolyn A. , Rosenkoetter Lawrence I. , Campbell Marnie , Torrez Josie
Published: December 2008

Local interagency coordinating councils (LICCs) have been established in most states to coordinate services to infants and toddlers with special needs and their families and to develop and refine the community's infrastructure for such services. This descriptive study examined in detail each of the 40 LICCs in Kansas to determine scope, productivity, membership, governance, training preferences, and developmental pattern. The findings may provide guidance for state and local decision makers in other areas of the country.
Lessons Learned from Implementation of the IEP
Authors: Gallagher James , Desimone Laura
Published: December 2008

This article reviews the literature on the various experiences with the Individualized Education Program (IEP) and the new Individualized Family Service Plan (IFSP) with the purpose of applying past learning to improve procedures for developing and implementing IFSPs. The literature identifies a number of problems with IEPs, including poorly written goals and objectives, excessive demands on professionals' time, and inadequate assessment and monitoring. It also identifies a number of positive features, such as better teacher-family relations, better family understanding of the program, and clarification of goals and program directions. Recent research on the IFSP is reviewed, with an emphasis on principles for development and implementation. The authors suggest that what are often seen as technical flaws in the IEP and IFSP process may actually represent a more serious problem—the incomplete transformation to a new pattern of service delivery.
Siblings' Use of Milieu Teaching at Home
Authors: Hancock Terry B. , Kaiser Ann P.
Published: December 2008

This study examined the effects of teaching 3 older siblings to use two milieu teaching procedures, modeling and mand modeling, with their younger siblings who exhibited language delays. A single-subject, multiple baseline design across subjects was used to determine the effects of the intervention on the behavior of the siblings and the target children. Results indicated that siblings were able to apply milieu teaching techniques while playing with the target children. Siblings' responsiveness to the target children's verbal initiations also increased. The target children learned to use their targeted utterances in response to teaching attempts by their siblings and used the target spontaneously. Additionally, the interactions between the children became more positive and balanced during the intervention. Generally, all the siblings and target children maintained the changes in their behavior. Two of the three dyads generalized the behavioral changes to a snack setting. Implications for future investigations of sibling-implemented language intervention are discussed.