Young Exceptional Children最新文献

英文中文

Six Strategies for Effective Family-Practitioner Communication Through ACCESS 通过ACCESS实现家庭从业者有效沟通的六大策略

Q3 Social Sciences

Young Exceptional Children

Pub Date : 2020-06-05 DOI: 10.1177/1096250620928330

Sara D. Hooks, Sarah A. Nagro, Dawn W. Fraser

96 YOUNG EXCEPTIONAL CHILDREN Vol. 24, No. 2, June 2021 https://doi.org/10.1177/1096250620928330 DOI: 10.1177/1096250620928330 journals.sagepub.com/home/yec Article reuse guidelines: sagepub.com/journals-permissions © 2020 Division for Early Childhood Miss Owens, a second-year special education teacher, co-teaches an inclusive kindergarten class with Mrs. Benson, the general educator. Last school year, Mrs. Benson attempted to involve families and keep them informed in a variety of ways. Despite their efforts, Mrs. Benson and Miss Owens agreed that some families were not fully accessing important information. For example, Miguel, a student who speaks English and Spanish, did not pass the vision screening in the fall. His family speaks Spanish at home, but Miguel’s 13-year-old sister often relays important information that is sent home in English. A letter was sent home in English indicating that Miguel passed his hearing screening but not his vision screening. Several weeks passed and the teachers noticed that Miguel was squinting frequently and holding class materials close to his eyes. The teachers asked the bilingual interpreter to call the family to follow up about further evaluation of Miguel’s vision. When the interpreter called, the family replied that they thought Miguel passed both the hearing and vision screenings. The teachers were disappointed in the miscommunication that prolonged Miguel’s struggles in school and wanted to prevent similar instances 928330 YECXXX10.1177/1096250620928330Young Exceptional ChildrenShort Title / Hooks et al. research-article2020

《96名特殊儿童》第24卷第2期，2021年6月https://doi.org/10.1177/1096250620928330DOI:10.1177/1096250620928330 journals.sagepub.com/home/yec文章重用指南：sagepub.com/journals-permissions©2020幼儿部Owens小姐是一名二年级特殊教育教师，她与普通教育工作者Benson女士共同教授一堂包容性幼儿园课程。上学年，本森夫人试图让家庭参与进来，并通过各种方式让他们了解情况。尽管Benson女士和Owens小姐做出了努力，但他们一致认为，一些家庭没有完全获得重要信息。例如，会说英语和西班牙语的学生Miguel在秋季没有通过视力检查。他的家人在家里会说西班牙语，但米格尔13岁的妹妹经常用英语传递重要信息。一封用英语寄回家的信表明，米格尔通过了听力检查，但没有通过视力检查。几个星期过去了，老师们注意到Miguel经常眯着眼睛，把课堂资料放在眼睛附近。老师们要求双语翻译给家人打电话，跟进对Miguel视力的进一步评估。当翻译打来电话时，家人回答说，他们认为米格尔通过了听力和视力检查。老师们对延长Miguel在学校挣扎的沟通失误感到失望，并希望防止类似的情况发生928330 YECXXX10.1177/1096250620928330年轻的特殊儿童短标题/Hooks等人研究文章2020

{"title":"Six Strategies for Effective Family-Practitioner Communication Through ACCESS","authors":"Sara D. Hooks, Sarah A. Nagro, Dawn W. Fraser","doi":"10.1177/1096250620928330","DOIUrl":"https://doi.org/10.1177/1096250620928330","url":null,"abstract":"96 YOUNG EXCEPTIONAL CHILDREN Vol. 24, No. 2, June 2021 https://doi.org/10.1177/1096250620928330 DOI: 10.1177/1096250620928330 journals.sagepub.com/home/yec Article reuse guidelines: sagepub.com/journals-permissions © 2020 Division for Early Childhood Miss Owens, a second-year special education teacher, co-teaches an inclusive kindergarten class with Mrs. Benson, the general educator. Last school year, Mrs. Benson attempted to involve families and keep them informed in a variety of ways. Despite their efforts, Mrs. Benson and Miss Owens agreed that some families were not fully accessing important information. For example, Miguel, a student who speaks English and Spanish, did not pass the vision screening in the fall. His family speaks Spanish at home, but Miguel’s 13-year-old sister often relays important information that is sent home in English. A letter was sent home in English indicating that Miguel passed his hearing screening but not his vision screening. Several weeks passed and the teachers noticed that Miguel was squinting frequently and holding class materials close to his eyes. The teachers asked the bilingual interpreter to call the family to follow up about further evaluation of Miguel’s vision. When the interpreter called, the family replied that they thought Miguel passed both the hearing and vision screenings. The teachers were disappointed in the miscommunication that prolonged Miguel’s struggles in school and wanted to prevent similar instances 928330 YECXXX10.1177/1096250620928330Young Exceptional ChildrenShort Title / Hooks et al. research-article2020","PeriodicalId":39385,"journal":{"name":"Young Exceptional Children","volume":"24 1","pages":"96 - 107"},"PeriodicalIF":0.0,"publicationDate":"2020-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1096250620928330","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42654251","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

