Pub Date : 2024-06-12DOI: 10.1097/IYC.0000000000000267
Rashida Banerjee, Sara Movahedazarhouligh, Ekta Ghosh
Child maltreatment is a significant public health concern that affects children’s health and well-being throughout their life. Children who are maltreated are at an increased risk of developing a disability or delay and are more vulnerable to a range of mental health-related problems, including depression, anxiety, substance abuse, criminality, and other forms of poorly regulated emotional behavior. Children with disabilities are also at a higher risk for maltreatment, and their needs often go unmet. This systematic literature review aimed to identify, analyze, and summarize the preventive programs and intervention practices between 2009 and 2021, addressing maltreatment in children from birth through 8 years of age. The initial search identified 616 peer-reviewed articles on the topic. Seventeen intervention studies met inclusion criteria and were reviewed and coded using systematic procedures. The findings suggest that home visiting and parent education are the most highly investigated educational intervention programs, with parents and caregivers as the primary recipients of the interventions. Studies of maltreatment interventions in children with disabilities are limited, with inadequate methodological rigor. We recommend future robust and wide-ranging investigations to prevent and mitigate the effects of maltreatment of children, particularly children with disabilities, and replications of studies that show promise.
{"title":"Child Maltreatment-Focused Intervention Research","authors":"Rashida Banerjee, Sara Movahedazarhouligh, Ekta Ghosh","doi":"10.1097/IYC.0000000000000267","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000267","url":null,"abstract":"Child maltreatment is a significant public health concern that affects children’s health and well-being throughout their life. Children who are maltreated are at an increased risk of developing a disability or delay and are more vulnerable to a range of mental health-related problems, including depression, anxiety, substance abuse, criminality, and other forms of poorly regulated emotional behavior. Children with disabilities are also at a higher risk for maltreatment, and their needs often go unmet. This systematic literature review aimed to identify, analyze, and summarize the preventive programs and intervention practices between 2009 and 2021, addressing maltreatment in children from birth through 8 years of age. The initial search identified 616 peer-reviewed articles on the topic. Seventeen intervention studies met inclusion criteria and were reviewed and coded using systematic procedures. The findings suggest that home visiting and parent education are the most highly investigated educational intervention programs, with parents and caregivers as the primary recipients of the interventions. Studies of maltreatment interventions in children with disabilities are limited, with inadequate methodological rigor. We recommend future robust and wide-ranging investigations to prevent and mitigate the effects of maltreatment of children, particularly children with disabilities, and replications of studies that show promise.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2024-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141353190","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-12DOI: 10.1097/IYC.0000000000000269
Jane Puhlman, Daniel Puhlman
Family-centered early intervention should include all caregivers. For some children, this may be caregivers that live in separate homes, providing a unique challenge to interventionists wanting to ensure the strategies taught are happening throughout all of the child’s contexts. One-hundred and ninety seven interventionists completed an online survey examining their perceptions of importance in sharing information across households and their strategies to do so. Despite interventionists expressing the importance of sharing information across caregivers (93%), only 12% work with both parents when working with families and 26% exclusively take measures to actively share information with the parent not present in the sessions. This may indicate potential barriers involving both parents and sharing information with them. Strategies to better incorporate parents into services when they live in separate homes are discussed.
