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":"37 2","pages":"131-141"},"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":"122 14","pages":"36 - 47"},"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":"37 8","pages":"64 - 81"},"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":"5 6","pages":"48 - 63"},"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}
Pub Date : 2024-01-01DOI: 10.1097/IYC.0000000000000254
PhD Michaelene M. Ostrosky, EdD Paddy C. Favazza, PhD Hsiu-Wen Yang, MEd Melissa V. Stalega, PhD Katherine Aronson-Ensign, PhD W. Catherine Cheung, PhD Yusuf Akemo˘glu, PhD Martin E. Block, PhD Ngai Kwan
A semistructured preschool motor program was developed in response to the paucity of evidence-based motor programs for preschoolers with disabilities in inclusive classrooms. A randomized controlled trial (RCT) was undertaken to examine the impact of the CHildren in Action: Motor Program for PreschoolerS (CHAMPPS), a 21-week intervention that includes 42 Universal Design for Learning–embedded lessons with suggestions for supporting school readiness skills. Eight intervention and 8 control classrooms across 2 states participated in the RCT. Data on 51 children with disabilities provide initial evidence on how CHAMPPS positively impacted children's active engagement, motor, and social development. The promising results include gains in motor skills, sustained physical activity levels during motor play, increased on-task behavior, and high feasibility and usability ratings by teachers. Implications for practice and future research are discussed.
{"title":"Investigating the Impact of a Motor Program on Preschoolers With Disabilities","authors":"PhD Michaelene M. Ostrosky, EdD Paddy C. Favazza, PhD Hsiu-Wen Yang, MEd Melissa V. Stalega, PhD Katherine Aronson-Ensign, PhD W. Catherine Cheung, PhD Yusuf Akemo˘glu, PhD Martin E. Block, PhD Ngai Kwan","doi":"10.1097/IYC.0000000000000254","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000254","url":null,"abstract":"A semistructured preschool motor program was developed in response to the paucity of evidence-based motor programs for preschoolers with disabilities in inclusive classrooms. A randomized controlled trial (RCT) was undertaken to examine the impact of the CHildren in Action: Motor Program for PreschoolerS (CHAMPPS), a 21-week intervention that includes 42 Universal Design for Learning–embedded lessons with suggestions for supporting school readiness skills. Eight intervention and 8 control classrooms across 2 states participated in the RCT. Data on 51 children with disabilities provide initial evidence on how CHAMPPS positively impacted children's active engagement, motor, and social development. The promising results include gains in motor skills, sustained physical activity levels during motor play, increased on-task behavior, and high feasibility and usability ratings by teachers. Implications for practice and future research are discussed.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":"27 9","pages":"3 - 19"},"PeriodicalIF":1.1,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139126898","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.0000000000000255
Collin Shepley, Devin Graley, Justin D. Lane
The provision of progress monitoring is mandated under federal law for children receiving special education services. In recent years, professional organizations have recommended that this provision be extended to include children receiving services within multitiered systems of support. Organizations representing the field of early childhood education have embraced this focus on progress monitoring to include all children, regardless of ability or disability. To understand how to effectively prepare preschool educators to engage in progress monitoring practices, we conducted a systematic review of the literature. Results of repeated and extended search methods identified only four studies. We present our findings and stress the need for researchers and funding agencies to work toward establishing a rigorous body of literature devoted to professional development and teacher training surrounding progress monitoring.