What About MY TOYS? Common Questions About Using a Bagless Approach in Early Intervention 我的玩具怎么办?在早期干预中使用无袋方法的常见问题

Q3 Social Sciences

Young Exceptional Children

Pub Date : 2020-06-01 DOI: 10.1177/1096250619829739

C. S. Williams, M. Ostrosky

76 YOUNG EXCEPTIONAL CHILDREN Vol. 23, No. 2, June 2020 https://doi.org/10.1177/1096250619829739 DOI: 10.1177/1096250619829739 journals.sagepub.com/home/yec Article reuse guidelines: sagepub.com/journals-permissions © 2019 Division for Early Childhood Lauren is an early interventionist with 5 years of experience with birth to 3-year olds. She recently started a new job working in an early intervention (EI) program. Lauren quickly noticed that her colleagues in the agency did not bring toys with them to their in-home intervention sessions. She began to question why her colleagues were not bringing in toy bags and wondered how they were interacting with the children and meeting their individual goals without a variety of toys. When she discussed her concerns with her supervisor, Lauren learned that this program emphasized the use of “bagless” intervention. Understanding “bagless” intervention was important to Lauren because she wanted to adhere to the program’s philosophy while also staying current on early childhood practices to ensure she was providing the best services for families. Bagless intervention is a term used by professionals to describe EI services in which the provider refrains from bringing a bag of toys into the home for sessions. Instead of using a toy bag to work on child outcomes, the service provider uses materials in the child’s home, as well as family routines, to address the developmental outcomes that each family has for their child. Bagless intervention has become a recommended practice, replacing more traditional methods of therapy 829739 YECXXX10.1177/1096250619829739YOUNG EXCEPTIONAL CHILDRENA Bagless Approach in Early Intervention / Williams and Ostrosky research-article2019

76特殊儿童第23卷，第2期，2020年6月https://doi.org/10.1177/1096250619829739DOI:10.1177/1096250619829739 journals.sagepub.com/home/yec文章重用指南：sagepub.com/journals-permissions©2019幼儿部Lauren是一名早期干预主义者，有5年生3岁孩子的经验。她最近开始了一份新工作，从事早期干预（EI）项目。劳伦很快注意到，她在该机构的同事在家庭干预会议上没有带玩具。她开始质疑她的同事们为什么不带玩具袋，并想知道在没有各种玩具的情况下，他们是如何与孩子们互动并实现个人目标的。当她与主管讨论她的担忧时，Lauren了解到这个项目强调使用“无袋”干预。了解“无袋”干预对Lauren来说很重要，因为她想坚持该项目的理念，同时了解幼儿实践的最新情况，以确保为家庭提供最佳服务。无袋干预是专业人士用来描述EI服务的一个术语，在这种服务中，提供者不带一袋玩具到家里进行治疗。服务提供商没有使用玩具袋来研究儿童的结果，而是使用儿童家中的材料以及家庭常规来解决每个家庭对孩子的发展结果。无袋干预已成为一种推荐做法，取代了更传统的治疗方法829739 YECXXX10.1177/1096250619829739早期干预中的年轻异常儿童无袋方法/Williams和Ostrosky研究2019