{"title":"Supporting Families of Children Living in Multiple Households","authors":"Jane Puhlman, Daniel Puhlman","doi":"10.1097/IYC.0000000000000269","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000269","url":null,"abstract":"Family-centered early intervention should include all caregivers. For some children, this may be caregivers that live in separate homes, providing a unique challenge to interventionists wanting to ensure the strategies taught are happening throughout all of the child’s contexts. One-hundred and ninety seven interventionists completed an online survey examining their perceptions of importance in sharing information across households and their strategies to do so. Despite interventionists expressing the importance of sharing information across caregivers (93%), only 12% work with both parents when working with families and 26% exclusively take measures to actively share information with the parent not present in the sessions. This may indicate potential barriers involving both parents and sharing information with them. Strategies to better incorporate parents into services when they live in separate homes are discussed.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2024-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141351760","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-12DOI: 10.1097/IYC.0000000000000271
S. Harbin, Gounah Choi, Angel Fettig
Parents are recognized as having a significant impact on their young child’s learning and development. Parent-implemented intervention (PII) is an evidence-based practice that provides parents with ample opportunities to learn and implement new strategies that support their child’s development. However, implementation of these training programs in the field of early intervention and early childhood special education (EI/ECSE) is often practitioner-driven, which may diminish positive outcomes for children and families and negatively impact the effectiveness of PII. Delivering PII without careful attention to the family’s strengths and resources can compromise parents’ sense of agency and create barriers to parent–practitioner collaboration. In response, this paper describes a framework for PII in EI/ECSE that moves toward a more holistic parent–practitioner relationship and supports family-centered PII partnerships that emphasize the cultural contexts of families and practitioners. A thorough description of the framework and its key constructs are provided.
{"title":"Reconceptualizing Family-Centered Partnerships in Parent-Implemented Interventions","authors":"S. Harbin, Gounah Choi, Angel Fettig","doi":"10.1097/IYC.0000000000000271","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000271","url":null,"abstract":"Parents are recognized as having a significant impact on their young child’s learning and development. Parent-implemented intervention (PII) is an evidence-based practice that provides parents with ample opportunities to learn and implement new strategies that support their child’s development. However, implementation of these training programs in the field of early intervention and early childhood special education (EI/ECSE) is often practitioner-driven, which may diminish positive outcomes for children and families and negatively impact the effectiveness of PII. Delivering PII without careful attention to the family’s strengths and resources can compromise parents’ sense of agency and create barriers to parent–practitioner collaboration. In response, this paper describes a framework for PII in EI/ECSE that moves toward a more holistic parent–practitioner relationship and supports family-centered PII partnerships that emphasize the cultural contexts of families and practitioners. A thorough description of the framework and its key constructs are provided.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2024-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141355121","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-12DOI: 10.1097/IYC.0000000000000268
Catherine R. Gaspar, Laudan B. Jahromi
The transition from early childhood special education into school-based special education services is often the first major educational change for children with special needs. Parents are critical to children’s successful transitions. This systematic review compiled parent-reported data from 20 peer-reviewed quantitative and qualitative empirical studies to identify consistent themes regarding parents’ experiences during the early childhood special education transition. Themes for parents’ reported experiences reflected three ecological contexts of children’s development: family, school, and the special education system. Parents reported challenges relating to communication with their new schools and confusion navigating special education procedures but relied on support from their early childhood service providers. These experiences were differentially related to parents employing advocacy strategies for their child or taking a passive role in the process. Findings suggest a need for improved parent resources to support families’ adjustment and their roles in their child’s education in this transition period.