{"title":"Preparing Preschool Educators to Monitor Child Progress","authors":"Collin Shepley, Devin Graley, Justin D. Lane","doi":"10.1097/IYC.0000000000000255","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000255","url":null,"abstract":"The provision of progress monitoring is mandated under federal law for children receiving special education services. In recent years, professional organizations have recommended that this provision be extended to include children receiving services within multitiered systems of support. Organizations representing the field of early childhood education have embraced this focus on progress monitoring to include all children, regardless of ability or disability. To understand how to effectively prepare preschool educators to engage in progress monitoring practices, we conducted a systematic review of the literature. Results of repeated and extended search methods identified only four studies. We present our findings and stress the need for researchers and funding agencies to work toward establishing a rigorous body of literature devoted to professional development and teacher training surrounding progress monitoring.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":"63 3","pages":"20 - 35"},"PeriodicalIF":1.1,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139127221","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 : 2023-10-01DOI: 10.1097/IYC.0000000000000250
Diane Meytha Supit, H. Gunardi, B. Medise, Jeslyn Tengkawan
The Communication and Symbolic Behavior Scales Developmental Profile (CSBS DP) is a valid and reliable screening tool for detecting language delay in children. However, it has not been translated into the Indonesian language. This study aimed to determine the validity and internal consistency of the Indonesian-translated CSBS DP as a screening tool for language delay in children aged 6–24 months. A cross-sectional study was carried out at the Growth and Development Clinic, Cipto Mangunkusumo Hospital, in 3 stages: (1) transcultural translation and adaptation of the measure into the Indonesian language; (2) determination of the internal consistency of the measure; and (3) determination of the concurrent validity of the measure by comparing CSBS DP with the Bayley Scales of Infant and Toddler Development, third edition (BSID-III) language scale on 149 caregivers–children dyads. We found good concurrent validity (r > .3) and good internal consistency with Cronbach's α values of 0.876–0.896. The concurrent validity of the Indonesian-translated questionnaire showed a sensitivity of 71.43% and a specificity of 81.48%. CSBS DP Indonesian-translated questionnaire is a valid and reliable screening test for language delay in children aged 6–24 months.
{"title":"Validity and Internal Consistency of the Indonesian-Translated Communication and Symbolic Behavior Scales Developmental Profile to Screen Language Delay in Children Aged 6–24 Months","authors":"Diane Meytha Supit, H. Gunardi, B. Medise, Jeslyn Tengkawan","doi":"10.1097/IYC.0000000000000250","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000250","url":null,"abstract":"The Communication and Symbolic Behavior Scales Developmental Profile (CSBS DP) is a valid and reliable screening tool for detecting language delay in children. However, it has not been translated into the Indonesian language. This study aimed to determine the validity and internal consistency of the Indonesian-translated CSBS DP as a screening tool for language delay in children aged 6–24 months. A cross-sectional study was carried out at the Growth and Development Clinic, Cipto Mangunkusumo Hospital, in 3 stages: (1) transcultural translation and adaptation of the measure into the Indonesian language; (2) determination of the internal consistency of the measure; and (3) determination of the concurrent validity of the measure by comparing CSBS DP with the Bayley Scales of Infant and Toddler Development, third edition (BSID-III) language scale on 149 caregivers–children dyads. We found good concurrent validity (r > .3) and good internal consistency with Cronbach's α values of 0.876–0.896. The concurrent validity of the Indonesian-translated questionnaire showed a sensitivity of 71.43% and a specificity of 81.48%. CSBS DP Indonesian-translated questionnaire is a valid and reliable screening test for language delay in children aged 6–24 months.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":"590 1","pages":"333 - 343"},"PeriodicalIF":1.1,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77083241","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 : 2023-10-01DOI: 10.1097/iyc.0000000000000252