{"title":"What About MY TOYS? Common Questions About Using a Bagless Approach in Early Intervention","authors":"C. S. Williams, M. Ostrosky","doi":"10.1177/1096250619829739","DOIUrl":"https://doi.org/10.1177/1096250619829739","url":null,"abstract":"76 YOUNG EXCEPTIONAL CHILDREN Vol. 23, No. 2, June 2020 https://doi.org/10.1177/1096250619829739 DOI: 10.1177/1096250619829739 journals.sagepub.com/home/yec Article reuse guidelines: sagepub.com/journals-permissions © 2019 Division for Early Childhood Lauren is an early interventionist with 5 years of experience with birth to 3-year olds. She recently started a new job working in an early intervention (EI) program. Lauren quickly noticed that her colleagues in the agency did not bring toys with them to their in-home intervention sessions. She began to question why her colleagues were not bringing in toy bags and wondered how they were interacting with the children and meeting their individual goals without a variety of toys. When she discussed her concerns with her supervisor, Lauren learned that this program emphasized the use of “bagless” intervention. Understanding “bagless” intervention was important to Lauren because she wanted to adhere to the program’s philosophy while also staying current on early childhood practices to ensure she was providing the best services for families. Bagless intervention is a term used by professionals to describe EI services in which the provider refrains from bringing a bag of toys into the home for sessions. Instead of using a toy bag to work on child outcomes, the service provider uses materials in the child’s home, as well as family routines, to address the developmental outcomes that each family has for their child. Bagless intervention has become a recommended practice, replacing more traditional methods of therapy 829739 YECXXX10.1177/1096250619829739YOUNG EXCEPTIONAL CHILDRENA Bagless Approach in Early Intervention / Williams and Ostrosky research-article2019","PeriodicalId":39385,"journal":{"name":"Young Exceptional Children","volume":"23 1","pages":"76 - 86"},"PeriodicalIF":0.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1096250619829739","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47549813","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5

Voices From the Field: Why Aren’t We Talking About Teacher Well-Being With Inclusion? 来自现场的声音：为什么我们不谈论教师的幸福与包容？

Q3 Social Sciences

Young Exceptional Children

Pub Date : 2020-06-01 DOI: 10.1177/1096250619846581

Sarika S. Gupta

引用次数: 2

Preschoolers With Visual Impairments and Additional Disabilities: Using Universal Design for Learning and Differentiation 视觉障碍和其他残疾的学龄前儿童：使用通用设计进行学习和区分

Q3 Social Sciences

Young Exceptional Children

Pub Date : 2020-05-31 DOI: 10.1177/1096250620922205

Deborah Chen, J. Dote-Kwan

70 YOUNG EXCEPTIONAL CHILDREN Vol. 24, No. 2, June 2021 https://doi.org/10.1177/1096250620922205 DOI: 10.1177/1096250620922205 journals.sagepub.com/home/yec Article reuse guidelines: sagepub.com/journals-permissions © 2020 Division for Early Childhood Ms. Medina (a bilingual Spanish–English general education preschool teacher) and Mr. Young (a certified teacher in early childhood special education) co-teach a class of 20 children that includes six preschoolers who receive special education services. Because these two teachers have had very limited experience with children who have visual impairments, they wonder about how best to teach two newly enrolled preschoolers. Three-year-old Ximena has developmental delays, hearing loss, and visual impairment associated with Down syndrome. Four-year-old Sihan was born at 24 weeks gestation age and has a significant vision loss from retinopathy of prematurity (ROP) and mild cerebral palsy. Both classroom preschool teachers have met the following itinerant consultants: a certified teacher of students with visual impairments (TSVI) who is dually certified as an orientation and mobility specialist (COMS), a certified teacher of students who are deaf or hard of hearing (TSDHH), a speech and language pathologist (SLP), an occupational therapist (OT), and a physical therapist (PT). Ximena and Sihan receive related services through a push in model within classroom activities. The TSVI provides 922205 YECXXX10.1177/1096250620922205YOUNG EXCEPTIONAL CHILDREN Vol. XX, No. X, Month XXXXPreschoolers With Visual Impairments and Additional Disabilities / Chen and Dote-Kwan research-article2020

《70名优秀儿童》第24卷第2期，2021年6月https://doi.org/10.1177/1096250620922205DOI:10.1177/1096250620922205 journals.sagepub.com/home/yec文章重用指南：sagepub.com/journals-permissions©2020幼儿部Medina女士（西班牙语-英语双语普通教育学前教师）和Mr。Young（幼儿特殊教育的认证教师）共同教授一个由20名儿童组成的班级，其中包括6名接受特殊教育服务的学龄前儿童。因为这两位老师对有视觉障碍的孩子的经验非常有限，他们想知道如何最好地教两位新入学的学龄前儿童。三岁的Ximena患有唐氏综合症相关的发育迟缓、听力损失和视觉障碍。四岁的Sihan出生于孕24周，患有早产儿视网膜病变（ROP）和轻度脑瘫，视力明显下降。两位幼儿园教师都会见了以下巡回顾问：一位获得定向和行动专家双重认证的视觉障碍学生认证教师（TSVI）、一位失聪或听力障碍学生认证老师（TSDHH）、一名言语和语言病理学家（SLP）、一个职业治疗师（OT）和一名物理治疗师（PT）。Ximena和Sihan通过课堂活动内的推送模式获得相关服务。TSVI提供922205 YECXXX10.1177/1096250620922205青少年特殊儿童第XX卷，第X期，第XXX个月有视觉障碍和其他残疾的学龄儿童/Chen和Dote Kwan研究文章2020