{"title":"Parent Perspectives of Early Childhood Special Education Transition","authors":"Catherine R. Gaspar, Laudan B. Jahromi","doi":"10.1097/IYC.0000000000000268","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000268","url":null,"abstract":"The transition from early childhood special education into school-based special education services is often the first major educational change for children with special needs. Parents are critical to children’s successful transitions. This systematic review compiled parent-reported data from 20 peer-reviewed quantitative and qualitative empirical studies to identify consistent themes regarding parents’ experiences during the early childhood special education transition. Themes for parents’ reported experiences reflected three ecological contexts of children’s development: family, school, and the special education system. Parents reported challenges relating to communication with their new schools and confusion navigating special education procedures but relied on support from their early childhood service providers. These experiences were differentially related to parents employing advocacy strategies for their child or taking a passive role in the process. Findings suggest a need for improved parent resources to support families’ adjustment and their roles in their child’s education in this transition period.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2024-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141351497","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-12DOI: 10.1097/IYC.0000000000000270
Priscilla Weaver, M. Rapport, Tricia A. Catalino, Jessica Barreca
In the United States (US), early intervention (EI) programs under Part C of the Individuals with Disabilities Education Act have demonstrated a commitment to teaming and collaboration through multidisciplinary assessment and coordinated service delivery. However, there continues to be broad variability as to the EI service delivery model described on public-facing EI program websites and in state-level documents. In this study, we performed a review of the websites of EI programs in all 50 states, the District of Columbia, five US territories, and two federal departments responsible for providing EI services to specific constituencies. Using a qualitative content analysis approach to analyze the data from all 58 entities led to three primary findings: (1) the challenge of finding information on public-facing websites and related documents about teaming practices within each state, (2) the inconsistency in the types of documents, dates, and ages of posted information, and (3) the variability across states, including the language used to describe and discuss teaming models and practices. These results lead to a call for action to improve the consistency of information on teaming models and the implementation of practices that better support all children and families served under Part C.
在美国，《残障人士教育法案》C 部分规定的早期干预（EI）计划已通过多学科评估和协调服务的提供，展示了对团队合作的承诺。然而，在面向公众的儿童早期干预计划网站和州一级的文件中，对儿童早期干预服务提供模式的描述仍然存在很大差异。在本研究中，我们对美国 50 个州、哥伦比亚特区、五个美国属地和两个负责向特定人群提供幼儿保 育服务的联邦部门的幼儿保育计划网站进行了审查。使用定性内容分析法对来自所有 58 个实体的数据进行分析，得出了三个主要发现：（1）在各州面向公众的网站上查找有关团队合作实践的信息和相关文件是一项挑战；（2）发布信息的文件类型、日期和年代不一致；（3）各州之间存在差异，包括用于描述和讨论团队合作模式和实践的语言。这些结果呼吁采取行动，提高团队合作模式信息的一致性，并实施能更好地支持 C 部分服务的所有儿童和家庭的实践。
{"title":"A Content Analysis of Public-Facing Part C Early Intervention Websites of US States and Territories","authors":"Priscilla Weaver, M. Rapport, Tricia A. Catalino, Jessica Barreca","doi":"10.1097/IYC.0000000000000270","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000270","url":null,"abstract":"In the United States (US), early intervention (EI) programs under Part C of the Individuals with Disabilities Education Act have demonstrated a commitment to teaming and collaboration through multidisciplinary assessment and coordinated service delivery. However, there continues to be broad variability as to the EI service delivery model described on public-facing EI program websites and in state-level documents. In this study, we performed a review of the websites of EI programs in all 50 states, the District of Columbia, five US territories, and two federal departments responsible for providing EI services to specific constituencies. Using a qualitative content analysis approach to analyze the data from all 58 entities led to three primary findings: (1) the challenge of finding information on public-facing websites and related documents about teaming practices within each state, (2) the inconsistency in the types of documents, dates, and ages of posted information, and (3) the variability across states, including the language used to describe and discuss teaming models and practices. These results lead to a call for action to improve the consistency of information on teaming models and the implementation of practices that better support all children and families served under Part C.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2024-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141353474","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-12DOI: 10.1097/IYC.0000000000000266
Kate Barlow, Kara Ghiringhelli, Kelsey Sullivan, Ava Daly
To examine the impact of developmental monitoring on child referrals, a retrospective data review, comparing seven pilot programs with seven matched controls in Special Supplemental Nutrition Programs for Women, Infants, and Children (WIC) was completed. Pilot programs were trained on developmental monitoring and how to refer families to their local Early Intervention (EI) program, Special Education, or Family TIES (Together in Enhancing Support), services when there is a developmental concern. The “Learn the Signs. Act Early” developmental monitoring program was implemented, and the outcomes included the number of referrals made over a 6-month period. The results indicated a statistically significant difference (p = <.001) in referrals made preimplementation compared to postimplementation with a large effect size (d = 0.96) for pilot programs. Additionally, when analyzing between-groups there were significantly more referrals (p = .001) made at the pilot programs compared to the control programs, again with a large effect size (d = 2.10). This study shows that the implementation of developmental monitoring within WIC programs was effective in increasing referrals to intervention services designed to support families with early identification of developmental delay.