After 37 years as Director, Michael Guralnick, PhD, has retired from the Institute on Human Development and Disability (IHDD) at the University of Washington. Mike led the growth of the IHDD into one of the largest interdisciplinary research, training, and service centers focused on disability in the United States. Currently employing more than 600 faculty, staff, and doctoral and postdoctoral students, the IHDD administers the University Center for Excellence in Developmental Disabilities, the Eunice Kennedy Shriver Intellectual and Developmental Disabilities Research Center, the Leadership Education on Neurodevelopmental and Related Disabilities Program, and many other centers. The IHDD originates basic and translational research, provides clinical services to individuals and their families, provides interdisciplinary clinical and research training, and provides technical assistance and outreach training to practitioners and community agencies. Mike has also stepped down as founding Chair of the International Society of Early Intervention (ISEI), which he began more than 20 years ago. The goal of the ISEI is to enhance the ability of early intervention professionals throughout the world to work together to advance early intervention concepts and practices. The ISEI has grown to 3,000 members from more than 100 countries, and it has sponsored seven international conferences. In addition to Mike's academic career, which began before he took the helm of the IHDD, his most influential contribution to early childhood intervention (ECI) has been scientific. He has authored eight books and published more than 160 articles and book chapters spanning a range of topics and disciplines. His book on the Developmental Systems Approach (Guralnick, 2019) integrated developmental, intervention, and implementation science. This approach, first conceptualized more than 25 years ago, is the framework used by ECI programs in the United States and around the world. Many of its key elements were designed and tested through Mike's systematic and applied research agenda which began in the early 1970s. This early work formed the foundation of ECI, and helped define the variables that had most impact on infants, young children, and their families. For example, Mike's early and seminal work led to findings that resulted in the elaboration and refinement of key ECI practices in areas such as: research based service delivery to identify effective service elements for model replication (Guralnick, 1973); the conceptualization and implementation of a classroom and curriculum framework addressing individualization, evaluation, teacher training, and accountability (Guralnick, 1975); the effects of inclusion and peer interactions on children's development (Guralnick, 1976,1977,1978); the application of single case designs to evaluate interventions (Guralnick, 1978); the development and evaluation of training programs for pediatric residents on disability (Guralnick, 1981; Gural
{"title":"From the Editor","authors":"","doi":"10.1097/iyc.0000000000000252","DOIUrl":"https://doi.org/10.1097/iyc.0000000000000252","url":null,"abstract":"After 37 years as Director, Michael Guralnick, PhD, has retired from the Institute on Human Development and Disability (IHDD) at the University of Washington. Mike led the growth of the IHDD into one of the largest interdisciplinary research, training, and service centers focused on disability in the United States. Currently employing more than 600 faculty, staff, and doctoral and postdoctoral students, the IHDD administers the University Center for Excellence in Developmental Disabilities, the Eunice Kennedy Shriver Intellectual and Developmental Disabilities Research Center, the Leadership Education on Neurodevelopmental and Related Disabilities Program, and many other centers. The IHDD originates basic and translational research, provides clinical services to individuals and their families, provides interdisciplinary clinical and research training, and provides technical assistance and outreach training to practitioners and community agencies. Mike has also stepped down as founding Chair of the International Society of Early Intervention (ISEI), which he began more than 20 years ago. The goal of the ISEI is to enhance the ability of early intervention professionals throughout the world to work together to advance early intervention concepts and practices. The ISEI has grown to 3,000 members from more than 100 countries, and it has sponsored seven international conferences. In addition to Mike's academic career, which began before he took the helm of the IHDD, his most influential contribution to early childhood intervention (ECI) has been scientific. He has authored eight books and published more than 160 articles and book chapters spanning a range of topics and disciplines. His book on the Developmental Systems Approach (Guralnick, 2019) integrated developmental, intervention, and implementation science. This approach, first conceptualized more than 25 years ago, is the framework used by ECI programs in the United States and around the world. Many of its key elements were designed and tested through Mike's systematic and applied research agenda which began in the early 1970s. This early work formed the foundation of ECI, and helped define the variables that had most impact on infants, young children, and their families. For example, Mike's early and seminal