{"title":"Preschoolers With Visual Impairments and Additional Disabilities: Using Universal Design for Learning and Differentiation","authors":"Deborah Chen, J. Dote-Kwan","doi":"10.1177/1096250620922205","DOIUrl":"https://doi.org/10.1177/1096250620922205","url":null,"abstract":"70 YOUNG EXCEPTIONAL CHILDREN Vol. 24, No. 2, June 2021 https://doi.org/10.1177/1096250620922205 DOI: 10.1177/1096250620922205 journals.sagepub.com/home/yec Article reuse guidelines: sagepub.com/journals-permissions © 2020 Division for Early Childhood Ms. Medina (a bilingual Spanish–English general education preschool teacher) and Mr. Young (a certified teacher in early childhood special education) co-teach a class of 20 children that includes six preschoolers who receive special education services. Because these two teachers have had very limited experience with children who have visual impairments, they wonder about how best to teach two newly enrolled preschoolers. Three-year-old Ximena has developmental delays, hearing loss, and visual impairment associated with Down syndrome. Four-year-old Sihan was born at 24 weeks gestation age and has a significant vision loss from retinopathy of prematurity (ROP) and mild cerebral palsy. Both classroom preschool teachers have met the following itinerant consultants: a certified teacher of students with visual impairments (TSVI) who is dually certified as an orientation and mobility specialist (COMS), a certified teacher of students who are deaf or hard of hearing (TSDHH), a speech and language pathologist (SLP), an occupational therapist (OT), and a physical therapist (PT). Ximena and Sihan receive related services through a push in model within classroom activities. The TSVI provides 922205 YECXXX10.1177/1096250620922205YOUNG EXCEPTIONAL CHILDREN Vol. XX, No. X, Month XXXXPreschoolers With Visual Impairments and Additional Disabilities / Chen and Dote-Kwan research-article2020","PeriodicalId":39385,"journal":{"name":"Young Exceptional Children","volume":"24 1","pages":"70 - 81"},"PeriodicalIF":0.0,"publicationDate":"2020-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1096250620922205","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47199219","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 7

The More the Merrier: Using Collaborative Transdisciplinary Services to Maximize Inclusion and Child Outcomes 越快乐：利用跨学科合作服务最大限度地实现包容性和儿童成果

Q3 Social Sciences

Young Exceptional Children

Pub Date : 2020-05-31 DOI: 10.1177/1096250620922206

Alissa Rausch, E. Bold, P. Strain

59 Vol. 24, No. 2, June 2021 YOUNG EXCEPTIONAL CHILDREN https://doi.org/10.1177/1096250620922206 DOI: 10.1177/1096250620922206 journals.sagepub.com/home/yec Article reuse guidelines: sagepub.com/journals-permissions © 2020 Division for Early Childhood A local education agency (LEA) preschool program serving 3to 5-year-old children is committed to high-quality inclusion for young children with disabilities and their neurotypical peers. The school is investing in using evidence-based practices to support all children in learning and development, building meaningful friendships, and a sense of belonging in the community. Each classroom is staffed with a BA-level lead teacher and BA-level teaching assistant. The related service providers including early childhood special educator (ECSE), occupational therapist (OT), speech language pathologist (SLP), and physical therapist (PT) each spend one day in the preschool every week. On that one day, the specialists visit all three classrooms and work individually with each of the children whom they serve. It is becoming increasingly clear to the educational team that this is not enough time for the specialists to serve all the children on their caseload to the desired degree and children are not able to capitalize on learning opportunities throughout their school day. The team is looking at ways to better serve all children and provide more opportunities for children to learn during the natural routines of the day. While the transdisciplinary service delivery model began in the 922206 YECXXX10.1177/1096250620922206Young Exceptional ChildrenTransdisciplinary Service Delivery / Rausch et al. research-article2020

59第24卷第2期，2021年6月https://doi.org/10.1177/1096250620922206DOI:10.1177/1096250620922206 journals.sagepub.com/home/yec文章重用指南：sagepub.com/journals-permissions©2020幼儿部一个为3至5岁儿童服务的地方教育机构（LEA）学前教育项目致力于为残疾幼儿及其神经正常同龄人提供高质量的包容。学校正在投资使用循证实践来支持所有儿童的学习和发展，建立有意义的友谊，以及在社区中的归属感。每间教室配备一名BA级班主任和BA级助教。相关服务提供者包括幼儿特殊教育者（ECSE）、职业治疗师（OT）、言语语言病理学家（SLP）和物理治疗师（PT），每个人每周在幼儿园呆一天。在那一天，专家们参观了所有三间教室，并分别与他们服务的每个孩子一起工作。教育团队越来越清楚的是，专家们没有足够的时间为所有孩子提供所需程度的服务，孩子们也无法在上学期间利用学习机会。该团队正在寻找更好地为所有儿童服务的方法，并为儿童在一天中的自然活动中提供更多学习机会。跨学科服务提供模式始于922206 YECXXX10.1177/1096250620922206年轻特殊儿童跨学科服务交付/Rausch等人研究文章2020