{"title":"Developmental Monitoring in Special Supplemental Nutrition Programs for Women, Infants, and Children (WIC) Increases Referrals to Social Supports","authors":"Kate Barlow, Kara Ghiringhelli, Kelsey Sullivan, Ava Daly","doi":"10.1097/IYC.0000000000000266","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000266","url":null,"abstract":"To examine the impact of developmental monitoring on child referrals, a retrospective data review, comparing seven pilot programs with seven matched controls in Special Supplemental Nutrition Programs for Women, Infants, and Children (WIC) was completed. Pilot programs were trained on developmental monitoring and how to refer families to their local Early Intervention (EI) program, Special Education, or Family TIES (Together in Enhancing Support), services when there is a developmental concern. The “Learn the Signs. Act Early” developmental monitoring program was implemented, and the outcomes included the number of referrals made over a 6-month period. The results indicated a statistically significant difference (p = <.001) in referrals made preimplementation compared to postimplementation with a large effect size (d = 0.96) for pilot programs. Additionally, when analyzing between-groups there were significantly more referrals (p = .001) made at the pilot programs compared to the control programs, again with a large effect size (d = 2.10). This study shows that the implementation of developmental monitoring within WIC programs was effective in increasing referrals to intervention services designed to support families with early identification of developmental delay.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2024-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141354502","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-01Epub Date: 2024-03-08DOI: 10.1097/IYC.0000000000000263
Russell A Carleton, Ann M DiGirolamo, Lisa McGarrie, Ani S Whitmore, Annelise Gilmer-Hughes
Secondary analysis of the Early Head Start Family and Child Experiences Survey 2018 data set (Baby FACES 2018) explored links between family risk events and referral-making and referral uptake among families receiving Early Head Start (EHS) services. Referrals to both behavioral health and entitlement programs were considered. Results showed that referrals to behavioral health programs were much more likely to be given to families receiving care from home-based care than center-based care, and that referrals were slightly more likely to be given to families who did not have any family risk events. Several factors also moderated the relationship between family risk and referrals, including perceived closeness of the parent/caregiver-EHS staff relationship, family conflict, and caregiver depression. There were no observed effects for referrals to entitlement programs. Caregiver depression weakened the link between family risk and service uptake for entitlement programs.
{"title":"Factors Associated With Service Referrals and Uptake in Early Head Start: The Importance of Care Setting.","authors":"Russell A Carleton, Ann M DiGirolamo, Lisa McGarrie, Ani S Whitmore, Annelise Gilmer-Hughes","doi":"10.1097/IYC.0000000000000263","DOIUrl":"10.1097/IYC.0000000000000263","url":null,"abstract":"<p><p>Secondary analysis of the Early Head Start Family and Child Experiences Survey 2018 data set (Baby FACES 2018) explored links between family risk events and referral-making and referral uptake among families receiving Early Head Start (EHS) services. Referrals to both behavioral health and entitlement programs were considered. Results showed that referrals to behavioral health programs were much more likely to be given to families receiving care from home-based care than center-based care, and that referrals were slightly more likely to be given to families who did not have any family risk events. Several factors also moderated the relationship between family risk and referrals, including perceived closeness of the parent/caregiver-EHS staff relationship, family conflict, and caregiver depression. There were no observed effects for referrals to entitlement programs. Caregiver depression weakened the link between family risk and service uptake for entitlement programs.</p>","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10942235/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140144319","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-01DOI: 10.1097/IYC.0000000000000256
C. Wiefferink, Conja Adriaanse, Margot van Denderen, Carla van Schie, N. Uilenburg
Despite the importance of identifying children with developmental language delay, no accurate screening instruments are available for 3-year-olds. The aim of the present study is to compare the accuracy of the General Language Screen (GLS), focusing on receptive and expressive language and intelligibility with the accuracy of the VTO Language Screening Instrument (VTO-LSI)-3-year, focusing on expressive language and intelligibility. We hypothesize that the GLS is more accurate in identifying children with language delay, because it also assesses receptive language. Ninety-seven 3-year-old children were included based on their language screening score at the age of 2. At the age of 3, children were assessed with the VTO-LSI-3-year and the GLS. Diagnostic tests were used as reference tests. The GLS was better than the VTO-LSI-3-year in identifying children with language delay. Receiver operating characteristic analysis of the discriminative power showed higher areas under the receiver operating characteristic curve for the GLS. Moreover, the GLS was better in detecting receptive language concerns. Given these results the GLS may serve as a reliable screening tool, especially for children with receptive problems. Because receptive language problems are persistent, early diagnosis and intervention is very important for these children.