work led to findings that resulted in the elaboration and refinement of key ECI practices in areas such as: research based service delivery to identify effective service elements for model replication (Guralnick, 1973); the conceptualization and implementation of a classroom and curriculum framework addressing individualization, evaluation, teacher training, and accountability (Guralnick, 1975); the effects of inclusion and peer interactions on children's development (Guralnick, 1976,1977,1978); the application of single case designs to evaluate interventions (Guralnick, 1978); the development and evaluation of training programs for pediatric residents on disability (Guralnick, 1981; Gural","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135113335","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 : 2023-10-01DOI: 10.1097/IYC.0000000000000248
Rebecca M. Alper, Rufan Luo, Marjie Mogul, R. Bakeman, L. Adamson, Lillian R. Masek, Yu Chen, Sarah J Paterson, Amy E. Pace, R. Golinkoff, M. Owen, K. Hirsh-Pasek
Preventative parent-coaching programs can improve early interaction quality, language skills, and academic outcomes for children experiencing economic adversity. Using a community-based participatory research framework, we piloted Duet, a preventative, parent-implemented, early language intervention. We assigned home visitors to provide Duet or standard-of-care services to 23 children (aged 1; 0–2; 3; 9 Duet, 14 control) and their parents. We used odds ratios to describe the likelihood of improvement. The Duet group had greater odds of improvement than the control group for parent developmental knowledge (moderate effect size), self-efficacy (moderate effect size), parent–child interaction (moderate effect size), and child's language (weak effect size). The preliminary Duet data are promising. Limitations included recruitment and retention in the community setting. Future research will explore Duet's efficacy, effectiveness, and scalability.
{"title":"Duet: An Exploratory Language Intervention for Toddlers in Low-Income Households","authors":"Rebecca M. Alper, Rufan Luo, Marjie Mogul, R. Bakeman, L. Adamson, Lillian R. Masek, Yu Chen, Sarah J Paterson, Amy E. Pace, R. Golinkoff, M. Owen, K. Hirsh-Pasek","doi":"10.1097/IYC.0000000000000248","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000248","url":null,"abstract":"Preventative parent-coaching programs can improve early interaction quality, language skills, and academic outcomes for children experiencing economic adversity. Using a community-based participatory research framework, we piloted Duet, a preventative, parent-implemented, early language intervention. We assigned home visitors to provide Duet or standard-of-care services to 23 children (aged 1; 0–2; 3; 9 Duet, 14 control) and their parents. We used odds ratios to describe the likelihood of improvement. The Duet group had greater odds of improvement than the control group for parent developmental knowledge (moderate effect size), self-efficacy (moderate effect size), parent–child interaction (moderate effect size), and child's language (weak effect size). The preliminary Duet data are promising. Limitations included recruitment and retention in the community setting. Future research will explore Duet's efficacy, effectiveness, and scalability.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":"31 1","pages":"296 - 313"},"PeriodicalIF":1.1,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88836183","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 : 2023-10-01DOI: 10.1097/IYC.0000000000000249
C. Chen, L. Anunciação, Sondra M. Stegenga
This study examined the agreement between the Ages & Stages Questionnaires, third edition (ASQ-3), and the Ages & Stages Questionnaires: Social-Emotional, second edition (ASQ:SE-2), and investigated the relationship of the overall indication of “parental concerns” about their child's behavior on the ASQ-3 and the results of the ASQ:SE-2. A large and U.S. representative sample of 16,739 birth to 6 years old children was used to calculate agreements (1) between the ASQ-3 and the ASQ:SE-2, as well as (2) between the indication of “parental concerns” about their child's behavior on the ASQ-3 and the results from the child's ASQ:SE-2. Findings indicated .80 agreement between “typical” classifications on the ASQ-3 and the ASQ:SE-2; as well as .57 agreement on the “at-risk” status. When parents indicated a “behavioral concern” about their child on the ASQ-3 overall questions, 74% of these children were identified by a subsequent ASQ:SE-2. High agreement on the “at-risk” status between developmental and social-emotional screening tests was found. High agreement between parental concerns about child's behavior and results of the social-emotional screening test was found. This finding adds to the foundations of research on the importance of parental input in the early identification processes and can inform efforts to increase the efficiency of the screening process.
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