{"title":"The More the Merrier: Using Collaborative Transdisciplinary Services to Maximize Inclusion and Child Outcomes","authors":"Alissa Rausch, E. Bold, P. Strain","doi":"10.1177/1096250620922206","DOIUrl":"https://doi.org/10.1177/1096250620922206","url":null,"abstract":"59 Vol. 24, No. 2, June 2021 YOUNG EXCEPTIONAL CHILDREN https://doi.org/10.1177/1096250620922206 DOI: 10.1177/1096250620922206 journals.sagepub.com/home/yec Article reuse guidelines: sagepub.com/journals-permissions © 2020 Division for Early Childhood A local education agency (LEA) preschool program serving 3to 5-year-old children is committed to high-quality inclusion for young children with disabilities and their neurotypical peers. The school is investing in using evidence-based practices to support all children in learning and development, building meaningful friendships, and a sense of belonging in the community. Each classroom is staffed with a BA-level lead teacher and BA-level teaching assistant. The related service providers including early childhood special educator (ECSE), occupational therapist (OT), speech language pathologist (SLP), and physical therapist (PT) each spend one day in the preschool every week. On that one day, the specialists visit all three classrooms and work individually with each of the children whom they serve. It is becoming increasingly clear to the educational team that this is not enough time for the specialists to serve all the children on their caseload to the desired degree and children are not able to capitalize on learning opportunities throughout their school day. The team is looking at ways to better serve all children and provide more opportunities for children to learn during the natural routines of the day. While the transdisciplinary service delivery model began in the 922206 YECXXX10.1177/1096250620922206Young Exceptional ChildrenTransdisciplinary Service Delivery / Rausch et al. research-article2020","PeriodicalId":39385,"journal":{"name":"Young Exceptional Children","volume":"41 1","pages":"59 - 69"},"PeriodicalIF":0.0,"publicationDate":"2020-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1096250620922206","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41296067","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5

Message From the DEC Executive Board DEC执行委员会致辞

Q3 Social Sciences

Young Exceptional Children

Pub Date : 2020-05-12 DOI: 10.1177/1096250620909989

Amanda C. Quesenberry

引用次数: 0

Building Practitioner Resilience for Change in EI/ECSE 在EI/ESE中建立从业者的变革弹性

Q3 Social Sciences

Young Exceptional Children

Pub Date : 2020-03-23 DOI: 10.1177/1096250620913258

Sarika S. Gupta

Samin, a district preschool special education coordinator, hires Mira, a new teacher with a master’s degree in early childhood special education. The two had connected at a local conference about promoting social–emotional outcomes in young children and Mira expressed enthusiasm about a new related initiative in the district. Samin is eager to support Mira’s success and considers asking her to meet routinely over the school year. She envisions these informal conversations as a safe space where Mira can ask questions about the initiative, identify what is going well, and action plan for challenges. She reaches out to Mira before the start of the school year to welcome her and suggest these reflective meetings, but then pauses to think about the change process. She doesn’t want to overwhelm Mira. She chooses to wait until after the training to check in about Mira’s “readiness” for the change ahead.

萨明是一名地区学前特殊教育协调员，他聘请了米拉，一名拥有幼儿特殊教育硕士学位的新教师。两人在当地一次关于促进幼儿社会情感成果的会议上进行了交流，米拉对该地区的一项新的相关举措表示了热情。萨明渴望支持米拉的成功，并考虑邀请她在整个学年定期见面。她将这些非正式对话视为一个安全的空间，米拉可以在这里询问有关该倡议的问题，确定进展顺利的方面，并制定应对挑战的行动计划。她在学年开始前联系米拉，欢迎她，并建议召开这些反思性会议，但随后停下来思考变革过程。她不想压倒米拉。她选择等到训练结束后再了解米拉对未来变化的“准备情况”。

引用次数: 1

Responding to Young Children’s Social-Emotional Needs Through Video Modeling 幼儿社交情感需求的视频模型响应