{"title":"Early Identification of Developmental Language Delay","authors":"C. Wiefferink, Conja Adriaanse, Margot van Denderen, Carla van Schie, N. Uilenburg","doi":"10.1097/IYC.0000000000000256","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000256","url":null,"abstract":"Despite the importance of identifying children with developmental language delay, no accurate screening instruments are available for 3-year-olds. The aim of the present study is to compare the accuracy of the General Language Screen (GLS), focusing on receptive and expressive language and intelligibility with the accuracy of the VTO Language Screening Instrument (VTO-LSI)-3-year, focusing on expressive language and intelligibility. We hypothesize that the GLS is more accurate in identifying children with language delay, because it also assesses receptive language. Ninety-seven 3-year-old children were included based on their language screening score at the age of 2. At the age of 3, children were assessed with the VTO-LSI-3-year and the GLS. Diagnostic tests were used as reference tests. The GLS was better than the VTO-LSI-3-year in identifying children with language delay. Receiver operating characteristic analysis of the discriminative power showed higher areas under the receiver operating characteristic curve for the GLS. Moreover, the GLS was better in detecting receptive language concerns. Given these results the GLS may serve as a reliable screening tool, especially for children with receptive problems. Because receptive language problems are persistent, early diagnosis and intervention is very important for these children.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139128550","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-01DOI: 10.1097/IYC.0000000000000258
Brian Barger, Ashley Salmon, Gail Chödrön
This study combined data from the National Survey of Children's Health (NSCH; 2016–2019) to develop state-level percentages of Hispanic, non-Hispanic Black, non-Hispanic other race, and non-Hispanic White children receiving developmental screening and/or monitoring and diagnosed with an autism spectrum disorder or developmental delay (ASD/DD). Analyses for the entire sample indicated no significant correlations between state-level screening/monitoring and ASD/DD; stratified analyses indicated correlations between monitoring and ASD/DD for Black populations and conjoint monitoring/screening and ASD/DD for Hispanic populations. Findings are contextualized around the limitations of the NSCH items, scope of community partners engaged in screening and monitoring, the importance of monitoring for identifying Black and Hispanic children with ASD/DD, and the utility of the NSCH's multiyear design.