Q3 Social Sciences

Young Exceptional Children

Pub Date : 2020-03-07 DOI: 10.1177/1096250620910708

M. Mitsch, Samantha Riggleman, Jennifer Buchter

16 YOUNG EXCEPTIONAL CHILDREN Vol. 24, No. 1, March 2021 https://doi.org/10.1177/1096250620910708 DOI: 10.1177/1096250620910708 journals.sagepub.com/home/yec Article reuse guidelines: sagepub.com/journals-permissions © 2020 Division for Early Childhood Charlie, age 4, attends Ms. Patsy’s child care center. He was recently diagnosed with autism spectrum disorder (ASD). Charlie enjoys playing with trains, blocks, and is frequently seen spending time in front of the mirror (e.g., washing hands in the bathroom, checking himself out in the dramatic play center). Charlie exhibits delays in social-emotional development, specifically communicating and interacting with peers and adults. At Charlie’s Individualized Education Plan (IEP) meeting, Ms. Patsy shared that Charlie only played by himself and had not formed friendships with other children. The speech-language pathologist (SLP) suggested using video modeling (VM) for Charlie (Division for Early Childhood of the Council for Exceptional Children Recommended Practices [DEC RPs], 2014, A6, INT2, INS2, and TC1). The team was interested and wanted to learn more. Social skills are behaviors that an individual learns to function in social environments, as well as the ability to find solutions to social challenges and problems (Scattone, 2007). Each child has their own individualized set of social-emotional skills based on age, development, cultural norms, and experiences. Social skills are vital to meaningful interactions and formation of friendships. Many children diagnosed with 910708 YECXXX10.1177/1096250620910708Young Exceptional ChildrenMitsch et al. research-article2020

《16名特殊儿童》第24卷第1期，2021年3月https://doi.org/10.1177/1096250620910708DOI:10.1177/1096250620910708 journals.sagepub.com/home/yec文章重用指南：sagepub.com/journals-permissions©2020幼儿部4岁的Charlie就读于Patsy女士的儿童保育中心。他最近被诊断出患有自闭症谱系障碍。查理喜欢玩火车和积木，经常被看到在镜子前消磨时间（例如，在浴室洗手，在戏剧中心检查自己）。查理在社交情绪发展方面表现出延迟，特别是与同龄人和成年人的沟通和互动。在查理的个性化教育计划（IEP）会议上，Patsy女士表示，查理只是自己玩，没有与其他孩子建立友谊。言语语言病理学家（SLP）建议为Charlie使用视频建模（VM）（特殊儿童委员会幼儿部推荐做法[DEC RPs]，2014，A6，INT2，INS2和TC1）。团队对此很感兴趣，希望了解更多信息。社交技能是指个人学会在社会环境中发挥作用的行为，以及找到社会挑战和问题解决方案的能力（Scattone，2007）。每个孩子都有自己的一套基于年龄、发展、文化规范和经历的个性化社交情感技能。社交技能对于有意义的互动和友谊的形成至关重要。许多儿童被诊断为910708 YECXXX10.1177/1096250620910708年轻特殊儿童Mitsch等人研究-文章2020

{"title":"Responding to Young Children’s Social-Emotional Needs Through Video Modeling","authors":"M. Mitsch, Samantha Riggleman, Jennifer Buchter","doi":"10.1177/1096250620910708","DOIUrl":"https://doi.org/10.1177/1096250620910708","url":null,"abstract":"16 YOUNG EXCEPTIONAL CHILDREN Vol. 24, No. 1, March 2021 https://doi.org/10.1177/1096250620910708 DOI: 10.1177/1096250620910708 journals.sagepub.com/home/yec Article reuse guidelines: sagepub.com/journals-permissions © 2020 Division for Early Childhood Charlie, age 4, attends Ms. Patsy’s child care center. He was recently diagnosed with autism spectrum disorder (ASD). Charlie enjoys playing with trains, blocks, and is frequently seen spending time in front of the mirror (e.g., washing hands in the bathroom, checking himself out in the dramatic play center). Charlie exhibits delays in social-emotional development, specifically communicating and interacting with peers and adults. At Charlie’s Individualized Education Plan (IEP) meeting, Ms. Patsy shared that Charlie only played by himself and had not formed friendships with other children. The speech-language pathologist (SLP) suggested using video modeling (VM) for Charlie (Division for Early Childhood of the Council for Exceptional Children Recommended Practices [DEC RPs], 2014, A6, INT2, INS2, and TC1). The team was interested and wanted to learn more. Social skills are behaviors that an individual learns to function in social environments, as well as the ability to find solutions to social challenges and problems (Scattone, 2007). Each child has their own individualized set of social-emotional skills based on age, development, cultural norms, and experiences. Social skills are vital to meaningful interactions and formation of friendships. Many children diagnosed with 910708 YECXXX10.1177/1096250620910708Young Exceptional ChildrenMitsch et al. research-article2020","PeriodicalId":39385,"journal":{"name":"Young Exceptional Children","volume":"24 1","pages":"16 - 27"},"PeriodicalIF":0.0,"publicationDate":"2020-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1096250620910708","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44259120","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

From Article to Action: Promoting Numeracy Development 从文章到行动：促进算术发展

Q3 Social Sciences

Young Exceptional Children

Pub Date : 2020-03-05 DOI: 10.1177/1096250620909988

Camille Catlett

引用次数: 0

Getting Ready Strategies for Promoting Parent–Professional Relationships and Parent–Child Interactions 准备促进亲子关系和亲子互动的策略

Q3 Social Sciences

Young Exceptional Children

Pub Date : 2020-03-01 DOI: 10.1177/1096250619829744

Christine A. Marvin, Amanda L. Moen, L. Knoche, S. Sheridan

36 YOUNG EXCEPTIONAL CHILDREN Vol. 23, No. 1, March 2020 https://doi.org/10.1177/1096250619829744 DOI: 10.1177/1096250619829744 journals.sagepub.com/home/yec Article reuse guidelines: sagepub.com/journals-permissions © 2019 Division for Early Childhood Bert is 2 years old and lives with his mother, father, and a 4-year-old brother in a small rural community where his father farms. Bert has a bilateral sensoryneural hearing loss and has been successfully wearing behind-the-ear aids for 3 months. Bert recently began using a few words in his vocalizations that appear intentional, yet, situational. Bert and his family are receiving supports from a teacher of the deaf (TOD), an early childhood special educator (ECSE), and speech–language pathologist (SLP). This team of professionals works for a local early intervention agency. The team and family have agreed to a primary-provider model of support in which the TOD acts as the primary person to visit Bert and family in their home weekly. The ECSE and SLP meet weekly with the TOD to provide consultation regarding developmentally appropriate and contextually supportive learning opportunities for Bert to advance his auditory responses to his environment, his growth in receptive vocabulary, and his early use of speech and conversations with his brother and parents. The TOD reports that parents have not been as engaged during visits as she had hoped; the parents often sit on the couch watching the TOD interact with Bert 829744 YECXXX10.1177/1096250619829744YOUNG EXCEPTIONAL CHILDRENGetting Ready Interaction Strategies / Marvin et al. research-article2019

36 YOUNG EXCEPTIONAL CHILDREN Vol. 23, No. 1, 2020年3月https://doi.org/10.1177/1096250619829744 DOI: 10.1177/1096250619829744 journals.sagepub.com/home/yec文章重用指南:sagepub.com/journals-permissions©2019 Division for Early Childhood Bert今年2岁，与他的母亲、父亲和一个4岁的兄弟住在一个他父亲农场的小农村社区。伯特患有双侧感觉神经性听力损失，他已经成功佩戴耳后助听器3个月了。伯特最近开始在他的发音中使用一些词，这些词看起来是有意的，但却是情境性的。伯特和他的家人正在接受一位聋人教师(TOD)、一位幼儿特殊教育者(ECSE)和一位语言病理学家(SLP)的帮助。这组专业人员为当地一家早期干预机构工作。团队和家人已经同意了一个主要提供者的支持模式，在这种模式下，TOD作为主要的人，每周去伯特和家人家里看望他们。ECSE和SLP每周与TOD会面，就Bert对环境的听觉反应，接受性词汇的增长，以及与兄弟和父母的早期言语和对话的使用，提供发展适当和上下文支持的学习机会的咨询。《TOD》报道说，家长们并没有像她所希望的那样参与探访;父母经常坐在沙发上观看TOD与Bert互动829744 YECXXX10.1177/1096250619829744YOUNG EXCEPTIONAL CHILDRENGetting Ready Interaction Strategies / Marvin et al. research-article2019