{"title":"Correlations Between State-Level Monitoring and Screening Rates and Early Identified ASD/DD Across Racial and Ethnic Groups","authors":"Brian Barger, Ashley Salmon, Gail Chödrön","doi":"10.1097/IYC.0000000000000258","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000258","url":null,"abstract":"This study combined data from the National Survey of Children's Health (NSCH; 2016–2019) to develop state-level percentages of Hispanic, non-Hispanic Black, non-Hispanic other race, and non-Hispanic White children receiving developmental screening and/or monitoring and diagnosed with an autism spectrum disorder or developmental delay (ASD/DD). Analyses for the entire sample indicated no significant correlations between state-level screening/monitoring and ASD/DD; stratified analyses indicated correlations between monitoring and ASD/DD for Black populations and conjoint monitoring/screening and ASD/DD for Hispanic populations. Findings are contextualized around the limitations of the NSCH items, scope of community partners engaged in screening and monitoring, the importance of monitoring for identifying Black and Hispanic children with ASD/DD, and the utility of the NSCH's multiyear design.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139126574","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-01DOI: 10.1097/IYC.0000000000000257
Dana C. Childress, Seb M. Prohn, Corinne F. Hill, Lisa M. Terry
Service coordinators under Part C of the Individuals With Disabilities Education Act (IDEA, 2004) help families navigate the early intervention (EI) system and ensure regular communication among team members so services are aligned with family priorities and recommended EI practices. To meet the demands of service coordination, personnel entering the EI field who will serve as service coordinators must receive high-quality professional development to orient them to their unique roles and responsibilities. The purpose of this program evaluation was to examine the effectiveness of one state's service coordination training program and its alignment with the Knowledge and Skills for Service Coordinators (KSSC), a resource document in the Division for Early Childhood and IDEA Infant Toddler Coordinators Association (DEC & ITCA) Joint Position Statement: Service Coordination in Early Intervention (2020). Survey results suggested that the training program was associated with increased knowledge and skills for service coordinator participants in many of the KSSC areas. Participants also reported using what they learned in their work with families. The rubric used to evaluate this training program could be a resource for state-level professional development providers to evaluate alignment of current and future training for service coordinators with the KSSC.
根据《残障人士教育法案》（IDEA，2004 年）C 部分的规定，服务协调员要帮助家庭驾驭早期干预（EI）系统，并确保团队成员之间的定期沟通，从而使服务与家庭的优先事项和推荐的 EI 实践保持一致。为了满足服务协调的要求，进入早期干预领域担任服务协调员的人员必须接受高质量的专业培训，使他们了解自己独特的角色和责任。本计划评估的目的是检查一个州的服务协调培训计划的有效性及其与服务协调员知识和技能（KSSC）的一致性，KSSC 是儿童早期教育司和 IDEA 婴儿和幼儿协调员协会（DEC & ITCA）联合立场声明中的一份资源文件：早期干预中的服务协调（2020 年）。调查结果表明，培训计划提高了服务协调员在许多 KSSC 领域的知识和技能。学员们还报告说，他们在与家庭的合作中运用了所学到的知识。用于评估该培训计划的评分标准可作为州级专业发展提供者的资源，以评估当前和未来的服务协调员培训是否与 KSSC 保持一致。
{"title":"Aligning Professional Development With Service Coordinator Knowledge and Skills","authors":"Dana C. Childress, Seb M. Prohn, Corinne F. Hill, Lisa M. Terry","doi":"10.1097/IYC.0000000000000257","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000257","url":null,"abstract":"Service coordinators under Part C of the Individuals With Disabilities Education Act (IDEA, 2004) help families navigate the early intervention (EI) system and ensure regular communication among team members so services are aligned with family priorities and recommended EI practices. To meet the demands of service coordination, personnel entering the EI field who will serve as service coordinators must receive high-quality professional development to orient them to their unique roles and responsibilities. The purpose of this program evaluation was to examine the effectiveness of one state's service coordination training program and its alignment with the Knowledge and Skills for Service Coordinators (KSSC), a resource document in the Division for Early Childhood and IDEA Infant Toddler Coordinators Association (DEC & ITCA) Joint Position Statement: Service Coordination in Early Intervention (2020). Survey results suggested that the training program was associated with increased knowledge and skills for service coordinator participants in many of the KSSC areas. Participants also reported using what they learned in their work with families. The rubric used to evaluate this training program could be a resource for state-level professional development providers to evaluate alignment of current and future training for service coordinators with the KSSC.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139129769","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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