{"title":"Getting Ready Strategies for Promoting Parent–Professional Relationships and Parent–Child Interactions","authors":"Christine A. Marvin, Amanda L. Moen, L. Knoche, S. Sheridan","doi":"10.1177/1096250619829744","DOIUrl":"https://doi.org/10.1177/1096250619829744","url":null,"abstract":"36 YOUNG EXCEPTIONAL CHILDREN Vol. 23, No. 1, March 2020 https://doi.org/10.1177/1096250619829744 DOI: 10.1177/1096250619829744 journals.sagepub.com/home/yec Article reuse guidelines: sagepub.com/journals-permissions © 2019 Division for Early Childhood Bert is 2 years old and lives with his mother, father, and a 4-year-old brother in a small rural community where his father farms. Bert has a bilateral sensoryneural hearing loss and has been successfully wearing behind-the-ear aids for 3 months. Bert recently began using a few words in his vocalizations that appear intentional, yet, situational. Bert and his family are receiving supports from a teacher of the deaf (TOD), an early childhood special educator (ECSE), and speech–language pathologist (SLP). This team of professionals works for a local early intervention agency. The team and family have agreed to a primary-provider model of support in which the TOD acts as the primary person to visit Bert and family in their home weekly. The ECSE and SLP meet weekly with the TOD to provide consultation regarding developmentally appropriate and contextually supportive learning opportunities for Bert to advance his auditory responses to his environment, his growth in receptive vocabulary, and his early use of speech and conversations with his brother and parents. The TOD reports that parents have not been as engaged during visits as she had hoped; the parents often sit on the couch watching the TOD interact with Bert 829744 YECXXX10.1177/1096250619829744YOUNG EXCEPTIONAL CHILDRENGetting Ready Interaction Strategies / Marvin et al. research-article2019","PeriodicalId":39385,"journal":{"name":"Young Exceptional Children","volume":"23 1","pages":"36 - 51"},"PeriodicalIF":0.0,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1096250619829744","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41396077","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 7

首页上一页

下一页尾页

类型

全部化学•材料生命科学医学物理工程技术环境•农林材料科学地球科学法学管理学化学环境科学与生态学计算机科学教育学经济学农林科学人文科学生物学数学物理与天体物理心理学综合性期刊其他工业工程理学历史学农学文学信息工程

数据库

全部 ACS Publications Elsevier ieeexplore Springer The Royal Society of Chemistry Wiley

期刊

Young Exceptional Children

全部 Acc. Chem. Res. ACS Applied Bio Materials ACS Appl. Electron. Mater. ACS Appl. Energy Mater. ACS Appl. Mater. Interfaces ACS Appl. Nano Mater. ACS Appl. Polym. Mater. ACS BIOMATER-SCI ENG ACS Catal. ACS Cent. Sci. ACS Chem. Biol. ACS Chemical Health & Safety ACS Chem. Neurosci. ACS Comb. Sci. ACS Earth Space Chem. ACS Energy Lett. ACS Infect. Dis. ACS Macro Lett. ACS Mater. Lett. ACS Med. Chem. Lett. ACS Nano ACS Omega ACS Photonics ACS Sens. ACS Sustainable Chem. Eng. ACS Synth. Biol. Anal. Chem. BIOCHEMISTRY-US Bioconjugate Chem. BIOMACROMOLECULES Chem. Res. Toxicol. Chem. Rev. Chem. Mater. CRYST GROWTH DES ENERG FUEL Environ. Sci. Technol. Environ. Sci. Technol. Lett. Eur. J. Inorg. Chem. IND ENG CHEM RES Inorg. Chem. J. Agric. Food. Chem. J. Chem. Eng. Data J. Chem. Educ. J. Chem. Inf. Model. J. Chem. Theory Comput. J. Med. Chem. J. Nat. Prod. J PROTEOME RES J. Am. Chem. Soc. LANGMUIR MACROMOLECULES Mol. Pharmaceutics Nano Lett. Org. Lett. ORG PROCESS RES DEV ORGANOMETALLICS J. Org. Chem. J. Phys. Chem. J. Phys. Chem. A J. Phys. Chem. B J. Phys. Chem. C J. Phys. Chem. Lett. Analyst Anal. Methods Biomater. Sci. Catal. Sci. Technol. Chem. Commun. Chem. Soc. Rev. CHEM EDUC RES PRACT CRYSTENGCOMM Dalton Trans. Energy Environ. Sci. ENVIRON SCI-NANO ENVIRON SCI-PROC IMP ENVIRON SCI-WAT RES Faraday Discuss. Food Funct. Green Chem. Inorg. Chem. Front. Integr. Biol. J. Anal. At. Spectrom. J. Mater. Chem. A J. Mater. Chem. B J. Mater. Chem. C Lab Chip Mater. Chem. Front. Mater. Horiz. MEDCHEMCOMM Metallomics Mol. Biosyst. Mol. Syst. Des. Eng. Nanoscale Nanoscale Horiz. Nat. Prod. Rep. New J. Chem. Org. Biomol. Chem. Org. Chem. Front. PHOTOCH PHOTOBIO SCI PCCP Polym. Chem.

﹀